Social Justice Box Part A

“Kindness” Social Justice Box
Kaitlyn Sumner, Brooke Jackson, Sailor Jenkins, Britney Ochoa
TCH LRN 322: Reading & Writing 4-8
Dr. Barbara Ward
Developing an Understanding of Kindness
Fourth Grade
Unit Plan: Developing an Understanding of Kindness Grade: 4th
Social Justice Box: Developing an Understanding of Kindness
Table of Contents
Rationale and Goals Pg.
Standards Pg.
Learning Targets Pg.
Content, Scope, and Sequence Table Pg.
Daily Schedule Pg.
Sequence of Lessons
Week One
Week One, Day One Pg.
Week One, Day Two Pg.
Week One, Day Three Pg.
Week One, Day Four Pg.
Week One, Day Five Pg.
Week Two
Week Two, Day One Pg.
Week Two, Day Two Pg.
Week Two, Day Three Pg.
Week Two, Day Four Pg.
Week Two, Day Five Pg.
Week Three
Week Three, Day One Pg.
Week Three, Day Two Pg.
Week Three, Day Three Pg.
Week Three, Day Four Pg.

Week Three, Day Five Pg.
References & Annotations Pg.
Books Used Pg.
Accomodations Pg.
Enrichment/Remediation Activities Pg.
Posters for Classroom Pg.
Rationale
The reason we chose this topic is because…
❖ To become more open minded
❖ To not grow fear and anger of the unknown (xenophobia)
❖ To understand that the act of kindness isn’t just materialistic.
❖ To have students understand simple and basic actions can be acts of kindness
❖ To show empathy in different scenarios.
Goals
Throughout the duration of this unit, our goals for our students are:
❖ Help our students develop compassion for others with disabilities
❖ Have students use literature as a: mirror, window, and door.
❖ Understand that everyone is different on various aspects and to embrace it.
❖ Be able to acknowledge and question their own biases.
❖ Help students understand kindness.
❖ Have students learn the definition of kindness.
❖ Students will know what it means to be kind to others and themselves.
❖ Students will understand that kindness is.
❖ Students will understand the importance of being kind to those who are homeless.
❖ Students will be able to connect the material to their own lives.
❖ Students will understand other perspectives.
Throughout the duration of this unit, our goals for ourselves, as educators, are:
❖ To allow plenty of room for students to think for themselves and express themselves
before and/or without us giving out our opinions, so we do not conform them to our
beliefs and their judgement is solely on how they interpret the topics.
❖ To have all of our lessons multi-layered.
❖ To expose students of information that will contribute to their self-reflection and
empathy.
❖ To create and encourage a safe environment for students to ask questions and share that
are related to the given topics.
❖ To encourage students to make kind decisions.
❖ To educate students on thinking about the feelings of others.
Standards
Reading Standards:
1. CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a character's thoughts, words, or actions).
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.
Learning/Content Objectives:
SWBAT… use details from the text to infer the main idea.
SWBAT… determine the theme of a story.
SWBAT… summarize a story.
SWBAT… describe a character, setting, or event that occurs in a story.
SWBAT… compare and contrast two topics.
Writing Standards:
1. CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
2. CCSS.ELA-LITERACY.W.4.2.C
Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because).
3. CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.
Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
SWBAT… write a narrative that is based on real or imagined events.
SWBAT… conduct a research project based on the topic presented.
SWBAT… write in a clear and organized manner.
SWBAT… write in accordance to the instructions for the writing assignment.
SWBAT… write opinions pieces using evidence.

Speaking & Listening Standards:
1. CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
2. CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
3. CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others.
Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Identify the reasons and evidence a speaker provides to support particular points.
Report on a topic or text, tell a story, or recount an experience in an organized manner,

using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
SWBAT… discuss and share ideas with others during classroom discussions.
SWBAT… present a given project orally to the class.
SWBAT… report on a topic in a clear and organized manner orally.
SWBAT… listen and be respectful of other ideas.
Language Standards:
1. CCSS.ELA-LITERACY.L.4.6
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal precise actions, emotions, or states of
being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when discussing animal preservation).
SWBAT… use grade-appropriate academic language.
SWBAT… define disability.
Art Standards:
1. Performance Standard (MA:Cr1.1.4) Conceive of original artistic goals for media

artworks, using a variety of creative methods, such as brainstorming and modeling.
SWBAT… brainstorm ideas of the inclusion of art for a project.
SWBAT… use materials to create artistic pieces.
Social Studies Standards:
1. CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical

text, including what happened and why, based on specific information in the text.
2. CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Content/ Learning Objectives:
SWBAT…Explain the main events, purpose, and concepts in a historical text.
SWBAT… Describe the structure of the ideas, events, concepts and information of a historical
text.
Content, Scope, and Sequence Table
Unit (s) Learning Content Big Ideas

Progression
ELA reading: 1. Introduce students to
Introduction to SWBAT refer to details and examples
kindness, and the
Kindness , in a text to explain what the text says.
SWBAT draw inferences from the text variety of ways
Diversity, with examples. students can be kind to
SWBAT describe the structure of themselves, others,
Disabilities and events, ideas, concepts, or information places and things.
in a text or part of a text. 2. Help students see that
Homelessness. SWBAT compare and contrast the same
we are all diverse, and
topic or event.
SWBAT describe differences in focus through acknowledge
and the information provided. and celebrate each
ELA writing: others differences and
SWBAT Write opinion pieces on texts similarities we are
or topics, supporting a point of view practicing kindness.
with information from the text.
3. Introduce students to
SWBAT explain how the author uses
reasons and evidence to support points
new and different
in the text. perspectives than their
SWBAT engage in collaborative own. This will allow
discussions (one-on-one, and group) students to be kind to
SWBAT pose and respond to specific those who have a
questions to clarify information and
different background.
make comments that contribute to the
discussion.
Additionally, students
Language standards: will be able to reflect
SWBAT demonstrate command of the on how they can be
conventions of standard English kind to those who are
capitalization, punctuation, and spelling homeless.Essentially,
when writing. this will teach students
SWBAT demonstrate command of the
empathy.
conventions of standard English 4. Introduce and explore
grammar and usage when writing or
various disabilities.
speaking.
SWBAT use knowledge of language
Students will focus on
and its conventions when writing, how they perceived
speaking, reading, or listening. people with
SWBAT determine the meaning of disabilities then
unknown and multiple-meaning words compare how they
and phrases. perceive people with
Visual Art standards:
SWBAT brainstorm approaches to
disabilities after,
create a creative art poster with peers. through reflection.
SWBAT create artwork that is

meaningful and has a purpose to each
student.
SWBAT collaborate to set goals and

create artwork that will reflect each
student.
SWBAT Explain the main events,

purpose, and concepts in a historical
text.
SWBAT Describe the structure of the

ideas, events, concepts and information
of a historical text.
Daily Schedule
8:30 - 8:45 am Morning Meeting

8:45 - 9:00 am Silent Reading
9:05 - 9:50 am Reading
9:50 - 10:50 am Social Studies
10:50 - 11:00 am Stretching/ Meditation
11:00 - 11:30 am Lunch
11:30 - 11:55 am Recess
11:55 - 12:55 pm Math
12:55 - 1:45 pm ELA
1:45 - 2:15 pm Writing
2:15 - 2:30 pm Recess
2:30 - 3:00 pm Science
Unit 1: Introduction to Kindness

Week One Day 1
Unit 1 Schedule: Introduction to Kindness

Day 1:
Goals: Students will define respect and self-respect. As well as develop a set of personal
rules around self-respect. Students will define kindness and begin to develop and prepare for a
project.
Activities:
● What does kindness mean? (Poster)- 30 minutes
● SMILE-A-GRAM-10 minutes
● Creating Kindness Cover Journals- 30 minutes
● Knowing and respecting ourselves- 25 minutes
● Acrostic Poem- 10 minutes
● Thank You Notes- 20 minutes
● A Respectful Debate pt 1-30 minutes
Day 2:
Goals: Understand the full definition of respect which includes treating things and places
with kindness. Determine a concrete strategy for demonstrating respect for things and places.
Demonstrate comprehension of a short story, connecting the unit themes to the main idea.
Contribute to a large group project. Debate an issue using respectful communication skills.
Incorporate key elements from the Respect Unit related to kindness, listening, communication,
and teamwork.
Activities:
● Respecting Others- 30 minutes
● Helping Others Feel Better- 20 minutes
● Labeling Feelings- 35 minutes
● Acts of Kindness- 30 minutes
● A Respectful Debate pt 2- 30 minutes
Day 3:
Goals: Students will Identify the difference between a belief, a value, and an opinion.
Appreciate how our differences make us unique and interesting. Connect respect and kindness to
understanding the beliefs, values, and opinions of others. Interview others to learn more about
them and build a sense of community. Students will also learn to be empathic people by role
playing a child being bullied, bullying someone else, and being a bystander. Students will reflect
on experiencing being bullied, bullying someone else, and watching someone being bullied.
Activities:
● Respecting Others Essay- 30 minutes
● Respecting Places and Things- 30 minutes
● A Respectful Debate pt 5-10 minutes
Reading Standards:
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)
of events, ideas, concepts, or information in a text or part of a text.
Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
SWBAT refer to details and examples in a text to explain what the text says.
SWBAT draw inferences from the text with examples.
SWBAT describe the structure of events, ideas, concepts, or information in a text or part of a
text.
SWBAT compare and contrast the same topic or event.
SWBAT describe differences in focus and the information provided.
Writing Standards:
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.4.9.B
Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses
reasons and evidence to support particular points in a text").
Speaking & Listening Standards:
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
SWBAT Write opinion pieces on texts or topics, supporting a point of view with information
from the text.
SWBAT explain how the author uses reasons and evidence to support points in the text.
SWBAT engage in collaborative discussions (one-on-one, and group)
SWBAT pose and respond to specific questions to clarify information and make comments
that contribute to the discussion.
Language Standards:
CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies.
SWBAT demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SWBAT demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
SWBAT use knowledge of language and its conventions when writing, speaking, reading, or
listening.
SWBAT determine the meaning of unknown and multiple-meaning words and phrases.
Art Standards:
Performance Standard (VA:Cr1.1.4)
Brainstorm multiple approaches to a creative art or design problem.
Collaboratively set goals and create artwork that is meaningful and has purpose to the makers
When making works of art, utilize and care for materials, tools, and equipment in a manner that
prevents danger to oneself and others.
SWBAT brainstorm approaches to create a creative art poster with peers.
SWBAT create artwork that is meaningful and has a purpose to each student.
SWBAT collaborate to set goals and create artwork that will reflect each student.
Day 1:
Activities:
● Starting activity will be for students to define kindness in their own words. The class will
have a discussion on what they think kindness means, I will lead students to the six words
that define kindness: courage, responsibility, integrity, respect, inclusiveness, and caring.
Let students go back to their table and work as a group to make posters that represents
kindness (25 minutes).
● Next activity I will introduce smile-a-gram, a complementary sticky note to place on a
students desk. While introducing the smile-a-gram, the first one will be mandatory but
students will have the option to do it everyday on their free time. Students will write a
smile-a-gram to a partner in a room ( I will pair students to avoid anyone being left out)
and place it on their desks (10 minutes).
● Third activity, students will create covers for their kindness journals, these journals will
be used for the following kindness units. Students will have access to magazines,
construction paper, colored pencils, markers, stickers (I will provide), glue sticks, and
scissors to complete their covers (25-30 minutes).
● Fourth activity, students will share their definition of the word respect and I will put the
key words on the board. I will ask students three questions to discuss, for each question I
will pause and allow students to answer while writing their answers on the board. The
questions are:
■ How do you know that someone is showing you respect?
■ How do you show someone respect?
■ When you are respected by someone else, how does it make you feel?
○ After the discussion, I will inform my students how we can show respect in
several ways. We will look at how we respect others, and how we respect what
we have and where we go. Respectful conversations and how to listen to others
with respect.
○ I will also inform them self-respect is a powerful form of respect and kindness.
Why do you think that is? ( allow students to respond) Inform students that it’s
difficult to be respectful and kind to others if we are not first respectful and kind
to ourselves. We cannot give away what we do not possess (3 minutes).
○ Students will take out their journals and write down “Mind, body, heart”. Next to
each of the words, students will write or draw at least three ways they respect and
are kind to their mind, to their body, and to their heart. Show example if they are
unsure on what to write (5 minutes).
○ Students will then write down three to five things they will do for themselves or
think about themselves that will help remind them to always treat themselves with
kindness and respect. Students will neatly write or draw a picture to represent
their self-respect rules. They will tape it in either their journals, lockers (cubby),
or on their desk: anywhere they can be reminded everyday about the way they
will take care of themselves. The paper used will be cardstock and laminated to
last long (10 minutes).
● Fifth activity students will complete an acrostic poem with the word respect, I will show
students an example of what an acrostic poem is and how I want the format to look like,
but other than that students will have freedom of artistic expression to show their feelings
on respect and what they think of. Once finished I will collect their creations and post
them on the wall (15 minutes).
● Sixth activity the students will write thank you notes to anyone in their life at school or at
home to say “thank you for…” The notes will be nicely done and I will remind students
that the people who will receive the cards will be ecstatic to receive one. The activity
should take roughly 20 minutes, but after this week they will receive 10 minutes to
complete the notes (the activity is weekly).
● The final activity is a project that the students will start called, a respecting debate. First,
I will introduce students to the concept of a debate, ensuring that students know this is
not simply an argument; rather, it is an opportunity to discuss many sides of one
particular issue in a formal setting. I will present some examples of political debates the
students might be familiar with. In case students are still fuzzy on what debating looks
like I will show clips of a debate so students can identify body language and where
debaters are showing respect or disrespect to one another. I will divide the class into two
teams, explain to them that they are assigned to debate one side of the topic that they
don’t agree with, they can still debate that side. Before we get started on choosing a topic,
I will have students discuss and develop the rules for the debate. If some rules are not
mentioned I will suggest the following rules: no personal insults, no put downs, no
emotional appeals (such as”if you don’t agree with me, I'm going to cry!”)everyone needs
to do their share of research, everyone needs to try their best, and students need to be
kind even if they disagree. I will present my students with nine topics (Is homeschooling
the best way to learn? Should students wear uniforms? Should soda pop be sold in
cafeterias? Should cyclists be required to wear helmets? Should kids be allowed to have
computers in their rooms.? Should chewing gum be banned at school? Should kids get an
allowance? Should kids be allowed to eat junk food?) in which they can debate on, they
will vote on which one they like and to determine which side each team will argue for I
will flip a coin.
http://www.teacherspayteachers.com/
Week One Day 2
Week One Day 2 Schedule:
Day 2:
Activities:
● The first activity starts with a discussion on being kind and respectful to others. We will
talk about the difference between a belief, a value, and an opinion. I will ask, what are
some of the differences among these three things? While I let them think, I’ll write
“beliefs, values, opinions” on the board. I will point out to my students beliefs are not
always religious. If needed, I’ll provide examples (examples will be on a different sheet).
Allow students to practice identifying a belief, a value, and an opinion that we have for or
about our school. I will use the whiteboard to write “ belief, value, opinion” and ask
students to help me name at least one of each (5-7 minutes).
○ Next I will pass out a handout for my students to fill out, students will interview
another student in our classroom, preferably a student who they do not know very
well. Once I have paired off students, they will interview one another, then go
into a group of 6 to share at least three things about the person they interviewed.
○ Once students have finished sharing three things with their group, they will go
back to their seats and reflect in their journals on beliefs, values, and opinions.
The questions they will answer include (questions will be written on board):
■ How do you feel when someone respects your beliefs and opinions? How
do you think others feel when you treat them with respect?
■ What do you think would be a healthy way to respond to someone who
has a different opinion, values, or belief than you? (Suggest the following
if needed: Don’t insult people or make fun of their beliefs, values,
traditions, or opinions; Listen to others as they discuss their opinions or
beliefs; Value other people’s opinions; Be considerate of why someone
likes or dislikes something.)
■ How can you respect other people’s beliefs and opinions?
● Next activity, I will use three questions to discuss with the class what children can do to
help others feel better (20 minutes):
1. How can you know how someone else feels?
Possible answers: Listen to what they say, ask them how they feel, look
closely at their face and body, watch what they do
2. How can we recognize when another child is feeling bad or left out?
Possible answers: Making a sad face, not laughing when others laugh,
crying, not looking at anyone, playing alone
3. How can we cheer up children who feel bad and help them feel better?
Possible answers: Pay attention to them, pat them on the back, ask them if
they’d like to play with you
○ Next, use role-playing to help children practice recognizing a child who is feeling
hurt and helping the child feel better
- Divide the group into pairs.
- Ask one student in each pair to pretend that he or she has been bullied
and feels bad, while the other child pretends to be a bystander who tries various
ways to make the bullied child feel better.
- Have the pairs of children switch roles and repeat the activity.
○ Discuss with the group how the bystanders could tell that the bullied child was
feeling hurt and how the bystanders made the bullied child feel better.
● Third activity, read Each Kindness by Jacqueline Woodson to introduce a book that talks
about bullying and mistreating a new student.
○ Ask children to describe and label how they might feel in three different bullying
situations:
■ If they saw someone being bullied
■ If they were being bullied themselves
■ If they bullied someone
○ Finish by telling the students bullying can lead to strong feelings, such as anger,
frustrations, and fear. Explain to students that it's okay to feel these feelings, but
it’s never okay to react by doing violent things, such as intentionally hurting
someone. If we work together to prevent and stop bullying, no one in our
classroom will ever need to experience these feelings as a result of bullying.
○ Relate the Labeling Feelings activity to Each Kindness book so students can make
connections to their feelings with the feelings of the character being bullied and
the bully. Students will do a double journal entry (example provided) that
showcases the students ability to relate to the text (30 minutes).
● Next activity, the activity the teacher did in the book, Each Kindness the class will do a
similar activity.
○ Discuss how an act of kindness is the opposite of bullying because it helps
another person feel good instead of bad––it gives a person a good feeling rather
than takes away a good feeling.
○ Ask children to describe one nice thing they did for someone else, how it made
the other person feel, and how it made them feel. Students should write down
their descriptions in their journals.
○ Have each child plan one act of kindness that he or she will do that day for
someone else in the group. Students should write down their plans in their
journals.
○ At the end of the day, have children report on their acts of kindness. Ask:
■ How did this act of kindness make you feel?
■ How did the person receiving the kindness feel? (You could ask the giver for
his or her perceptions, then have the recipient confirm whether those perceptions
are accurate.)
■ How do you think you would feel if you had done an act of bullying, rather than
an act of kindness?
○ Conclude the activity by pointing out that doing an act of kindness is not only a
great thing to do for someone else, it makes you feel good, too!
● Last activity, students will work on respectful debate project. Each group will have the
opportunity to “research” their side. I will suggest sites for students if they are stumped or
do not know where to look. The debate can have personal opinions but I want to
encourage students to insert factual or statistical information that will strengthen their
side.
Week One Day 3
Week One Day 3 Schedule:
Day 3:
Activities:
● First activity, students will write an essay based on the interview they had done
yesterday. Allowing students to write an essay ensures students to grasp the idea of being
kind and respectful to others. The essay will be one page, they will write down what they
have learned from interviewing their peers and how their reflection with beliefs, values,
and opinions connects with their peers. Students are allowed to exceed one page (25
minutes).
● Second activity, students will expand their knowledge on respect, we will now discuss
how we show respect places and things. I’ll ask the class, how do we show respect to our
school? Allow students to answer to answer. What about our things? If I called your
family, would they tell me to take good care of your stuff? How do we show respect for
our things (either here at school or our things at home)?
○ Allow students to answer.
○ Read Those Shoes by Maribeth Boelts, I’ll have students answer questions as I
read the book. I will allow students to finish their thoughts when I finish the book
(1-2 minutes). We will discuss the questions as a class. Hand out square
worksheet. Student will identify four things and places that they will intentionally
care for and respect for the rest of the week. Then I will explain what each square
means (10-15 minutes).
1. Think about something you have that is considered a “prized possession”.
(Cues for students: Something you work hard to care for and keep safe;
the most important thing you own; something that would break your heart
to lose or damage.) Or, think of something very ordinary that you use,
enjoy, or need but that you rarely think about in terms of respect. Should
you think about respecting this thing more?
2. Think about a place that is special to you that requires that you keep it
clean or organized or maintained.
3. Think about something that is considered the prized possession to another
person you care about.
4. Think about a place or space that you share with at least one other person
(could be many people, though); how do you work together to care for and
respect that space?
- Students will complete all four boxes, they will either write or draw about these
four things or places. Then complete this sentence in each box, “ I will respect this item
or place by _______.” (write on board) (10 minutes).
○ To reflect on the activity, I will invite students to share one of their items.
Prompt students with, what it is, how they will demonstrate a concrete act
of respect and care over the next few days.
● Third activity, each group will select two designated speakers; these students will
present the initial position statement in 3-5 minutes as well as offer the rebuttals.
Each group should have one initial presenter and one student for rebuttal (20
minutes). I will help students come to a decision if they need help, but I would
rather have students talk to one another and decide on their own who should do
what.
● Fourth activity, I will set up the classroom for the debate. Each team should sit
together on their respective side of the classroom. Invite other teachers or parents
to help judge and moderate the debate. I will elect someone to be timekeeper to
keep track of the time of the speeches. I will ask the student who will speak first
to give a three-minute opening speech supporting the topic. Ask the opposing
team to give a three-minute rebuttal speech opposing the topic. Then give other
students from the team a chance to speak, following the speaking and rebuttal
format. Halfway through the debate, I will provide a break so students can work
on their arguments within their teams. After everyone is finished, the moderators
and judges may ask the students questions and decide on the winning team (30
minutes).
● Fifth activity, in order to gauge understanding of the material, I will have students
answer reflection questions in their journals. The reflection questions are (will be
written on board):
○ Was it difficult or easy for you to debate an issue?
○ Did you feel respected during the debate?
○ Which parts of learning to debate do you think you can use in your
regular life?

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Social Justice Box Part A

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“Kindness” Social Justice Box

Kaitlyn Sumner, Brooke Jackson, Sailor Jenkins, Britney Ochoa

TCH LRN 322: Reading & Writing 4-8

Dr. Barbara Ward

Developing an Understanding of Kindness

Daily Schedule Pg.

Week Three, Day Four Pg.

Books Used Pg.

Enrichment/Remediation Activities Pg.

Posters for Classroom Pg.

Describe in depth a character, setting, or event in a story or drama, drawing on specific

SWBAT… determine the theme of a story.

SWBAT… summarize a story.

SWBAT… describe a character, setting, or event that occurs in a story.

SWBAT… compare and contrast two topics.

Provide reasons that are supported by facts and details.

Write narratives to develop real or imagined experiences or events using effective

SWBAT… write a narrative that is based on real or imagined events.

SWBAT… conduct a research project based on the topic presented.

SWBAT… write in a clear and organized manner.

SWBAT… write in accordance to the instructions for the writing assignment.

SWBAT… write opinions pieces using evidence.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Pose and respond to specific questions to clarify or follow up on information, and

Report on a topic or text, tell a story, or recount an experience in an organized manner,

SWBAT… present a given project orally to the class.

SWBAT… report on a topic in a clear and organized manner orally.

SWBAT… listen and be respectful of other ideas.

SWBAT… use grade-appropriate academic language.

SWBAT… define disability.

1. Performance Standard (MA:Cr1.1.4) Conceive of original artistic goals for media

SWBAT… brainstorm ideas of the inclusion of art for a project.

SWBAT… use materials to create artistic pieces.

Social Studies Standards:

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical

Describe the overall structure (e.g., chronology, comparison, cause/effect,

Content/ Learning Objectives:

SWBAT…Explain the main events, purpose, and concepts in a historical text.

Content, Scope, and Sequence Table

Unit (s) Learning Content Big Ideas

SWBAT create artwork that is

SWBAT collaborate to set goals and

SWBAT Explain the main events,

SWBAT Describe the structure of the

8:30 - 8:45 am Morning Meeting

Unit 1: Introduction to Kindness

Unit 1 Schedule: Introduction to Kindness

Performance Standard (VA:Cr1.1.4)

Brainstorm multiple approaches to a creative art or design problem.

Performance Standard (VA:Cr1.2.4)

Performance Standard (VA:Cr2.2.4)

SWBAT brainstorm approaches to create a creative art poster with peers.

Week One Day 2

Week One Day 2 Schedule:

Week One Day 3

Week One Day 3 Schedule:

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