Lesson 3: Illustrating Respect
I. Objectives
Students will be able to illustrate an action of a respectful citizen.
Students will be able to categorize examples of respecting themselves, others, and
property.
Sub-objectives:
Students will be able to participate in a group setting.
Students will be able to participate in decision making in the classroom.
VA Standards of Learning: Social Studies
K.8 The student will demonstrate that being a good citizen involves:
e) practicing honesty, self-control, and kindness to others;
f) participating in decision making in the classroom;
g) participating successfully in group settings
VA Standards of Learning: Visual Arts
K.4 The student will create a work of art that commemorates a personal event.
VA Standards of Learning: English
K.3 The student will build oral communication skills.
a) express ideas in complete sentences.
c) begin to follow implicit rules for conversation, including taking turns and
staying on topic.
d) listen and speak in informal conversations with peers and adults.
e) participate in group and partner discussions about various texts and topics.
g) follow one- and two-step directions.
K.8 The student will expand vocabulary.
a) discuss meanings of words.
K.9 The student will print in manuscript:
b) Print his/her first and last names.
VA Standards of Learning: Math
Probability and Statistics: Focus: Data Collection and Display
K.14 The student will display gathered data in object graphs, picture graphs, and
tables, and will answer questions related to the data.
Patterns, Functions, and Algebra: Focus: Attributes and Patterning
K.15 The student will sort and classify objects according to attributes.
VA Standards of Learning: Science
Earth Resources
K.11 The student will investigate and understand that materials can be reused,
recycled, and conserved.
a) materials and objects can be used over and over again
II. Materials
Students will be able to illustrate an action of a respectful citizen.
Students will be able to categorize examples of respecting themselves, others, and
property.
Sub-objectives:
Students will be able to participate in a group setting.
Students will be able to participate in decision making in the classroom.
VA Standards of Learning: Social Studies
K.8 The student will demonstrate that being a good citizen involves:
e) practicing honesty, self-control, and kindness to others;
f) participating in decision making in the classroom;
g) participating successfully in group settings
VA Standards of Learning: Visual Arts
K.4 The student will create a work of art that commemorates a personal event.
VA Standards of Learning: English
K.3 The student will build oral communication skills.
a) express ideas in complete sentences.
c) begin to follow implicit rules for conversation, including taking turns and
staying on topic.
d) listen and speak in informal conversations with peers and adults.
e) participate in group and partner discussions about various texts and topics.
g) follow one- and two-step directions.
K.8 The student will expand vocabulary.
a) discuss meanings of words.
K.9 The student will print in manuscript:
b) Print his/her first and last names.
VA Standards of Learning: Math
Probability and Statistics: Focus: Data Collection and Display
K.14 The student will display gathered data in object graphs, picture graphs, and
tables, and will answer questions related to the data.
Patterns, Functions, and Algebra: Focus: Attributes and Patterning
K.15 The student will sort and classify objects according to attributes.
VA Standards of Learning: Science
Earth Resources
K.11 The student will investigate and understand that materials can be reused,
recycled, and conserved.
a) materials and objects can be used over and over again
II. Materials
- "Illustrating Respect" printout, one per student
illustrating_respect.docx | |
File Size: | 13 kb |
File Type: | docx |
- Crayons and/or colored pencils
- Pencil with eraser
- "We Respect" Chart that is large enough to display all student illustrations (see template below)
we_respect...docx | |
File Size: | 101 kb |
File Type: | docx |
- Tape
- Centers Materials (used daily, no need to prepare these materials separately)
III. Procedures for Learning Activities (10 minutes per group/ 30 minutes)
The following activity takes place as a station during daily center time.
Introduction (3 minutes)
Instructional Strategies (7 minutes)
*Taking a bath/shower
*Eating healthy
*Washing my hands
*Exercising/ Playing/ Running
2. Walk quietly to the correct center.
*Holding the door open for your class.
*Inviting everyone to play at recess.
*Saying 'thank you' and 'please'
*Pushing everyone's chair in
*Cleaning up after centers.
*Putting toys away.
*Throwing trash away
*Putting dirty clothes in the hamper.
IV. Summary
V. Extensions and connections to other lessons
Math: Continue to teach students how to sort and classify objects and pictures
according to attributes. Teacher will continue to refer back to the "We Respect"
chart as an example of how to sort and gather data in a table.
Science: Encourage students to illustrate a picture showing how they respect the
Earth. Examples include planting seeds, recycling, turning off the lights, or
cleaning a park.
Language Arts: Encourage students to write their own complete sentences.
Continue to invite students to explore Mary Small's books: Being Fair, a
Book about Fairness, Being Responsible, A Book about Responsibility, Being a
Good Citizen, A Book about Citizenship, and Being Respectful, A Book about
Respectfulness.
VI. Assessment
As kindergarten students develop themselves as good citizens throughout the school year, the teacher will formatively assess their behavior daily with a checklist.
- Based on pre-existing center groups and the size of the class, replace one or two centers with this small group activity so that there are three groups.
- The first group will work with the teacher at a table while the remaining students work at pre-established centers (listening station (books on tape), TumbleBooks at computer station, math station, science discovery station, etc.)
- Follow the guidelines below when working with the individual groups.
Introduction (3 minutes)
- Ask the small group, "Can anyone share something they did today or yesterday that showed respect?"
- Ask appropriate follow-up questions to be answered by any of the students. (How did this show respect? Who did this show respect for? How did this make you/ others feel? Did this show respect for you, others, or property?)
Instructional Strategies (7 minutes)
- Distribute "Illustrating Respect" sheets to each student and ask them to write their first and last name on the first line, assisting students as necessary. (Students will retrieve pencils from communal pencil holder.)
- Ask students to put their pencils down when they are finished writing their first and last name.
- Upon completing this task, explain to students, "Today we are going to illustrate how we can show respect for ourselves, who can tell me what illustrate means? Have we heard that word before?"
- Provide an example: "I show respect for myself by going to bed on time and getting plenty of sleep."
- Ask each student to think of an idea that shows how he/she can show respect for him/herself. Ask students to show a thumbs up when they have an idea.
- Call on students individually to share their idea.
- As students give an example, write it on the blank space that follows "shows respect by" (depending on readiness level, encourage them to write the words by themselves.)
- While writing on the student paper, ask the group, "How does this show respect? What happens if you don't do this? Do you all do this?"
- Help students with ideas as necessary, suggestions include:
*Taking a bath/shower
*Eating healthy
*Washing my hands
*Exercising/ Playing/ Running
- Repeat steps until each student has a paper with an example of how he/she shows respect.
- Ask students to illustrate/ draw this example of showing respect.
- Once students are finished with this activity, they will be asked to follow the following instructions.
2. Walk quietly to the correct center.
- Repeat this process with the remaining groups
- Ask the second group, "How do we show respect for others?" Suggestions include:
*Holding the door open for your class.
*Inviting everyone to play at recess.
*Saying 'thank you' and 'please'
*Pushing everyone's chair in
- Ask the third group, "How do we show respect for property?" Suggestions include:
*Cleaning up after centers.
*Putting toys away.
*Throwing trash away
*Putting dirty clothes in the hamper.
- After all students have completed the "Illustrating Respect" activity, the teacher will cue clean-up time by turning on music. (This is a pre-established routine taught at the beginning of the year to signal the end of center time. Once students have cleaned up their center or activity, they are invited to dance on the main carpet. Students are encouraged to finish cleaning up by the end of the song.)
- Once students are back in a whole-group, the teacher will display the "We Respect" chart.
IV. Summary
- The teacher will address the class, "We're going to play a game, I'm going to pick one of your beautiful illustrations, and YOU tell me where I should put it on our chart. Let me show you how this will work. Let's say I pulled an illustration that said, 'Miss Akbar shows respect by getting plenty of sleep at night." (DO NOT SHOW STUDENTS THE ILLUSTRATION AT THIS POINT). "Where would this illustration belong? In the column 'OURSELVES? OTHERS? PROPERTY?' Take 10 seconds and share with your neighbor which you think it is. Thumbs up when you have an answer."
- As students are discussing answers, place tape on the back of the illustration getting it ready to be mounted.
- When the majority of students are ready, call on a student raising his/her hand.
- Ask questions to prompt students to choose the right answer as necessary.
- Call the illustrator of the picture to come up and show his/her picture to the class.
- Have the student tape his/her illustration to the correct column.
- Repeat process with all student illustrations.
- Address the class, "While we were sharing, did anyone learn a new way to show respect?"
- Call on students individually, once they have provided an answer, dismiss them to pack up/ line up for Specials class/ sit at their seat.
V. Extensions and connections to other lessons
Math: Continue to teach students how to sort and classify objects and pictures
according to attributes. Teacher will continue to refer back to the "We Respect"
chart as an example of how to sort and gather data in a table.
Science: Encourage students to illustrate a picture showing how they respect the
Earth. Examples include planting seeds, recycling, turning off the lights, or
cleaning a park.
Language Arts: Encourage students to write their own complete sentences.
Continue to invite students to explore Mary Small's books: Being Fair, a
Book about Fairness, Being Responsible, A Book about Responsibility, Being a
Good Citizen, A Book about Citizenship, and Being Respectful, A Book about
Respectfulness.
VI. Assessment
As kindergarten students develop themselves as good citizens throughout the school year, the teacher will formatively assess their behavior daily with a checklist.
VII. Differentiation
Visual-Spatial: Students will illustrate their own interpretation of respect and have the opportunity to explore others' interpretations of respect.
Linguistic: Students will further develop their listening skills. They will integrate both text and imagery and explain respect and disrespect.
Logical-Mathematical: Students will graph information, specifically sorting and grouping illustrations of respecting themselves, others, and property.
Bodily-Kinesthetic: Students will physically move from center station to center
station as well as dance after center time is over.
Intrapersonal: Students will work individually on their illustration of respect.
Interpersonal: Students will share their work with classmates.
Naturalist: Students are encouraged to explore and provide examples of how they can show respect for the outside world.
Visual-Spatial: Students will illustrate their own interpretation of respect and have the opportunity to explore others' interpretations of respect.
Linguistic: Students will further develop their listening skills. They will integrate both text and imagery and explain respect and disrespect.
Logical-Mathematical: Students will graph information, specifically sorting and grouping illustrations of respecting themselves, others, and property.
Bodily-Kinesthetic: Students will physically move from center station to center
station as well as dance after center time is over.
Intrapersonal: Students will work individually on their illustration of respect.
Interpersonal: Students will share their work with classmates.
Naturalist: Students are encouraged to explore and provide examples of how they can show respect for the outside world.