Presented by Plano ISD Ramona Cartwright Marjorie Edge

Presented by Plano ISD
Ramona Cartwright
Marjorie Edge
Pamela Hart
Lynda Shuttlesworth
November 21, 2013
www.commonsensemedia.org/educators/blog/new-digital-citizenship-song-and-video
http://www.youtube.com/watch?v=uuHzYssjjGc
http://www.youtube.com/watch?v=0qjOVw-v3d4
http://www.youtube.com/watch?v=lUVgSWsyIE8
Presented by Plano ISD
Ramona Cartwright
Marjorie Edge
Pamela Hart
Lynda Shuttlesworth
November 21, 2013
Communication Skills
Pause & Think Online
Competency: Communication
Grade Level: 3-5
Goal: Students will learn to be safe on line in our digital world.
Lesson:
Pre-test: Do you go on the Internet?
Do you use your real name as your screen name?
What kind of information would you share with someone online? (Circle all that apply and add to t
list) School name, Teacher’s name, Grade , Age, extra-curricular activities,
favorite subject, city where you live, state, your address of your home, email,
phone number, etc.
How do you know if the person you are talking with is a child?
How many minutes a day do you spend on the Internet visiting with people?
Play the video and discuss how to be safe on line.
www.commonsensemedia.org/educators/blog/new-digital-citizenship-song-and-video
Discuss the video song and talk about ways to stay safe online.
Take the Post –test about Internet.
http://www.commonsense
mediaorg/educators/
elementary_poster#.UoEgxMKV0o.email
Internet Survival Tips
1. Never give any personal information to anyone you meet online. That means first
or last names, phone numbers (they can be used to track down your home),
passwords, birth dates or years, or credit card information.
2. Never meet up with anyone you don't already know. Don't tell anyone your
schedule; don't say where you'll be hanging out. No party announcements. People
are often not who they say they are. It's true: 1 in 5 kids will be sexually solicited
online.
3. Don't fill out any "fun" questionnaires that are forwarded to you, even if they're
from your friends. Remember, you're in a world where everything can get
forwarded. All those personal things about you could land in the hands of someone
who could use them to harm you.
4. Make sure you know everyone on your buddy list. If you haven't met the people
face-to-face, they may not be who they pretend to be. Also, Instant Messaging
strangers is an invasion of their privacy.
5. You do not have to answer emails or IMs from people you don't know. As a matter
of fact, you shouldn't. Who knows who they are? Even if they say they're "David's
friend," David could be a lucky guess. "Kids" you meet in chat
rooms may actually be creepy adults.
Internet Survival Tips
6. There's no such thing as "private" on the Internet. You may think so, but it's not
true. People can find anything they want — and keep what you post — forever.
7. Be careful about posting pictures of yourself. (If you must, don't post pictures
you wouldn't want your mom, teacher, future boss, or potential college advisor to
see). Just because an older sibling has posted snaps on a site doesn't make it a
smart or a safe idea. Pictures with identifiers like where you go to school can be
shopping lists for online predators and other creeps.
8. Don't send pictures of other people. Forwarding an embarrassing picture of
someone else is a form of bullying. How would you like it if someone did that to
you?
9. Don't download content without your parents' permission. Many sites have
spyware that will damage your computer. Other sites have really inappropriate
content. Your parents can check your computer's URL history, so you can't hide
where you've been.
10. Never share your password with anyone
but your parents.
Learn to Listen
by Howard B. Wigglebottom
Body Language
by Rebecca Weber
Competency: Communication
Grade: 2-5
Goal: Students will learn they communicate with their body.
Materials: Book - Body Language by Rebecca Weber
Lesson: Pre test – Name three ways to use body language to communicate.
Read the book, Body Language by Rebecca Weber to learn the importance and
significance that body language plays in communication and interactions.
Discuss the book as you go and you could break the book up to be used at multiple
levels.
Have you ever noticed someone say one thing and their body language say something
different? Body language often tells what people are thinking and feeling.
How do you greet a person?
How do you show you are listening?
How can you tell if the person is happy?
What do your hands say?
If a stranger ask to be your friend, what would you do?
Do you share your picture(s) on the internet?
Post – Test – Name three ways to use body language to communicate or older student
could be asked the above questions for their pre and post-tests.
Pete the Cat: I Love my White Shoes
By James Dean Story By: Eric Litwin
 http://www.youtube.com/watc
h?v=uuHzYssjjGc
 (Pete the Cat: I love my white
shoes)
Resiliency
Pete Rocking in His School Shoes
Story by: Eric Litwin
Created and Illustrated by: James Dean
http://www.youtube.com/watch?v=lUVgSWsyIE8
(Pete Rocking in His School Shoes)
http://www.youtube.com/watch?v=0qjOVw-v3d4
(with children)
http://www.youtube.com/watch?v=nlhDXipKOD
g
(Illustrated by students drawings)
Mahalia Mouse Goes to College
By John Lithgow
Competency: Career/College Readiness
Goal: Expose children to begin thinking about what college is and introduce college
vocabulary
Grade Level: Second- Fourth grade
Materials Needed: Book: Mahalia Mouse Goes to College by John Lithgow
Various materials for each activity listed below
Lesson:
Read the book Mahalia Mouse Goes to College by John Lithgow or he will read the
story on the Youtube, http://www.youtube.com/watch?v=7jYoHcG-jHI .
Discuss college vocabulary from the story including persistence and perseverance.
Mahalia Mouse Goes to College
By John Lithgow (continued)
http://www.youtube.com/watch?v=7jYoHcG-jHI
Lithgow wrote the text as part of his keynote address to his alma mater's, Harvard
College graduating class of 2005.
This is a story about a mouse who accidentally attends a college lecture while searching
for food scraps. The mouse becomes so enamored with learning that she ends up
enrolling as a college students.
The lure of higher education that captures a brave, starving mouse who, following the
scent of cheese, inadvertently becomes a stowaway in a college student's backpack.
After finding herself in a lecture hall, Mahalia becomes "professor's pet" when the
instructor discovers her class notes, which clearly indicate genius tendencies. The
story is about self-reliance; an epic account on a miniature scale of life’s bumpy trail
and succeeded by simply refusing to fail.
Iggy Peck Architect
by Andrea Beaty
http://www.youtube.com/watch?v=hRj4FBX6pHw
Competency: Problem Solving/ Linking Interest to career
Grade Level: Second or third grade
Goal: To explore an interest to be an architect.
Materials: Read the book, Iggy Peck Architect.
Lesson: Discuss Architecture and read the book
While Iggy’s second grade teacher said they would not learn about architecture in
second grade, she changed her mind when the class needed help on a field trip. The
students all joined in a successful constructed of a bridge.
Activity: Have students work in groups to construct a model using straws and tape or
blocks. As a closing, ask every group to share what they constructed and how they
worked together to make their model.
Motivation to Achieve/ post secondary/College
Lessons and Activities that help students gain a desire to follow a dream for a career and
make a plan of how to achieve that goal.
Hold a College Fair: Have older student select a college and research it. Set up the
displays and the older students share with the younger students the facts learned from
their research about the university.
Students will make a display about the college or university's location, mascot, school
colors, tuition, majors available, traditions, etc.
College Visits: Some colleges will allow elementary students to come for a visit. This is
a great way for children to have an experience on a college campus.
College Week in early January in Plano ISD allows college students to visit with
elementary students about life on a college campus.
Team Spirit is a way to share the college experience. Play the fight song from
universities and help student learn about colleges in your area.
As elementary students, it can be fun to think of future education as their middle school
or high school experience. Often you can get cheerleaders, a football team, etc. to come
to talk about the importance of working hard in middle school and high school, so you
can follow your dream.
Teach Goal Setting: Know the importance of goals and know the path to achieve their
dreams.
Pre and Post Test for Careers
Name: ___________________________ Grade level: ____________ Date: __________
1. Name 3 personal interest you have that might lead to a career.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
2. Name 3 skills you enjoy that might lead to a career.
1. ______________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
3. Name 3 careers you know about.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. I think I might like to be a _____________________________________________or
a _____________________________________________________________________.
http://www.youtube.com/watch?v=8cCiqbSJ9fg
(One-step-at-a-time - goal achieving cartoon doodle video)
SMART Goals
Competency: Goal Setting
Grade Level: 4th – 5th
Materials Needed: SMART Goals – Pinterest; SMART Goals – youtube.com;
Goals Sheet; poster paper and post-it notes
Pre-test
Lesson:
Begin Lesson with youtube.com video:
Goals”
or search on youtube.com “SMART
http://www.youtube.com/watch?v=md-yXkcUXkc
Discussion: SMART Goals.
What were Justin’s goals?
• Will not fail any classes. (Make first trimester Honor Roll)
• Will not get in any detentions this year.
• Will become president of the United States.
Were they SMART Goals? Why?
How did Kim help Justin rewrite his goals and make them SMART Goals?
Stay Positive - Think about what you want to accomplish instead of what you want
to avoid.
Make a Plan/Steps to accomplish the goal.
Activity:
Students write SMART Goals – (use diagram) – divide into groups and have them
write an academic goal. Discuss possible challenges, or revision of goals. Use the
diagram and post-it notes to revise.
The next class, students will write their own academic goal. I make 2 copies, one for
me and one to give to their teacher.
Post-Test
GOALS
Your goal should be as specific as possible and
answer the questions: What is your goal? How
often or how much? Where will it take place?
How will you measure your goal? Measurement
will give you specific feedback and hold you
accountable.
Goals should push you, but it is important that
they are achievable. Are your goals attainable?
Is your goal and timeframe realistic for
the goal you have established?
Do you have a timeframe listed in your SMART
goal? This helps you be accountable and helps
in motivation.
Goal Setting
Name: _______________________
Date: _______
My goal is to ___________________________________________________
Steps I will need to take in order to reach my goal:
1.
________________________________
2.
________________________________
3.
________________________________
4.
________________________________
Time needed to complete ___________________Date of completion________________________
My support system:
______________________________________________________________
______________________________________________________________
Obstacles:
_________________________________________________
_________________________________________________
Are my goals:
Smart_____ Measurable _____ Achievable _____ Realistic _____ Timely _____
Pre and Post-Tests for SMART Goals
1. What is a goal?
a. Something that earns you points in a game
b. Something you are already good at
c. Something you are not good at but want to improve on
d. Something you want to achieve
e. Both c and d
2. What is a SMART goal?
a. A goal that makes sense
b. A goal that your parents and teacher like
c. Something that will earn you lots of money
d. A goal that is specific, measurable, achievable, realistic and timely
3. It is important to have goals because?
a. They keep you focused on achieving great things
b. So you can be rich one day
c. You could win the game
4. What could happen if you set your goal but never think about it again
a. Nothing; the important thing is that you set the goal in the first place
b. You may lose focus and not reach your goal
c. You will still reach your goal
5. All are important considerations when setting a goal except:
a. Thinking about things that might get in your way of your goal
b. Making sure that you have action steps to help you reach your goal
c. Making sure that you tell everyone about your goal
Decision Making
Competency: Decision Making
Goal: Distinguish between a good and not so good decision
Grade Level: Kindergarten – 2nd Grade
Materials Needed: Classroom Guidance Games by YouthLight Inc. The Three
Pigs; Two Bricks, Small Pile of Straw or Shredded Paper, Small Pile of Twigs, Copy of
Decision Making Cards (97-98)
Lesson:
Place bricks in front of room on one side; Straws and twigs on the other side. Read
the book Three Pigs, pull animated story from Youtube, or tell short version (short
version is in Classroom guidance Games).
Discussion:
Talk about each pig’s decision to build their house with the materials they used.
First two pigs were impatient, did not take their time. Straw/twig houses were not
strong
Third pig – took time, built from strong materials – good decision
Like the three pigs, we are faced with making decisions every day. We can make good
• Many times the good decisions are hard to make and sometimes take more time
and work.
• Good decisions make us happy and feel good
Activity:
Students will play a game and decide if the decision is good, or not so good. Good
decision cards will be placed in the pile of bricks, not so good decisions will be
placed in pile of straw/twigs.
Follow-up:
• What do you think about the wolf’s decisions in the story? Which were
good/bad?
• Why do you think first two pigs were in a hurry to build houses? Ever been in a
hurry to get something done? What are some problems that might occur when
someone gets in a hurry?
• What do you think about the pig in the brick house who let his two brothers
stay with him?
Used with permission from YouthLight Inc.
The Hero in Me
By Susan Fitzsimonds
Competency: Responsible Behavior
Grade Level: 4th or 5th Grade
Materials Needed: Book – The Hero in Me by Susan Fitzsimonds, Scenario Cards,
A Hero’s Tips for Good Friendships
The Hero in Me shows how a young boy uses his ""hero in me"" to stand up to bullies. By
using his hero, he becomes a good role model for his peers. This book as great messages
and has tips for reporting bullies, standing strong, thing to say to a bully and tips for
good friendships.
Procedure:
Ask students for their definition of “Hero” (a person who is admired for great or
brave acts or fine qualities: a person who is greatly admired).
Ask students for their definition of “Bully” (an aggressive person who intimidates or
mistreats weaker people – Encarta)
Ask students for their definition of “Bystander” (somebody who observes but is not
involved in something - Encarta)
Read the book, The Hero In Me. Discuss each situation.
Discuss key points in the book:
• What are some things this hero did when he faced the different bullying situations?
How did it/he help? How did this empower others?
• What were the Hero’s thoughts about the Bully at the end of the book? Why?
Activity: Scenarios - Role Play Scenario: Students are at recess and several students
observe one of their classmates getting bullied (repeated name calling, making fun of) by
another classmate.
Divide students into groups of 5 students. (1-bully, 1-victim, 2-3 bystanders) Give the
bystanders in each group a response card (from list below) and have them act out the
different ways they could respond as a responsible bystander. How would a Hero
react?
Tell them to stop
Ask them why they are doing that
Tell a teacher
Walk away
I Message
Walk up to the victim and ask them to go with you. (Ex. John, would you like to go to
the monkey bars, to the swings, to the slide, etc. with us?)
Discussion:
Hurtful Bystanders
Some bystanders . . . instigate the bullying by prodding the bully to begin.
Other bystanders . . . encourage the bullying by laughing, cheering, or making
comments that further stimulate the bully.
And other bystanders . . . join in the bullying once it has begun.
Most bystanders . . . passively accept bullying by watching and doing nothing. Often
without realizing it, these bystanders also contribute to the problem. Passive
bystanders provide the audience a bully craves and the silent acceptance that allows
bullies to continue their hurtful behavior.
Helpful Bystanders
Bystanders also have the power to play a key role in preventing or stopping
bullying.
Some bystanders . . . directly intervene, by discouraging the bully, defending the
victim, or redirecting the situation away from bullying (inviting the victim to join
.
them and get them away from the situation).
Other bystanders . . . get help, by rallying support from peers to stand up against
bullying (using their hero in them) or by reporting the bullying to adults.
Examining the Effects on the Bystander
Why don’t more bystanders intervene?
• They think, “It’s none of my business.”
• They fear getting hurt or becoming another victim.
• They feel powerless to stop the bully.
• They don’t like the victim or believe the victim “deserves” it.
• They don’t want to draw attention to themselves.
• They fear retribution/retaliation.
• They think that telling adults won’t help or it may make things worse.
• They don’t know what to do.
Bystanders who don’t intervene or don’t report the bullying often suffer negative
consequences themselves. They may experience:
• Pressure to participate in the bullying
• Anxiety about speaking to anyone about the bullying
• Powerlessness to stop bullying
. • Vulnerability to becoming victimized
• Fear of associating with the victim, the bully, or the bully’s pals
• Guilt for not having defended the victim
Conclusion:
A Hero’s Tips for Good Friendships
The Hero in Me by Susan Fitzsimonds
The Bully Free Classroom by Allan Beane
http://www.eyesonbullying.org/bystander.html Helpful Bystander, Hurtful
Bystander, Examining the Effects on the Bystander
Stand Against Bullying. Don’t Be a Bystander
http://www.bing.com/videos/search?q=Bullying+Bystander&qs=n&form=QBVR
&pq=bullying+bystander&sc=0-8&sp=1&sk=#view=detail&mid=CD0A8968A219B827B3BBCD0A8968A219B827B3BB
Cool Tools to Stop Bullying
http://www.youtube.com/watch?v=udSaYH4DZ48
Cliques – Just Don’t Make Cents
By Julia Cook
Competency:
Grade Level:
Materials:
Responsible Behavior
2nd - 5th Grade
Book – Cliques – Just Don’t Make Cents - by Julia Cook
Penny tries to hang with the Coin Clique, but she usually feels left out. The other coins,
especially Quarter and Half Dollar are best friends, do everything together, and tell
Penny she isn’t worth much. Then one day Penny lands in a pocket with the beautiful,
gold dollar coin. Dollar is different from the silver coins too, and she starts to teach
Penny how special and valuable she really is. With Dollar’s help, Penny learns to feel as
shiny on the inside as she looks on the outside. Cliques Just Don’t Make Cents is a
book that helps kids understand the emotional toll that cliques can have on those who
are excluded from popular social groups, boys and girls alike. It also teaches children
how to build better relationships.
Lesson:
http://www.youtube.com/watch?v=U10XZ8FwY3U Cliques: Where Do You Fit In?
Begin the class with a discussion about cliques (a small, closed off group of peopleusually friends with a common interest). Cliques are not only for girls (Jocks, etc.).
Read the story and discuss:
1) Using a Venn diagram, chart the ways Penny was like/different from the other coins
2) What did the other coins think about Penny?
3) What was this clique based on (value)?
4) What did Dollar say to Penny to make her feel special? Value in life has nothing to
do
with how much Penny can buy.
• Only coin with any cents
• Copper color unique
• Abraham Lincoln on fact to represent honesty
• Symbolizes saving money – Penny saved is a penny earned; Pinching pennies
• Helps to make exact change
• Penny for your thoughts
Colored Dots:
Place colored dots on each student’s forehead and ask them not to tell the person the
color of their dot. Tell students this is a non-verbal activity and must be done without
talking. You will have 2-3 students with matching dots of each color. Have students
find their groups, or cliques. Since students cannot see their dot color, other students
may silently direct them to their group. You should have given 2 students dots that will
not match any group. Have them walk up to the groups with like colors and stand. The
students will shake their heads “no” because the color would not match their group. Be
sure to choose two students who are self-confident, or you may want to discuss the
activity with them beforehand.
Final discussions about feelings the left out dots may have had.
Additional Info: (Tips: p. 31)
Maintain their sense of self- worth and get in touch with their own values, interests, etc.
Cliques are not all that they seem. Sometimes members are unhappy and too scared to
leave
Encourage students to participate in activities that make them feel good about
themselves.
http://www.youtube.com/watch?v=3CNY5waaz1A Cliques: Who’s In, Who’s Out
I Am Stumped
by Lisa Rivard
Competency: Problem Solving
Grade Level: 1st – 3rd
Materials: Book – I Am Stumped by Lisa Rivard
Goal: Shows kids how to get along and reminds them that three is not a
crowd.
Lesson: Read the story and discuss Aiden’s problem. Why is he so bothered
by his friends? Why did Aiden’s parents and teacher suggest that he ask his
friends what was wrong? Discuss what it means to be confident. What were
some of the solutions Aiden tried? When should you get help from a trusted
adult? How would you describe his new friend Addy? Why is it important to
be respectful of everyone?
Activity: Create two lists. In one list, identify actions that “Help Friendships”
to develop. In the other list identify actions that “Hurt Friendships.” Lists
can be created whole group or have students work in small groups or pairs.
Share the lists with the class.
Getting Along Categories Game
Classroom Guidance Games
by YouthLight, Inc.
Competency: Problem Solving
Goal: Students will be able to demonstrate their skills in getting along
Grade Level: 2nd- 5th
Materials:
Get Along Categories Game (Classroom Guidance Games by YouthLight, Inc.)
16 book card pockets (4 each of 4 colors); 4 index cards; copies of Get Along Cards
(pp.173-176)
YouTube video of RESPECT http://www.bing.com/videos/search?q=Respect+with+prologue&qpvt=Respect+with+
prologue&FORM=VDRE&adlt=strict#view=detail&mid=DCE30D54D93A8AF37C1ADC
E30D54D93A8AF37C1A
Preparation for the Lesson:
• Label the 4 index cards: Getting Along, Respecting Differences, Teamwork, and NoBullying Behaviors
• Label each of the four card pockets: 10, 20, 30 and 40. Do this for all 4 colors.
• Copy and cut out Get Along Cards. Place the cards in the appropriate pockets.
• Place on the board in front of the classroom.
Getting Along Categories Game (cont.)
Lesson:
1. Show YouTube video
2. Explain to the class that they will be participating in a classroom game that
concentrates on the four areas.
3. Divide the class into teams of 3-5 students.
4. Pick a team to go first.
5. Team A can pick any card from the pockets of the Get Along Board.
6. Read the question aloud to the class.
7. All teams must write down their answers to the question.
8. Teams will have TWO minutes to complete their answers.
9. Any team that has a correct answer will be awarded the number points that the card
was worth. If a player picks a “Double It” card, the point value will be worth twice as
much.
10. The next team will choose a card. Repeat the process. Play as time allows.
Follow-up:
• What do you think the biggest problem is among people your age: respecting
differences, bullying, getting along or working together as a team? Explain your
answer.
• What do you think adults can do to help people your age work out their problems?
• Write a short essay describing your strengths in the way you get along with others,
your weaknesses in the way you get along with others, and strategies for continuing to
improve your skills in getting along with others. (used with permission from YouthLight, Inc.)
Heartprints
by P.K. Hallinan
Competency: Interpersonal Effectiveness
Goal: Teaches students the impression left behind by a deliberate act of
kindness.
Grade Level: 1st – 3rd
Materials: Book – Heartprints by P.K. Hallinan
Lesson: Read the story and discuss Heartprints. What are heart prints? What
kinds of things can you do to leave a heart print? How do you feel when
someone does a kind deed for you? How do you feel when you do something
kind for someone?
Activity: Have the students make a Friendship Flipper to decide
what friendship behavior they will do.
Friendship Flipper
Help
someone
with
something
today.
Ask someone with blue
eyes to sit with you at
lunch.
Let someone go ahead of
you in line today.
Smile and say “Hi” to a kid
you don’t know very well
today.
Offer to do a favor for
someone you like.
Do or say
something
nice to your
teacher.
7
6
5
1.
2.
3.
4.
5.
6.
7.
8.
Write a
thank you
not to the
custodian.
red
3
4
1
2
8
Yellow
Draw a
picture for a
friend today.
Green
blue
Print and cut round outside of cootie catcher
www.downloadablecootiecatchers.wordpress.com
Fold in half and in half again
Open out, turn over so top is blank and fold each corner into the middle
Turn over and repeat
Turn over so you can see the pictures
Slide your thumb and your finger behind 2 of the pictures and press together so they bend round and touch
Turn over and repeat with the thumb and finger of the other hand for the other two pictures
All the pictures should now be at the front with centres touching and you are ready to use your cootie catcher!
Bully
by Patricia Polacco
Competency: Interpersonal Effectiveness
Goal: Exploring bullying vs. cyberbullying.
Grade Level: 4th – 5th
Materials: Book – Bully by Patricia Polacco
Lesson: Read the story and discuss Lyla’s problem. Who did Lyla become
friends with on her first day at her new school? Why did Lyla begin to ignore
Jamie? What tragic event had happened to Gage? What did Gage and her
friends start doing on Facebook? How did this effect Lyla?
Activity: Talk about some of the positive aspects of going online. Draw a
Venn diagram on the board. Label one side “Bullying” and the other side
“Cyberbullying.” Explain that there are similarities and differences between
in-person bullying and cyberbullying. Explain that both can be hurtful to the
target. Complete the Venn diagram. This can be done whole group or in
small groups.
(activity taken from commonsense.org)
Bullying
https://wedolisten.org/
This is a website that offers lesson plans for free.
Perfectly You
by Julia V. Taylor
Competency: Self-Confidence Development
Goal: To help students discover personal strengths and positive interpersonal skills.
Grade Level:1st and 2nd
Materials Needed:
Book- Perfectly You by Julia V. Taylor
Sesame Street: Will.i.am sings “What I Am” YouTube:
“Perfectly You” chart on teacher white board, chart paper or handouts for partners.
Sticky notes if doing chart on large paper.
Lesson:
1. Read and discuss Perfectly You by Julia Taylor.
2. Show “What I Am” YouTube clip with Will.i.am and discuss personal describing
words from song.
http://www.youtube.com/watch?v=0CAtFbp7oYw
Perfectly You (continued)
by Julia V. Taylor
3. Complete chart as a group on teacher white board, chart paper, or handouts with
partners. If using chart paper, have students write their answers on sticky notes
and come up to place on chart.
• IS- Describe what a person is to make them positive and nice to be around.
• Does- What does a positive and kind person do?
• Says- What does a positive and kind person say?
• IS NOT- Describe what a positive and kind person is not.
4. Show “What I Am” again as the children are leaving your classroom.
Extension Activity: Students share personal strengths by filling out slip of paper“What I am is ______.”
Students drop paper in bucket as the line up. They can be read and shared during
next guidance lesson.
Is
Does
Perfectly
You
Says
Is Not
Charlie the Caterpillar by Dom DeLuise
I Wish I Were A Butterfly by James Howe
Competency: Self-Confidence Development
Goal: To discuss self- confidence and appreciate individual qualities.
To practice cooperative work with partners.
Grade Level: K-3
Materials Needed:
K-1 Book- Charlie the Caterpillar by Dom DeLuise
2-3 Book- I Wish I Were A Butterfly by James Howe , Manila Paper, Butterfly cutouts
cut in half in various colors, Crayons, markers, glue, sequins, stickers, etc.
Lesson: Read and discuss Charlie the Caterpillar by Dom DeLuise. Discuss how
Charlie is feeling and what he can do. Ask what happens with the other bugs when
Charlie turns into a butterfly. How were the bugs judging Charlie when he was a
caterpillar? How were they judging Charlie when he was a butterfly? What qualities
should we look for in people?
Read and discuss I Wish I Were A Butterfly by James Howe. Who did the cricket want
to be like? What was it about the butterfly that made him want to be like it?
What was the cricket’s problem? How should we deal with negative
comments? How was the problem solved? What was the cricket’s gift?
Discuss gifts that the students can identify about themselves.
Charlie the Caterpillar by Dom DeLuise
I Wish I Were A Butterfly by James Howe
Activity:
Pass out colored butterfly halves and have the children find a partner with a
matching half. Discuss the term “symmetry” and explain that they will make a
symmetrical butterfly with their partner.
Glue down and decorate both halves of the butterfly on manila paper so that it is
symmetrical. Partners will have to work cooperatively and make decisions together.
Lead conversations about how friends work together, make suggestions without
being bossy, and listen to each other’s suggestions.
Decorate manila paper if time.
Hang up butterfly’s in grade level or counseling office.
(I Wish I Were A Butterfly)
Compliment Chair
Each time you have guidance class during the school year, pick two people at the
end of the class to be on the “Compliment Chair”. It is a good idea to keep a record
of which students have had a turn throughout the year.
One at a time, the student sits in a chair at the front of the room next to the
counselor. The counselor is the recorder of compliments that classmates say about
this person. Counselor counts down from ten to allow for think time and then
hands are raised. The student in the chair calls on classmates and they give
compliments that the counselor writes on the certificate.
When the certificate is filled up, the class claps for this person and they get to take
the compliment certificate home to post on a mirror, wall or refrigerator.
Guide students in appropriate and sincere compliments. Encourage all students to
participate and join the class in saying nice things to each other.
If time, the children love to color the certificates.
Compliments for our Friend!
These are the things that we like about you.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Freedom Summer
by Deborah Wiles
Competency: Cross Cultural Effectiveness
Goal: To explore and understand that differences are positive and beneficial.
Grade Level: 3rd- 4th
Materials Needed:
Book- Freedom Summer by Deborah Wiles
Blank index cards
Stamp pads
Handheld magnifiers
Fingerprint observation handouts
Thin colored markers
Lesson: Read and discuss Freedom Summer by Deborah Wiles.
• What do the two boys like about each other?
• How does each boy feel about the differences that keep them apart?
• Do the boys notice skin color?
• Why did the author include the part about John Henry’s brother?
• Do you think they will stay friends? Why?
Freedom Summer (Continued)
by Deborah Wiles
Activity:
1. After reading and discussing the book, have students pair up. (I usually give
students matching playing card to find partners in guidance rather than letting
them pair up on own.)
2. Each student will use a stamp pad to put a clear thumb print on an index card.
The pairs will compare likenesses and differences of fingerprints using handheld
magnifiers and fingerprint information sheet- whorl, arch, lop.
3. After comparisons are made, students will create unique thumbprint animals or
characters with the thin colored markers.
4. If time allows, have the students present their thumbprint characters with their
partner to the rest of the class.
5. “Even though we are all people, our fingerprints are all different. Each of us
probably thought of and drew a different thumbprint imaginary character. We don’t
look alike or think alike.”
Additional reading for Cross Cultural Effectiveness- The Other Side by Jacqueline
Woodson
Our Fingerprints are Alike and Different
I’m Like You; You’re Like Me
by Cindy Gainer
Competency: Cross Cultural Effectiveness
Goal: To appreciate similarities and differences of classmates and create class unity.
Grade Level: K-1
Materials Needed:
Book- I’m Like You; You’re Like Me by Cindy Gainer
CD song- “The World is a Rainbow” by Greg and Steve, Young heart Music/We All Live
Together, Vol. 2
Blank puzzle pieces- either store bought or a poster board cut into pieces and Markers
Lesson:
1. Read and discuss I’m Like You; You’re Like Me by Cindy Gainer.
• -How are the students in your class the same?
• -How are the students in your class different?
• -How can you show each other that you respect their
differences?
• -What does respect look like in your classroom?
2. Teach and sing “The World is a Rainbow”.
I’m Like You; You’re Like Me
by Cindy Gainer
(Continued)
Activity:
Give each class member a blank puzzle piece to decorate with
markers. Play the song while they are working. When finished, have students sit in a
circle and take turns putting their piece in the middle. Have them identify one unique
quality about themselves. Discuss how the class has many differences but they are a
unified group. Each individual piece is beautiful on its own, but the masterpiece
emerges when you put them all together. Send the puzzle pieces to the teacher in a
baggie to be used within the classroom.
Extension Activity:
- To go along with the song “The World is a Rainbow”, die cut hearts in multiple
rainbow colors. Attach a small piece of magnetic tape to the back of each one. Put
together a colored rainbow on magnetic white board. After singing the song, students
can take one of the hearts home.
- Teach “The World is a Rainbow” in sign language.
- Practice singing and signing the song in multiple
guidance classes and have the students perform
song in an assembly.
Conflict
Resolutions
Charlie Anderson
by Barbara Abercrombie
Read Charlie Anderson and discuss the story. Charlie, a cat, wandered into Elizabeth’
and Sarah’s house and made himself at home. Every morning Charlie disappeared into
the woods. One night it rained and Charlie did not come home. The next day the girls
went to the neighbors looking for Charlie. At one house, the man said we have a gray
striped fur cat, but his name is Anderson. Then Anderson walked down the steps and
they discovered that Anderson and Charlie was Charlie Anderson. Like Sarah and
Elizabeth, Charlie Anderson went from house to house to two loving families.
Discussion – How is Charlie Anderson’s life like Elizabeth and Sarah’s life? (Sarah and
Elizabeth live with mom all week and dad on the weekends.)Why do you think Charlie
Anderson wanted to have two families? Did both houses love
Charlie and what did they do to show they cared about him?
What is the hardest thing about having two families?
Why did the cat like Elizabeth more than Sarah?
What are things you can do to prepare to travel to two houses?
What do you think happened after both families found out
about the other family.
Divorce Group
What are things I can do to prepare
to travel between two houses?
Student’s Name: ______________Date:_________
1. I can take keep some toys at both houses.
2. I will keep a change of clothes at the house.
3. I will play with different friends at each house.
4. I will enjoy my time at each house.
5. I will …
6. I will …
7. I will …
8. I will …
9. I will…
10.I will …
Circle of Three
by Elizabeth Brokamp
This is a great book for
a friendship group.
You can read a chapter
and then ask the
questions in the book.
Conflict Resolution for 4th & 5th Graders
Lesson 1 & 2 Introductions, create rules, set goals, set-up
notebooks and introduce Conflict. Define, examples, what causes,
why…….brainstorm.
• What is conflict? difference: a disagreement or clash between
ideas, principles, or people
• http://www.bing.com/videos/search?q=Childrens+conflict&qs=n
&form=QBVR&pq=childrens+conflict&sc=318&sp=1&sk=&adlt=st
rict#view=detail&mid=66FD981D2317DD5C0C9766FD981D2317D
D5C0C97
• Types of conflict?
o Conflicts over resources (something in short supply; balls,
toys attention) easiest to resolve
o Conflicts over needs: (power, friendship, self-esteem,
achievement) trickier to resolve
o Conflicts over values (things we hold most dear, challenged
self-worth, goals, etc) more difficult
• Investigate some of the reasons for conflict.
Lesson 3
Optical Illusions – did we really see what we
thought we saw? (use illusion pictures pulled from the internet)
• Perception – influences, examples
• Brainstorm on board
Lesson 4
Negotiation: Orange Story – Win/Win;
Win/Lose; Lose/Lose - position (what) vs interests (why)
• Win/Win – both parties benefit from the compromise.
• Brainstorm the different ways the story could have played out.
Lesson 5
Conflict
http://www.youtube.com/watch?v=yBRWZef6oks&list=PLA3D8
05B556E04469
• Identify Conflict, also Position and Interests. Win/Win
solutions
Lesson 6
Elevator Speech – write a speech about yourself
that tells the other person about you (likes, interests, etc.)
• Students will practice listening skills.
• Students sit across the table from each other and do a
marathon speech for 2 minutes, then switch partners when
the 2-minute timer rings. Students speak without interruptions.
• Students share details of partner’s speech.
Lesson 7
Review Conflict Resolution Process:
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?
p=335&np=287&id=1521
Understand
Everyone involved needs to understand what the conflict
(argument) is about.
To do this, everyone needs to:
• say what they feel about it (without interruptions).
• listen to what other people have to say about theirfeelings
(without interrupting them).
• try to put themselves in the other person's shoes and try to
understand their point of view.
Avoid making things worse
• no put-down
• no mean, nasty remarks that will hurt people's feelings - no
personal remarks about a person's looks, gender (whether they
are a boy or girl), their 'secrets' or things that have happened in
the past
• no screaming and shouting
• no fighting, hitting, kicking, pushing or any kind of hurting
the other person's body.
Work together
Make "I" statements, like:
"I feel hurt when..."
"I need to feel or be..."
"I hear what you are saying, but I feel...“
• Say what you feel without blaming the other person, e.g. "I feel
sad when you shout" is better to say than "Your shouting
makes me feel sad."
• Take turns at speaking. You might even want to decide on a
time limit for each person to speak before you get started. That
way everybody gets the same chance to say what he or she
wants.
• Talk quietly. It's hard to keep your voice down when you feel
upset, but a quiet firm voice is far better than someone
shouting. A loud nasty voice makes everyone upset and
unwilling to listen.
• Write down what you each see as the problem and then
read what the other person has written.
• Do some active listening (show the person that you are
listening) by:
o looking at them, to show that you are giving your full
attention. Don't overdo it though. Staring hard at
someone makes that person feel uncomfortable.
o making 'listening noises' (but not interrupting). You
know the sort of thing - "Uh huh", saying "yes" or "no"
in the right places.
o repeating what you heard. When they've finished, say
what you think you've heard from them, eg. "So, your
problem is that I haven't tidied my part of our room?"
Find the solution
Once you have listened to each other and found what the problem
is, then you need to look for a solution.
• Brainstorm together to think of ways in which you
could resolve the conflict. Think of as many solutions
as you can, even if they seem silly at first.
•Another person may be helpful to write down your ideas or
suggest ways of making your ideas work so that you can
resolve the conflict.
Students leave with a copy to keep in their notebook.
Final Video
http://www.youtube.com/watch?v=zgvBae4AWvk
Teamwork