Kindergarten Unit Introduction

Kindergarten Unit Introduction

Sub-Concepts Covered: Fairness, 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 unit is the third of our six unit series. This unit focuses primarily on exploring inclusiveness through the lens of kindness by treating others fairly and including them. This unit also incorporates the idea of being special, unique, and one of a kind and why we can be proud of our differences.

Unit Objective Students will:

● Review the concepts of respect and caring. ● Explain what it means to include others. ● Explore what it means to be fair. ● Understand the connection between kindness and inclusiveness.

Student Introduction Welcome to our Inclusiveness unit! This word is a very long way of saying it’s important to include others and to feel included yourself! Now that we have learned how to use respect and caring to create a kind classroom, we will explore different ways to use inclusiveness so that no one feels left out or alone. Let’s work together so that all of us feels included as we explore this new concept!

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

Unit Lessons Lesson Title Lesson Objectives Materials Required Lesson 1 “I am Special” Book

● Identify ways that make them special both physically and emotionally.

● Explain the importance of valuing others for what they bring to the classroom.

● Demonstrate ways to include others that are different from themselves

❏ “I Am Special” booklets (for each student and one completed by teacher)

❏ Basic art supplies ❏ Yarn ❏ Scissors ❏ Small envelope ❏ Glue sticks ❏ Stapler

Lesson 2 Get Ready to Race

● Implement the concept of inclusiveness through the completion of a team focused relay race.

● Demonstrate ways to include others that have different abilities.

❏ Move It! Cards (see Lesson) ❏ Large Piece of Paper ❏ Markers

Lesson 3 Ask Permission

● Demonstrate how to ask permission in new social situations.

● Practice fairness during a variety of group activities.

● Demonstrate inclusiveness through incorporating new friends as they approach a game or activity.

❏ Can I Play Too? By Mo Willems (10 min) ❏ Ask Permission Scenario Cards (see

lesson)

Lesson 4 The Power of Kind Words

● Explain the power of kind words and inclusiveness.

● Practice fairness through a science experiment.

● Demonstrate inclusiveness through kind words and fair gestures.

❏ 2 eggs ❏ Large container of salt ❏ 1 spoon ❏ 2 clear cups filled halfway with water ❏ Scientific Method Cards (one copy for

each student and one for the teacher- see lesson)

❏ Sequencing page (one per student- see lesson)

❏ Scissors ❏ Glue sticks


Unit Projects Project Title Project Overview Materials Required Project 1 Welcome Party!

Students will work together to create a welcome party for the new teachers in their grade/school to help them feel more included in the school environment.

❏ Handmade invitations for all new staff ❏ A large Welcome! sign

(can make this in class) ❏ Candy or snacks ❏ party favors including hats ❏ music for dancing- anything party related!

Project 2 A Piece of Our Puzzle

Students will highlight what makes them special one a unique puzzle piece to be added onto a bulletin board focusing on inclusiveness.

❏ A large piece of posterboard, cut into puzzle pieces (one piece for each student and teacher)

❏ Art supplies (might think of joining art teacher for a wider variety),

❏ Bulletin board supplies ❏ Modge podge ❏ A paintbrush


Inclusiveness Kindergarten • Lesson 1

I Am Special Book Inclusiveness can be a difficult topic with students in this age group because they are focused on finding friends that are exactly like themselves. This first lesson introduces the concept of unique qualities, focusing on how each person in the class is special. If we are to include everyone, we must first break down barriers and stereotypes, even at this age. Each student will create an “I am Special” book which will be shared with the class to highlight their unique qualities. Inclusiveness Sub-Concept(s) Kindness Lesson Timeframe 45 minutes Required Materials ❏ “I Am Special” booklets (for each

student and one completed by teacher)

❏ Basic art supplies ❏ Yarn ❏ Scissors ❏ Small envelope ❏ Gluesticks Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will be able to:

● Identify ways that make them special both physically and emotionally. ● Explain the importance of valuing others for what they bring to the

classroom. ● Demonstrate ways to include others that are different from

themselves.

Teacher Connection/Self-Care The topic of inclusiveness is often overlooked once we reach adulthood. We seem to falsely assume that loneliness, bullies, and cliques are a thing of the past. However, it is just as difficult, if not more so, once we have developed our own comfort levels on different hot button topics, personality types, and overall approaches to life. They say you can’t teach an old dog new tricks, but that’s not true! It might be harder, but we can and should strive to grow in kindness daily. This week, examine your surroundings at school carefully. Are there any new teachers that you are unfamiliar with? Maybe you are that new teacher and are feeling exceptionally shy. Identify three people this week to include in some capacity. Perhaps it’s the old “saved you a seat” at lunch adage, an invite to walk the playground during lunchtime, or even a morning coffee to brighten their day! Your efforts to include others will definitely increase the kindness quotient in your school exponentially.

Tips for Diverse Learners

● Work with English Language Learners and low-literate students by reading the prompts and writing in their answers.

● Use total physical response when explaining each page to the class to increase comprehension.

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

https://www.randomactsofkindness.org/lesson-plans/K_Inclusiveness_Unit_Standards_Map.pdf

Share 5 minutes Gather the class at your community/circle time area. Review the concept from last month (CARING):

● Name one time today someone treated you in a kind and caring way. (held the door open, fed you breakfast, drove you to school)

● How can you show gratitude when someone treats you with kindness?

Ask the following questions to spark interest:

● Have you ever been told that you are special? How did it feel when you heard those kind words?

Inspire

What is Special? 5 minutes Explain that many of us have heard the word, “SPECIAL”. Maybe someone has told you that you are special because of your kind words, warm hugs, joy of reading, or even silly jokes! Every person is special in his or her own way. The word special means different from the usual, but in a good way! Sometimes we feel that being different is bad, but you can’t be SPECIAL by being the same as everyone else. In our class, being different will be celebrated! No one needs to feel left out because they are different. We can include everyone and help them feel proud of what makes them special. How are we Special? 5-7 minutes Explain that every single person in our class is special in many, many ways. As a group, take some time to brainstorm ways that people have felt special. Use these questions to get the conversation started:

● What are you really good at? (legos, art, math, etc.) ● What do you like to learn? (you will get a lot of random answers here-

that increases the specialness!) ● What do you want to be when you grow up? (doctor, mom/dad,

dancer, truck driver...lots of fun answers) ● What makes you different from other people? (hair, skin, glasses,

helmet, etc. It’s ok to bring this up now; you can focus on how this makes them special. Find ways to make these differences a positive instead of a negative in your class.)

● What do you like best about yourself? (hair, eyes, etc.)


Empower

5 minutes To highlight what makes each person special, students will create a personalized “I Am Special” book. Review each page, making sure to present any obvious differences as a celebration. Our class is so lucky to have such a variety of special children here! If everyone looked/acted/dressed exactly like each other, we would have a very boring class! Thank you for being you! Pages:

● Face (topics that may come up are skin/hair/eye color) ● My handprint ● Family Page (topics that may come up are divorce, living with

foster/grandparents, etc.) ● My footprint ● I am this tall (using string, measure each student and have them place

the string in an envelope, then glue to the page) ● When I grow up… ● My favorite game/subject... ● I am good at...

Reflect

5 minutes Explain that you will save each book and read it aloud during that student’s “Student of the Week” time throughout the year. Our class is full of individuals that are special in their own way. It is our job to make each person feel special and included. Ask the following questions to judge understanding of this concept:

● How can we include new students when they join our class? ● What is one thing someone in our class can do that you would like to

learn more about? (drawing, math, games, etc.) Every person in our class is special! We are all different and that is a good thing. We all have talents that can help others and it is important to be kind and care for them when we can. Sometimes meeting someone that is different than what we are used to can seem scary. Just remember, different is special! So look around and find somebody new to include this week.

Extension Ideas

● At Home: After presenting the book during the “Student of the Week”

time, send the book home and invite the family to celebrate the specialness of their child in some capacity. Some ideas might be to make a special meal or share special music.



Get Ready to Race! The topic of inclusiveness can best be practiced through team building games. This lesson will focus on the importance and necessity of including everyone to accomplish a team goal through a relay race. Inclusiveness Sub-Concept(s) Fairness, Kindness Lesson Timeframe 25-30 minutes Required Materials ❏ Move It! Cards (see below) ❏ Large Piece of Paper Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will:

● Implement the concept of inclusiveness through the completion of a team focused relay race.

● Demonstrate ways to include others that have different abilities.

Teacher Connection/Self-Care The skill of working together on a team is one that is utilized throughout our adult lives. Your teaching partner, your grade specific teaching group, your school, and even your district are all run by structured teams that must find common ground to accomplish a shared goal. However, your assigned team doesn’t necessarily correlate with your desired team. The skills you use in your classroom every day can and should be applied to the various teams, committees, and boards you sit on both at school and beyond. Don’t expect tobe perfect. We all have our faults. It is easier to look outwards than to personally reflect. Before you start complaining or struggling with your group, ask yourself these three questions: How can I help? How might I be a problem for others? How can I help things go right? We all have strengths and weaknesses. Being open about them can help you in any team situation. Be upfront about both what you can offer and where you may struggle!


● Review the picture cards for each action card used during the game ahead of time, using body language to demonstrate them.

● Divide groups up ahead of time by varying abilities to increase inclusiveness.

● Add cards based on the physical needs of your classroom as needed. (blank cards included below)



. Share 5 minutes

● What does “special” mean? ● Name one thing that makes you special. ● Turn to the person next to you and tell them why one of your specials

teachers is extra special. (art, PE, music, etc.) Inspire

What is Inclusiveness? 7-10 minutes Explain how important it is to include others. When we include them we tell them they are special and we want to spend time with them. The word inclusiveness is just a bigger way to say everyone deserves to be included. Do you hear the similarities between the two words? INCLUde and INCLUsiveness. When we include others we are showing inclusiveness! How can we practice Inclusiveness? 5-7 minutes Explain that practicing inclusiveness takes kindness and courage. We can help others feel included simply by asking them to play with us, cheering them on during our games, and smiling when they are talking. Using a large piece of paper, draw a large rectangle divided into four sections and write the word inclusiveness in the middle. Label each square with a different location (home, school, playground, daycare, etc. are all examples) and brainstorm ways to practice inclusiveness in each area. Hang the paper up and refer to it when you see children left out!

Empower 5 minutes To practice this skill, the class will have a relay race. The object of each team is to include every team member in the relay. Step 1 Divide the class into 3-4 groups depending on class size and space. You should have between 6 and 8 students in each group. This race can be done by moving desks to the edge of the classroom, in the gym, or outside if weather permits. Step 2 Explain the rules of the game. Every team member must pick a card from the “Move it!” pile. Emphasize that they have the ability to trade out a card and select one that works for them. Each card has a picture of HOW they must walk across the room and back. The next person cannot go until they tag their hand. Place a starting line on the floor for all teams; masking tape works well. Note: this activity is easily accommodated for different abilities. People in wheelchairs can wheel, physically limited students can be helped by another student, etc.


Step 3 Allow 5-7 minutes for students to identify which type of moving card they will copy. Students must work together as a team to include every person on their team. If there are people that will need certain cards, the team must work together to include them. You will need to walk around and provide assistance for groups with diverse learners. Keep the language positive and inclusive. Step 4 Race! You can do this two ways: time each team and see if they can beat their own time or have all the teams race at the same time.

Reflect

3-5 minutes After the relay is completed, have a discussion about inclusiveness.

● Did anyone feel left out during our race? ● What type of moving did you do during the race? ● How did you pick your card? ● Was it easy for you to participate? ● Did you feel included today?

The topic of inclusiveness can be difficult to explain to this age group. However, kindergarteners understand how it feels to be left out. They are also becoming aware of different abilities and can comprehend what it feels like to not be fast enough, smart enough, etc. This game allows them to work together to empower the entire team to complete the race in the way that works best for each player.

Extension Ideas

● Create other relay races as a class to practice team building and class

morale. Depending on your class composition relays might include: blowing paper with a straw, kicking balls through cones, dribbling, three-legged race, etc.



Ask Permission When you find yourself on the outside of the social circle, game, or activity that you really want to participate in, how do you ask permission to join? This activity will give students hands on practice with this tricky skill through role play. Inclusiveness Sub-Concept(s) Fairness, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Can I Play Too? By Mo Willems ❏ Ask Permission Scenario Cards Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will:

● Demonstrate how to ask permission in new social situations. ● Practice fairness during a variety of group activities. ● Demonstrate inclusiveness through incorporating new friends as they

approach a game or activity.

Teacher Connection/Self-Care Even as an adult, it can be difficult being the “new kid on the block”. Every new job, every move, every time your children transitions to a new school - all of these result in a new set of people to meet! One of the most challenging aspects of these new beginnings is inviting yourself into already formed social circles. As you introduce this valuable lesson to your students, take time to reflect on how you feel when this is required of you. If you are more of an introvert, putting yourself out there on day one may feel impossible. Start slowly and identify one person a week to approach. It is definitely easier to look for small groups of 2-3 people rather than approaching a larger group. On the opposite end, extroverts can come across too overbearing, chatty, or even loud. Try to get involved in productive ways through committees, meetings, or other activities that focus your nervous energy. Whether you are an introvert, extrovert, or somewhere in between, asking permission in new social situations can be unnerving. But practice makes perfect, so get out there!

Tips for Diverse Learners ● Have advanced learners identify additional scenarios that may lead to

a need for inclusiveness. ● Pass each scenario card around so that all students can see the

picture up close to increase understanding. ● Use one card as an example and role play the scenario with an

advanced learner if possible.



Share

5 minutes Have your class divide up into 2 teams and play Red Rover to practice inclusiveness.

● Each team joins hands. The first team calls over a player from the other team saying, “Red rover, red rover, send (name here) right over!”

● If that person can break through the human chain, they get to pick someone from that team to come back with them. If they did not break the chain, they switch teams and stay on the other side.

After playing for 5-7 minutes ask the students about fairness and inclusiveness:

● How were we able to practice inclusiveness during our game? ● Did we play fairly during our game? ● How can you show fairness when playing a game? (They may not

know this yet, but you can plant the seed: not cheat, be a good sport, take turns, share, etc.)

There is purposely not enough time for everyone to come over during this game. You may get comments such as, “It’s not fair that I didn’t get called over!”. Explain that the focus of today is to talk about fairness and what that looks like.

Inspire

Asking Permission and Fairness 7-10 minutes Have you ever been alone at the park or playground and saw some other children playing a game that seemed fun? Trying to be included in a game canseem very scary at times, but it doesn’t have to be. Using kind words, respectful actions, and a caring attitude can help you and increase your chance of being included. Although it may be hard to go up to a group of people and ask permission, how you approach them can make a huge difference! What about when someone asks to join your game? How do you react? Do you practice inclusiveness and fairness and let them play? Fairness is treating others in a way that does not favor some over others. Do you know what that means? Kind friends allow anyone to join their game. When we only choose our favorite friends and leave out others, that is unfair. How can you be a kind friend? Story Time: Can I Play Too? By Mo Willems 10 minutes For a read aloud version, click on this link: https://www.youtube.com/watch?v=Yexn9QXoD3Y


https://www.youtube.com/watch?v=Yexn9QXoD3Y

In this story Elephant and Pig are playing catch and are approached by Snake, who asks permission to join their game. They spend time thinking about whether they will practice inclusiveness. (Pause during this part of the story and ask what they are doing; this is a good time to review the meaning of inclusiveness and fairness.) After the story ends, review these three questions:

● How did snake ask permission to join the game? ● What happened when they realized that snake didn’t have arms like

them? ● How did they change the game so Snake could play too?

Empower

3-5 minutes Students will practice asking permission, practicing inclusiveness, and showing fairness through role play. Using the scenario cards provided below, work through each card using different students for each role play. To ensure that everyone gets a turn, use popsicle sticks with names on them to randomly select role parts. When you run out of popsicle sticks, everyone has participated! The following scenarios are included below:

● A new student comes to class and the teacher allows them to pick an empty desk/spot to sit in. There are 3 spaces open.

● A student walks out late to recess and sees a group of kids playing in the sandbox.

● A student enjoys basketball and wants to join the game. ● A student comes over to the block area, but all the blocks are being

used by 3 other students who have built a castle. Reflect

3-5 minutes Have your class gather in your community/circle time area.

● What are some ways people were able to ask permission to join in? ● How did you show inclusiveness when others asked to play? ● How did you show fairness when someone wanted to join you? ● What can you do if someone wants to join you, but cannot play the

game you are playing? Extension Ideas

● Use blank cards to add real life scenarios as you see them in the class

throughout the year. At the end of the day or as a weekly wrap up, bring up the scenario and role play it as a tool to discuss inclusiveness and fairness.

● Add the scenario cards to your pretend play center for independent practice during centers.


Scenario 1 A new student comes to class and the teacher allows them to pick an empty desk/spot to sit in. There are 3 spaces open. Desk by Awesome from the Noun Project

Scenario 2 A student walks out late to recess and sees a group of kids playing in the sandbox. Sandbox icon by priyanka from the Noun Project

Scenario 3 A student enjoys basketball and wants to join the game. Basketball by Hasan from the Nun Project

Scenario 4 A student comes over to the block area, but all the blocks are being used by three other students who have built a castle. lego by Gerardo Martín Martínez from the Noun Project



The Power of Kind Words How do inclusiveness, fairness, and kindness build us up? This experiment, using two eggs, water, and salt, will help to illustrate this concept! Inclusiveness Sub-Concept(s) Fairness, Kindness Lesson Timeframe 25-30 minutes Required Materials ❏ 2 eggs ❏ Large container of salt ❏ 1 spoon ❏ 2 clear cups filled halfway with water ❏ Scientific Method Cards (one copy

for each student and one for the teacher)

❏ Sequencing page (one per student) ❏ Scissors ❏ Gluesticks Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will be able to:

● Explain the power of kind words and inclusiveness. ● Practice fairness through a science experiment. ● Demonstrate inclusiveness through kind words and fair gestures.

Teacher Connection/Self-Care How does fairness affect us as teachers? You are required to break up disagreements numerous times a day and teach others how to exercise fairness in a variety of settings, but the concept seems elusive to even adults at times. Although fairness has two meanings, for this unit we are focusing on the ability to include others without showing favor. However, this skill is often overlooked in adulthood. Favoritism cannot be ignored as most people have experienced both sides of this double-edged sword. How can you consciously choose fairness in your day to day interactions with others? What subconscious tendencies do you have that may cloud your judgement? It might be a certain type of personality, a clique that has formed with close friends, or even getting stuck in the same routine every day during lunch. In order to practice fairness within your own world, you must first break out of your comfort zone and seek beyond the “usual”. Ask yourself this question each day this week: How can I treat people in a way that does not show favor for some and not others? Identify one action step you can take to move forward in your quest for fairness!


● Record the scientific method process using this simple handout for advanced learners: https://www.pinterest.com/pin/161637074101292687/

● Review the experiment step by step in its entirety before moving forward to increase comprehension.



https://www.pinterest.com/pin/161637074101292687/

Share

5 minutes Ask for ideas on ways to practice inclusiveness when a new student starts in the middle of the school year. How can we include them in our classroom so they feel special and valued?

Inspire

Fairness and Inclusiveness 7-10 minutes How do you feel when you are left out? Have you ever asked to join a game and the other children said no, or worse, they laughed at you? Fairness is treating others in a way that does not favor some over others. Every time we use kind words and fairness to include others, it makes them feel good about themselves. Treating others fairly is a choice; a choice you make every day. Remember, when we only choose our favorite friends and leave out others, that is unfair. Let’s brainstorm ways to show fairness throughout the day!

● How can you show fairness during our center time? ● How can you show fairness on the bus? ● How can you show fairness on the playground? ● How can you show fairness during quiet time?

Empower 10 minutes Explain that the class will now complete a science experiment to illustrate the power of kind words, fairness, and inclusiveness on others. Since this is a science experiment, review the scientific method using the cards below. If you have advanced learners that can read and write, provide them with a blank scientific method worksheet to write down their own answers.

1. Ask A Question: Does using kind words, showing fairness, and practicing inclusiveness make others feel better about themselves?

2. Hypothesis: When we use kind words, show fairness, and practice inclusiveness others around us feel happy!

3. Test: Place 2 clear cups filled halfway with water on the table. a. Drop one egg in the first cup. Explain that this egg represents a

person who is constantly left out at school. They hear hateful words. They are never picked for the fun games. No one wants to include them. The egg dropped to the bottom of the cup. Theyare too sad to float.

b. Drop the second egg in the other cup. It sinks at first as well. But wait. Have each child add a spoonful of salt to the cup while saying something nice, fair, or inclusive to the “person”. Each spoonful of kindness, fairness, and inclusiveness is lifting them up. Repeat this until the egg is floating.

4. Record: The left out egg sank to the bottom. The lifted up egg floated to the top of the water.


5. Conclusion: Kindness, fairness, and inclusiveness affect all of us in a positive way. We feel good when others use kind words, show us fairness, and practice inclusiveness when we are together!

Reflect

5-10 minutes Give each student a sequencing page (see below) and have them cut/glue the scientific method for the activity to show comprehension. After they have completed the worksheet, ask them to retell you the experiment using the words kindness, fairness, and inclusiveness.

Extension Ideas

● Place the tools for experiment and the sequencing cards below in

your science center for further exploration with supervision during centers.

● Repeat the experiment using other previously learned concepts- Respect, Self Care, Caring, Gratitude, Helpfulness, Compassion, Inclusiveness.


Scientific Experiment Page

Ask A Question Does using kind words, showing fairness, and practicing inclusiveness make others feel better about themselves?

Hypothesis When we use kind words, show fairness, and practice inclusiveness others around us feel happy!

Test Place two clear cups filled halfway with water on the table. Drop one egg in the first cup. (Draw an arrow showing it sinking.) Drop the second egg in the cup. (Draw an arrow showing it sinking then rising up to the top with a heart off to the side.)

Record The left out egg sank to the bottom. The lifted up egg floated to the top of the water.

Conclusion Kindness, fairness, and inclusiveness affect all of us in a positive way. We feel good when others use kind words, show us fairness, practice inclusiveness when we are together!


Sequencing Page

1

2

3

4

5


Inclusiveness Kindergarten • Project 1

Welcome Party! Students this age love any reason to throw a party. The topic of inclusiveness lends itself to welcoming newcomers through kind words, caring actions, and fairness. This project is simple; throw a welcome party for all the new staff in the building. Inclusiveness Sub-Concept(s) Kindnesss Project Timeframe 25-30 minutes. Required Materials ❏ Handmade invitations for all new

staff ❏ A large Welcome! sign (can make this

in class) ❏ candy or snacks ❏ party favors including hats ❏ music for dancing ❏ anything party related!

Step 1: Ask the front desk staff for a list of all of the new staff in the school this year. Read the list aloud; some of the people will sound familiar, others may not. Explain how each person contributes to the school (cleans, teaches 4th grade, helps out in the classroom, assists the principal, etc.) Note: if there are no new teachers this year, you could select a teacher that was new last year or one that the class has never interacted with (like a higher grade level or administrative person, etc.). Also, if you are in a large school, narrow your focus down to new teachers in a specific grade or department if needed. Step 2: Create personalized invitations. Depending on the number of new staff, divide up students to focus on one specific person. Each staff member should receive the same number of invitations to demonstrate fairness (treating others the same way without showing favor to some.) Make sure you decide on the time and date of your party and include it in the invite! Step 3: Plan the party! This is a terrific way to incorporate Language Arts and Art. Work through the important components of a party: set up, refreshments, party favors, and entertainment. After your class has mapped out that part, have them create a list of 4-5 interview questions for each newcomer. This will be a great way to get to know new staff. Step 4: Party! When the staff arrives, make sure everyone practices inclusiveness by giving a warm welcome. Assign different jobs to the students. Some options might be welcome crew, seater, wait staff, etc. After all of the guests have arrived, interview them to learn more about them. Make sure to save time for dancing, a kindergarten favorite!


Inclusiveness Kindergarten • Project 2

A Piece of Our Puzzle As a class you are actually one giant team. One way to really bring home this concept of inclusiveness within your own classroom is through the use of a visual puzzle. Puzzles require all of their pieces to be complete, just as our classroom requires every single student and teacher to be complete! Inclusiveness Sub-Concept(s) Kindness Project Timeframe 25-30 minutes Required Materials ❏ A large piece of posterboard, cut into

puzzle pieces ❏ art supplies (might think of joining art

teacher for a wider variety) ❏ bulletin board supplies ❏ modge podge & paintbrush

Provide one puzzle piece to each student. Have them write their name very large on the puzzle piece and then decorate it in any way they desire. If possible, link up with the art teacher to expand the artistic options for each student. After the puzzle pieces have had time to dry, work together as a class to put your class puzzle back together. Once all the pieces are in place, seal it with modge podge and hang it up on a bulletin board. Title the bulletin board, “Our Class Puzzle: Every Piece Counts!” To emphasize the specialness of each student, add their “I am Special!” books around the edge as they finish them. This will also be a great way to house the books until each student’s “Weekly Spotlight” when you will read their books aloud to the class.


Kindergarten

Hello Parents and Guardians, Welcome to Unit 3 of our Kindness in the Classroom curriculum. For the next 4-6 weeks we will be learning all about INCLUSIVENESS. Since this is a pretty new concept for children this age, we will focus on the following topics: TOPIC QUESTIONS WE’LL BE EXPLORING HOW YOU CAN HELP AT HOME You are Special ● What makes each of us special?

● How can we celebrate our uniqueness?

Talk with your child about what makes them and your family special? How can you embrace the things that are “different” from everyone else?

Teamwork ● Why do we need to work together? ● How can teamwork help us when we

are trying to finish something?

Brainstorm ways to work with others in the classroom, on the playground, and even at home. What does teamwork look like?

Inclusiveness ● How can we include others, even if we do not know them?

● Why is it important to give everyone a chance during games and other activities?

Discuss the connection between inclusiveness and kindness. Emphasize how including others requires kindness. We use our kind words and actions to make them feel welcome!

Key activities we’ll be doing:

● Create an “I am Special” book! ● Play team building games! ● Practice asking permission to join others! ● Kindness activities to increase inclusivity! If you have any questions about our Kindness in the Classroom lessons, please feel free to contact me at anytime. We are on this kindness path together! Sincerely,

TRY THIS AT HOME! Practice using teamwork as you create a meal. What tasks can each person in your home participate in to provide help? Even if you have very small children, everyone can help. Get creative when you assign jobs! The goal is to include everyone.


http://www.randomactsofkindness.org/

Kindergarten Standards Map

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

Lesson 1: I Am Special Book CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Social engagement Relationship-building Responsible decision-making Analyzing situations Evaluating Reflecting

Standard 1. Understanding concepts 1.2.2- Recognize that there are multiple dimensions of health.

English Language Arts Standards Reading: Informational Text Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.K.1.B Continue a conversation through multiple exchanges. CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


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

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

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

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

CCSS.ELA-LITERACY.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. CCSS.ELA-LITERACY.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). CCSS.ELA-LITERACY.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


Lesson 2: Get Ready to Race!

CASEL NHES Common Core

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

Standard 1. Understanding concepts 1.2.2- Recognize that there are multiple dimensions of health.

English Language Arts Standards Reading: Foundational Skills Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.K.1.B Continue a conversation through multiple exchanges. CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. CCSS.ELA-LITERACY.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful).


Lesson 3: Ask Permission CASEL NHES Common Core

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

Standard 1. Understanding concepts 1.2.1 - Identify that healthy behaviors impact personal health. Standard 4. Interpersonal communication 4.2.1 - Demonstrate healthy ways to express needs, wants, and feelings. 4.2.2 - Demonstrate listening skills to enhance health. Standard 5. Decision-making 5.2.1 - Identify situations when a health-related decision is needed. Standard 8. Advocating 8.2.1 - Make requests to promote personal health.

English Language Arts Standards Reading: Literature Key Ideas and Details: CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.K.2 With prompting and support, identify the main topic and retell key details of a text. Craft and Structure: CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text. Range of Reading and Level of Text Complexity: CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding. Reading: Foundational Skills Print Concepts: CCSS.ELA-LITERACY.RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.K.1.B Continue a conversation through multiple exchanges. CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. CCSS.ELA-LITERACY.L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful).


Lesson 4: The Power of Kind Words CASEL NHES Common Core

Self-awareness Identifying emotions Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Communication Social engagement Relationship-building Responsible decision-making Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.2.2 - Recognize that there are multiple dimensions of health.

English Language Arts Standards Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.K.1.B Continue a conversation through multiple exchanges. CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Standards for Mathematical Practice Measurement and Data Describe and compare measurable attributes. CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.


Kindergarten Unit Introduction

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Transcript of Kindergarten Unit Introduction