kindergarten unit introductiontic-tac-toe highlight grateful actions and words among their peers....

Kindergarten Unit Introduction

Sub-Concepts Covered: Compassion, Helpfulness, Gratitude, 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 second of our six unit series. This unit builds on respect and expands the concept to incorporate caring as a natural addition to respectful behavior. The focus of this unit is on caring for ourselves and others, even those we have never met. Students will also explore the concepts of helpfulness, gratitude, compassion, empathy, and kindness as helpers that assist caring in a variety of ways.

Unit Objective Students will:

● Define key kindness terms, including helpfulness, gratitude, and caring. ● Explain the connection between helpfulness and gratitude. ● Understand how empathy and compassion go together.

Student Introduction Welcome to our Caring unit! We have learned so much about how to respect ourselves, others, and our space. Now it is time to use that respect to show caring as well! These next several weeks we will focus on caring and it’s four helpers- helpfulness, gratitude, compassion and empathy. All of these concepts work together to help us treat both ourselves and others with kindness. Caring is kind! Let’s get started!

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

Unit Lessons Lesson Title Lesson Objectives Materials Required Lesson 1 Remember to Care!

● Demonstrate how to show caring, helpfulness, gratitude, and compassion to others.

● Identify caring across multiple settings including home and school.

❏ Interactive Memory Game Powerpoint ❏ Memory Game Pieces (if you decide to

play this game without technology) ❏ Teacher Script

Lesson 2 Tic-Tac-Toe

● Highlight grateful actions and words among their peers.

● Demonstrate gratitude through verbal expression.

● Become more aware of the helpfulness others provide throughout their day.

❏ Masking Tape

Lesson 3 Get Well Soon

● Show compassion by creating get well cards for ill children in the hospital.

● Explain compassion through art.

❏ Cardstock ❏ Art Supplies (your choice) ❏ Large Manila Envelope ❏ Stamps (if you mail it)

Lesson 4 Tea Time

● Explain how to show caring through the use of proper manners.

● Demonstrate proper manners in a meal setting.

❏ Iced Tea or Hot Tea ❏ Dixie Cups ❏ Silverware ❏ Paper Plates ❏ Napkins (optional) ❏ Construction paper ❏ Basic art supplies

Unit Projects Project Title Project Overview Materials Required Project 1 100 Ways to Care

Students will work together to catch each other doing 100 different caring/kind actions and document them on a bulletin board.

❏ Small rocks, blocks or tickets ❏ 1 cup for each student ❏ star stickers ❏ bulletin board supplies

Project 2 A Helping Hand

Students will practice the concept of caring b helping the adults within the school in a fun and tangible way.

❏ Index Cards ❏ Simple stamps or stickers (4-5 different

types)


Caring Kindergarten • Lesson 1

Remember to Care! This is the initial lesson in the Caring Unit. Although there are 4 subtopics within this unit (compassion, helpfulness, gratitude, and empathy), Kindergarten will only focus on Caring with the first 3 subtopics based on developmental appropriateness. This initial lesson covers all 4 of these topics through an interactive Memory Game using either your Smart Board or large Memory Game pieces. Caring Sub-Concepts Compassion, Helpfulness, Gratitude, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Interactive Memory Game

Powerpoint ❏ Memory Game Pieces (if you decide

to play this game without technology)❏ Teacher Script 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:

● Demonstrate how to show caring, helpfulness, gratitude, and compassion to others.

● Identify caring across multiple settings including home and school.

Teacher Connection/Self-Care In the first unit we talked about the importance of self respect as a building block for respect within our world. This unit our focus is on Caring, which incorporates compassion, helpfulness, gratitude, and empathy. Caring is defined as feeling and showing concern for yourself and others. With this definition in mind, try to evaluate how you care for yourself. Self-Care is a vital tool to ensure we have time to reboot. It is not selfish to provide time each day to just focus on YOU. What do you do just for you each day? If the answer is difficult to identify, brainstorm some ideas on how you can care for yourself daily. If you’ve already started this process, attempt to expand or deepen your self-care to include long term goals (such as working out or taking a fun class). If you don’t care for you, how can you expect to provide solid care for others?

Tips for Diverse Learners

● Explain how to play Memory using cards first before transitioning to the Smart Board.

● Place players into pairs to accommodate limited speaking students.

● Provide sentence starter prompts during the question and answer session

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

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

Share 3-5 minutes Have the students gather in your circle time or community area. Ask them to share one way they showed respect over the weekend. If they get stuck, provide personal examples.

Inspire

What is Caring? 7-10 minutes Explain that caring is feeling and showing concern for others. This unit will focus on caring and learning how to show that in our classroom. We have already learned how respecting ourselves, others, and our classroom has helped us to feel safe and show kindness daily. Caring actually builds on this. When we are caring, our actions show kindness and others feel happy around us. Explain that there are 3 helpers that follow Caring. Make sure to allow time for students to identify examples if desired.

● Compassion: When you feel and show concern for others by caring for them, you have compassion for them as well. Compassion is the desire to want to help someone in need. Have you ever seen a friend struggling and went over and helped them? It was compassion that called you over there!

● Helpfulness: When we are caring for others, we are demonstrating helpfulness too! Giving help to others often happens after we have that feeling of compassion. Have you ever helped someone without them asking? If so, you were demonstrating helpfulness.Thanks!

● Gratitude: When others are caring for us, we experience gratitude. This is when you are thankful for someone showing compassion, helping you, and caring for you. People show gratitude with their kind words, with actions (like hugs) and with presents (like thank you cards).


Empower

15 minutes This lesson is designed for use on an Interactive Whiteboard, but the pictures provided at the end of the lesson can be blown up and printed on cardstock to play traditional memory on the floor. To explore these 4 concepts, the class will play Caring Memory. Rules for Play: Each person (or pair if you decide to team up) will select 2 cards. If they get a match, they must explain how it shows Caring. You can then ask follow up questions to have them identify how it might also show compassion, helpfulness, and gratitude. See the script page below for ideas around each picture provided. If the student gets stuck, allow them to “call a friend” for help. If the friend does not know, open it up to the whole class. If the entire class does not know, break down the picture into smaller bites and guide them towards the answer. Example: Ali is holding an apple. What time of day might it be? (lunch/snacks) Why might he be holding the apple out for you? (you forgot your snack)

Reflect

5-7 minutes After completing the memory game, create a T-chart with the words home andschool on each side. Go through each match and ask the students at which location this type of caring might occur. Emphasize the importance of being on the lookout for “Caring Opportunities” when we can practice this concept and all 3 of its helpers: compassion, helpfulness, and gratitude.


Extension Ideas

● Have your families brainstorm ways to show caring, compassion,

helpfulness, and gratitude at home, as well. Have each child bring their list in and write all the ideas down together on a giant paper to highlight the concepts learned and encourage kindness both at home and in the classroom.

● Personalize this activity by taking class pictures of students being caring and add them to the memory game.

● Place the hard copy of this game in the math area and add simple math facts on the back of the cards. Students have to complete the math fact before they can turn over the cards.


Teacher Script Use these prompts and explanations after each match is made. Refer to the numbers on the pictures (previous page) to reference the correct explanation.

1. Dad helping son on bike This dad is caring for his son by teaching him how to ride his bike. Have you ever learned how to ride a bike? What happened? He made sure he had his helmet on and brought him to a safe place to learn. How could he show compassion? He might want to help his son when he falls off the bike. How could he show helpfulness? He could carry his son’s bike to the car to go home. How might the son show gratitude? He could say thank you to his dad for spending time with him.

2. Boy watering a plant This boy is caring for his garden by watering his plants. Have you ever grown anything in a garden? What do plants need to grow? He gives each plant enough water to grow and bloom into a beautiful flower! How could he show helpfulness? He could pick out the weeds so the plant can grow better.

3. Mom kissing daughter on the head This mom is caring for her daughter by giving her love. How do you show family love? She enjoys spending time with her. How could the daughter show gratitude for her mother? She could give her a big hug!

4. Boy picking up garbage This boy is caring for our school by picking up garbage on his way into school. Have you ever helped out at school without being asked? He picked it all up and put it in a trash can nearby. How did he show helpfulness? He picked up garbage without even being asked. How might his teacher show gratitude for his helpfulness? She could let him pick from the treasure box, give him a sticker, etc.

5. Boy offering apple This boy is caring for a friend by offering them an apple. Have you ever felt compassion for a friend when they forgot something? He had compassion when he realized his friend didn’t have a lunch. How did he show helpfulness? He gave his apple away without being asked. He was kind and went out of his way to help a friend.

6. Girl helping another girl write This girl is caring for her neighbor by helping her spell a tough word. Have you ever helped a neighbor during our lessons? She is showing her which letters to use. How might the other girl show gratitude for her friend’s help? She could draw her a thank you card, use her words, etc.

7. Aunt carrying niece with umbrella This aunt is caring for her niece by holding her under the umbrella during a thunderstorm. Have you ever helped someone get out of the rain quickly? She had compassion for her niece and helped her get inside the house. How could her niece show gratitude for her aunt’s help? She could give her a big hug and kiss, etc.

8. Sister sharing ice cream This girl is caring for her sister by sharing her ice cream after she dropped hers. Have you ever dropped your food on the floor? What special feeling led her to share the ice cream? (compassion) How was she showing helpfulness? She shared without being asked. How could her sister show gratitude for the ice cream? She could thank her and play with her afterwards, etc.

9. Boy with dog This boy is caring for his dog. Do you take care of a pet at home or in our classroom? What type of care do they need? He just got back from a walk and they are resting. What else could this boy do to show helpfulness with his dog? He could feed him, play with him, clean his crate, etc. How might his dog show gratitude? He might snuggle with him or give him a big lick.



Tic-Tac-Toe This lesson focuses on caring through gratitude. Your class is in essence a giant team that must work together every day to complete group activities. Every team needs some teambuilding to boost morale and inspire collaboration and cooperation. This kinesthetic version of tic-tac-toe does just that. Caring Sub-Concept(s) Gratitude, Helpfulness, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Masking Tape 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.


● Highlight grateful actions and words among their peers. ● Demonstrate gratitude through verbal expression. ● Become more aware of the helpfulness others provide throughout

their day.

Teacher Connection/Self-Care Helpfulness: the word alone can bring both positive and negative images to mind. Are you the type to help with everything? Or are you one that avoids helping because you can’t seem to find the time? Finding a balance when it comes to helpfulness is vital for self preservation in this profession. Establishing and maintaining clear boundaries with your team, your school, and yes, even your own family, will help you better organize your time, thus allowing you to either pair down on the help you are providing or find time to actually pitch in on more occasions. Helpfulness is a terrific character trait, but can often be over-expected with teachers. Speak up when you are taxed. No one likes a grumpy helper! Need ideas on HOW to say no? Check out this resource: http://teacherhabits.com/effective-way-teachers-say-no/


● Have non-verbal or limited speaking students be the tic-tac-toe pieces to decrease speaking needs.

● Draw a tic-tac-toe template on the whiteboard to track moves for visual learners.

● Have students who are sitting in the outer circle react to classmates’ Gratitude Greetings by shaking musical shakers/tapping knees/rubbing hands together. This will engage the classmates that are waiting their turn and help them to keep focus.

● Use picture cards to depict different examples of caring and have students in the outer circle hold them so that the teams can use them for ideas.


http://teacherhabits.com/effective-way-teachers-say-no/

Share

3-5 minutes Have students gather at the circle time/community meeting area.

● What is your favorite classroom job? ● How does it show caring and helpfulness for our classroom? ● How can you respond with kindness when you get a job that is

difficult for you or you don’t really enjoy? Inspire

What is Gratitude? 5-7 minutes We have been talking about how we care for others, but what about when others care for us? The feeling we have when they care for us is called Gratitude. We are grateful for their kind words and caring actions. They have helped make our day a little easier or happier and we are thankful for them. What is one thing you are grateful for at home? Did you show gratitude for these things by telling your parents thank you? How do we show Gratitude in our classroom? 7-10 minutes Using your classroom job chart, review ways we could show gratitude for people when they complete their class jobs. ● We can use kind words to thank them. ● We can use respectful actions to show our gratitude. ● We can tell others how helpful they are (like the teacher!)

Empower

20 minutes Using masking tape, make a giant tic-tac-toe template on the ground. (if you have an assistant, you can have 2 games going on at a time.) Have everyone sit in a circle around the game. Using the whiteboard, explain how to play tic-tac-toe. Practice with a quick regular game on the whiteboard as a sample. Create teams of 5-6. One person on each team will be the Gratitude Guide and everyone else will be a game piece. If desired, you can give each team colored construction paper to tape on their backs to help players remember their moves. You can also track each move on the whiteboard so teams can see where all their human game pieces are on the board. ● In order for the first team to place a person on the tic-tac-toe board, they

must exchange Gratitude Greetings with each other using the following prompt, “I am grateful for you because_________.” Once the captain and the “game piece” have answered the question for each other (no

duplicates if possible!), they may decide where to place the person on the giant floor grid.

● Repeat until all the pieces are on the board. Then check for 3 in a row, tic-tac-toe.

● Repeat this game until all students have received at least one gratitude greeting. It may take 3-4 rounds of tic-tac-toe.

● People that are not part of the live game remain seated in a wide outer circle around the game board.

Reflect

5-7 minutes

● What Gratitude did you receive during this game? ● How did that make you feel? ● What Gratitude did you express (tell others) during this game? ● How did it feel to use your kind words in this way? ● How did people show helpfulness during our game? Did anyone

show gratitude for these actions? Extension Ideas

● Using standard tic-tac-toe templates, have families complete the

same activity on paper. Each player must complete the sentence starter, “I am grateful for you because…,” prior to marking an X or O down on the game board.


Get Well Soon This lesson focuses on caring through the act of compassion. This subconcept can be difficult to explain in isolation, so the two are presented together to increase applicability within this age group. Students will explore the concept of illness and create get well cards for other children experiencing sickness in the local children’s hospital (or children’s floor, if an entire hospital dedicated to children is not nearby). Caring Sub-Concept(s) Compassion, Helpfulness, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Cardstock ❏ Art Supplies (your choice) ❏ Large Manila Envelope ❏ Stamps (if you mail it) 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.


● Show compassion by creating get well cards for ill children in the hospital.

● Explain compassion through art.

Teacher Connection/Self-Care The act of compassion for others often seems easy for us adults when we are watching a moving documentary or a news broadcast. However, the struggle to show compassion within our own community is at times a bit more difficult. We become immune to the person standing on the corner with a sign or the single mother struggling with the packages. This week take a concentrated look around your community, your school, and even your classroom. Who might be in need that you may have overlooked in the past? Dialing in your compassion to your immediate surroundings can really increase the connectivity with your students, your peers, and your community as a whole. When we are connected, we are present; take a look around. Who has fallen through the cracks?


● Pair students up and have one draw the picture for the card while the other adds text.

● Use magazine pictures or precut clipart for students with dexterity struggles.

● Create get well cards in children’s native languages to share with other sick children that share their language.

● Create a “picture-based” card for students that are not writing yet.



Share

3-5 minutes Have the students gather in your circle time or community area. Use the following prompts to have students generate ideas for how to show caring: ● A girl is on the playground without a hat or gloves and it is cold.

You are wearing both a hat and gloves. ● Your teacher has nowhere to sit during the class movie.

There is space next to you. ● A boy in your class doesn’t know how to tie his shoes.

You learned last week. Inspire

What is Compassion? 7-10 minutes Explain that Compassion is a feeling which can be hard to describe! It is the feeling you get inside you when you want to help someone that is in need. This person could be a friend, your teacher, your parents, a sibling, or maybe even someone you have never even met! When a person is sad or in pain or needs help, we naturally feel compassion for them. Our hearts tell us to help. Sometimes we don’t even stop to think about giving this help because the feeling of compassion is so strong. Let’s list some times that we have felt compassion and were able to show caring and kindness to our friends and family: ● Write down these answers on the board as they are listed. ● Highlight HOW compassion was felt during each example given (I feel

compassion when I see my friend get hurt, etc.). ● After you felt that compassion, how were you able to show caring for

your friend/family/etc.? Explain that compassion can be felt for people we have never even seen or met. Explain the difference between being sick for a few days and being sick in the hospital. (You can use examples of grandparents, cancer, etc. to help students understand the difference). Discuss how some children stay in the hospital for very long periods of time - a week, a month, even a whole year - because of their illness. ● How does that make you feel inside when you think about these

children? ● This feeling is compassion! ● Today we will use this feeling of compassion to show caring and

kindness to other children who happen to be sick and in the hospital right now.


Empower

20 minutes Each child will create a get well card for another child currently receiving inpatient treatment at the local children’s hospital (or children’s floor, if you don’t have a dedicated hospital just for children). Use the following prompts to guide the cards: ● Write the phrase, “Get Well Soon!” on the board. This phrase must be

included somewhere. ● Ask for suggestions on what types of pictures could be included in the

cards (friendship themes, popular superheroes, etc.) ● Emphasize that these cards are often hung up in the child’s room so

pride is very important! You are caring for another child through your act of compassion. Do your very best and take your time.

● When everyone is done, have all the students put their cards in one giant envelope and either mail or hand deliver your package to the Child Life Specialist or Social Worker for the Oncology/Hematology floor (these children are the ones that spend the most consistent time at the hospital due to their illnesses and treatments).

● You could incorporate more fancy art supplies like glitter, stickers, scrapbooking, magazines, etc. to emphasize your role in caring for your get well card recipients. This is not a quick and simple card.

Reflect

3-5 minutes Not every student in this age group will be familiar with chronic illness, cancer, and sick children in general. However, it is a conversation that needs to start now so the children in their world that are affected by these struggles can feel compassion and acceptance during their time of need. If you approach it from an angle of kindness and compassion, children this age will feel excited and honored to care for their peers in such a personal way.

Extension Ideas

● Team up with your Art teacher and create a giant card using

multimedia art supplies to hold all of the smaller get well cards ● Reach out to the Child Life Specialist or Social Worker of the

Oncology/Hematology floor and see if any specific patients would enjoy receiving more personalized cards (with name, etc.)



Tea Time This lesson focuses on caring through manners. Your words, your actions, and your overall attitude when interacting with others can convey caring if it is kind and respectful. Students will create a personalized placemat and participate in a simple tea party to practice basic manners during meals to exercise caring for others. Caring Sub-Concept(s) Compassion, Helpfulness, Kindness Lesson Timeframe 45 minutes. (Can be divided into two 30 minute lessons if desired.) Required Materials ❏ Iced Tea or Hot Tea ❏ Dixie cups ❏ Silverware ❏ Paper plates ❏ Napkins (optional) ❏ Construction paper ❏ Basic art supplies 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.


● Explain how to show caring through the use of proper manners. ● Demonstrate proper manners in a meal setting. ● Practice helpfulness, kindness, and compassion in a group setting.

Teacher Connection/Self-Care Compassion and Empathy go hand in hand. When you experience that tug of compassion, you are often able to express empathy simultaneously. Last week we focused on paying closer attention to the frequently forgotten in your community. This week, the challenge goes even deeper. Pick one personin your community to empathize with and place yourself in their shoes for one day. What is his/her day like? What struggles might he/she encounter? What might be the highlight of the day? If possible, try to live one day the way that person would. If this isn’t possible, try visualizing the day or journaling about it. Compassion leads us to feel emotions. However, true empathy allows us to place ourselves squarely in the place of the other person, with all of the highs and lows, struggles, and celebrations. This simple exercise can help you practice empathy more readily with all different people both locally and internationally.


● Precut shapes for placemats to help students with fine motor skill challenges.

● Divide students up in mixed speaking ability groups during the tea party.


Share

3-5 minutes

● Have students talk about a time when someone cared for them. ● How did it feel to be cared for? ● What was your favorite part? ● How can you use helpfulness and compassion to care for others like

that? Inspire

What are Manners? 7-10 minutes Explain that manners are the words and actions you choose to use when you are with others. How do you talk to them? How do you treat them? How do you act during meals? How are you showing kindness and respect? How are you caring for others when you are with them? These are all good questions to ask yourself when you are checking for good manners! What do good manners look like? 5-7 minutes Explain that kind words, respectful actions, and a caring attitude are all examples of good manners.

● Ask for students to provide examples of good manners. Write them down on the board.

● Focus the conversation on manners during meals after all large scale examples are exhausted.

Today we will have a chance to care for each other through good table manners!

Empower

30-60 minutes Students will create personalized placemats using basic shapes and will then participate in a simple “tea party” during your normal snack time to practice good table manners. Part 1: Create placemats using rectangles and circles. A template is provided below if desired. Make sure to include a plate section, fork, knife, and spoon section, and cup holder location. Have students color in each shape. This will provide a natural color and shape review during the activity. Depending on time, you may want to split this lesson up across two days, or this could even be accomplished before and after recess. Part 2: Have a tea party to practice caring for each other through good manners.

● Divide your class up into small groups (or use existing desk groupings if possible).

● Within each group, have one child set up all of the cups, another set up the plates, and several help with the silverware.

● Pass out the tea and snacks. ● Invite the students to practice proper table manners during snack

time. Demonstrate this first at your table. Emphasize how you eat (mouth closed), drink (no slurping), and generate kind conversation (ask respectful questions and wait for responses before speaking).

● Circulate during the activity to help guide caring attitudes, kind words, and respectful actions.

● Encourage caring attitudes during the clean up portion of the activity. Reflect

5-7 minutes To gauge comprehension of good manners, ask the following questions and prompt the students to SHOW you the answer:

● What kind words can you use when eating a meal with someone? (ask questions, wait for answers)

● How do we eat respectfully? (mouth closed) ● How do we drink respectfully? (no slurping) ● How can we be helpful before, during, and after meals?

Extension Ideas

● Laminate your placemats and use them for every snack time to

continue practicing good manners ● At Home extension: send the placemats home and have the students

explain good manners to their family during a meal ● Further this discussion by adding a nutrition lesson that focuses on

“Eating the Rainbow” through healthy food choices. Myplate.gov has excellent resources to expand into this area.

Caring Kindergarten • Project 1

100 Ways to Care One project that teachers often track is the first 100 days of school. This bulletin board uses that same premise, but focuses on 100 different ways the class was “caught” caring for themselves and others. Caring Sub-Concept(s) Compassion, Helpfulness, Gratitude, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Small rocks, blocks or tickets ❏ 1 cup for each student ❏ Star stickers ❏ Bulletin board supplies

Step 1: Create your “100 Ways to Care” Bulletin Board. Use the following as a template, adding your own personal touch!

Each grid consists of 25 squares: 5 rows of 5. This allows you to also practice skip counting during this activity. The easiest way to create the grids is to simply make a 5 by 5 table in your word processing application and then print it out and mount it on colored cardstock before adding it to the bulletin board. Step 2: Place a cup for each child at the desk or in the center of the community table. Explain that you will be catching the students caring throughout each day. As you see caring or any of its helpers (compassion, helpfulness, and gratitude), you will drop a rock (or whatever item you choose) into their cup. Encourage students to also let you know when they observe others caring as well. This is the good type of “tattling’! The goal is to highlight caring throughout your school day.


Step 3: At the end of the week, gather at your circle time/community area and have the students bring their cups. Have students tap their knees and join you in a song/chant about caring. This will reinforce the definition of caring while creating a steady beat to help calm their bodies and increase ability to focus. Call each student up and have them dump their rocks (or blocks, etc.) into a large bowl. As students come up, have them share one way they showed caring to themselves or others during this week. Once every student has added their caring to the bowl, add a star on the bulletin board for each caring act. You can have the student of the day/week help you, pick students randomly, or divide the stickers up evenly among the students if possible. Repeat for 4 weeks OR until you reach 100 caring acts! Step 4: Celebrate 100 Ways to Care! Just like you have a 100 Days of School party, have a party for this event as well. To play up the kindness involved in reaching this goal, invite specials teachers, the principal, and parents to your party as well! Caring Song/Chant Idea (to the tune of “Row, Row, Row, Your Boat”): I can care for you, I can care for me. Helping someone out really makes me happy.


Caring Kindergarten • Project 2

A Helping Hand Students in this age group are natural helpers. However, their help is not always directed in a constructive way. This project will provide tangible ways for them to practice helpfulness with the teachers and other administrative professionals in your school. Before you start, choose a class reward for completing this project, such as a pizza party, movie day, etc. Caring Sub-Concept(s) Helpfulness, Kindness Project Timeframe 30 minutes initially, will vary afterwards to complete each helping hand task identified. Required Materials ❏ Index Cards ❏ Simple stamps or stickers (4-5

different types)

Provide each student with an Index Card and label it Mr/Miss Helpful on one side. On the back divide the card up into 4 sections. Your class will work together to identify 4 people they would like to help within the school. This age group will need assistance with this. Here are some examples:

● The front desk ● The art teacher ● The PE teacher ● The janitor ● The principal

After they have identified who they want to help, have the entire class invite each person to the class for a quick helpfulness chat. Ask each guest, “How can Mr/Mrs. _________’s Kindergarten class help you? It may be helpful to prepare each person before they come to class so they have simple ideas that your class can complete. Examples might include:

● Sort paper for the art teacher ● Organize supplies for the PE teacher ● Wipe down the sinks for the janitor

Each week, choose one helpful task to complete as a class. After you are finished, have the teacher or other adult give each student a stamp or sticker on their Helpfulness Card. Repeat this activity until all 4 helpful tasks have been completed and all 4 boxes on the Mr./Miss Helpful cards are filled. Note: Make sure to designate a safe place for the cards so they do not get lost! Extension Ideas:

● Each day after you provide the stamps, have a mini celebration dance party. Provide the class with two song choices and vote. After the vote, take 2-3 minutes and dance!

● Ask the teachers that received the help to write a thank you card expressing their gratitude!

Celebrate! Your helpfulness has spread kindness throughout the school!


Kindergarten

Hello Parents and Guardians, Welcome to Unit 2 of our Kindness in the Classroom curriculum. For the next 4-6 weeks we will be learning all about CARING. Since this is still a fairly 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 Self-Care ● How can we take care of ourselves?

What areas of our daily routine are we responsible for?

Talk with your child about how they can care for themselves. Work with them to identify ways they can show kindness to themselves first and foremost.

Helpfulness ● How can we use our time and talent to help others, even without being asked? How does helping without asking inspire kindness in our family?

Discuss different ways your child can help at home.

Gratitude ● How do our words and actions show others we are thankful for who they are and what they do for us?

Help your child practice showing gratitude towards both adults and children in their lives using kind words.

Compassion ● w do you feel when you want to help others? How can you use this feeling to care for them?

Talk with your child about people in their classroom that may be struggling. Brainstorm ways they can show compassion for them.

Key activities we’ll be doing:

● Create a working list of how to show caring within our

class and school! ● Play Gratitude Human Tic-Tac-Toe! ● Design cards for sick children in the hospital! ● Participate in a Caring Tea Party! 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! Play gratitude tic-tac-toe with your child at home. Using a standard tic-tac-toe board, share one gratitude about the other player before you place your X or O. Continue until someone has won or the board is full!


http://www.randomactsofkindness.org/

Kindergarten Standards Map

Caring 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: Remember to Care! CASEL NHES Common Core

Self-awareness Identifying emotions Social awareness Perspective-taking Empathy Respect for others Relationship skills Social engagement Relationship-building Responsible decision-making Analyzing situations

Standard 7. Practicing healthy behaviors 7.2.1- Demonstrate healthy practices and behaviors to maintain or improve personal 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.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.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. 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).


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/

Lesson 2: Tic Tac Toe

CASEL NHES Common Core

Self-awareness Identifying emotions Recognizing strengths Social awareness Perspective-taking Respect for others Relationship skills Communication Social engagement Relationship-building Teamwork Responsible decision-making Analyzing situations

Standard 4. Interpersonal communication 4.2.1 -Demonstrate healthy ways to express needs, wants, and feelings. Standard 7. Practicing healthy behaviors 7.2.1- Demonstrate healthy practices and behaviors to maintain or improve personal 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.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: Get Well Soon CASEL NHES Common Core

Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Communication Social engagement Teamwork Responsible decision-making Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.2.2 - Recognize that there are multiple dimensions of health. Standard 3. Accessing valid information 3.2.2 - Identify ways to locate school and community health helpers.

English Language Arts Standards Writing Text Types and Purposes: 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. Research to Build and Present Knowledge: CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 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. 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).


Lesson 4: Tea Time CASEL NHES Common Core

Self-management Impulse control Self-discipline Social awareness Appreciating diversity Respect for others Relationship skills Communication Social engagement

Standard 1. Understanding concepts 1.2.2 - Recognize that there are multiple dimensions of health. Standard 2. Analyzing influences 2.2.1 - Identify how the family influences personal health practices and behaviors. Standard 4. Interpersonal communication 4.2.2 - Demonstrate listening skills to enhance health. Standard 7. Practicing healthy behaviors 7.2.1- Demonstrate healthy practices and behaviors to maintain or improve personal health.

English Language Arts Standards Writing Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 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.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 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. 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.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). Standards for Mathematical Practice Geometry Identify and describe shapes. CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.


kindergarten unit introductiontic-tac-toe highlight grateful actions and words among their peers....

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