Lesson 1: Respect and Feelings
I. Objectives
Students will be able to identify how feelings relate to respect and disrespect.
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:
f) participating in decision making in the classroom;
g) participating successfully in group settings;
VA Standards of Learning: English
K.1 The student will demonstrate growth in the use of oral language.
a) listen to a variety of literary forms; including stories and poems.
K.2 The student will expand understanding and use of word meanings.
a) increase listening and speaking vocabularies
c) use words to describe/ name people, places, and things.
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.
K.5 The student will understand how print is organized and read.
b) identify the front cover, back cover, and title page of book.
K.8 The student will expand vocabulary.
a) discuss meanings of words.
K.9 The student will demonstrate comprehension of fictional texts.
b) relate previous experiences to what is read.
d) begin to ask and answer questions about what is read.
g) discuss characters, setting, and events.
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
III. Procedures for Learning Activities
Introduction (5 Minutes)
2. Handshake
3. High-five
4. Hug)
Students will be able to identify how feelings relate to respect and disrespect.
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:
f) participating in decision making in the classroom;
g) participating successfully in group settings;
VA Standards of Learning: English
K.1 The student will demonstrate growth in the use of oral language.
a) listen to a variety of literary forms; including stories and poems.
K.2 The student will expand understanding and use of word meanings.
a) increase listening and speaking vocabularies
c) use words to describe/ name people, places, and things.
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.
K.5 The student will understand how print is organized and read.
b) identify the front cover, back cover, and title page of book.
K.8 The student will expand vocabulary.
a) discuss meanings of words.
K.9 The student will demonstrate comprehension of fictional texts.
b) relate previous experiences to what is read.
d) begin to ask and answer questions about what is read.
g) discuss characters, setting, and events.
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
- Chrysanthemum by Kevin Henkes
- "Respect and Feelings" Chart on Posterboard
- Laminated Emotion Cards in Paper Bag (any bag will work)
- Tape
- Smart/Promethean Board and Internet Access
III. Procedures for Learning Activities
Introduction (5 Minutes)
- Link: Ask students how they like to be greeting every day when they enter class. (Students select one of the four options daily:
2. Handshake
3. High-five
4. Hug)
- Ask students, "Why do we greet each other this way?" Encourage students to identify these gestures and nice and kind ways to greet one another. Introduce the word respect/ respectful and disrespect/ disrespectful.
- "Showing respect means caring how a person feels. Showing respect means doing things that show another person you think they are important. Treating people with respect makes them, and you, feel good. You can show respect for other people, for yourself, and even for the world. There are lots of ways to show respect" (Small, 2006).
- Ask students if they can think of other ways that they show respect.
- Hook: Show Pixar short For the Birds (movie does not contain dialogue, just music)
- Ask class, "What happened in the movie?"
- Ask students to turn and talk to a neighbor and identify if the birds are being respectful or disrespectful (30 seconds).
- Ask for examples from individual students.
- Ask students to turn and talk to a neighbor and share their explanation of respect (60 seconds).
Instructional Strategies (15 minutes with break)
- Explain to students, "Watching this movie reminds me of one of my favorite books, Chrysanthemum by Kevin Henkes. This book has some characters that are respectful and some characters that are disrespectful. As I read this story, think to yourself which characters are respectful and which characters are disrespectful."
- Prior to beginning the Read Aloud, ask students to identify the front cover, back cover, and title page.
- Read Chrysanthemum by Kevin Henkes.
- After Read Aloud, ask students, "What are some examples of disrespect from the story? What are some examples of respect in the story?" Include the following discussion questions when authentically appropriate:
--Would you want to be Chrysanthemum when her classmates called her
names and made fun of how many letters were in her name? Why or why not?
--How did it make Chrysanthemum feel when the other girls were not being
respectful? Why?
--When Chrysanthemum's feelings were hurt, she was sad. When she was
sad, how do you think she did on her schoolwork? Why?
--How did Chrysanthemum feel when the music teacher said she liked her
name?
--Would you want to feel this way?
-- How do other people show respect for you?
-- How do you feel when other people show your respect?
-- How do you feel when other people show you disrespect?
- Ask students to demonstrate how they show respect while taking a stretching break. (Emphasize giving enough space to your neighbor, respecting personal space, etc.) Turn music on and lead students in stretching activities (2 minutes).
- Take out "Respect and Feelings" Chart
- Explain the next activity, "Chrysanthemum felt a lot of different emotions and feelings during this story. When characters in the story showed her respect, she felt differently than when characters in the story showed her disrespect. We are going to figure out what feelings she had when she felt respect, and what feelings she had when she felt disrespect."
- Call on a volunteer who is seated quietly and raising his or her hand to pull a card out of the bag. Bring attention to the observation that this student is being respectful.
- Ask the student what Chrysanthemum is feeling in the picture.
- Ask the class, "When do you think Chrysanthemum felt this emotion? When she was being respected or disrespected?"
- Place tape on the back of the emotion card and ask the student to stick the card in the appropriate column on the chart. (Basic T-Chart with one column labeled "Respect" and the other labeled "Disrespect.)
- Repeat with all emotion cards.
- When all the emotion cards are displayed correctly on the chart, ask students to turn and talk to their partner to answer the following questions:
column?
--What do you notice about how Chrysanthemum is feeling in the '
"Disrespected" column?
--Looking at the chart, which column would you want to be in? Why?
IV. Summary
- Review the answers to previous questions as a class.
- Ask students to explain 'respect.'
- Ask students for examples of how they show respect in class.
- Ask students for examples of how they show respect for their classroom.
- Ask students if children and adults show respect in different cultures.
- Ask students to demonstrate how they show respect while taking a dancing break. (Emphasize giving enough space to your neighbor, respecting personal space, etc.) Turn music on and lead students in dancing (2 minutes).
V. Extensions and connections to other lessons
Students are expected to demonstrate respect throughout the school day in all
subject areas. Throughout the day, the teacher will lead brief class discussions
on examples of how to show respect during various activities.
Math Example: "How do we show respect for our manipulatives?"
-- Is it respectful or disrespectful to put the counter blocks into our mouth or nose?
Why?
-- Is it respectful or disrespectful to put the counter blocks back into their
container? Why?
Draw students to arrive at the conclusion that we need to respect manipulatives
and other tools used in the classroom so all students have an opportunity to use
them.
Science Example: "How do we show respect for our globe?"
-- If you threw the globe or kicked it like a soccer ball, is that respectful or
disrespectful? Why?
-- If we make sure our hands are clean before we touch the globe, is that
respectful or disrespectful? Why?
-- How do we show respect for our Earth? What sort of things can we do to take
care of our parks and playgrounds?
Draw students to arrive at the understanding that in addition to respecting class
property, it is important to respect our surroundings which include our
playgrounds, parks, and community.
Reading Example: "How do we show respect for our books?"
Review appropriate examples of how to treat books.
Writing Example: "How do we use our pencils?"
-- Why do we put our pencils in the bucket with the point down?
-- What do we do when a pencil tip breaks? Why?
Review that respecting classroom property is important for safety reasons.
Classroom Behavior
-- Why do we wash our hands after we use the bathroom? Who does this show
respect for?
-- Why do we raise our hand when we have something to say?
-- Why do we push our chairs in?
-- Why do we put our trash in the trashcan?
Review that taking care of our own health by washing our hands show respect for
ourselves as well as respecting others. Additionally, draw attention to the link
between respect in the classroom and safety.
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 look at both a short movie and illustrations from the story. Students will isolate key details of pictures and determine emotions of characters.
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 to correspond with the appropriate description.
Bodily-Kinesthetic: Students will coordinate and manipulate objects. Students will apply their understanding of respect as they stretch and dance.
Interpersonal: Students will identify with characters and think to themselves while recognizing elements of respect and disrespect in the story.
Intrapersonal: Students will share their ideas and observations regarding respectful and disrespectful behavior.
Musical: Students will have an opportunity to stretch and dance following a pattern and rhythm to music.
Naturalist: Students are invited to explore how they can show respect for the outside world.
Visual-Spatial: Students will look at both a short movie and illustrations from the story. Students will isolate key details of pictures and determine emotions of characters.
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 to correspond with the appropriate description.
Bodily-Kinesthetic: Students will coordinate and manipulate objects. Students will apply their understanding of respect as they stretch and dance.
Interpersonal: Students will identify with characters and think to themselves while recognizing elements of respect and disrespect in the story.
Intrapersonal: Students will share their ideas and observations regarding respectful and disrespectful behavior.
Musical: Students will have an opportunity to stretch and dance following a pattern and rhythm to music.
Naturalist: Students are invited to explore how they can show respect for the outside world.