Steps to Respect

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Steps to Respect

• Learning
• Social ValuesUsing The Bible -- with Charlotte's
  Web, and Other Great Literature!

Bonnie Walker
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Unit Overview

• Children learn best when they feel safe and
  secure, respected and cared for. Cooperative
  learning is one of the best ways to develop core
  virtues such as respect, responsibility,
  altruism, integrity, conflict management, and
  friendship. It is a vehicle that the educator can
  employ to foster a classroom environment where
  social skills are practiced and nurtured daily,
  thus ensuring a safe and positive learning
  environment for all students.

The Research
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Unit Overview

• The goal of the Steps to Respect Literature Unit
  will meet both social-emotional elements as well
  as language arts and reading objectives.
  Successfully applied, the literature unit will
  give students an opportunity to apply the skills
  they have learned through the Steps to Respect
  Skill Unit, thus creating a safe, secure, and
  positive learning environment with the inclusion
  of all students as an integral element.

The Goal
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Unit Overview

• The unit will begin the first day of school and
  continue through the first quarter. It will help
  students to begin fostering citizenship and
  social skills in order to function productively
  in our room and outside of our room. For the
  first few days, lessons will focus around the
  central theme of creating a community.
• The unit will act as a catalyst for the entire
  school year. The unit will introduce many social
  skills, but only through explicit and implicit
  instruction, constant review, and relentless
  practice will the social skills learned be
  developed. Strategies will be reinforced and
  built upon throughout the year to ensure that
  children always feel successful and appreciative
  of their own uniqueness and that of others.

The Implementation
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Objectives

• Students will learn
• Courtesy and cooperation and recognize the
  concept of mutual interdependence with others
  resulting in polite treatment and respect for
  them.
• Compassion, kindness and generosity by showing
  concern for the suffering or distress of their
  classmates and respond to their feelings and
  needs.
• Emotional skills, such as understanding how to
  deal with anger, handle rejection, and manage
  emotions.
• Friendship skills that include how to make
  friends, join group activities, manage conflicts,
  and communicate effectively and confidently.
• To recognize, refuse, and report bullying when it
  happens to them or someone else.
• How to use the learned positive values as a guide
  for their behavior.

Social Skills
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L.A. Reading Objectives

• Students will learn
• An appreciation for poetry
• Reading comprehension strategies
• Writing and grammar skills

Reading L.A.
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PA Standards

• 5.1.3.C. Define the principles and ideals shaping
  government.
• Justice
• Diversity of people and ideas
• Common good
• Rule of law
• Citizenship
• 5.2.3.A Identify examples of the rights and
  responsibilities of citizenship.
• Personal rights
• Personal responsibilities
• Civic responsibilities
• 5.2.3.B Identify personal rights and
  responsibilities.
• 5.2.3.C Identify sources of conflict and
  disagreement
• and different ways conflicts can be resolved.

Civics Citizenship
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Old Testament Unit Motto

• He has shown you, O man, what is good.
• And what does the Lord require of you?
• To act justly, and to love mercy,
• and to walk humbly with your God.
• Micah 68 (NIV)

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New Testament Unit Motto

• So in everything do to others
• what you would have them do to you.
• For this sums up the Law and the Prophets.
• Matthew 712 (NIV)

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Lesson 1 I Am Special God cherishes us just the
way we are Celebrating students' strengths,
uniqueness, and achievements.

• Anticipatory Set
• Introduction to Poetry in the Classroom
• Shel Silverstein "Whatif"
• Echo Poem Reading
• I Speak, I Say, I Talk
• Who Am I Guessing Game
• A bulletin board activity for getting to know
  each other better
• Anticipation Guide
• Teacher Input Modeling
• Guided Reading "You Are Special"
• Anticipation Guide

• You Are Special by Max Lucado
• (Wheaton, IL Crossway Books, 1997)

Continued
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Lesson 1 I Am Special (Continued)

• Student Guided Practice
• You Can Rely on Eli Acronym
• Brainstorming the qualities and strengths of Eli.
• Student Independent Practice
• Compile Class Book
• Creating "You Can Rely on Me" acronym
  highlighting cultural background, a personal
  strength, quality, hobby, and/or etc.
• Across the Content
• Narrative Writing
• Beginning of the Year Autobiography
• Differentiated Modification Auto-Bio Poem

• Homework
• Who's Who in Fourth Grade
• 8 ½ x 11 divided sleeves compiled with pictures
  of students depicting their favorite items,
  people,. and etc.
• Pages are put into a photo album and displayed
  throughout the year.

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Lesson 2 Fabulous Folks Marvelous Me!
Celebrating students' strengths and uniqueness.
Recognizing the special qualities in other
people. Understanding the diversity of emotions
felt by all.

• Anticipatory Set
• Poem for the Lesson
• Color My Mood by Mary Sullivan / Choral Reading
• Teacher Input Modeling
• Introducing Vocabulary that Describes Emotion
• Vocabulary written on a giant colored pencil
  shapes. Students discover synonyms for different
  emotions. Additional emotions will be added
  throughout the unit.
• What Makes Me Happy by C. Anholt and L. Anholt
• I Feel Orange Today by Patricia Godwin, if time
  permits.

• What Makes Me Happy by Catherine and Laurence
  Anholt (NY Harper Collins, 2003)

Continued
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Lesson 2 Fabulous Folks Marvelous Me
(Continued)

• Student Guided Practice
• Recognizing and Celebrating Individuality
• Reiteration and discussion with students that
  their feelings are unique to them, and that not
  feeling what everyone else feels is okay.
• Reading poem, Incredible Me! By Kathi Appelt and
  reviewing previous stories/poems to discover our
  unique talents and those of our friends.
• Student Independent Practice
• Special People, Special Qualities
• Students determine and write down four special
  qualities for a friend, the teacher, his or her
  parent, and a relative.

• Homework
• Ace Reporter
• Students interview an adult to discover his/her
  special qualities as well as discover things
  about their special person that they find
  difficult, useful, and etc.

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Lesson 3 Friends Neighbors Developing empathy
for others. Understanding why God wants us to
have friends and be a good neighbor to others.

• Anticipatory Set
• Poem for the Lesson
• Could We Be Friends? by Bobbi Katz / Paired
  Repeated Reading
• Pre-Test How I Feel About My Friendship Skills
• A series of five questions meant to help students
  and me know their feelings and opinions about
  their own friendship skills.
• Charlotte's Web / Accessing prior knowledge
• Students complete a series of sentence stems (or
  draw friendship scenes) from the book addressing
  the emotions and feelings of the characters from
  Charlotte's Web.
• Students look through the book and find examples
  of people or animals being good friends to
  others.
• Students review the Scripture passage and find
  the examples of friendship and neighborly
  actions.

• Charlotte's Web by E.B. White
• (Harper Trophy , 2004)

Continued
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Lesson 3 Friends Neighbors (Continued)

• Teacher Input and Modeling
• Read Aloud / The Rainbow Fish by Marcus Pfister
• Empathy building activity. Students contrast
  characters and infer their feelings, particularly
  those feelings that relate to friendships.
• Student Guided Practice
• Literature Circles
• Students choose from a number of fairy tales to
  read and share in their groups.
• IE. Goldilocks, Little Red Riding Hood, Three
  Little Pigs, etc.
• Students infer the characters' feelings and
  emotions then share with the class how the
  characters felt by using body language and facial
  expressions.

• The Rainbow Fish by Marcus Pfister
• (NY North South Books, 1992)

Continued
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Lesson 3 Friends Neighbors (Continued)

• Student Independent Practice
• Collage of Feelings
• In groups, students create an "I Know What You're
  Feeling" collage using pictures from magazines,
  flyers, and old calendars. Students find as many
  examples of different emotions and label the
  appropriate feeling on the bottom of the collage.
• Students also add to our "Feelings Word List".
• L.A. Component Students discover/point out
  synonyms, antonyms, vivid verbs, nouns and etc.
• Across the Content
• Writing Poetry Building writing skills and a
  sense of community within the classroom

• Students write an acrostic poem about friendship.
• Polished poems are attached to a fish pattern and
  decorated with sequins.
• Finished poems are posted on a bulletin board
  entitled "Fishing for Friendship".

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Lesson 4 The Character of a Friend Determining
the characteristics of a friend.Allowing
children to explore and practice relationship
skills.

• Anticipatory Set
• Poem for the Lesson
• I Am Poem by Bonnie Walker / Creating individual
  I Am Poems
• Introduce Vocabulary / Charlotte's Web
• Templeton's Crossword Puzzle. Students are
  introduced to character traits found in a friend.
• Teacher Input and Modeling
• Introducing Adjectives
• The definition of adjectives is examined. As a
  whole group, students practice identifying
  adjectives with the book, Many Luscious
  Lollipops A Book About Adjectives by Ruth
  Heller.
• Use Hairy, Scary, Ordinary and R. Heller, if time
  permits.
• See http//www.trumpetclub.com/primary/activities/
  hairy_scary.htm for a lesson plan.

• Many Luscious Lollipops by Ruth Heller
• (Harper Trophy , 2004)

Continued
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Lesson 4 The Character of a Friend (Continued)

• Student Guided Practice
• "To Be" Sentence Patterns / Charlotte's Web
• Brainstorming together to identify the character
  traits of Charlotte.
• Students refer back to Templeton's Crossword
  Puzzle and the Adjectives and Character Traits
  handout we worked on previously.
• Student Independent Practice
• Literature Circles / Shared Reading
• Using 'social skill' orientated picture books,
  students fill out their own Identifying Character
  Traits Worksheets. Suggested books, Spud Tails
  from the Pantry, Tacky the Penguin, The Grouchy
  Ladybug, and Crickwing.
• Students use thesauruses and Sample Character
  Traits Chart.
• Students explore the connections between the
  characters and the actions that the character(s)
  take or do not take.

• Charlotte's Web by E.B. White
• (Harper Trophy , 2004)

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Lesson 5 Friendship Respect Understanding
respectful behavior. Treating people the way you
wantto be treated. Being courteous, polite,
kind, and giving.

• Anticipatory Set
• Poem for the Lesson
• I'm Not Scared by Karen Baicker / Students answer
  journal prompts that encourage them to identify
  disrespectful behavior and how they feel about
  it.
• Teacher Input and Modeling
• Defining Respect
• Using a "Y" chart, students answer what respect
  looks like, what it sounds like, and what it
  feels like.
• Students record their examples of respectful
  behavior that people do everyday (IE. being
  helpful, smiling, etc).

• Charlotte's Web by E.B. White
• (Harper Trophy , 2004)

Continued
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Lesson 5 Friendship Respect (Continued)

• Student Guided Practice
• Susan's First Bus Ride Steps to Respect Story
• Identifying respectful behaviors
• Shhh! I'm Your Secret Pal
• Doing good deeds
• Ticket-Out-The-Door Reflections
• Students fill out the tickets in order to leave
  for recess or lunch.
• Student Independent Practice
• Group Activity / Practicing respectful behavior
• Role playing situations.

• Across the Content Area
• Writing / Changed Stories
• Using Charlotte's Web, students rewrite a section
  of the story decreasing Charlotte's use of
  respectful behaviors and discover how the story
  events would be changed.

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Lesson 6 Making Keeping Friends Developing
basic interaction skills and entry/approach
strategies.Allowing children to explore and
practice relationship skills.

• Anticipatory Set
• Poem for the Lesson
• With A Friend by Vivian Gouled / Students
  discover how we respect friends and take care of
  them.
• How Do I Feel About Making Friends?
• Students share friendly behaviors that they have
  seen or done in the past few days.
• Students practice approaching a person as if he
  or she were a new friend.
• Teacher Input and Modeling
• Reaching Out and Joining In
• Students brainstorm and organize thoughts on a
  graphic organizer on strategies for meeting new
  people.
• Students practice using friendly body language
  and other positive strategies.

• Making Friends by Sarah Levete
• (Cooper Beech Books , 1998)

Continued
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Lesson 6 Making Keeping Friends (Continued)

• Student Guided Practice
• Making Conversation Role Play
• In paired groups, students practice making
  conversation skills. Partners change throughout
  the role play by a ring of my bell.
• Exclusive and Inclusive Behaviors
• Reviewing empathy and how that helps to create a
  healthy classroom environment.
• Students use a graphic organizer brainstorming
  ways to join a group.
• Ticket-Out-The-Door Reflections
• Students fill out the tickets in order to leave
  for recess or lunch.
• Student Independent Practice
• Book Talks
• Students practice conversation skills in
  small-group talks.

• Across the Content Area
• Personal Narrative Making Friends
• Create an anthology

Complete Lesson
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Lesson 7 What is Bullying? Defining and
identifying bullying and bullying behaviors.

• Anticipatory Set
• Poem for the Lesson
• Why Am I A Bully? (North West Primary Winner,
  Bethany Shaw (Age 11) / Students discover how we
  respect friends and take care of them, especially
  in cases of bullying.
• Guided Reading / Hooway for Wodney Wat
• Students fill out a Problem/Solution graphic
  organizer as an after-read strategy noting
  bullying behaviors.
• Teacher Input and Modeling
• Defining and Categorizing Bully Behavior
• Students brainstorm together using the Four Main
  Types of Bullying Chart and come up with a
  definition of bullying.
• Students give examples from the book of behaviors
  that fall into the four types of bullying.

• Hooway For Wodney Wat by Helen Lester
• (Houghton Mifflin/Walter Lorraine Books, 1999)

Continued
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Lesson 7 What is Bullying? (Continued)

• Student Guided Practice
• Bullying Detectives
• Students read four situations and decide whether
  each situation is an example of bullying.
• They use the Steps to Respect posters to help
  them decide.
• Student Independent Practice
• Video of Bullying / Taking Notes
• Students use the Informational Note-taking system
  used in our class to record events and bullying
  actions shown in the video.
• Discussion follows the video viewing while
  students use their notes to answer questions
  about power, feelings, fairness, and etc.

• Homework
• Identifying Bullying on TV
• Students watch their favorite TV shows and record
  examples of bullying behavior on the Four Main
  Types of Bullying Chart.

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Lesson 8 Bullying Conflict Resolution Gaining
skills and confidence needed to face social
challenges. Gaining skills to peacefully settle
arguments with peers.

• Anticipatory Set
• Poem for the Lesson
• Two Little Kittens / Echo Reading
• Introducing the Concept of Conflict
• Brainstorming and recording findings in blank
  coat of arms graphic organizers.
• Teacher Input and Modeling
• Guided Reading on the Overhead / I Want It!
• Students make visualizations, predictions and
  justifications during and after the guided
  reading.

• I Want It! by Elizabeth Crary
• (Parenting Press 2nd edition, July 1996)

Continued
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Lesson 8 Bullying Conflict (Continued)

• Student Guided Practice
• Coat of Arms Graphic Organizer
• Students continue to use Coat of Arms graphic
  organizers to identify conflict, learn its
  definition, and discover how characters solved
  their conflict problems.
• Flow Chart
• Students use an interactive flow chart to
  highlight cause and effect as well as identify
  climax and resolution.
• T-Chart Compare and Contrast
• Students discover and discuss the distinctions
  between bullying and conflict. Previous lessons
  and children's literature are used to aid in the
  discussions.

• Student Independent Practice
• Literature Circles
• Students put into practice their newly honed
  social skills.
• Students create their own flow charts with
  favorite bullying/conflict books brought in.

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Teaching Social Skills The Framework for the
Rest of the Year

• Introduce the Fruit of the Spirit for the Month.
• Discuss the need for the social skill.
• Teach the skill.
• Practice the skill.
• Pause and reflect.
• Review and reflect.

• The ground work has been laid. To help children
  continue to grow socially and emotionally
  throughout the year I will teach the social
  skills with a systematic approach, just like I
  teach academic skills.

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The Fruit of the Spirit (FOS) Character Traits of
the Month
Month FOS Character Traits
Sept. Joy Self-Esteem/Pride Proper delight or satisfaction in your accomplishments, achievements, and status. To demonstrate a positive opinion of yourself. To make God happy and yourself happy.
Oct. Gentleness Respect/Courtesy To feel or show honor for the feelings and rights of yourself, others, and the world around you. Polite, well-mannered behavior toward others. Not tattling, fighting, or bullying.
Nov. Self-Control Self-Control Responsibility To have control over your body and your mind. Not being controlled by your thoughts and actions. To carry out a duty or task carefully, thoroughly, and dependably.
Continued
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The Fruit of the Spirit (FOS) Character Traits of
the Month
Month FOS Character Traits
Dec. Patience Tolerance Patience Respecting the individual differences, views, and beliefs of other people. The power to wait calmly without complaining. Not yelling or getting angry when you do not get your own way.
Jan. Peace Cooperation/Good Sportsmanship A feeling of calm and quiet inside because God gives you peace. Working together peacefully for a common purpose. The ability to take winning or losing without gloating or complaining.
Feb. Kindness Caring/Compassion Using kind words like 'please', 'thank you', and I'm sorry. Being kind, friendly, considerate, and willing to listen, give, and share. Showing concern or sympathy for others.
Continued
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The Fruit of the Spirit (FOS) Character Traits of
the Month
Month FOS Character Traits
Mar. Goodness Honesty/Fairness Being truthful and just. Doing and practicing 'good works'.
April Faithfulness Diligence/Perseverance Working hard without giving up in a careful and consistent manner.
May Love Loyalty/Citizenship Showing love and loyalty to God, parents, and our teachers by obeying them and their rules. Faithful to God, a person, a team, your country, or an idea. Demonstrate your rights and privileges as a citizen of heaven, as well as the United States, your school, and your community.

• Adapted from http//www.frsd.k12.nj.us/teachers/De
  pt20of20currinstruc/Character20Educ/traits.htm
  

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The End!