unit introduction - health unit · courage dance party recognize that being our best selves takes...

5th Grade Unit Introduction

Sub-Concepts Covered: Vulnerability, Humility, Kindness

Kindness in the Classroom lessons teach kindness skills through a step-by step framework of Inspire, Empower, Act, Reflect and Share. Each lesson starts with the ‘share’ step to reinforce learning from previous lessons. The ‘act’ piece is woven into the lessons but really takes place in the projects. In the Courage Unit, students will have the chance to recognize what makes them courageous, which also includes feeling empowered to say “yes” to good choices and “no” to bad choices, even when it feels hard to do so. Students will also explore what they are passionate about and determine if they have the courage to follow that passion. Finally, students will experience how good it feels to honor the courage of others through “random acts of kindness.” Sometimes simply being kind to others takes courage and vulnerability, and this unit will give students an opportunity to recognize and embrace these concepts.

Unit Objective Students will:

● Recognize that being our best selves takes courage & sometimes risk. ● Practice respectful ways of saying “no” to peer pressure. ● Discuss the role of courage in making change in a community. ● Discuss the experience and impact of engaging in random acts of kindness.

Student Introduction Welcome to the Courage Unit! This unit will give you an opportunity to recognize all the great ways in which you show courage, vulnerability, and humility - all of which can feel somewhat scary, but all of which are also incredibly rewarding. In this unit you will be encouraged to try some new things - get out of your comfort zone a bit - and evaluate what it is you are really excited about could empower you and others for good. You will also get a chance to practice saying “no” to things that you know are not good for you (which takes courage!), and end with the opportunity to recognize others for their courageous acts! Let’s get started with our first lesson!

● Courage, vulnerability, humility ● Role play: Responding to Peer Pressure ● Making positive change

© The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org

Unit Lessons Lesson Title Lesson Objectives Materials Required Lesson 1 Try New Things: Courage Dance Party

● Recognize that being our best selves takes courage & sometimes risk.

● Practice expressions of courage and self-inclusion.

❏ Music player and dance song. ❏ Paper and writing utensils.

Lesson 2 Come Back with Courage: Role Play

● Practice respectful ways of saying “no” when they experience peer pressure.

❏ Come Back with Courage Role-Play scenarios (see lesson)

Lesson 3 Be the Change

● Discuss the role of courage in making change in a community.

● Brainstorm ways to get involved in local community efforts for change.

❏ Be the Change worksheet (see lesson)

Lesson 4 30 Random Acts of Kindness

● Understand what a random act of kindness is.

● Complete a certain number of acts of kindness by a given deadline.

● Discuss the experience and impact of engaging in random acts of kindness.

❏ One Kindness by Jacqueline Woodson – print version, eBook for Smart Board, or audio https://www.youtube.com/watch?v=WlNgYno4W14

❏ Large bowl that can hold water and one small stone per student.

❏ One stone per student – can be natural stone or spray paint the stones pink (each stone in future lessons has a specific color to easily differentiate the various kind acts that are noticed and accounted for by dropping the stone)

Unit Projects Project Title Project Overview Materials Required Project 1 5th Grade Thank You Notes

For this project, the 5th grade sets up a “thank you notes” station either outside their classroom or in a prominent place in the school, possibly by the front entrance, by the office, or even in multiple locations.

❏ Printed thank-you cards (as shown in lesson or sticky notes or some other notecard)

❏ Markers, pens, or pencils ❏ Bulletin board materials, as desired

Project 2 Courage Research Project

Students will have an opportunity to learn or practice research and presentation skills through this project. Teachers can determine if students will work independently or as a group, researching a past or present well-known figure who is a model of courage.

❏ Poster size: 24x36 inches (or as determined by the teacher)

❏ Art materials for poster development ❏ Note cards: 1-2 note cards allowed to aid

in the presentation


https://www.youtube.com/watch?v=WlNgYno4W14


Courage 5th Grade • Lesson 1

Try New Things: Courage Dance Party This lesson helps students realize the value of not only being courageous, but also being courageous to be themselves. It is hard to be courageous for others if we don’t have the courage to be ourselves. This lesson is designed to give students strategies to be themselves, to try new things, to take some risks, and succeed. Kindness Sub-Concept(s) Vulnerability, Humility Lesson Timeframe 30-40 minutes Required Materials ❏ Music player and dance song. ❏ Paper and writing utensils. Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will:

● Recognize that being our best selves takes courage & sometimes risk.

● Practice expressions of courage and self-inclusion.

Teacher Connection/Self-Care Many people associate the term “courage” with being strong, standing up to oppression, and fighting for what is right. While all of these definitions do in fact refer back to various types of courage, there is yet another focus that is equally valuable: the courage to respond with kindness. This unit will focus on kindness as a form of courageous action. Your ability to infuse kindness into your daily life is the most courageous thing you can do for yourself. When your thoughts change, your behaviors change, and this ultimately leads to a positive change in those around you as well. This kindness chain reaction starts with you! This week, write out one specifically kind thought about yourself and post it on your bathroom mirror. Repeat it to yourself aloud every single time you read it. At first this may feel awkward and unnecessary. However, the more you hear kind words out loud, the more likely you are to internalize them. How can you be kind to yourself today?

Tips for Diverse Learners ● Students who are very shy or have anxiety may be inordinately

uncomfortable with the inspire activity. If so, make it clear that students do not have to dance if they don’t want to (though a small amount of discomfort or hesitation is normal and necessary for students to recognize their need to be courageous… so don’t let everyone off the hook, if possible!).

● Students with limited writing skills can use basic terms to complete their action (writing items #1, #2, or #3). You may want to position students with limited skills so they are writing #3 (affirmations) as those will be shorter and could even be done through a drawing.

© The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org Page 1

https://www.randomactsofkindness.org/lesson-plans/5_Courage_Unit_Standards_Map.pdf

Share

3-5 minutes Welcome to our last unit! Courage! When you think of courage, what comes to mind? Invite student responses. Most of us probably think about courage in terms of being brave in scary situations. And that can be what courage looks like. Courage can look like other things too, though. Courage can also look and feel like simply being yourself - letting yourself feel sad when you are sad or happy when you are happy. Courage is believing in yourself or letting yourself try something new, even if you aren’t sure you’ll be good at it. Courage is both accepting who you are and striving to always be the best version of yourself.

Inspire

7-10 minutes We are going to try something now. It is going to require each of us to be a little vulnerable. Does anyone know what vulnerable means? It means being in a position where we might feel weak or embarrassed or like we could be criticized. Sounds like fun, right!? It will be fun, though, if you let it. So, we are all going to stand in a circle and I am going to play a song. You can pick any popular yet appropriate song; should be “danceable”. When I start the song, I am going to go to the middle of the circle and dance. That’s right. Dance. When I go back to my place in the circle, I need someone else right away to jump in and dance for 10 seconds. After 10 seconds, I’ll say “Next!” and immediately the middle dancer goes back to their position and a new person goes in the middle. If two of you go at once, someone step back; you can go next. We will do this until the song ends. Everyone should take a chance and dance in the middle! Does anyone feel a bit nervous about that? It’s okay if you do! Give this a try, though! You can do it! Even if you think you can’t dance, you can, at least for 10 seconds!


Empower

15-20 minutes After the song, have everyone sit down in their place in the circle. How did it feel when you were in there dancing? Invite student response. How did it feel when you were waiting and debating when to jump in? Invite student response. Consider asking students why they did not dance if there were some who would not go in the center of the circle; likely it is because they don’t think they can dance, they were embarrassed, or they were afraid people would laugh at them. How does this exercise compare to being a new kid someplace? Or trying out for a new activity? Or playing in a big game or having a music solo or being in a play? What about giving presentations or reading out loud in class? Do any of these activities make you feel a bit vulnerable? Why do you think this is? What does vulnerability feel like? Invite student response. So, based on your descriptions about what vulnerability feels like, it’s probably safe to say that we would rather not do any of these things, or be the new kid, or try something new that we have never done. But, if we don’t try new things, we will never know how much we might enjoy that new thing or that new person. Remember back in our Inclusiveness unit how we used T-charts to identify similarities and differences between things and how thingswere really more the same than they were different? That is what we need to do when we feel vulnerable or afraid to try something new. We have to realize all of the reasons why we should try that new thing, or introduce ourselves to new friends, or dance. On a piece of paper, I want you to write down one realistic thing that you are afraid to do, try, or say. This shouldn’t be something you could do on a regular basis but are too afraid to try (so, things like skydiving won’t work). And then I want you to write about why you are afraid of it. These should not be super personal because you will share them with your classmates. A good example might be, “I would like to try out for the basketball team, but I am afraid to because I have never played and don’t want to do a bad job.” Once you have this done, pass your paper to the person on your right. This will mean everyone is now looking at someone else’s list of things they are afraid to try. Your job, now, is to write one reason why that person should try the thing they are afraid to try. Why isn’t that thing so scary after all? Put the #1 in front of your answer. Continued on next page...


We will then pass the pages again to the right. Now your job is to explain one thing this person can do to help make them feel less fearful. For example, if the thing your classmate is afraid to do is try out for the basketball team, then one thing you could write down is that the person should find a friend who is good at basketball and practice together. Maybe you stay after school and practice dribbling and shooting or work on some skills at recess. Or, he or she could practice at home before the try-out date. Put a #2 in front of your answer. We will pass the page one last time, now, and this person’s job is to write an affirmation or word or phrase of encouragement and courage on the paper, reminding the original author they can be successful; that they are capable; that they should not count themselves out. An example might be something like, “You can do anything you put your mind to!” or “Never Give Up!” Put a #3in front of your answer. I will put these three things on the board to help remind you what to write when you get a paper. Your job is to fill in the next blank space. So, if #1 and #2 have been written about, that leaves you with #3. If you get a paper, and only #1 has been completed, you fill out #2.

Reflect

3-5 minutes Have students pass back the pages until everyone has their own paper returned. Let students read and process their papers. Invite some students to share what was written.

● How did you feel when you were thinking of or writing down the thing that you were afraid to try?

● How do you feel now reading the encouragement and strategies for success that your classmates provided?

● How many of you now feel more willing to try this thing you were scared of? Why?

Extension Ideas

● Have students take their papers home and discuss the thing they

want to try with parents/guardians. It’s possible that caregivers have no idea that their student is interested in trying something new and thus have not encouraged them or given them an opportunity. This activity may be the catalyst to get students involved in new things with their caregivers’ support.



Come Back with Courage: Role Play The lesson focuses on using courage to make good choices even when it feels hard to do so. Additionally, students have an opportunity to develop assertive skills in saying “no” to negative peer pressure. These skills are built through brainstorming and role-play with follow-up discussion and possible extensions of discussion and reflection questions. Kindness Sub-Concept(s) Vulnerability, Humility Lesson Timeframe 35-40 minutes Required Materials ❏ Come Back with

Courage Role-Play scenarios (see below)

Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Practice respectful ways of saying “no” when they experience peer pressure.

Teacher Connection/Self-Care Have you ever heard the phrase, “pay it forward”? It refers to the action of a person doing an unrecognized good deed for a stranger on the premise that the receiver will in turn “pay it forward” by doing a good deed for someone else. Perhaps the person in front of you has already paid for your coffee order, or a positive note was left on your desk. These are both terrific examples of this simple, yet powerful concept. This week, look for ways to respond with kindness by identifying three different ways to pay it forward to coworkers in some fashion. Spend some time brainstorming little surprises for those around you, adding a small note with the good deed that encourages them to keep the chain going by passing on a bit of kindness to another as well.

Tips for Diverse Learners ● Pre-select groups if there are strong personalities that should not (or

should!) be in the same role-play group.



Share

5-7 minutes In our first lesson, we learned that sometimes it takes courage to be our best selves and to try new things. Did any of you try something new between now and that last lesson? What was it? Invite student responses. For this activity, we are going to think about the ways that our peers influence us. First of all, someone define peer. Invite student response. Goo! How do you think our peers and friends can influence us in positive ways? Invite student response. Okay, how about how peers and friends can influence in negative ways? Invite student response.

Inspire

7-10 minutes Sometimes our peers can pressure us to do things that we don’t want to do. Staying emotionally and mentally healthy means knowing when to listen to our peers and when to listen to our hearts and brains. It’s important to maintain our integrity so we can respect ourselves and make good choices. This means having the courage to say “no” sometimes. Why do you think it takes courage to say no? Invite student responses. What are some ways that you can say “no” when someone is pressuring you to do something that you don’t want to do? Allow students to brainstorm ways that they can say “no” when someone is pressuring them. Write their responses on the board or chart paper. If they do not come up with the following five strategies, make sure you add them:

1. Use a strong “No” statement, such as “No thanks,” or, “No, I am not interested”.

2. Look the other person in the eye. 3. Cross your arms; your body language shows you are not interested. 4. Show you are confident. Don’t smile, giggle, or laugh nervously! 5. Walk away!

Do a 30-second practice by having students stand in a big circle and, one student at a time, take turns around the circle saying “no” to the person on their left using the 5 strategies. “Walk away” back to their desk after each student has said “no”. The final student left in the circle will say “no” to you and you both “walk away” to your desks.


Empower

15-20 minutes We are now going to act out role-plays that focus on what we can do when people pressure us to do things that we don’t want to do. Divide the students into four to six groups and hand each group a role-play. Give each group a role-play. You will need to determine the following roles:

● One group member will read the situation to the class. ● One group member will represent “Peer Pressure” and will attempt to

pressure the others to do something wrong. ● Every other member of the group will need to say “no” to the

pressuring friends using one of the skills that we discussed and is written on the board.

Have students spend a few minutes figuring out how they are going to act out the role-play. Then have them perform the role-plays for the class.

Reflect

7-10 minutes After all the role-plays, ask the following questions:

● Which of those situations do you think would take the most courage to stand up and do the right thing? Why?

● Which of the techniques we’ve practiced today would work best for you? What are some other ways you can say “no”?

● How do we use courage and self-respect in these situations? It is important to remember that when other people see you courageously make good choices, even when it feels hard to say “no” or to do the right thing, you are positively influencing others. You are taking a situation of negative peer pressure and turning it into a situation of positive peer pressure! How amazing is that?!

Extension Ideas

● Have students write their own role-plays. ● To reinforce concepts later (perhaps as an exit ticket activity), you can

have students use one of the strategies to leave the room at the end of the day or have them journal about the following:

● What is peer pressure? ● What are some respectful ways you can say “no”? ● What is integrity? ● Write about a time when you were pressured to do

something that you didn’t want to do. What did you do? How did you feel?

● After learning some techniques to say “no” today, which one do you think would be easiest for you to use?

● Is it hard to have integrity when faced with peer pressure?


Come Back with Courage Role-Play

Role-Play Scenarios How do you ‘come back with courage’?

Smoking You are visiting your grandparents for the summer and have met a group of friends who dare you to smoke cigarettes with them. You know that smoking is harmful. Your uncle has lung cancer and the doctors think that smoking was the cause.

Stealing You are in a store and you see a CD that you want to buy, but you don’t have enough money. Your friends tell you they will keep watch for store employees & cameras so you can put the CD in your backpack. You really want the CD, but you know stealing is wrong.

Bullying You and a group of friends are on the playground when a student who has a hard time controlling his behavior in class walks toward you. Most kids make fun of him and don’t want to be around him. Your best friend says: “Did you see how he was acting in class today? Threw a fit because he didn’t want to do the math problem. What a loser!”

Stranger You are walking home from school with your friend and it is pouring rain. Someone pulls up in a new, bright red sports car and asks if you want a ride. The person looks really nice, but you have never seen the driver before. Your friend wants to get in the car, but you don’t think it is a good idea.

Standing Up Your friend has a new shirt that you really like, but a group of girls are teasing her and telling her that it is ugly. These girls say that you need to tell your friend how silly she looks in the shirt.

Skipping School It is a beautiful spring day and your friend asks you if you want to go to the park and ditch school. You have never skipped school before, but you don’t want your friend to make fun of you.



Be the Change This lesson gives students an opportunity to think about how people are already courageously working in their communities and how they can get involved. Students will brainstorm ways they can get involved in either starting something they are passionate about or joining an endeavor already in progress. Kindness Sub-Concept(s) Vulnerability, Humility Lesson Timeframe 35-40 minutes Required Materials ❏ Be the Change worksheet (see

below) Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Discuss the role of courage in making change in a community. ● Brainstorm ways to get involved in local community efforts for change.

Teacher Connection/Self-Care The ultimate goal of every teacher is a kind and respectful class. When the environment in which we spend 8-10 hours a day naturally responds with kindness as a default, we are able to more easily teach the academic components required of us. As you head into the final few weeks and months of the school year, the positive environment you established at the beginning might be waning a bit as students get more antsy for summer vacation. Now is the perfect time for a kindness tune up. Although you are bogged down with end of year testing, grades, and parties, taking a few moments at the beginning of each day with some focused kindness will do wonders for your classroom environment. One idea is to write a bunch of uplifting notes on index cards and have each child choose one from a bowl during your morning meeting. Have them read their kindness card aloud as they are excused to their desks. Not only will each child be encouraged, but you may find that kindness is contagious!

Tips for Diverse Learners ● Be mindful of any students who may have to take advantage of some

of these community organizations; some may be open to sharing (if they are involved in something like a kinship program or Big Brothers/Big Sisters) or they may be embarrassed or nervous (if they use the food bank, for example). Adjust the lesson accordingly (discussing change on a state or national level and brainstorming ways to get involved in those programs would work just as well).



. Share

5-7 minutes Let’s review what we learned in our last lesson about saying “no” to peer pressure. What are the strategies we can use to say no? Invite student response and demonstration. Good! Has anyone had to use one of these strategies since our last lesson? Invite students to raise hands. You can decide if you want to ask for examples or not. This may lead to some discomfort if they have had to use these strategies with classmates. A simple show of hands should make the point quickly without going into details.

Inspire

7-10 minutes For this lesson, we are going to talk about how we must use courage to be kind in our communities. Like we learned in our last lesson, it takes courage to make good decisions and respond with kindness. This is true when we are responding to things happening around us. Sometimes we must use courage to simply engage in new ideas or to support those who are standing up for change. Here is an example of someone who is using courage to be kind in the community: If possible, talk about someone or an organization in your local community that is using courage to be kind, such as food shelf/food bank organizations, homeless shelters, family safety networks, Kinship partners, YMCA programs, etc. If there isn’t an example of this locally (or even regionally), you could use an example of one kid who is making a difference in the broader community/world: https://campus.one.org/stories/6-kids-who-are-changing-the-world/ Or use a celebrity or someone well known who is also regularly engaged in philanthropic activity. In what ways is this person using courage to make a difference in his/her community (or the nation/world)?


https://campus.one.org/stories/6-kids-who-are-changing-the-world/

Empower

15-20 minutes A wise, peaceful leader named Mahatma Gandhi once said something like this: “Be the change you want to see in the world.” This means that if you want to see something happen in your community, you have to go out and be a part of it. You can’t just sit back and wait for it to happen on its own. Today we are going to take some first steps toward being the change we want to see in our community. I want everyone, on their own, to brainstorm something in our community (and it could be in our school community) that you feel is important and beneficial for the community or that you feel should change in the community. It might be recycling, adding a specific after-school program for kids, homelessness, feeding the hungry, caring for the elderly, or volunteering at a specific charity event. Think about what is important to you or a change you’d like to see, and then answer the questions on the “Be the Change” worksheet. What change do you want to see in our community and how can you help make it happen? Complete the worksheet and then we will talk about them in the wrap-up!

Reflect

7-10 minutes Invite students to share their “Be the Change” ideas. You could do this in the large group or break students into small groups. After 5-7 minutes, bring everyone back together (if they have broken out into groups). Review the following concepts:

1. Working in and improving our communities takes courage. 2. There is always good work we could be doing; many people are

already at work all around us! 3. You are never too young to get involved and bravely serve others. 4. How many of you want to pursue the passion or change you wrote

about? 5. How will you do this?

Extension Ideas

● Add space on the “Be the Change” worksheet for a parent/guardian

signature. Invite students to bring these home to share and to ask their parent/guardian to support them in their efforts to get involved. Parents can discuss this idea with their child and sign the worksheet as a sign of support.

● Invite someone from a local organization that is doing good in the community to come and speak to the class about what the organization does and how people can volunteer to help.


Be the change you want to see in the world...

Question Your Answers

What is something you feel strongly about in your community or that you would like to see changed in your community? Write down what you know about this passion or this change.

In what ways is it happening already and who is involved? (Sometimes the work of change or progress is already in motion and all we need to do is join!)

Who might be a good person (or group of people) to talk with about either starting this passion in your community, making this change, or getting involved? (If you don’t know, write down who you could talk to about your ideas.)

If this passion was introduced to your community or if the change happened, what do you think would happen in your community?

What is your next step to getting involved?


Courage Grade 5 • Lesson 4

30 Random Acts of Kindness This lesson gives students an opportunity to work as a class to perform a number of random acts of kindness (RAKs) in various ways throughout the school. Students will mark their RAKs on a master calendar and work to complete them all by a deadline set by the teacher. At the end, students can share their experiences and brainstorm ways to continue showing kindness even when school is done for the year. Kindness Sub-Concept(s) Vulnerability, Humility Lesson Timeframe 25-30 minutes. Spread out over time depending on how long students have to complete their random acts of kindness. This could be introduced at the beginning of the day and completed at the end, or introduced at the beginning of the week and completed at the end of the week. Required Materials ❏ One Kindness by Jacqueline

Woodson – print version, eBook for Smart Board, or audio https://www.youtube.com/watch?v=WlNgYno4W14

❏ Large bowl that can hold water and one small stone per student.

❏ One stone per student – can be natural stone or spray paint the stones pink (each stone in future lessons has a specific color to easily differentiate the various kind acts that are noticed and accounted for by dropping the stone)

Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will be able to:

● Understand what a random act of kindness is. ● Complete a certain number of acts of kindness by a given deadline. ● Discuss the experience and impact of engaging in random acts of

kindness.

Teacher Connection/Self-Care As we head into the final week or so of the school year, the courage to respond with kindness leads us out of the classroom and back with our families and friends as summer vacation looms in the not so distant future. Do you have the courage to respond with kindness at home? At times, it can often feel harder to lean into kindness with those closest to you as they are also the people that know firsthand how to press your buttons and dampen your mood. However, the real test in your ability to respond with kindness is how you treat those in your inner circle. This week, and throughout the summer this year, use our namesake, Random Acts of Kindness, as a motto for how to treat others each day. Become more conscious of the people closest to you. Find one small thing you can do for each of them daily. Something small, but meaningful; something simple, but kind. No random act of kindness is too small to impact another. Your concentrated effort to make your immediate world a better place has a ripple effect on the larger world around you. How can you courageously respond with kindness on a daily basis?

Tips for Diverse Learners ● Illustrate the choices on the list. ● Write the list in English and in another language especially if there are

ELL students in the class. ● Adjust the number of choices based on the ability and class size;

12 choices may be too many for your students to remember/process.





Share

5-7 minutes For this last unit, we have been talking about courage. Based on the lessons we’ve had so far, can someone review the definition of courage for us? Invite a student’s response. Courage is being willing to try new things, to stand up for yourself and for others, and to do the right thing even if others pressure you to do the wrong thing. Does anyone have an act of courage they want to share, either that they have done or that they have witnessed since we started this unit? Invite 2-3 students to briefly share. Thank you for having the courage to share! Ultimately, it takes courage to do what is right and what is kind.

Inspire

7-10 minutes For today’s lesson, we are going to do a random act of kindness! A random act of kindness can sometimes be a fun surprise of kindness given to someone else without them expecting it! These acts of kindness are not announced, not necessarily planned, and not rewarded. You are doing kind things for others just because you want someone else to feel good, not because you want anyone to notice you. (However, it’s okay if others witness you in your act of kindness! Science says that a random act of kindness boosts the mood of the receiver, the giver, AND the witness!). The difference is that you aren’t announcing how wonderful you are; you are simply acting and letting the kindness flow wherever it may! This can also take courage because often we want to be recognized for the good things we have done. It takes discipline to develop the skills of kindness and of doing the right thing without expecting recognition. Does anyone remember what core concept we have studied this year that has a similar definition? Doing the right thing even when no one is watching or will reward us? Invite student response; we are looking for “integrity” here. Yes - integrity! We have to work to build skills that enable us to make careful, correct, and considerate decisions each time we are faced with a choice. That is what we have been trying to do all year! How many of you feel you have the skills to make good, kind choices, even when it feels hard or unpopular? Invite a show of hands. If there is time, invite a few students to share one skill or strategy they have learned this year. This is great! Today we are going to put those skills to work by committing a random act of kindness for someone else.


Empower

15-20 minutes Here is how we are going to do our random acts of kindness (RAKs). You all have a choice of which RAK to complete: where, when, and for whom. We have this RAK calendar with different ideas on them. Project the RAK calendar on the smartboard or print/handout a copy to each student. You have until _______ to complete at least _____ of these RAKs for someone else. Extend this as long as you need/want to and set a minimum number to complete; one is perfectly fine, though you may want to challenge your students with more. The object is to complete your act without notice or expecting recognition. When you complete your RAK, sign your name in its respective square on this master calendar. Ensure you have a “master” calendar printed or created - ideally large enough to there is room for multiple people to sign each square - prominently displayed in the room. To review: the goal is for everyone to have signed at least ____ square(s) by ______________. We also want to try and accomplish every RAK on this calendar, so check the calendar regularly to see which RAKs are left and try to do them! Let students know that you will be participating, too!

Reflect

7-10 minutes Because this lesson may extend over a period of hours or days, you will wrap it up on or just after the final deadline that you set. When you are ready to wrap up, though, consider going through the following prompts with students:

● Display the master calendar and discuss what RAKs students did. Note if there were any that were accomplished most and/or least (or any that students didn’t try at all, as the goal was to do them all at least once). Ask students to share their experiences or if one RAK was easier to complete than another, etc.

● How did you feel when you completed your RAK(s)? ● Were there any instances where someone recognized you for your

RAK? (Common recognitions might include a “thank you” or a smile or another comment.)

● How can you continue performing RAKs even after school is out and you are at home or in other environments for the summer? What are some RAK ideas for home and in the community? Adjust this last prompt if your school does not have a traditional “summer break” and will be in session.

Extension Ideas

● As some of the RAKs on the calendar involve specific props (like

painting a peace or kindness rock or writing a thank you note), you might consider having a “kindness station” in the classroom with some of these props or supplies to fulfill the RAK. Students can visit the kindness station during downtime or if they finish their work early, etc. It could be a reward for staying on task and having extra time.

● Create your own RAK calendar as a class with as many squares as students and let them each develop a RAK to add to the calendar.


http://primarilypeace.tumblr.com/image/103424353093

30 Random Acts of Kindness Ideas for Students

On the Playground In the Hallway In the Classroom Toward Adults Toward Other Kids

Pick up litter and put it in the trash.

Smile and say hello to someone new.

Make an encouraging note for someone in

your class.

Help the cafeteria workers wipe the tables.

Donate the clothes you’ve outgrown to your school’s clothes bank.

Give up your swing to someone who is waiting.

Let someone go ahead of you in the water

fountain line.

Give your good behavior prize to

someone who deserves it, but didn’t win.

Write a thank-you note to your gym teacher for

teaching you how to stay healthy.

Tell another student ‘nice job’ in class or on

the playground.

Invite someone playing alone to join your game.

Pick up something that has fallen off the wall

and return it to a teacher.

Partner with someone who usually has trouble

finding one.

Pick up papers you see in the building so the

custodian doesn’t have to.

Bring an extra lunch dessert from home and share it with someone.

Let someone go ahead of you down the slide.

Let someone who had to leave for something get back in line in front

of you.

Tell someone how much you like their new

haircut, back pack, or shoes.

Smile and show parents the way to the office.

Help another student carry a heavy book bag

to their classroom.

Help put the playground balls away when the bell

rings.

Help someone who has dropped their books or

papers.

Straighten up the classroom library.

Tell other teachers how nice they look.

Make friends with the new kid at school.

Write a positive message on a rock and hide it for someone to

find later.

Leave a positive sticky note to brighten someone’s day!

Leave a nice note for your teacher.

Put a kindness card in a returning library book for the librarian to find.

Paint a kindness rock for a friend.


Courage 5th Grade • Project 1

5th Grade Thank You Notes For this project, the 5th grade sets up a “thank you notes” station either outside their classroom or in a prominent place in the school, possibly by the front entrance, by the office, or even in multiple locations. Have the station set up for a few weeks (perhaps until the end of the school year if you are close to the end). On Friday of each week, select 3 students to choose two “thank yous” each that they can read at the end of the day on the school intercom system (the aim is to give everyone who wants one a chance to speak). This promotes public appreciation of others and lets students practice their public speaking skills, which also takes courage! Kindness Concept(s) Courage, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Printed thank-you cards (as shown in

lesson or sticky notes or some other notecard)

❏ Markers, pens, or pencils ❏ Bulletin board materials, as desired

Empower all 5th graders to monitor the boards throughout the week to ensureonly appropriate thank-yous are posted and to remove any that are not kind or appropriate. For this project, empower students to create the bulletin board where everyone can express gratitude for and kindness toward others. For fun, they may want to create a board themed like Jimmy Fallon’s “thank you notes” segment that runs on his Friday shows. You might even secure an audio clip of the music that plays during the segment to play before or while students read their notes on Friday. The aim is to give everyone in the school an opportunity to say “thank you” to others at the end of the year for making the year memorable and rewarding. Fifth graders may find this especially rewarding if they are moving on to middle school or junior high (which may be in a different building) next year. Set up at least one bulletin board in a place where 5th graders can monitor it, either outside the classroom or toward the main entrance. You can have more than one board; the goal is to invite as many people as possible to participate. At the end of each week, select three student volunteers to select two “thank-yous” each to read over the school intercom/loudspeaker at the end of the day before final dismissal. This requires coordination with the main office ahead of time, but is a fun way to end the school year. Print “thank you cards” (shown below) or simply have sticky notes that people can use to write their thank yous. Have each 5th grader post one to model the type of note that should be posted. Have markers, pens, or pencils available at the board for ease-of-use. Wrap Up: When the project is over, have students help take down the board , which helps reinforce responsibility for cleaning up, and discuss the experience of reading on the loudspeaker. You might even have students distribute the thank you notes to those who received them (if specific names were included).Or, they can read through the notes as a class and then throw them away.


https://www.youtube.com/watch?v=ZvekOldRNuM

https://www.youtube.com/watch?v=aXLQKXORaDw

Proposed Lesson Outcomes: Students will:

● Model courage and kindness by posting thank you notes for others to read.

● Practice public speaking. ● Create a fun space for others to express gratitude and kindness.


Courage 5th Grade • Project 2

Courage Research Project Students will have an opportunity to learn or practice research and presentation skills through this project. Teachers can determine if students will work independently or as a group, researching a past or present well-known figure who is a model of courage. Students will present a poster of their person, highlighting how the person showed/shows courage in the work that he or she did/does. They will also comment on the lessons that others have learned through the courage of this person. They will have 2-3 minutes to present and will have created an engaging visual poster to aid them in their presentation. Students can also have “speakers’ notes” on 1-2 notecards. Kindness Concept(s) Courage, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Poster size: 24x36 inches (or as

determined by the teacher) ❏ Art materials for poster

development ❏ Note cards: 1-2 note cards allowed

to aid in the presentation

Teachers can pre-select research topics or give students the opportunity to select from the supplied list (or a self-generated list). This project can dovetail with social studies or ELA as well. Determine if students will work independently or in small groups (no more than 4 people). Give students the opportunity to select a research subject from the following list or from a list you generate (or let students pick a person on their own if they have someone they would like to research). Their research subject needs to be a person who has demonstrated courage as defined in the RAK lessons. Here are some possible subjects:

● Rosa Parks ● Helen Keller ● Martin Luther King, Jr. ● Amelia Earhart ● Abraham Lincoln ● Mahatma Gandhi ● Nelson Mandela ● Harriet Tubman ● Mother Teresa ● Malala Yousafzai ● Neil Armstrong ● Marie Curie ● The Wright Brothers ● Jackie Robinson ● Mother Teresa ● Bethany Hamilton

Poster components:

1. At least 3 visual representations of the person and his/her contributions of courage.

2. Definition of courage 3. Summary of how the person demonstrated courage 4. One lesson this person can teach or has taught the rest of us about

courage


Poster size: 24x36 inches (or as determined by the teacher) Note cards: 1-2 note cards allowed to aid in the presentation Students should aim to create a visually appealing poster that highlights, specifically, the act or embodiment of courage by the person they studied and what we can learn from their example. Allow three days for research, ideally online; if this is not possible, provide books or magazines students can use for research or schedule time in the school library. If using print research materials, ensure there are relevant materials available for the persons students have selected. In this case, teachers may want to pre-assign the research subjects based on available materials. Allow two days for poster creation. Students may work on these outside of school and collaborate together (if in groups) during work time at school. Wrap Up: Take 1-2 days to allow students to present their posters. Have students hang their posters up either in the classroom or in the hallway. Design a header or title for the poster section to highlight that these posters represent people of courage. Proposed Lesson Outcomes: Students will:

● Conduct research on someone who has demonstrated courage in a public way.

● Create a poster representing the person and his/her act of courage. ● Present on the research findings.


5th Grade

Hello Parents and Guardians, Welcome to Unit 6, the last unit of our Kindness in the Classroom curriculum! For the next 4-6 weeks we will be learning all about COURAGE. Since this is a somewhat new concept for children this age, we will focus on the following topics: TOPIC QUESTIONS WE’LL BE EXPLORING HOW YOU CAN HELP AT HOME Courage to Be Me! ● What does it mean to show courage?

● How can we use courage to be ourselves? ● Why is it important to stay true to who we

are even when making new friends?

Discuss the importance of always being true to yourself first. You are a valuable and important member of the class and of this family!

Courageous Acts ● What does it mean to stand up for what we believe in?

● How can we use courage to stand up for others?

● How can we be the voice of those who cannot speak for themselves?

Talk about how to use courage to stand up for others who might not stand up for themselves. Your voice counts!

Kindness ● How does it take courage to be kind? ● How can we be kind even when others are

not? ● How can we be kind in the face of hatred? ● How can we use everyday actions to show

random acts of kindness to others?

Talk to your children about bullying. What can you do when someone treats you unkindly? Discuss positive ways to respond in kindness regardless of how others may treat you.Talk about random acts of kindness, when we do kind things for no specific reason! How do little kind acts brighten someone’s day? Why does that take courage?

Key activities we’ll be doing:

● Try New Things! ● Practices using courage in role plays! ● DIscuss ways to make change in our community! ● Perform Random Acts of Kindness! If you have any questions about our Kindness in the Classroom lessons, please feel free to contact me at anytime. We are on this kindness path together! Sincerely,

TRY THIS AT HOME! Discuss someone in your life that made a difference in the community where you grew up or where you live in now. This might be a family member, friend, clergy member, etc. Emphasize how they used courage to stand up and take action!


http://www.randomactsofkindness.org/

5th Grade Standards Map

Courage Unit This Standards Map summarizes each of the standards met by all lessons within this unit. All Kindness in the Classroom® lesson plans have been mapped to the five CASEL Core Social Emotional Learning (SEL) Competencies, the Centers for Disease Control and Prevention’s National Health Education Standards (NHES), and the national Common Core State Standards for English Language Arts & Literacy and Mathematics. Utilization and adoption of these national standards and competencies vary by state. Teachers can use this resource to align their own state standards with each lesson.

Lesson 1: Try New Things: Courage Dance Party CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-efficacy Social awareness Perspective-taking Empathy Relationship skills Communication Social engagement Relationship-building Teamwork Responsible decision-making Analyzing situations Solving problems Evaluating Reflecting

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. Standard 6. Goal-setting 6.5.2 - Identify resources to assist in achieving a personal health goal. Standard 8. Advocating 8.5.2 - Encourage others to make positive health choices.

English Language Arts Standards Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Speaking and Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


https://casel.org/core-competencies/

https://www.cdc.gov/healthyschools/sher/standards/index.htm

http://www.corestandards.org/read-the-standards/

http://www.corestandards.org/read-the-standards/

Lesson 2: Come Back with Courage: Role Play

CASEL NHES Common Core

Self-management Impulse control Self-discipline Self-motivation Social awareness Perspective-taking Relationship skills Communication Social engagement Relationship-building Teamwork Responsible decision-making Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 2. Analyzing influences 2.5.2 - Identify the influence of culture on health practices and behaviors. 2.5.3 - Identify how peers can influence healthy and unhealthy behaviors. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. 5.5.5 - Choose a healthy option when making a decision. Standard 7. Practicing healthy behaviors 7.5.1 - Identify responsible personal health behaviors. 7.5.2 - Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. Standard 8. Advocating 8.5.1 - Express opinions and give accurate information about healthissues. 8.5.2 - Encourage others to make positive health choices.

English Language Arts Standards Reading: Foundational Skills Fluency: CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Speaking and Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Lesson 3: Be The Change CASEL NHES Common Core

Self-awareness Accurate self-perception Recognizing strengths Self-confidence Self-efficacy Self-management Self-motivation Goal-setting Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Communication Social engagement Responsible decision-making Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 2. Analyzing influences 2.5.2 - Identify the influence of culture on health practices and behaviors. 2.5.3 - Identify how peers can influence healthy and unhealthy behaviors. 2.5.4 - Describe how the school and community can support personal health practices and behaviors. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. 5.5.2 - Analyze when assistance is needed in making a health-related decision. Standard 7. Practicing healthy behaviors 7.5.1 - Identify responsible personal health behaviors. Standard 8. Advocating 8.5.1 - Express opinions and give accurate information about healthissues. 8.5.2 - Encourage others to make positive health choices.

English Language Arts Standards Reading: Foundational Skills Fluency: CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Speaking and Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.5.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.


Lesson 4: A Random Act of Kindness CASEL NHES Common Core

Self-awareness Accurate self-perception Self-management Self-motivation Goal-setting Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Communication Social engagement Relationship-building Responsible decision-making Analyzing situations Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.5.1 - Describe the relationship between healthy behaviors and personal health. 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 7. Practicing healthy behaviors 7.5.1 - Identify responsible personal health behaviors. 7.5.2 - Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.

English Language Arts Standards Reading: Foundational Skills Fluency: CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.5.5.C Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.


unit introduction - health unit · courage dance party recognize that being our best selves takes...

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