unit introduction · sub-concepts covered: perseverance, kindness kindness in the classroom lessons...

6th Grade Unit Introduction

Sub-Concepts Covered: Perseverance, 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. This is the fourth unit of the Kindness in the Classroom curriculum. Ideally this unit comes after a break that marks the halfway point in some fashion within 6th grade. The students have explored respect, caring, and inclusiveness. They are now ready to take on a fairly new concept for this age- integrity. While all children have explored the sister concept of honesty, integrity ramps up our expectations of behavior and challenges them to do what they know to be right and kind in EVERY situation, regardless of who is or isn’t present.

Unit Objective Students will:

● Examine their own level of integrity across a variety of situations, both with peers and individually. ● Practice creating and accomplishing SMART goals.

Student Introduction Integrity- for many of us this is either a completely new word or one that needs a bit more explanation. While all of us are familiar with honesty and telling the truth, integrity takes this to the next level. What do you choose to do alone? What do you choose to do when no one will ever find out if you followed through? How tempting is it to cut corners? Find loopholes? All of these questions will be explored in this unit! This unit will focus on the following:

● Honesty and Integrity ● Personal Choices ● Perseverance

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

Unit Lessons Main Lesson Title Weekly Objectives Main Lesson Materials Mini Lessons Lesson 1 Clean vs. Cloudy

● Explore how they currently demonstrate integrity in both isolated and public situations.

● Celebrate the courageous acts within their personal lives

❏ 2 Clear containers (2 liter soda bottles work well)

❏ Water ❏ A Jar of dirt ❏ A Jar of salt ❏ 2 spoons

Small Group- Broken Telephone Partner- Personal Stories Individual- Honest Examination Technology Focus- Digital Integrity Inventory

Lesson 2 Notice The Difference

● Explore how they currently demonstrate integrity in a variety of settings.

● Identify areas of struggle as it relates to integrity and create a plan for increasing integrity on a personal level.

❏ Sticky notes ❏ Pencils

Small Group- Academic Integrity Partner- What does Integrity LOOK like? Individual- Integrity Poem Technology Focus- Digital Integrity WORDLE

Lesson 3 Making Choices

● Examine their current decision-making process among peers and in high pressure situations.

● Practice making choices that reflect what they know to be right and kind.

❏ Internet access for video clip

Small Group- Marshmallow Towers Partner- Integrity Across Subjects Individual- Letter to Self Technology Focus- Fact or Fiction?

Lesson 4 Qualities of Success

● Explore previously attained goals and successes and examine the feelings associated with this.

● Practice making and achieving goals using the SMART goal process.

❏ Internet access for video clip

❏ Butcher paper ❏ Marker ❏ Index cards ❏ Pencils

Small Group- Personal Commitments Partner- I am a leader Individual- Interview of Success Technology Focus- Personal Goal


https://www.youtube.com/watch?v=gdsCUExLE-Y

https://www.youtube.com/watch?v=oLI4k4Xni6g

Unit Project Project Title Project Overview Materials Required Digital Citizenship Storyboards

The class will create useful storyboards to help fellow peers in navigating the digital world in a way that is safe and kind.

❏ Access to computers ❏ Basic art supplies ❏ Poster boards for each group (or an online storyboard creator

such as www.storyboardthat.com) ❏ Printer (optional if online storyboard is used) ❏ Tape/Tacks to hang finished storyboards


http://www.storyboardthat.com/

6th Grade • Week 1 Integrity Sub-ConceptsKindness

Integrity This is the first week of our Integrity unit. Students will focus on integrity and how it connects to the familiar concept of honesty. Begin the unit with the whole class lesson and then aim to complete at least two of the mini lessons with your students throughout the week. Each mini lesson is designed to present elements of the main lesson in new and engaging ways.

Main Lesson

Whole Class Lesson 30 minutes

Clean vs. Cloudy Students will explore the concept of integrity by completing a simple science demonstration using water. (See page 2 for lesson details.)

Mini Lessons

For Small Groups 15 minutes

Broken Telephone Divide into groups of 6-8. Give one person in each group an index card with the same sentence on it. For example, the sentence could read, “I'd love eating toasted cheese and tuna sandwiches.” Have each ending person announce what they heard. Guide a large group discussion on the detriment of gossip and the rule of only repeating what you heard first hand.

For Partners

15 minutes

Personal Stories With a partner, think about a time when you were able to show integrity and honesty, even though it might have been difficult. How did others involved react? How did you feel afterwards?

For Individuals

15 minutes

Honest Examination Conduct a personal inventory of your level of honesty either at home or with friends. Journal about a time when you struggled with dishonesty. What happened after you chose to lie? If you were caught, what were the consequences? If you weren’t caught, how many additional lies did you add to stay out of trouble? What other option besides lying did you have?

Technology-Focused

15 minutes

Digital Integrity Inventory With a partner, go through the inventory. What are areas you feel are affecting you the most? Choose one area to work on; write out your goal connected to this area and commit to paying more attention this week! Check in with each other to see how you are progressing. (See below for the integrity inventory.)

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

6th Grade Whole Group Lesson

Clean vs. Cloudy Students will explore the concept of integrity by completing a simple science demonstration using water. Lesson Timeframe 30 minutes Required Materials ❏ 2 Clear containers (2 liter soda

bottles work well) ❏ Water ❏ A Jar of dirt ❏ A Jar of salt ❏ 2 spoons Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, International Society for Technology in Education Standards, when applicable, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will:

● Explore how they currently demonstrate integrity in both isolated and public situations.

● Celebrate the courageous acts within their personal lives.

Teacher Connection/Self-Care Welcome to the Integrity Unit! This can be a challenging unit because “integrity” feels like a big, complex concept to both kids and adults alike! However, in this unit, we define integrity as acting in a way you know to be right and kind in all situations. This actually makes the concept quite simple. As your students get older and have more responsibilities, they may find it hard to think about what is right and kind in every situation; neurologically, they aren’t always capable of making a good choice here. Their judgement is underdeveloped and often clouded by social pressures. You have a great opportunity to help them hone their integrity skills. You can do this by honing your own integrity skills. When faced with a task, do you complete it fully or take a short-cut? If students push your buttons, do you respond with kindness or with curtness and sarcasm? Is there bureaucratic “red tape” in your job that frustrates you and makes you look for loopholes? If you feel your integrity slipping at certain points of the year, like end-of-term, state testing, holiday seasons, or mid-year, because you are busy or burnt-out, take some time for self-care and hit your integrity reset button. Talk with a colleague about your experiences or frustrations and brainstorm strategies to get back on track. You won’t be the only one with these feelings and working through them to maintain a high level of integrity in your work will be a great model for students.

Share 4-6 minutes In this unit, we will explore the concept of integrity and how it expands on our understanding of honesty. Specifically, this unit dives deeper into the connection between personal integrity and kindness and how leading a life of integrity can not only help us make better choices, but inspire others to do the same! Take some time to think about honesty and integrity. When you think of the word integrity, what images or phrases come to mind? (Invite student responses.)


https://www.randomactsofkindness.org/lesson-plans/6_Integrity_Unit_Standards_Map.pdf

Terrific! Honesty and Integrity go hand in hand and although many of us might be somewhat unfamiliar with this word, if we think about it as it relates to honesty it can help us better understand it.

Inspire

3-5 minutes Integrity is acting in a way you know to be right and kind in all situations. This means you are honest and true even when no one is watching. As we mature and find ourselves in situations where our parents allow us more freedom to be alone or with only our friends, the temptation to act dishonest or ignore others’ dishonest behaviors increases. What are some situations that might test your integrity? (Invite student responses.)

Empower

15 minutes Explain that the class will now conduct a simple experiment to illustrate how integrity works in our lives using water. Directions:

● Using two clear containers of equal size (2 liter soda containers work well), have a volunteer fill each up with water.

● Place both containers next to each other on a table. Make sure the entire class can observe both containers.

● Explain that each container represents a person’s level of integrity. We all start off with pure intentions and a completely honest and kind conscious. However, we are faced with choices, sometimes very difficult ones, every day of our lives.

● Each choice we make can either help us to stay honest and full of integrity, OR it can cloud our focus by making a poor or dishonest choice. Using an index card, label each container; one with HONEST and the other with DISHONEST.

● To illustrate, you will read a series of questions aloud. A honest choice that demonstrates integrity will result in a spoonful of salt in the honest container. A dishonest choice that lacks integrity will result in a spoonful of dirt in the dishonest container.

● Read each question aloud. Ask the class to answer yes or no to illustrate showing integrity. Remind students that the meaning of integrity is acting in a way you know to be right and kind in all situations.

○ There are fresh baked cookies on the counter and no one is in the kitchen. One of the cookies broke and a piece fell onto the counter. Is it okay to eat that cookie?

○ Your parents tell you to finish all of your homework before going online to play games with your friends. You have a simple math assignment you need to complete, but you can probably finish it on the bus in the morning. Is it okay to play your game?

○ Your friend invites you over to their house. Your parents have told you you can only go if there is an adult supervising you. Your friend’s brother just turned 18 last weekend, but no one else is home. Is it okay to go to their house?


● Continue until all of the questions have been answered and BOTH honest and dishonest choices for each question have been explored.

● After all of the questions have been answered, examine the water by stirring it well and holding it up for the entire class to see. As a class, discuss the obvious visual differences between the HONEST and DISHONEST containers. Why is the water cloudy/dirty in the dishonestcontainer? What happened to the person’s integrity when they decided to make dishonest choices?

Reflect

5-7 minutes As a class, discuss why integrity can be so difficult at times. Discussions may include: You might not get in trouble or get caught so the temptation is higher, you “technically” are following the rules, you think the rule is ridiculous and don’t really see the point in following it, etc. This week, make a commitment to examine your level of personal integrity. Are there areas that are more tempting for you to ignore the rules, bend the rules, or even intentionally break them? Try to make a change during one situation that reflects a higher level of integrity, even if it seems silly or unimportant to you. Discuss your choice with a trusted adult. How did you feel when you chose the honest choice, even when no one was watching you?


Digital Integrity Inventory With a partner, go through the inventory. What areas do you feel are affecting you the most? Choose one area to work on and write out your goal connected to this area. Commit to paying more attention this week! Check in with each other to see how you are progressing.

Yes No Sometimes

I act the same online as I do in person.

I stop and think about how my words might sound to the person I’m texting.

I only share pictures with permission.

I discuss problems I have had online and in text with my parents when I am upset.

I treat everyone with respect when using technology (including text, social media, FaceTime, etc.).


6th Grade • Week 2 Integrity Sub-ConceptsKindness

Integrity This is the second week of our Integrity unit. Students will expand their understanding of integrity and explore how it can fluctuate depending on the setting if we are not careful. Begin the unit with the whole class lesson and then aim to complete at least two of the mini lessons with your students throughout the week. Each mini lesson is designed to present elements of the main lesson in new and engaging ways.

Main Lesson


Notice The Difference Students will examine the temptations present in peer focused situations versus family/home focused situations as it relates to demonstrating integrity. (See page 2 for lesson details.)

Mini Lessons


Academic Integrity Divide into groups of 4-6. Explain that each group will create a poster illustrating academic integrity. Provide a brief overview of academic integrity and how it relates to cheating and honesty. Posters can include any combination of words and illustrations. Have each group share and explain their posters.

For Partners

15 minutes

What does Integrity LOOK like? With a partner, identify a scenario that illustrates integrity. The scenario must be something one of you has personally experienced. Create a short skit and present it to the class. (Or, as an alternate idea, write up a scene and read it to the class.)

For Individuals

15 minutes

Integrity Poem Using the letters from the word INTEGRITY, create a poem that helps to explain this concept. Example: “I” - I act in a way that is right and kind, “N”- Need to be honest at all times, etc. Hang the poems up throughout the room as a reminder of the importance of integrity within your classroom.

Technology-Focused

15 minutes

Digital Integrity WORDLE Divide up into pairs. Using www.wordle.net or another online resource, create a wordle to summarize digital integrity. Remind students of the meaning of integrity and have each pair brainstorm 4-10 words that relate to integrity. Make sure they include integrity as the most frequent word. To create a wordle, you simply select 4-10 words and place them in the generator. The more importance the word has, the more frequently you repeat it. Print out the wordles and hang them in the hallway to inspire ongoing integrity!


http://www.wordle.net/


Notice The Difference Students will examine the temptations present in peer focused situations versus family/home focused situations as it relates to demonstrating integrity. Lesson Timeframe 30 minutes Required Materials ❏ Sticky notes ❏ Pencils Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, International Society for Technology in Education Standards, when applicable, and Common Core State Standards. Please refer to the Standards Map for more information.


● Explore how they currently demonstrate integrity in a variety of settings.

● Identify areas of struggle as it relates to integrity and create a plan for increasing integrity on a personal level.

Teacher Connection/Self-Care Being a teacher requires a higher-than-normal degree of integrity. In fact, it can sometimes feel like we are under the microscope; our students are watching us, their families are watching us, and our community is watching us. We often can’t go to the grocery store or out for dinner without being recognized (or cornered!). Our middle school students are especially perceptive and look to their teachers for how to act, think, and relate. If you are feeling like there is too much pressure on you, remember that you are alsoan individual. You get to live your life as you choose to and you do have a life outside of school. Honor your free-time, your family, your hobbies, and your “me-time”. Teachers are often held to a very high standard without necessarilyreceiving the respect, pay, and prestige the position and the individual deserves. Reclaim your personal integrity by feeding your mind, body, and soul with good things that are separate from the job. If you are at your best, then your students will be at their best, too.

Share

5-7 minutes Let’s discuss a time in the past when it was extremely easy to demonstrate integrity through honesty and kindness. (Invite student responses.) Why were these situations fairly easy for you? (Invite student responses. Lots of witnesses, younger children were watching, parents/adults of authority around, etc.).



Inspire

3-5 minutes Last week we introduced the concept of integrity as it connects to honesty. This week we will go even deeper into the choices we make and how we can choose integrity and kindness regardless of whether we are alone, with friends, or even in the presence of adults. Remember, integrity is defined as acting in a way you know to be right and kind in all situations. This week our focus is identifying situations that are more difficult and creating plans to increase our overall integrity.

Empower

15 minutes Explain that the class will now explore integrity in different group situations. Many times we assume that people only struggle with integrity because they are alone and no one can see what they are doing. While this is definitely a temptation for all of us, how we act with different groups of people can also tempt us to lower our level of integrity if we are not careful. Directions:

● Ask for 3-5 volunteers to role play different scenarios in front of the class.

● Using the following scenario, have the group act out the scene as a group of friends. Encourage them to be silly and have fun.

○ You are at a party and your favorite song comes on! You’ve learned a new dance move and can’t wait to show it off!

● Now have the group reenact the scene again BUT with a change in who is present at the party.

○ You are at a party and your favorite song comes on! You’ve learned a new dance move, but remember that your parents might not approve of it. The party is for your grandmother’s birthday.

● As a class discuss the differences in how the group behaved in the first scene versus the second scene. Why were there such big changes in behavior? Did the first scene demonstrate the same level of integrity as the second? Why or why not?

● As a class, brainstorm 2 additional scenarios that might tempt you to decrease your level of integrity when you are around your friends rather than your family or other adults. What are some ways to check yourself before giving in to temptation?

Reflect

5-7 minutes Provide each student with a sticky note. Ask the question, “What part about Integrity stuck with you today?” As they leave, have each student place their completed sticky note on the door as an exit ticket. Use the answers to gauge which mini lessons you will choose this week based on their level of comfort and understanding about the concept. (For example, if the majority of the class was able to easily connect with the concept, select 2 deeper options. If they struggled, try to incorporate 3-4 for added practice.)


6th Grade • Week 3 Integrity Sub-ConceptsPerseverance, Kindness

Integrity This is the third week of our Integrity unit. Students will apply their understanding of integrity and practice making choices that truly represent what they know to be right and kind. Begin the unit with the whole class lesson and then aim to complete at least two of the mini lessons with your students throughout the week. Each mini lesson is designed to present elements of the main lesson in new and engaging ways.

Main Lesson


Making Choices Students will examine the different types of possible choices in high pressure situations and discuss the possible outcomes of each option. (See page 2 for lesson details.)

Mini Lessons


Marshmallow Towers Divide into groups of 4-6. Each group will need one box of toothpicks and a large cup of marshmallows. Pass out toothpicks to 2-3 people in each group and marshmallows to the others. Explain that each group has 5 minutes to work TOGETHER to create the tallest freestanding tower. Everyone must participate. Explore the challenge to cheat, take over, and exclude some people as a means to win.

For Partners

15 minutes

Integrity Across Subjects With your partner, choose one subject in school and make a list of tempting areas to “bend the truth” or ignore the rules. How can you use honesty and integrity to check yourself and stay true to doing what you know to be right and kind? (Answers may include: googling math answers, using online summaries for a book, etc.)

For Individuals

15 minutes

Letter to Self Using the following prompts, write a letter to yourself. How do I want my friends and family to describe me when they talk about me as a teenager? Am I living in a way that encourages this type of memory? if not, how can I change? If so, how can I expand on my actions?

Technology-Focused

15 minutes

Fact or Fiction? Divide the class up into small groups of 2-3. Give each group a simple topic to research related to your class (science, math, language arts, etc.). Have them choose 2 websites, one that is the most factual and one that appears misleading and possibly dishonest. How were you able to tell the difference? What resources can you use to determine if a website demonstrates integrity?



Making Choices Students will examine the different types of possible choices in high pressure situations and discuss the possible outcomes of each option. Lesson Timeframe 30 minutes Required Materials ❏ Internet access for video clip Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, International Society for Technology in Education Standards, when applicable, and Common Core State Standards. Please refer to the Standards Map for more information.


● Examine their current decision-making process among peers and in high pressure situations.

● Practice making choices that reflect what they know to be right and kind.

Teacher Connection/Self-Care Being a teacher often means you put others’ needs before your own. This is a noble act but one that can slowly whittle away at our personal identities. Part of integrity, as you have been teaching your students, is about honesty; making honest decisions, especially when given more convenient or desirable options. Today, think honestly about the choices you make each day. Do you make decisions that serve your students only or do they serve you and your professional needs, too? Do you make choices largely based on pressure from administration or parents or colleagues? Or, do you stand up for what you believe to be right and kind? If an honest reflection reveals that you make decisions based on the influence of or for the benefit of others, while forsaking what you know to be a better choice, what can you do today to make small changes in your decision-making habits? How can you honor your good ideas, experience, and expertise and still work for the good of your students and the school? This might require having some courageous conversations which can be difficult, but they are worth having. Start today.

Share 3-4 minutes Think about the past week. What are some examples of easy choices you had to make? (Invite student responses.) Now, think hard: What is one example of a tough choice you had to make? (Invite student responses.)




Inspire

5-7 minutes We have been working on the concept of integrity and how that expands our understanding of honesty. As we get older and have more freedom and opportunities (sports, extracurricular activities, clubs, etc.), we are also faced with more and more difficult choices to make. Some choices are quick and easy, like deciding what time to get up and what to have for dessert; others are much harder and have long term consequences, like deciding who to hang out with and what to spend your money on. Let’s watch this video by Kid President to explore our power in the choices we make. https://www.youtube.com/watch?v=gdsCUExLE-Y When you were faced with a tough decision, did you act impulsively, do nothing, or spend some time really thinking about which option was best? Making tough choices can be extremely difficult. It is very tempting to make impulsive decisions without thinking about consequences, or being too scared to make a choice and simply following the crowd. However, both of those options don’t allow you to decide based on honesty and integrity.

Empower

15 minutes Explain that the class will now explore the consequences of making impulsive choices, following the crowd, and deciding with integrity. Read the scenario below. Divide the class into small groups. Have each group discuss the outcome for each type of choice using the questions provided. Allow 3-5 minutes per scenario for group discussion and then reconvene to share in the whole class setting. It will be interesting to see how different people view the same scenario! Scenario: Shoplifting You and several friends walk down to the gas station. Your friend realizes they left their money at home, but they really want a pack of gum. You have a large coat on and can easily place the gum in your pocket. Impulsive Choice: When no one is looking you pocket the gum. Follow the Crowd Choice: You do nothing and your friend pockets the gum in their coat. Integral Choice: You tell your friend it’s not worth the risk. You walk back home for the money. Questions:

● What might happen if you decide to steal the gum? (caught/not caught)

● If you are caught, what consequences might happen? (arrested, parents notified, court, etc.)

● If you are not caught, what kind of person might your friends assume you are? (liar, thief, willing to go against rules)



● What might happen if your friend decides to steal the gum? (caught/not caught)

● If they are caught, what consequences might YOU have? (guilty by association, same legal problems, etc.)

● If they are not caught, what kind of person might your friends assume you are? (easily swayed, follower, don’t care about rules, etc.)

● What might happen if you stand up to your friend? (they might laugh at you, ditch you etc.)

● If they refuse to walk back home with you, what choice do you have? (leave without them, do nothing)

● If you leave without them, what kind of person might your friends assume you are? (someone who values honesty, a loser, etc.)

● What’s more important: your reputation with your parents/legal system/community OR your reputation with people that tried to get you to shoplift?

Reflect

5-7 minutes As a class, discuss the importance of making choices that TRULY reflect what you believe to be right and kind. Sometimes this means your choices might not match up with the choices of your friends or classmates, and that’s okay. This week try to make choices that you feel confident about every time. If you find yourself second guessing a group decision or feeling pressure to do something that feels wrong or “off”, allow yourself time to really think about the choice before diving in!


6th Grade • Week 4 Integrity Sub-ConceptsPerseverance, Kindness

Integrity This is the final week of our Integrity unit. Students will apply their understanding of integrity and use it as a tool to persevere towards both small and large scale goals. Begin the unit with the whole class lesson and then aim to complete at least two of the mini lessons with your students throughout the week. Each mini lesson is designed to present elements of the main lesson in new and engaging ways.

Main Lesson


Qualities of Success Students will work together to create a TOP 5 list of qualities needed to succeed with integrity. (See page 2 for lesson details.)

Mini Lessons


Personal Commitments Divide into groups of 4-6. Each group will discuss the importance of personal commitment within a group. How is personal commitment important when you are part of a team or workgroup? What is your personal responsibility? As a group, create an explanation highlighting your personal commitments asa team player. What do you need to contribute to ensure the group is successful?

For Partners

15 minutes

I am a Leader With a partner, discuss a time you were able to lead honestly and with integrity. Think about times in school, with younger siblings, or even with animals. After both people have shared, allow each pair to share their partner’s leadership success!

For Individuals

15 minutes

Interview of Success Identify someone in your home, school, or community that you consider successful. Create a 5 question interview and sit down with them to find out how they achieved their goals.

Technology-Focused

15 minutes

Personal Goal As a class, review the SMART goal acronym for creating goals. Have studentscreate a personal goal around technology. What is one area you would like to learn more about? This includes both online and the actual hardware and software we use. Using the handout below to create your goal.



Qualities of Success Students will work together to create a TOP 5 list of qualities needed to succeed with integrity. Lesson Timeframe 30 minutes Required Materials ❏ Internet access for video clip ❏ Butcher paper ❏ Marker ❏ Index cards ❏ Pencils Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, International Society for Technology in Education Standards, when applicable, and Common Core State Standards. Please refer to the Standards Map for more information.


● Explore previously attained goals and successes and examine the feelings associated with this.

● Practice making and achieving goals using the SMART goal process.

Teacher Connection/Self-Care A final component of integrity is perseverance. Teachers know perseverance. Teaching is a marathon, not a sprint. It is not for the faint of heart. Teachers must be both content expert and sociologist; both classroom manager and curriculum developer; both hall monitor and life coach. There is no stopping from morning bell to end-of-day bell. This job takes perseverance! Perseverance can be exhausting, though. How do you make it bell to bell? How do you come back Monday-Friday, knowing your weekends will be filled with lesson planning and grading? How do you also coach sports or give music lessons or sponsor clubs and activities? How do you have a family and a life and hobbies? Teaching is a tall order. When your perseverance tank is running low, take some time to fill it up. This might look like doing self-care practices at school: do some breathing exercises between periods or eat, instead of grade papers, during lunch. This might be saying, “no” to something to puts you over the top. This might be letting students grade their own spelling test or math quiz or art project. Send students on a digital field trip instead of lecturing. Think of new and innovative ways to help you keep moving forward. You do not have to do it all or do it all alone.

Share

3-4 minutes Think back to a time when you achieved a goal or experienced success. Closeyour eyes and picture that precise moment when you won the award, reached your goal, or succeeded in learning something new: how did you feel? (Invite students to share their memories and the feelings associated with it.) That feeling can be contagious! This week we will work on creating goals and achieving success through perseverance, while remaining true to ourselves. It can be tempting to cut corners, copy others, or even cheat to reach your goal. However, the feeling of satisfaction you just remembered came from a place of integrity. Staying true to what you know to be right and kind is a true characteristic of a successful person.


https://www.youtube.com/watch?v=oLI4k4Xni6g


Inspire 4-6 minutes This is our final lesson in our integrity unit. This week we will focus on integrity and how it relates to perseverance and success. Each of us has experienced some type of success in our lives even if we don’t realize it! We have learned how to read, write, speak, walk, run; the list is endless. However, some goals take much longer to accomplish and require you to plan ahead and persevere through struggles or trials. Perseverance is when you keep trying even when something is difficult, refusing to give up. This can be very challenging when you are trying to accomplish something that has many, many steps, or is extremely challenging. However, when you stick with it and keep trying, you can achieve anything!

Empower

15 minutes Explain that the class will now create a TOP 5 list illustrating the qualities needed to succeed in life. To stimulate the conversation, play the following clip showing 10 famous quotes by successful leaders in history. Encourage your students to reflect on each quote and choose the one that stands out for them: https://www.youtube.com/watch?v=oLI4k4Xni6g NOTE: If possible, read the quotes aloud to accommodate diverse learners. If watching the video is not possible, read each quote aloud yourself. “If you judge people, you have no time to love them.” ―Mother Teresa “Do not follow where the path may lead. Go instead where there is no path and leave a trail.” —Harold R. Mc Alindon. “The time is always right to do what is right.” —Martin Luther King, Jr. “If you’re feeling helpless, help someone.” ―Aung San Suu Kyi “Life isn’t about getting and having, it’s about giving and being.” –Kevin Kruse “The mind is everything. What you think you become.” –Buddha "Either you run the day, or the day runs you.” –Jim Rohn “Start where you are. Use what you have. Do what you can.” –Arthur Ashe “Everything has beauty, but not everyone can see.” –Confucius Review the quotes as a class. Which ones stood out for you? Why? Using a large piece of butcher paper, brainstorm qualities needed to succeed in life. Incorporate the quotes to help guide the conversation. As a class, vote on your top five qualities and write up a TOP 5 list to be displayed in the classroom.


Reflect 5-7 minutes Pass out an index card to each student. Have them write 1-3 words that describe an important quality associated with positive success. Instruct them to make their cards anonymous. At the end of the week, pass out the cards at random as a tool to motivate peers to be successful through perseverance and integrity.


SMART Goal Map To create a SMART goal about what technology skill you’d like to learn, fill in each section below.

S Make a Specific goal

What exactly do you want to accomplish?

M Make it Measurable

How will you know when you have accomplished your goal? What specific measurement will tell you?

A Make it Attainable

Can your goal be realistically attainable? What are the steps you need to take?

R Make it Relevant

Will achieving this goal be worth it? Will it be relevant to you?

T Make it Time-based

How long will this goal take to accomplish? Give a specific (and realistic) time frame.


Integrity 6th Grade • Kindness Project

Digital Citizenship Storyboards We have completed all four weeks of our integrity unit. Now it’s time to apply everything you have learned. Over the next week or two, we will be working towards creating useful storyboards to help our fellow peers in navigating the digital world in a way that is safe and kind. Integrity Sub-Concept(s) Perseverance, Kindness Project Timeframe 1-2 weeks, broken up as needed by class schedule Required Materials ❏ Access to computers ❏ Basic art supplies ❏ Poster boards for each group (or an

online storyboard creator such as www.storyboardthat.com)

❏ Printer (optional if online storyboard is used)

❏ Tape/Tacks to hang finished storyboards

Standards Map This project aligns with CASEL Competencies, National Health Education Standards, International Society for Technology in Education Standards, when applicable, and Common Core State Standards. Please refer to the Standards Map for more information.

This activity will encourage honesty and integrity when online and will help us use all of the tools we have explored this month to encourage others to apply these concepts in their lives as well. Here is the plan for this project:

1. I will randomly divide you up into groups of 3-4. Each group will be responsible for creating a 3 part storyboard to illustrate your digital citizenship topic.

2. Within your group EVERY person must be an active participant. You will need 1-2 artists, 1 writer, and 1 presenter. If art is a struggle, you may cut out pictures to illustrate your storyboard.

3. Each group will present their storyboard to our class. After all of our presentations, the storyboards will be on display throughout the school to encourage solutions to common struggles we all experience at different times in the digital world.

PART 1 (Week 1): Our first step is to better understand digital citizenship. To help you understand what digital citizenship is, we will start with a game by Common Sense Media. https://www.digitalcompass.org/game/index.html

● Note: You will need computer access for this component. This can be done as a large group on a SMART board, as a small group with shared computers, or independently with laptops/IPads. If you do not have access to technology in school, review the game and present the following key points:

○ Privacy: How to preserve your online privacy ○ Safety: How to stay safe when communicating online ○ Integrity: How to stay true to what you know to be right and

kind online ○ Kindness: How to ensure you treat others with kindness

online ○ Focus: How to use the internet for what you need and

eliminate distractions

● After your class has completed the game (or you have explained the above concepts) guide a discussion around digital citizenship:

○ Which category has been the hardest for you personally and why?

○ What do you find the most distracting online? (games, social media, videos, etc.)

○ What negative experiences have you or someone you know had online?


http://www.storyboardthat.com/


https://www.digitalcompass.org/game/index.html

If possible, allow your normally scheduled RAK time for working on this projectin class. Fifteen minutes each day (or even a few days this week) can help you guide students and allow the conversation to naturally unfold. Part 2 (Week 2): Now that we better understand digital citizenship, we need to help others find solutions to common problems found online. Each group will receive one topicto create a storyboard from. Your goal is to focus on a realistic solution to your assigned topic. Remember, you need to both illustrate AND narrate your storyboard to help passersby better understand your message. Step 1: Assign topics. Some options include: a stranger trying to friend you on social media, a friend posting a picture of you without your permission, a person at school starts bullying you via text, you get distracted by YouTube while looking for research for school, you aren’t sure if a website is fact or fiction. Step 2: Have each group write up a quick rough draft of their solution to the assigned topic. If it is feasible, give them the green light to create their storyboard. If not, help them come up with a viable option. Step 3: Allow time for storyboard creations. Make sure you give each group 2-3 minutes to present their creation and explain their solution. Step 4: Display your storyboards throughout the school!


6th Grade

Hello Parents and Guardians, Welcome to Unit 4 of our Kindness in the Classroom curriculum!For the next 6 weeks we will be learning all about INTEGRITY. We will dedicate 30 minutes once a week for our main lesson, with a few 15 minute mini lessons sprinkled throughout our week to help your child go deeper with the concept. We will end the unit with a project that we will all work on together. Since this topic is fairly new to many students, we will be exploring the following topics:

GOALS FOR THIS UNIT ✓ Examine their own level of integrity across a

variety of situations, both with peers and individually.

✓ Practice creating and accomplishing SMART goals.

TOPIC QUESTIONS WE’LL BE EXPLORING HOW YOU CAN HELP Honesty ● Why is honesty the best policy?

● Why is it easier to be honest in some situations and not others?

Talk with your child about the power of “white lies”. Discuss what might happen when we get intoa habit of lying to make ourselves look better.

Integrity ● What is Integrity? ● Why is it important to be honest in your

actions, even when no one else is around? ● How does choosing to do what is right and

kind in every situation affect your reputation?

Discuss the idea of your reputation. How can lack of integrity cause others not to trust you? Brainstorm ways to make wise choices during times of temptation.

Perseverance ● How can we use honesty to reach our goals? ● Why is it important to keep trying when

something is hard? ● How does cheating hurt us in the long run?

Explore goal setting with your child. If you have recently accomplished a goal, discuss how you were able to do so. If not, look back on your life and talk about one goal you’ve accomplished (school, job, etc.). What motivated you?

TRY THIS AT HOME! As a household, identify one large goal that would increase kindness and positivity. Write it down using the SMART acronym to help you- S=Specific M=Measurable A=Attainable R=Realistic T=Time Sensitive. Ask your child for further details. They have been working on them throughout the entire unit!

We will continue our Kindness in the Classroom curriculum throughout the year. Please join us on this journey using this handout and the at home activity as a way to connect with your child regarding our unit concept. Feel free to contact me with any questions or comments as we move forward. Sincerely,


http://www.randomactsofkindness.org/

6th Grade Standards Map

Integrity 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), the International Society for Technology in Education (ISTE) Standards, when applicable, and the national Common Core State Standards for English Language Arts & Literacy, Mathematics, History/Social Studies, and Science & Technical Subjects. 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: Clean vs. Cloudy CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Self-management Impulse control Self-discipline Social awareness Perspective-taking Respect for others Relationship skills Communication Relationship-building Responsible decision-making Identifying problems Analyzing situations Evaluating Reflecting Ethical responsibility ISTE

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.*

Standard 2. Analyzing influences 2.8.6 - Analyze the influence of technology on personal and family health.* 2.8.8 - Explain the influence of personal values and beliefs on individual health practices and behaviors. Standard 5. Decision-making 5.8.1 - Identify circumstances that can help or hinder healthy decision making. 5.8.2 - Determine when health-related situations require the application of a thoughtful decision-making process. 5.8.5 - Predict the potential short-term impact of each alternative on self and others. 5.8.6 - Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7 - Analyze the outcomes of a health-related decision. Standard 6. Goal-setting 6.8.4 - Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. Standard 7. Practicing healthy behaviors 7.8.1 - Explain the importance of assuming responsibility for personal health behaviors. 7.8.3 - Demonstrate behaviors to avoid or reduce health risks to self and others.

English Language Arts Standards Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

*Standards are applicable when teaching the Technology-Focused Mini Lessons. © The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org Page 1

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

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

https://www.iste.org/standards/for-students

https://www.iste.org/standards/for-students

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

http://www.corestandards.org/ELA-Literacy/L/6/1/

Lesson 2: Notice The Difference

CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Self-management Impulse control Self-discipline Social awareness Perspective-taking Respect for others Relationship skills Communication Social engagement Relationship-building Responsible decision-making Analyzing situations Evaluating Reflecting Ethical responsibility ISTE

6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.*

Standard 2. Analyzing influences 2.8.1 - Examine how the family influences the health of adolescents. 2.8.3 - Describe how peers influence healthy and unhealthy behaviors. 2.8.6 - Analyze the influence of technology on personal and family health.* Standard 5. Decision-making 5.8.1 - Identify circumstances that can help or hinder healthy decision making. 5.8.2 - Determine when health-related situations require the application of a thoughtful decision-making process. 5.8.5 - Predict the potential short-term impact of each alternative on self and others. 5.8.6 - Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7 - Analyze the outcomes of a health-related decision. Standard 7. Practicing healthy behaviors 7.8.3 - Demonstrate behaviors to avoid or reduce health risks to self and others.

English Language Arts Standards Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.



Lesson 3: Making Choices CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-management Impulse control Stress management Self-discipline Social awareness Perspective-taking Respect for others Relationship skills Communication Social engagement Relationship-building Responsible decision-making Analyzing situations Evaluating Reflecting Ethical responsibility ISTE

3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.*

Standard 2. Analyzing influences 2.8.3 - Describe how peers influence healthy and unhealthy behaviors. 2.8.8 - Explain the influence of personal values and beliefs on individual health practices and behaviors. Standard 5. Decision-making 5.8.1 - Identify circumstances that can help or hinder healthy decision making. 5.8.2 - Determine when health-related situations require the application of a thoughtful decision-making process. 5.8.5 - Predict the potential short-term impact of each alternative on self and others. 5.8.6 - Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7 - Analyze the outcomes of a health-related decision. Standard 7. Practicing healthy behaviors 7.8.3 - Demonstrate behaviors to avoid or reduce health risks to self and others.

English Language Arts Standards Reading: Informational Text Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic,text, or issue under study. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.



Lesson 4: Qualities of Success CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-efficacy Social awareness Perspective-taking Appreciating diversity Respect for others Relationship skills Communication Social engagement Relationship-building Responsible decision-making Analyzing situations Evaluating Reflecting Ethical responsibility ISTE

6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.*

Standard 2. Analyzing influences 2.8.6 - Analyze the influence of technology on personal and family health.* 2.8.8 - Explain the influence of personal values and beliefs on individual health practices and behaviors. Standard 7. Practicing healthy behaviors 7.8.3 - Demonstrate behaviors to avoid or reduce health risks to self and others.

English Language Arts Standards Reading: Informational Text Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic,text, or issue under study. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.



Project 1: Digital Citizenship Storyboards CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-management Impulse control Self-discipline Goal-setting Organizational skills Social awareness Perspective-taking Respect for others Relationship skills Communication Social engagement Relationship-building Teamwork Responsible decision-making Analyzing situations Evaluating Reflecting Ethical responsibility ISTE

1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. 2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. 3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Standard 2. Analyzing influences 2.8.5 - Analyze how messages from media influence health behaviors. 2.8.6 - Analyze the influence of technology on personal and family health. Standard 5. Decision-making 5.8.1 - Identify circumstances that can help or hinder healthy decision making. 5.8.2 - Determine when health-related situations require the application of a thoughtful decision-making process. 5.8.5 - Predict the potential short-term impact of each alternative on self and others. Standard 7. Practicing healthy behaviors 7.8.2 - Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 7.8.3 - Demonstrate behaviors to avoid or reduce health risks to self and others. Standard 8. Advocating 8.8.1 - State a health-enhancing position on a topic and support it with accurate information. 8.8.2 - Demonstrate how to influence and support others to make positive health choices. 8.8.4 - Identify ways in which health messages and communication techniques can be altered for different audiences.

English Language Arts Standards Reading: Informational Text Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-LITERACY.W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.W.6.2.D Use precise language and domain-specific vocabulary to inform aboutor explain the topic. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic,text, or issue under study. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.


Language Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.6.3.A Vary sentence patterns for meaning, reader/listener interest, and style. CCSS.ELA-LITERACY.L.6.3.B Maintain consistency in style and tone. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.



unit introduction · sub-concepts covered: perseverance, kindness kindness in the classroom lessons...

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