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Kids Who Care Unit

Kids Who Care Unit

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Published by: Ashley Scherle on Feb 16, 2012
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Lesson Plan #1 Name: Ashley Scherle Subject: Social/Health Content/Topic: Introduction: Kids who Care Date

: October 20th/11 Grade: Two Instructional Strategies: Direct Instruction (questioning, listening and viewing) Interactive Instruction (discussion, cooperative learning groups) Indicators: Students will be able to: Show and share what they think caring is.

Outcomes: Examine social and personal meanings of “caring” and establish ways to show caring for self, persons, living things, possessions, and the environment.

Cross Curricula Competencies: developing thinking, developing literacies Prerequisite Learning: N/A Adaptive Dimension: Students will work together to brainstorm what they think caring looks like, sounds like and feel like. Preparation: (equipment/materials/set-up) Materials: Song: Caring by: Dr. T, caring scenarios, chart paper, pen Set-up: bring computer, set up speakers

Set ( 15 minutes) 1. Begin by giving students there certificates for completing their Matter unit. 2. Gather everyone on the carpet. 3. Tell students that today we are going to start a new unit, I’m going to play a song, listen carefully to the words and see if you can figure out what we are going to be learning about. 4. After the song, let students share what they think we are going to be learning about. 5. Kids Who Care 6. Make a web of students ideas of what they think caring is. Displaying kindness and concern for others Development (20 minutes) 1. Caring Scenarios 2. Tell students that we are going to create a new PWIM picture about our new unit. 3. We will act out different ways we can show caring and not caring. 4. Read first scenario; do the first one together as a class. 5. For the next scenario have students work in small group. 6. I will walk around and take pictures. Be creative and give me your best effort because I’m to pick the best caring picture to be our classroom PWIM picture. Closure ( 2 minutes) 1. Close with the caring song. Ask students to sing the caring part. Assessment: Observation

Student Engagement/Classroom Management Strategies Give clear directions so students always know what to do and stay on task. Keep an eye on the time to make sure the lesson does not run too long. Have all materials ready to go before the lesson starts. Remind students to raise their hand when they have an answer. Remind students how to work independently and quietly. Remind students how to use materials and how to clean up after. Move disruptive student towards me.

Caring Scenarios It is recess and you and your friends notice a student standing all himself. You decide to go over and invite the boy to play with you and your friends. Caring? Not Caring? It’s library time and as you are walking back to class with your new books a student in your class trips and all her books go flying. You decide to go help her pick up her books. Caring? Not Caring? During Read to Someone you and your partner cant decide what book to read together. Since you aren’t getting your way, you hit your partner. Caring? Not Caring? Ms. Scherle rings the chime and asks the students to come sit down. Everyone continues to talk and ignores the teacher. Caring? Not Caring?

Caring Story Darcy had a lot of friends, and she was friendly too. She shared each day with all her friends a happy word or two. She always had a joyful smile and pleasant things to say, but she did not seem caring on her best friend's special day. Her best friend's name was Gina. They were close as friends could be. They always shared their birthdays. They were just like family. But this year Gina's birthday somehow slipped from Darcy's mind, and all the day at school, Darcy did not seem very kind. She did not want to tell Darcy her birthday was that day. She thought she should remember. It had always been that way, but somehow Darcy didn't know, and as the day went by she made her poor friend Gina feel so sad that she could cry. At lunch they sat together with some friends to eat their food, but Darcy seemed too busy to catch on to Gina's mood. Then after school when Darcy called, she still forgot the day! She wanted to tell Darcy, but did not know what to say. The two hung up the phones, and just then Darcy realized it was her best friend's birthday, and she had been caught surprised.

"Oh dear," she said while staring at the calendar she had. The date was clearly marked and that made Darcy feel so bad. "I've been so selfish! Gina must think I don't even care. I have to make this better. I've been terribly unfair!" So Darcy rode her bike down to the store to get a gift. She hoped it would not be too late to give her heart a lift. She hurried to her house, feeling ashamed that she forgot. Though she did care for Gina, she had not shown it a lot. When Gina opened up the door, she saw her best friend there; still sweating from the bike ride, and with really messy hair. "I'm sorry I forgot, but happy birthday," Darcy said. So pleased to see her, Gina said, "come in you silly-head!" They both enjoyed a party, and they quickly made amends. They grew yet ever closer as the very best of friends. Lesson Plan #2 Name: Ashley Scherle Subject: Social/Health Content/Topic: Introduction: Have You Filled A Bucket Today Date: October 24th/11 Grade: Two Instructional Strategies: Direct Instruction (questioning, listening and viewing) Interactive Instruction (discussion, cooperative learning groups) Indicators: Students will be able to: -Show and share what they think caring is. -Value themselves as individuals -Recognize the need for healthy personal relationships with members of their family, friends and others in the community - Gradually incorporate the vocabulary for expressing feelings and for social interaction into their talk and writing

Outcomes: Health: Examine social and personal meanings of “caring” and establish ways to show caring for self, persons, living things, possessions, and the environment.

Cross Curricula Competencies: developing thinking, developing literacies Prerequisite Learning: N/A Adaptive Dimension: Students will have their own personal goal of how they will be filling buckets. Students will behavioural issues will have a different goal then others. Preparation: (equipment/materials/set-up) Materials: Have You Filled a Bucket Today? By Carol McCloud, Buckets, items to decorate buckets, items for bucket filling. Set-up: decorating materials

Set ( 20 minutes) 7. Gather students on the carpet. 8. Remind students that we are now learning about a new theme. Ask students if they remember what it is. (caring) 9. Ask students: Why do you think we learning about caring -to become a better person -to become a better friend -to feel happy Tell students that everyone can always learn how to be more caring for themselves and others. We are going to learn lots of different ways how to become the best caring person we can be. We will be reading stories, we will be doing some art including painting, even some phys ed. and dance activities. *stretch break before reading the book* 10. Read Have you filled a Bucket Today? By: Carol McCloud During the story: Page 9: Ask students to imagine their invisible bucket. They can even imagine they are holding it right now. Ask them to think about times when they have felt happy. Those times are when their bucket is full. Ask them to think about times when they have felt sad and lonely. Thos times are when their bucket is empty. o Page 13: Ask students to give you ideas about how to be a bucket filler. o Page 15: Ask students to give you ideas about how to be a bucket dipper. Ask if their bucket has ever been dipped into. Ask if they have ever dipped into someone else’s bucket. o Page 19: Ask students to think of something they could say to someone in their family to fill their bucket. Development (30 minutes) Ask them if they think it could be true: does everyone really carry around an invisible bucket? • Bring out a bucket. Even though this bucket is not invisible, we will use it to see what happens when we do caring things for eachother. 1. We are going to use buckets everyday as we learn about different ways to care. This will help us become bucket fillers. 2. Ask students what is a bucket dipper? 3. What happens to people who are bucket dippers? 4. Remind students that when we are bucket

Student Engagement/Classroom Management Strategies Give clear directions so students always know what to do and stay on task. Keep an eye on the time to make sure the lesson does not run too long. Have all materials ready to go before the lesson starts. Remind students to raise their hand when they have an answer. Remind students how to work independently and quietly. Remind students how to use materials and how to clean up after. Move disruptive student towards me.

Lesson Plan #4 Name: Ashley Scherle Subject: Social/Health Content/Topic: Honesty Date: October 31st/11 Grade: Two Instructional Strategies: Direct Instruction (questioning, listening and viewing) Interactive Instruction (discussion, cooperative learning groups) Indicators: Students will be able to: a.Determine that people are responsible for personal thoughts, feelings, and actions. j.Discuss and provide examples of treating others as one would like to be treated.

Outcomes: USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being. USC2.4 – Examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possessions, and the environment. Students will develop various ways to respect others.

Cross Curricula Competencies: developing thinking, developing literacies Prerequisite Learning: What is caring? What is honesty? Adaptive Dimension: Students will learn how to be honest through a variety of learning styles: activities, movie, songs, discussion Preparation: (equipment/materials/set-up) Materials: The Berenstain Bears and the Truth, song http://singdancelearn.com/charactereducation-songs/truth-song-honesty-song/, buttons Set-up: movie and song on the computer

Set ( 20 minutes) 13. Give students 5 minutes to finish off quilt squares. If they finish early they can write/or draw a kindness bucket filler. 14. Play a game called “Who’s got the button?” split class into 3 groups. 15. Play caring song while students are playing. 16. After game talk about what is another way to be a caring person. Be honest. Development (30 minutes) 17. Listen to honesty song. 18. Ask students a list of scenarios. 19. Honesty and dishonesty 20. Watch movie. (If time?) Closure ( 2 minutes) 2. Talk about what they want to learn about caring. What they think they need to work on. 3. Make a classroom list. Assessment: Observation, classroom discussion

Student Engagement/Classroom Management Strategies Give clear directions so students always know what to do and stay on task. Keep an eye on the time to make sure the lesson does not run too long. Have all materials ready to go before the lesson starts. Remind students to raise their hand when they have an answer. Remind students how to work independently and quietly. Remind students how to use materials and how to clean up after. Move disruptive student towards me.

Lesson Plan #5 Name: Ashley Scherle Subject: Social/Health Content/Topic: Respect Date: November 2nd/11 Grade: Two Instructional Strategies: Direct Instruction (questioning, listening and viewing) Interactive Instruction (discussion, cooperative learning groups)

Outcomes: USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being. USC2.4 – Examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possessions, and the environment. Students will develop various ways to respect others.

Indicators: Students will be able to: a.Determine that people are responsible for personal thoughts, feelings, and actions. j.Discuss and provide examples of treating others as one would like to be treated.

Cross Curricula Competencies: developing thinking, developing literacies Prerequisite Learning: What is caring? What is respect? Adaptive Dimension: Students will learn how to respect through discussion, stories and art Preparation: (equipment/materials/set-up) Materials: Canadian Character Education grade 1-2 Book, “I Show Respect”

Set ( 20 minutes) 21. Ask students what they think respect is. Respect is… Treating others kind, using manners, doing nice things for others and for yourself, thoughtful, caring 22. Read “I Show Respect” By: David Parker 23. Talk about other ways you can show respect. Development (30 minutes) 24. Show on document camera page number 25 in Canadian Character Education grade 1-2 25. Ask students to think about how they can show respect at school and have them draw a picture of it. Closure ( 2 minutes) 4. If students have time they can fill students’ buckets.

Student Engagement/Classroom Management Strategies Give clear directions so students always know what to do and stay on task. Keep an eye on the time to make sure the lesson does not run too long. Have all materials ready to go before the lesson starts. Remind students to raise their hand when they have an answer. Remind students how to work independently and quietly. Remind students how to use materials and how to clean up after.

Move disruptive student towards me. Assessment: Observation, classroom discussion, drawing

Respect Name: _____________________ I show respect at school by:

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

Lesson Plan #6 Name: Ashley Scherle Subject: Social/Health Content/Topic: Peace Date: November 3rd/11 Grade: Two Instructional Strategies: Direct Instruction (questioning, listening and viewing) Interactive Instruction (discussion, cooperative learning groups) Indicators: Students will be able to: a.Determine that people are responsible for personal thoughts, feelings, and actions. j.Discuss and provide examples of treating others as one would like to be treated.

Outcomes: USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being. USC2.4 – Examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possessions, and the environment. Students will develop various ways to respect others.

Cross Curricula Competencies: developing thinking, developing literacies Prerequisite Learning: What is caring? What is peace? Adaptive Dimension: Students will learn how to respect through discussion, stories and art Preparation: (equipment/materials/set-up) Materials: Book, “I Show Respect”, “The Peace Book By: Todd Park

Set (25 minutes) 26. Review with students what is respect? 27. Quickly look at book from yesterday for examples. 28. Give students 10-15 minutes to finish. If they finish early they can be a bucket filler. 29. Ask students what special day is coming up. (Remembrance day) 30. What is Remembrance Day about? Every year on November 11 we remember the brave Canadians who fought for us so we can leave in peace and freedom. 31. What does peace mean? Feeling safe, happy, no conflict 32. Read the story called “The Peace Book” By Todd Park Development (30 minutes) 1. Give students a minute to close their eyes and think about “peace is” or “to me, peace means….” 2. Let some students share their ideas with the class. 3. Give students directions on what their peace puzzle should look like: draw, write your name, and carefully cut it out. Your drawing needs to be neat, and there shouldn’t be any white spots. Closure ( 2 minutes) 5. If students have time they can fill students’ buckets.

Student Engagement/Classroom Management Strategies Give clear directions so students always know what to do and stay on task. Keep an eye on the time to make sure the lesson does not run too long. Have all materials ready to go before the lesson starts. Remind students to raise their hand when they have an answer. Remind students how to work independently and quietly. Remind students how to use materials and how to clean up after. Move disruptive student towards me.

Assessment: Observation, classroom discussion, drawing

Lesson Plan #7 Name: Ashley Scherle Subject: Social/Health Content/Topic: Cooperation: Working with others Date: November 7th/11 Grade: Two Instructional Strategies: Direct Instruction (questioning, listening

and viewing) Interactive Instruction (discussion, cooperative learning groups) Outcomes: USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being. USC2.4 – Examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possessions, and the environment. Indicators: Students will be able to: a.Determine that people are responsible for personal thoughts, feelings, and actions. j.Discuss and provide examples of treating others as one would like to be treated. Show how they can work together respectfully.

Cross Curricula Competencies: developing thinking, developing literacies Prerequisite Learning: What does cooperation mean? Adaptive Dimension: Through a variety of activities students will learn how to work together Preparation: (equipment/materials/set-up) Materials: Cooperation Story Book

Set (15 minutes) 33. Read story about cooperation. 34. Have a discussion about what cooperation is. 35. Explain first activity: -students will get a number, don’t show anyone what your number is. -without talking you must get into order in a straight line.

Student Engagement/Classroom Management Strategies Give clear directions so students always know what to do and stay on task. Keep an eye on the time to make sure the lesson does not run too long. Have all materials ready to go before the lesson starts. Remind students to raise their hand when they have an answer. Remind students how to work independently and quietly. Remind students how to use materials and how to clean up after. Move disruptive student towards me.

Development (20 minutes) 36. Next activity: Popcorn -students move around the room when the music stops I will call out a number -without talking students must quickly get into a group with out talking and sit down. -I will then call out an object the students must work together to create the object as quickly as they can with little talking -repeat -students should not go with the same people every time. Rocking chair
• • • • • • • • •

washing machine hot air popcorn popper toaster car piano waterfall old oak tree eagle elephant

end with "Everyone, roller coaster!"

Closure ( 2 minutes) 6. Talk about different ways that you worked with each other. Good ways/ bad ways

November 14th Kids Who Care: Cooperation: Working together Health Outcome USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being. Develop a common understanding and use of respectful language to talk about thoughts, feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control). Examine various ways to appropriately share thoughts, feelings, and actions. Set: Think about a sport. Ex. Baseball: Sometimes you’re in the spot light holding the bat, sometimes you out in the field sometimes you’re waiting your turn on the bench. There are different roles in a team and you take turns. When you all work together that makes it fun and helps the team succeed and do well. This is just like our classroom. Think of us as a team, as a whole class and in small groups. What are some different roles we use in the classroom? -listeners -talkers How to be a good team member: -give ideas -ask questions -reply to ideas -work together Look at the book Teaching Cooperation Skills Stretch Break Development: Read Story called “I am inventing an invention” By Lauren Child Tell students they are going to work together in a small group to create an invention. Tell they must work as a team! Task #1: Your member of your group will get a number. #1 will start by sharing their ideas: Good words to use are: I think

Maybe My idea is We could Let everyone have a chance to share their idea without interrupting! Let everyone have a chance to write/draw their idea on the “Our Groups Ideas Handout” Closure: Gather students back: What went well? What could we have done better? Kids Who Care: Cooperation: Working together Health Outcome USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being. Develop a common understanding and use of respectful language to talk about thoughts, feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control). Examine various ways to appropriately share thoughts, feelings, and actions. Set: Review that we started yesterday. In pairs you were brain storming different ideas for creating a new invention. Remind students that you want to create something people will want. I know some of you have some great ideas but some of you are still not sure. -You could create something that would help you clean your room -You could create some new kind of food. (Mixing all of your favourite food into one and giving it a new name) -You could create a new toy -You could create some kind of a machine that would do your chores -You could create some kind of a machine that would help you understand animals bark etc Remind students that when you are working with someone you should respect them by listening!!!! To them talk and do not interrupt them. Talk turns sharing ideas -I think -Maybe -We could -My idea is… *Read I’m Listening Book

I will give you more time now to think of your ideas then I want you to ask questions about eachothers Ideas -What do you think about… -What’s the best way to -Would you like… Development: Give students 10 minutes to finish brainstorming and ask eachother questions about their ideas. Gather back: Discuss how working together worked? Didn’t work? Now it’s time to pick one idea: Put your ideas together to come up with one invention. -I like your idea because Once you have one idea you can work on the description handout. Closure: What are some good ways to work with others. -listening to eachother -respect eachother -combined ideas to create a better invention

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