Thematic Unit Plan

Thematic Unit Plan
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Rationale and Purpose | 3
Content Standards | 4
Learning Targets/Objectives | 7
Accommodations Throughout the Unit | 14
Student Voice Throughout the Unit | 15
Reading and Writing Materials Used | 16
Book Citations | 19
Websites Used | 20
Pre-Assessment Assignment | 21
After the Pre-Assessment | 24
Week 1:Empathy (Understanding and Sharing Feelings) | 27
Week One, Day One | 28
Week One, Day Two | 33
Week One, Day Three | 38
Week One, Day Four | 45
Week One, Day Five | 62
Week 2: Kindness (Acceptance and Tolerance) | 70
Week Two, Day One | 71
Week Two, Day Two | 76
Week Two, Day Three | 90
Week Two, Day Four | 95
Week Two, Day Five | 100
Week 3: Standing Up for Kindness and Empathy (Dealing with Bullying) | 104
Week Three, Day One | 105
Week Three, Day Two | 110
Week Three, Day Three | 117
Week Three, Day Four | 124
Week Three, Day Five | 129
Dear Parents,
I am excited to inform you about our new unit that we will be learning in our 6th
grade class! Next week, we will be starting “Thinking about Others: Teaching Character
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through Literacy”. During this time, we will be focussing on character attributes such as,
kindness, forgiveness, respect, humility, selflessness, honesty, and patience. Us teachers
have chosen to focus on these certain attributes to help our students and your children
to grow as strong, confident, and well minded young individuals. Throughout this unit,
students will be involving themselves in activities that help promote these character
skills. Your child will also be diving into books that promote these characteristics as
well. I would love for you to also be involved! Parents volunteer forms will be sent out
with your child this week showing times and activities that I would love for you to help
and be a part of! If you would like, please fill out a spot or more that you would be
available to come in the classroom and help support student learning, and put this form
in your child’s take home folder to be returned to school. I also ask that you help
promote these characteristics in your home during this time for students to understand
what they look like outside of the classroom. I can’t wait to start this unit with you and
your child! If you have any questions or concerns, please contact me by email or phone.
If I am unavailable, please leave a message and I will contact you when I can that day.
Have a great weekend!
Ms. Greene/Skeen/Miller/Boeck
Email: greene.charli@wsu.edu
Phone: 360-867-3222
Unit Plan:Thinking About Other: Teaching Character Through Literacy.

Grade Level: 6th
Purpose and Rationale:
Imagine that you are in 6th grade. You’re walking through the hallways of your
new middle school, holding all of your extremely heavy books and notebooks, trying to
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find your next class. The hallways are crowded with lots of people, some new faces and
some faces that are familiar. The football boys are excited and yelling about something,
and one of them runs into you and your books (notebooks, papers, and pencils), fall all
over the hallway -- and even worse everyone turns and stops to look at you. Your face is
bright red and you swear you’ve never been more embarrassed in your life. Someone
you don’t know reaches down to help you pick up all of your books, and gives you a
smile. They reach out a hand to help you up, and you’ve never been more thankful for
someone to show a little kindness. Have you ever had something like this happen to you,
where someone did show you kindness? What about if someone hadn’t shown you that
same kindness?
As future teachers and adults, we know that nobody knows how to be a leader
from the day they are born. Fortunately, there are many ways that we can teach
leadership and turn our students into leaders and strong, well minded people. The
leadership program at Sumner High School in Sumner, Washington, has developed a
character building curriculum to help students become the best version of themselves,
and gain skills to become a leader. This curriculum helps students work towards these
character development skills through something they call the “8 essentials” which
includes; kindness, patience, respect, selflessness, commitment, honesty, forgiveness,
and humility. John Norlin is the creator of this concept, and has created curriculum
named Character Strong. Through this curriculum, he has made different character
dares, that help students work towards incorporating these 8 essentials in their everyday
routines.
We wanted to take this idea of character development and create a thematic unit
based around these concepts. We would like to teach our students to these eight
essentials to build on their character development and allow students to become aware
of these concepts from an early age. Everyone has had some sort of embarrassing
situation happen to them-- just like the situation at the beginning of this rationale.
Everyone can benefit from kindness, patience, respect, selflessness, commitment,
honesty, forgiveness, and humility. We hope to give our students the information
needed to build their character development.
Content Standards
Speaking and Listening Standards:
● CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others' ideas and expressing their own clearly
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● CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
● CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
● CCSS.ELA-Literacy.SL.6.1.d
Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Reading Standards:
● CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
● CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
Describe how a particular story's or drama's plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a resolution.
Writing Standards:
● CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
● CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
● CCSS.ELA-LITERACY.W.6.2.B
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Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
● CCSS.ELA-LITERACY.W.6.2.C
Use appropriate transitions to clarify the relationships among ideas and concepts.
● CCSS.ELA-LITERACY.W.6.2.C
Use appropriate transitions to clarify the relationships among ideas and concepts.
● CCSS.ELA-LITERACY.W.6.2.E
Establish and maintain a formal style.
● CCSS.ELA-LITERACY.W.6.2.F
Provide a concluding statement or section that follows from the information or
explanation presented.
● CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing
the inquiry when appropriate.
● CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Language Standards:
● CCSS.ELA-LITERACY.L.6.1
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.
● CCSS.ELA-LITERACY.L.6.2.A
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical
elements.*
● CCSS.ELA-LITERACY.L.6.2.B
Spell correctly.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
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Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word
meaning of a word
● CCSS.ELA-Literacy.L.6.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
Health Education Standards:
● Standard 5:
Students will use the ability to use decision-making skills to enhance health.
● Standard 6:
Students will demonstrate the ability to use goal-setting skills to enhance health.
Physical Education Standards:
● Standard 1:
The Physically Literate Individual demonstrates competency in a variety of motor skills
and movement patterns.
● Standard 4:
The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
Math Education Standards:
● CCSS.MATH.CONTENT.6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities. For example, "The ratio of wings to beaks in
the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For
every vote candidate A received, candidate C received nearly three votes."
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Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double number line
diagrams, or equations.
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate
language in the context of a ratio relationship. For example, "This recipe has a ratio of 3
cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar."
"We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."1
● CCSS.MATH.CONTENT.6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving
division of fractions by fractions, e.g., by using visual fraction models and equations
to represent the problem.
Social Studies:
3.2.2. Understands the characteristics of cultures in the world from the past or in the
present.
1.3.1. Analyzes how societies have interacted with one another in the past or present.
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Learning Targets and Objectives
Pre-Assessment:
SWBAT... discuss what they think a leader is
SWBAT... explain what their values are
SWBAT... share why they have these values
Week 1, Day 1: Focus on Kindness
SWBAT... write their own definition of kindness
SWBAT... write in their journals in order to reflect on the daily quote
SWBAT... draw on prior knowledge to relate to and understand how a character is

feeling
Week 1, Day 2: Kindness day 2
SWBAT... reflect on their own actions and character as people
SWBAT... communicate with one another about acts of kindness that they have seen
SWBAT... understand ratios and volume
Week 1, Day 3: Focus on Forgiveness
SWBAT... reflect on their own actions and character as people
SWBAT... participate in a class discussion, by asking questions or responding to their

classmates
SWBAT... follow classroom rules that explain how students will respond respectfully,
listen attentively, and behave appropriately during class discussions
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SWBAT... listen attentively to their classmates during a class discussion
Week 1, Day 4: Forgiveness day 2
SWBAT… work with other classmates to role play what forgiveness looks like
SWBAT… read different historical books that tell stories about people forgiveness
Week 1, Day 5: Focus on Respect
SWBAT… reflect on what it feels like to show/receive respect.
SWBAT…communicate with others how they show respect in their daily lives.
Week 2, Day 1: Respect day 2
SWBAT… Students will be able to interpret a given question and provide personal
responses by identifying and understanding the meanings of words.
SWBAT…Understand the questions given and discuss their opinions and reasonings as a
group for the answers they agree on.
SWBAT…… Reflect on questions based off the whole lesson and provide personal
reasons for those answers.
Week 2, Day 2: Focus on Humility
SWBAT… collaborate in small groups to complete humility activity
SWBAT...express what humility means to us by creating a poster
Week 2, Day 3: Humility day 2
SWBAT… conduct different interviews with people to find a good definition for
humility, and what it looks like in everyday life.
SWBAT… name one character in the book WONDER who has shown humility, and can
list reasons and examples as to why/ how that character has shown humility.
Week 2, Day 4: Focus on Selflessness
SWBAT…reflect on where they see honesty in their own lives
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SWBAT… discuss with the class when they have seen honesty in their daily lives
SWBAT… share what honesty means to them through art integration
Week 2, Day 5: Selflessness day 2
SWBAT… will be able to describe in their own words the great depression
SWBAT… make measurable and attainable goals for achieving selfless actions at home
and at school
Week 3, Day 1: Focus on Honesty
SWBAT.... Share two things they have learned about honesty
SWBAT… Share three thoughts in our classroom discussion
Week 3, Day 2: Honesty day 2
SWBAT… participate in role playing honesty
SWBAT… participate in classroom discussion about The Honest to Goodness Truth
Week 3, Day 3: Focus on Patience
SWBAT… write in their journals six ways that they can show patience
SWBAT… Participate in the “going bananas” activity
Week 3, Day 4: Patience day 2
SWBAT… Reflect on the ‘Ted Talks’ video presented and answer all reflective questions
SWBAT… Participate in the “Mother May I” activity
Week 3, Day 5: Closing Day
SWBAT… reflect upon the eight essentials through completing a well-structured paper
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Pre-Assessment: Teaching Character Development
We would like you to complete this pre-assessment to the best of your abilities. Please
try to put an answer for each question. You will be graded based on participation.
1. What does it mean to be kind to someone? Please list an example of being kind to
someone, and what that may include.
2. What is the definition of forgiveness? What does it mean to forgive someone?
3. What does it mean to show someone or something respect? When was a time that
you were shown respect?
4. How might someone be humble? What is an example of humility?
5. What is an example of selflessness? What is the difference between being selfless

and selfish?
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6. Describe a time when you had to be honest, even if it was easier to lie.
7. Describe what it means to practice patience. When was a time that you have
practiced patience?
Week One, Day One

Kindness
8:30AM-9:00AM: Read aloud/Journal Writing: The teacher will start class by reading
aloud Each Kindness. After reading the book students will reflect and respond to the
book. This journal writing will last for about 30 minutes.
9:00AM-9:30AM: Teacher will ask and encourage students to share what they wrote
in their journals in small groups. Students will get into groups of 4-5 students of their
choice in order to share their work with other students they feel comfortable with. In
doing this, we will promote reading fluency, voice, and classroom community.
9:30AM-10:15AM: KINDNESS ACTIVITY (A Touch of Kindness): In their table
groups, one student at a time will stand. On small strips of paper, the rest of the
students in the group will write three things that they admire about the student who is
standing up. This activity will take about 20 minutes. After this part of the activity is
over teacher will hand out a “How Does This Make Me Feel?” worksheet where students
can reflect on this activity.
10:15AM-10:30AM: Morning Recess. The teacher will take this time to collect student
journals off of their desks and respond to what students had written in their journals in
response to the daily quote. Teacher will keep a checklist to make sure each student is
using their writing time appropriately. Students will be assessed based on completion of
work, not the accuracy of their work. By responding to students journal entries, the
teacher will build interpersonal relationships with their students and will enhance
academic success within the classroom.
10:30AM-11:30AM: After morning recess, students will return to the building and
have a chance to use the restroom and get a drink of water before learning continues (5-
7 minutes). Once students return, we will begin reading workshop. Students will read
any book of their choice independently during this time. Teacher will use this time to
conduct one on one conferences with students talking about their reading goals, the
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book they are currently reading, and even their journal responses from earlier that
morning if teacher feels necessary.
11:30AM-12:00PM: Lunch.
12:00PM-12:15PM: Lunch Recess.
12:15PM-1:00PM: Specialist: PE Introduction into a unit on “being kind” to our
bodies. The unit will focus on nutrition, water intake, and exercise (elevated heart rate).
1:00PM-2:00PM: Science: Students will be learning about volume. Students will learn
how to measure and define volume.
2:00PM-3:00PM: Math: Students will be introduced to ratios. They will be learning
the basics of how ratios work as well as why it pertains to daily life.
3:00PM-3:20PMPM: To finish up the day, the teacher will begin reading Wonder by
RJ Palacio aloud to the class. The purpose of this activity is to model fluency, accuracy,
expression, and speed; while also promoting themes related to kindness and empathy
Did Student Complete their Entries? Yes No

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
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Student 17
Student 18
Student 19
Student 20
Activity Title: A Touch of Kindness

Purpose: Teaching Students the importance of kindness. We want students to realize
how it feels to be kind to one another, and the impact that it can make on individuals.
Overview: In their table groups, one student at a time will stand. On small strips of
paper, the rest of the students in the group will write three things that they admire about
the student who is standing up. After each group member has written out their 3 kind
things about the one student, the student will collect all the paper strips. After every
student has received their paper strips, they will get the chance to read them. Students
then will fill out the “How Does This Make Me Feel?” worksheet and reflect on how
being kind has made them feel.
Materials: Strips of paper, the reflective worksheet, and a writing utensil.
Instructional Strategy: In group discussion
Assessment: There is no assessment involved in this activity. Students will get

participation points for participating.
Accommodation:
For ELL students - A teacher aid can help ELL students write out what they want to say
to each student, and then read the questions on the “How does this make me feel?”
worksheet.
For students with disabilities, para educators will read these questions out to the
students. If need be, they will help students draw a circle around the faces. Some
students who have access to assistive technology will be able to use their iPads for
communication to tell their teacher or paraeducator the answer that they choose.
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Worksheets: “How does this make me feel?” Worksheet Below.
How Does This Make Me Feel?
How do I feel when my peers say positive things about me?
How does it make me feel when I say something kind to my peers?
How do I feel what I see someone make an act of kindness towards someone else?
How do I feel when people include me in their conversations/invite me to hang out?
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How does it make me feel when I hear someone say something unkind about me?
How does it make me feel when I hear people say unkind things about others?
Am I willing to go out of my way for someone out of an act of kindness?
Do I see kindness during my day?
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Week One, Day Two
Kindness Cont.
8:30AM-9:00AM: Journal Writing: Students will reflect and respond to yesterday’s
discussion about kindness. Students will write about where they have seen kindness at
home, or where they wish they would see kindness in their lives. “One thing good in my
life is…” or “Something good that has happened is…”
9:30AM-10:15AM: KINDNESS ACTIVITY - Shout outs for students. The teacher will
first model for students how to give shout-outs. For example, “I really liked how
(students name) came in this morning and got to work!” or “I really love your positive
attitude about learning!” After the teacher gives shout outs to students, she will open up
the floor for students to give positive shout-outs to each other.
response kindness in their lives. Teacher will keep a checklist to make sure each student
is using their writing time appropriately. Students will be assessed based on completion
of work, not the accuracy of their work. By responding to students journal entries, the
book they are currently reading, and even their journal responses from earlier that
morning if teacher feels necessary.
11:30AM-12:00PM: Lunch.
12:15PM-1:00PM: Kindness Activity: (Appreciation Box)- Students will make an
explosion box. As homework, they will take their box home and put things in it that they
appreciate. These will be shared with the class.
1:00PM-2:00PM: Science: Kindness Meter
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Students will each be given buckets. The students will measure these buckets or also
called “kindness meters”, and measure their volume. Students will put their
measurements into ratios for our next activity.
2:00PM-3:00PM: Math: Students will compare ratios of their kindness meters, and
observe how similar or different that their meters are. They will write in their math
journals their different ratios and at least three other groups ratios as well.
3:00PM-3:20PMPM: To finish up the day, the teacher will begin reading Wonder by
RJ Palacio aloud to the class. The purpose of this activity is to model fluency, accuracy,
expression, and speed; while also promoting themes related to kindness and empathy
Activity Title: Shout-outs for Kindness

Purpose: The purpose of this activity is to help students become more comfortable
giving and receiving compliments from others. Sometimes at this age, giving
compliments to others may be a challenge to some. This activity helps students give
compliments in an informal way.
Overview: The teacher will first model how to give a shout-out by giving some students
shout-outs for their hard work, their progress, or how on task they are. The teacher will
then open the floor for the students to give compliments to one another.
Materials: No materials needed for this activity.
Instructional Strategy: Open discussion
Assessment: No Assessment for this activity
Accommodations: ELL students will receive help if needed, based on their level of
english speaking abilities.
Acknowledgements: N/A
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Week One, Day Three
Forgiveness
8:30AM-9:00AM: Journal Writing: Students will reflect and respond to the entry
quote in their writing journals for 30 minutes. Today’s Prompt: What does forgiveness
mean to you? Write about a time where you were forgiving to someone. How did that
make you feel?
9:30AM-10:15AM: Teacher reads aloud The Hardest Word by Jacqueline Jules.
Students will then be asked to share a time in the book when the characters had to show
forgiveness as well as something they learned from reading this book with the class.
response to the daily prompt. Teacher will keep a checklist to make sure each student is
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book they are currently reading, and even their journal responses from yesterday and
today.
11:30AM-12:00PM: Lunch.
12:15PM-1:00PM: Social Studies: Students will be learning about time in history
where leaders shown forgiveness.
1:00PM-2:00PM: Specialist (Music) In music, students will be practicing the song
Forgiveness by Matthew West. This will communicate to the students what forgiveness
means and how it can make us feel.
2:00PM-3:00PM: Math: Students will continue to work on ratios in order for them to
be able to use them in their daily lives.
3:00PM-3:20PM: To wrap up the day, a class discussion will be held talking about
what forgiveness is and what it means to forgive someone. Students will then receive an
exit slip where they can write down one thing they learned about forgiveness in today’s
lesson.
Did Student Complete their Entries? Yes No

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
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Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Exit Slip:
What does forgiveness mean to me?
Do I have a better understanding of why forgiveness is important?
What can I take away from today’s lesson on forgiveness?
Discussion Rubric
1 2 3
Students participate in Students actively Students actively
class discussion by participate in class participate in class
sharing their thoughts discussion by sharing discussion by sharing
once. their thoughts twice. their thoughts three or
more times.
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Week One, Day Four
Forgiveness Cont.
8:30AM-9:00AM: Journal Writing: Students will reflect and respond to the entry
quote in their writing journals for 30 minutes. Today’s Prompt: What more do I know
about forgiveness after yesterday's lesson? How can I use forgiveness in my own life?
in their journals in small groups. Students will get into the same groups of 4-5 students
of their choice from the previous day and share their work with other students they feel
comfortable with as well as to tell them what they now know and learn from one
another. In doing this, we will promote reading fluency, voice, and classroom
community.
9:30AM-10:15AM:Forgiveness Activity (Role Playing): Students will use what they
have learned in the previous day about forgiveness and engage in a role playing activity.
Students will group up in pairs and be given a scenario where someone does something
to the other person and says sorry, the person who received the sorry then has to forgive
their peer. Students will perform these scenarios in front of the class, with volunteers
going first.
response to the daily prompt. Teacher will keep a checklist to make sure each student is
book they are currently reading, and even their journal responses from yesterday and
today.
11:30AM-12:00PM: Lunch.
12:15PM-1:00PM: Social Studies: Students will be continuing to learn about people in
history who had to forgive each other. Students will write a short paragraph explaining a
situation where forgiveness had occurred with our historical figures.
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1:00PM-2:00PM: Specialist PE: Students will engage in physical activity for the day.
Remembering to say sorry to one another and use forgiveness during activities if need
be.
2:00PM-3:00PM: Math: Students will continue to work on ratios in order for them to
be able to use them in their daily lives.
3:00PM-3:20PM: To wrap up the day, students will be listening to the teacher
continue to read the book Wonder. Before reading, teacher will ask students to think
about forgiveness and how it pertains to Wonder as she reads.
Activity Title: Role Playing Forgiveness

Purpose: The purpose of this activity is to help students understand the importance of
forgiving one another, and what that might look like in different scenarios. Students will
role play with one another to get a feel for what it might be like to forgive someone, and
what that might look like, as well as asking for forgiveness from someone.
Overview: Students will get into pairs and be given a scenario where someone had made
a mistake of some sort, and needs to ask for forgiveness from the other person. The
students will model what forgiving and asking for forgiveness looks like.
Materials: Scenarios for each of the pairs
Instructional Strategy: Pairs, and group discussion
Assessment: Students will perform their forgiveness role playing in front of the class,
which will act as their performance assessment.
Accommodations: ELL students will pair up with someone who has strong english
speaking skills, in order to help the ELL student complete this activity.
Special Needs students will either work with a group that they are comfortable with, or
the teacher will use another hands-on activity for these students to grasp forgiveness.
Materials: The teacher will need to prepare a variety of different “forgiveness” scenarios
for the students. The teacher needs about 15 different scenarios for students to role play.
These can either be presented in a presentation slide, or given to the students on a piece
of paper.
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Week One, Day Five
Respect
8:30AM-9:00AM: Journal Writing: Students will respond to the daily prompt in their
journals for 30 minutes. Today’s Prompt: What does it feel like to be respected? What
does it feel like to be disrespected? What role does respect play in your relationships
with friends and family? The teacher will explain that students should try to respond to
each of these questions but will not be penalized if they do not have time. The purpose of
this journal prompt is to get students brains thinking and promote connections to their
own lives.
9:00AM-10:00AM: Class Meeting: Students will meet on a large rug in the classroom.
By meeting on the carpet area, this will allow the class to feel more relaxed and create a
more positive and family like classroom atmosphere. During the meeting, students will
be encouraged to share what they think about today’s prompt. They can also share
personal experiences about respect.
10:00AM-10:30AM: Reading Workshop: Students will be able to choose any book to
read during this time. The teacher will also use this time to prepare for the days activity.
10:30AM-10:45AM: Recess. The teacher will check journals during this time,
responding to what students wrote for the daily prompt, and keeping a checklist to make
sure every student is using their Journal Writing time wisely. Students will be assessed
on completion, not accuracy. The purpose of this teacher-student dialogue is to promote
a positive relationship between the student and the teacher.
10:45AM-11:45AM: Respect Activity (Am I Respectful?): In this activity, students will
have to reflect on their own behaviors through a normal day as well as how they treat
others around them. Even if students notice that they aren’t doing the right thing, they
will be exposed to what they should do instead of what they normally do.
11:45AM-12:15PM: Lunch.
12:30PM-1:30PM: Science (Respecting animals, plants, and the planet) Students will
be learning about plant science, and more specifically where on earth our plants and
animals aren’t being respected.
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1:30PM-2:15PM: Math: Students will continue working on their ratios. Today they
will be be coming up with their own ratio problem, and working in groups to solve one
anothers.
2:15PM-2:30PM: “Ways to Show Respect” worksheet. By doing this worksheet,
students will be able to think back through the days activities and will be reminded of
ways that they can show respect. Teacher will also be able to assess if their students we
able to learn some useful tips through this lesson.
2:30PM-3:20PM: Teacher will continue reading Wonder aloud to the class.
Am I Respectful?
1. When someone else is talking I am…

a. Also talking
b. Sleeping
c. Listening but still talking
d. Listening and looking at them
2. If I am using something that does not belong to me I…
a. Am careful and take good care of it
b. Break it
c. Don’t touch it
d. I take it so it can be mine
3. In class I…
a. Listen to music
b. Chew gum
c. Sit, do my work, and listen
26
d. Take a nap
4. If someone holds the door for me I…
a. Say ‘Thank you!’
b. Walk through it
c. Bump into them
d. Ignore them
5. When I meet a new student at school I…
a. Tell them my name and give them a high five
b. Look away and keep walking
c. Push them
d. Roll my eyes because I’m better than them?
Activity Title: Am I Respectful?

Purpose: The purpose of this activity is to help students understand how respectful they
are, and teach students the importance of respect. This activity helps students realize
what respect looks like in many different aspects.
Overview: Students will take the “Am I Respectful?” quiz to reflect and think about how
respectful they are on a day to day basis. This activity will be used to expose students to
the type of behavior that displays respect.
Materials: The “Am I Respectful?” activity/ worksheet
Instruction Strategy: Instructional strategy will be lecture to explain the quiz, and then
students will be asked to take the quiz individually.
Assessment: Teachers will collect the “Am I respectful?” quiz and observe students
responses.
Accommodation: English Language Learning students will get help if needed from the
teacher/ teacher aid, and will be so by reading the questions and optional answer to the
student.
27
Special Needs students will get help if needed from the teacher/ teacher aid to complete
this worksheet.
Website Used: n/a
28
29
Activity Title: Ways to Show Respect
Purpose: The purpose of this activity is to assess students on their understanding of

respect. Students will write out how they can show respect in different areas of their life
and around the school. This helps students understand that respect can look like many
different things and can be applied in many different ways.
Overview: Students will be directed to fill this worksheet out individually to think back
about how they can be respectful in these different areas of their life.
Materials: “Ways to Show Respect” worksheet
Instruction Strategy: The instructional strategy here will be a large group lecture to
explain the assignment, and then students will be asked to complete it individually.
Assessment: This activity will assess students understanding about respect.
Accomodation: ELL students- these students will work with the teacher or teacher aid to
help them write out their answers and read the prompts to them aloud. These students
are also welcomed to complete this worksheet by drawing pictures in each of the
bubbles.
Special needs students will work with the teacher/ teacher aid to complete this
worksheet. The teacher will have prepared cut-out answers for the students to put in
each of the bubbles.
Website Used: http://www.classroomfreebiestoo.com/2012/12/building-classroom-

community-through.html
Discussion Rubric
30
1 2 3
more times.
Week Two, Day One

Respect Cont.
T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Background Information
Teacher Candidate: Charli Greene, Maddie Miller, Maddy Skeen, Madison Boeck
Date: 4/10/2018
Cooperating Teacher: Barbara Ward Grade: 6th
School District: Pullman School District School:Lincoln Middle school
University Supervisor: Lori White
Unit/Subject: Respect
31
Instructional Plan Title/Focus: Respect in the classroom
Section 1: Planning for Instruction and Assessment
Instructional Plan Purpose:

The purpose for this lesson is to have students understand what it means to respect your
classmates and teacher. The focus of this lesson is to help students get a clear understanding
of the different ways you can respect someone else. We teach this lesson to help students
understand that respect is one of the rules we have in our classroom which is why we are
doing this lesson. We will teach students what exactly respect means as well as have
students reflect and explain what respect means to them and how they feel when they are
respected or not respected.
This lesson will be taught more towards the beginning of the school year. This will occur in
the second week of the unit. Before learning about respect students just finished learning
about forgiveness. Tomorrow students will be learning about humility.
State/National Learning Standards:
● CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
● CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
● CCSS.ELA-LITERACY.SL.6.1.D
Content Objectives:
SWBAT… Students will be able to interpret a given question and provide personal responses
by identifying and understanding the meanings of words.
Aligned standard:CCSS.ELA-Literacy.L.6.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's
position or function in a sentence) as a clue to the meaning of a word or
phrase.
32
SWBAT...Understand the questions given and discuss their opinions and reasonings as a
group for the answers they agree on.
Aligned standard: CCSS.ELA-Literacy.SL.6.1.c
Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
SWBAT... Reflect on questions based off the whole lesson and provide personal
reasons for those answers.
Aligned standard: CCSS.ELA-Literacy.SL.6.1.d
Language Objectives:
SWBAT… Understand the vocabulary and understand the meaning behind chosen words
in quotes given.
Aligned standard: CCSS.ELA-Literacy.L.6.4.a
SWBAT… Understand different prompt questions and provide personal language and detail
to discuss with others to come to an answer towards a group prompt.
Aligned standard: CCSS.ELA-Literacy.SL.6.1.c
SWBAT… Express their own thoughts and reflect on what respect means to them.
Aligned standard: CCSS.ELA-Literacy.SL.6.1.d
Previous Learning Experiences:

Previous to this lesson students have been aware of rules and expectations in the
classroom and understand respect is an expectation in class. Students also know what it
means to be respectful and actions they chose to show respect to others.
Planning for Student Learning Needs: Students who have difficulty seeing or who are visually
impaired will have the lesson verbally spoken to them. They will have their perra write down
their responses on all the worksheets given to them. Students who have difficulty hearing or who
are hearing impaired will have an interpreter in the classroom. If there are no interpreters
available then the students will receive a paper copy of the whole lesson written out as well as
what they teacher has said. Students who are ELL students will be given a sheet of unfamiliar
vocab words from the lesson with definitions as well as picture cues.
Assessment Strategies (Informal or formal) (Formative or Summative)
33
Content/Language Assessment Strategies
Objectives
Content: SWBAT… Students will be Formative: To begin the lesson students

able to interpret a given question will be provided a worksheet titled R-E-S-
and provide personal responses by P-E-C-T with multiple questions about
identifying and understanding the respect and the meaning of respect. On this
meanings of words. worksheet there will be questions about
what the word respect means. There will
also be two other questions correlated with
quotes about respect. Students respond
and explain what they think each quote
means. Students work on this assignment
on their own.
Content: SWBAT…. Understand the Formative: Students will be in groups of

questions given and discuss their three or four. There will be six posters
opinions and reasonings as a group around the room with six different prompt
for the answers they agree on. questions about respect. Groups will travel
around the room to each poster and discuss
the prompt question as a group. Students
will then come to an agreement and
together come up with an answer for the
prompt question. One person from the
group will write their group answer on the
poster and than move on to the next poster.
Content: Reflect on questions based Formative: For the exit slip students will be
off the whole lesson and provide given a worksheet that asks students to
personal reasons for those answers write three different ways they will show
about respect. respect in their school community. The
next questions will ask students to write
three different things that others do that
does not make them feel respected.
Language: SWBAT… Understand Formative: Students will need to know the

the vocabulary and understand the meaning of respect and how it is used in a
meaning behind chosen words in quote.
quotes given.
34
Language: SWBAT…. Understand Formative: Students will need to
different prompt questions and understand the vocabulary given in the
provide personal language and poster prompts and be able to help
detail to discuss with others to come negotiate and answer the prompt question
to an answer towards a group within their group. Students will have to
prompt. know how to give personal reasoning
towards their thinking and know how to
provide personal detail.
Language: SWBAT…. Express their Students will need to think about what they
own thoughts and reflect on what learned of what respect means and be able
respect means to them. to reflect on what they think respect means
to them and be able to answer questions
about respect and how to apply respect in
their community and what that means.
Student Voice:
Student-based evidence to Description of how
K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)
Exit slip At the end of the

1. Explain student lesson students will be
learning targets and given an exit slip
what is required to which will have
meet them (including questions about
why they are important respect. Here students
to learn). will reflect on their
learning and apply
what they learned
about respect and how
they can apply it to
their school
community. Students
will also self evaluate
themselves and how
they personally
participated in the
35
lesson.
Learning targets and Students will monitor

2. Monitor their own checklist their own learning by
learning progress referencing learning
toward the learning targets for classroom
targets using the tools expectations and the
provided (checklists, meaning of respect.
rubrics, etc.). Students will also
follow the checklist
that allows students to
monitor the details
and expectations they
must complete within
the lesson. This will
help students to see if
they are on track or off
track with the lesson.
Journal to teacher To make sure

3. Explain how to students are
access resources and understanding the
additional support lesson and what
when needed (and respect is we will have
how/why those journals between the
resources will help student and the
them). teacher. The students
will respond to the
lessons and explain if
they need more help
or better
understanding of the
lesson.
Grouping of Students for Instruction:
36
We will be grouping students during the poster prompt portion of the lesson. Which is in
the middle of the lesson. We will group students because it allows students to discuss their
thinking and come to a common answer for the questions. Students will be grouped into
groups of three or four. We will already have the groups assigned. We will have different
levels of learners within each group. Students should be able to help one another with the
poster prompts question. Students who are ELL will able to get help from their peers if they
are unfamiliar with the vocabulary in the prompt questions and can help provide their ideas
within the groups discussion.
Section 2: Instruction and Engaging Students in Learning
Introduction: Teacher candidates identify how they are going to introduce the concept, skill or
task in a way that gains students’ attention and gets them involved (the lesson “hook”).
“Okay class, today we are going to continue learning about respect. Can anyone remind me what
we learned about yesterday about respect? *Student answers Today we are going to be able to
get up and walk around the classroom in groups and answer some poster questions about certain
ways we can show respect in our classroom and school. But first i want you to work on a
worksheet i will give you that has some famous quotes about respect. You will be asked to
explain what those quotes mean. For example here is a quote about respect from Mona Sutphen
“Most good relationships are built on mutual trust trust and respect.” When I think about this
quote I think that it means that in order to have a good relationship with someone you must be
able to respect them and also have them respect you. So now you will do what i just did with this
quote and answer in this worksheet what these quotes about respect mean to you.
Questions: Questions teacher candidate will ask during the lesson that drive thinking and
learning and engagement (5 or more questions) and in parentheses, indicate Bloom level and/or
question type to ensure that you are posing questions that push critical thinking and engagement
(e.g. Analysis/Divergent)
1.) What does respect mean to you?

2.) What is an scenario that shows respect between two people?
3.) Why is it important to show respect?
4.) Can you only show respect through words?
5.) What are some actions that show respect?
Learning Activities:
Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are
doing?)
37
Transition from introduction: “Okay The theory that addresses this
so now that you have had some time portion of the lesson is the
to work on the worksheet with the constructivism (Vygotsky, Piaget,
quotes about respect, I want a few Wertsch, John-Steiner, Mahn)
people to share their thoughts on Learners construct their own
what those quotes meant to them learning, This allows students to use
regarding respect.” *students share their own knowledge about respect
their answers and apply it to the questions asked
in this portion.
1. Transition from sharing: The theory that addresses this

“So now we are going to be moving on into portion of the lesson is vygotsky's
group work. Around the room I have six importance of language. This theory
posters with question prompts. These supports students working through
questions are all about respect and how we problems through group discussion
will use respect in our school as well as in and group work.
our whole school. In groups of three or our
four you will move around to each poster
and as a group discuss your thoughts about
the question. After discussing the question
come to an agreement and have one person
from the group write your answer to the
prompt question on the poster. You will
then move on to the next poster and do
the same procedure again until you have
written on all six posters. I have already
put you into groups for this activity.
After everyone has written their
responses on the posters we will keep
them up and refer to them for classroom
expectations for respect.”
Transition from group work: “You will The theory that supports this
now be given an ext slip before you head portion of the lesson is Ausabel &
off to lunch. You will be working on this Mayers theory of advance
on your own. The first three question are organizers. This allows students to
asking you to write about how you will activate their prior knowledge and
show respect in the school community. allows students to keep good
Then the last question asks you to write memory of what they have learned.
three things people do that does not show
you respect. At the end please rate you
38
self on the self assessment questions.
Rate yourself 1 being the worst and 4
being the best.
Closure:
“As we conclude this portion of our unit I want you to remember what we have learned about
respect. I want you to remember what it means to be respectful to others and also how you can
show respect every day. I will keep these posters up throughout the whole school year. These
will be our expectations about respect since you all came up with these on your own with your
peers. We will also refer to these posters often this year”.
Independent Practice:
For independent practice I will challenge students to show respect in five ways throughout the
week. I will ask them to record the ways they showed respect in their journal. I will also have
them write down any instances where someone else showed them respect and how it made them
feel.
Instructional Materials, Resources, and Technology:

-Class set of the worksheet R-E-S-P-E-C-T (Quote worksheet)
-Class set of ticket to do worksheet
-Six Posters
-Markers
Acknowledgements:
http://www.corestandards.org/ELA-Literacy/
https://betterlesson.com/lesson/473173/r-e-s-p-e-c-t
R-E-S-P-E-C-T
39
“Respect yourself, respect your classmates, respect the room,
and respect the teachers.”
1. In your own words, how would you describe respect?
Respect is
_________________________________________________________
________________________________________________________________
________________________________________________________________
2. “One of the most sincere forms of respect is actually listening to what

another has to say.” – Bryant H. McGill
What do you think this quote means?
I think this quote means

_______________________________________________
_______________________________________________________________
________________________________________________________________
3. “I’m not concerned with your liking or disliking me. All I ask is that you
respect me as a human being.” – Jackie Robinson
What do you think this quote means?
I think this quote means

_______________________________________________
40
________________________________________________________________
________________________________________________________________
Group poster activity
Poster 1: Our Expectations of Our Classmates. How will your classmates

respect others?
Poster 2: Our Expectations for Ourselves. How will you respect yourself?
Poster 3: Our Expectations for our teacher. How will our teacher respect you?
Poster 4: Our Expectations for Class. How will the class respect you as a
learner?
Poster 5: Our teachers Expectations for Us. How will you respect our teacher?
Poster 6: Our Expectations about Handling Conflict. How can you show respect
when there is a conflict between you and someone else in class
Activity Title: R-E-S-P-E-C-T
Purpose: The purpose of this activity is to have students dig deeper and start critically
thinking about what respect is, and what it means to them.
Overview: The students will complete this worksheet, which has them starting to think
about the meaning and definition of respect, and also where it may apply in their lives.
Materials: R-E-S-P-E-C-T worksheet
41
Instruction Strategy: Individual instruction, along with group instruction
Assessment: N/A
Accomodation: For English Language Learning students, we will pair these students
with stronger english speakers to complete this activity, or if the teacher or teacher aid is
available, they can help these students complete this activity worksheet.
Websites Used: https://betterlesson.com/lesson/473173/r-e-s-p-e-c-t
Ticket to Go: 1.2 R-E-S-P-E-C-T

You must show your work to get full credit!
1. How do you commit to showing respect for our math

community? Write 3 commitments.
a. I commit to show respect to this community by

_______________________________________
____________________________________
______________________________
b. I commit to show respect to this community by

________________________________
____________________________________
____________________________________
c. I commit to show respect to this community by

________________________________
42
____________________________________
____________________________________
2. What are 3 things that do not make you feel
respected?
a.
________________________________________
_____________________________
b.
________________________________________
______________________________
c.
________________________________________
______________________________
Class work and Participation:

Did you:
· come to class prepared?
· follow classroom expectations?
· try your best?
· support the learning of other students?
Checklist
43
❏ I completed all assignments
❏ I participated with my classmates
❏ I completed the six posters with my group
❏ I understand what respect means
❏ I understand how to show respect to others
Week Two, Day Two

Humility
8:30AM-10:00AM: HUMILITY ACTIVITY (Same, Same but Different). Students will

work in groups of two and trace their bodies on butcher paper. They will discuss their
differences (height, shape, etc.), then they will discuss their similarities. We will hang
some of our bodies up in front of the class and share as a whole class what we notice.
After this discussion, teacher will read Same, Same but Different by Jenny Sue Kostecki
aloud to the class After reading, students will get out their writing journals and respond
to the following questions: How did this activity make me feel? What can I take away
from this? How will I use what I learned in the future?
read during this time. During this time teacher will be reading their own book of choice
to model silent reading time to students as well as engage in classroom participation.
10:15AM-10:30AM: Recess. Teacher will take this time to respond to their journal
entries from this morning’s activity. By responding to student’s entries teacher will build
personal relationships with students thus creating a more positive work environment.
10:30AM-11:30AM: Afternoon Meeting: As a class we will discuss what humility is
and what it means to us. In small groups students will create a group poster showing a
representation of humility and what it means to them. They will present these to the
class.
11:30AM-12:00PM: Lunch.
12:00PM-12:15PM: Lunch Recess. Teacher will be hanging the posters that students
had made on humility around the classroom.
12:15PM-1:00PM: Social Studies: Students will continue working with biographical
trade books to learn about famous humanitarians, and will also begin writing
informational paragraphs that highlight their important life events.
1:00PM-1:30PM: Specialist (Physical Education/Health) In Physical
Education/Health, students will work in teams to complete obstacle courses. This will
build a sense of community, and promote teamwork.
44
1:30PM-2:15PM: Math: Students will have a checkpoint formative assignment for
teacher to see how the students are understanding the concept of ratios.
2:15PM-3:00PM: Stem Boxes: Students will have the choice of STEM boxes to
stimulate brain activities.
3:00PM-3:20PM: Students will gather their backpacks to go home and the class will
meet outside on the playground. We will finish the day doing team relays and work on
praising team work rather than individual accomplishments.
Activity Title: Same, Same but Different
Purpose: The purpose of this activity to help understand that everyone has different
characteristics (physical and personal), however, we are all human and are all alike in
that way. We want students to use humility to understand that we are all have
similarities and differences.
Overview: The students will each have their own body length butcher paper, along with
different colored markers. Students will pair up and outline their bodies on the butcher
paper. After each student has outlined their body, they will hang their butcher paper on
the wall. The teacher will then start a discussion about how each of these bodies are
different, and then ask how they are the same. Students will then sit back down at their
desks, and the teacher will do a read aloud using the book Same, Same but Different.
Materials: Butcher paper for the entire class, along with markers, and tape. Teacher will
use the book same, same but different as well.
Instruction Strategy: Teacher will read book aloud and allow students to share how the
activity made them feel.
Assessment: The assessment used in this activity will be the discussion held after the
butcher paper activity. The teacher will assess how the students respond to the
questions asked about humility.
Accomodation: Teachers/ other students can help students with disabilities write out
their body on the butcher paper if needed.
Website Used: n/a
45
Discussion Rubric
1 2 3
more times.
Week Two, Day Three

Humility Cont.
(Finished wonder, Start writers workshop on wonder, start new book, Ugly)
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
variations of lesson plans, this format meets departmental requirements and is aligned with
the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
46
Teacher Candidate: Maddelyn Skeen, Charli Greene, Madison Boeck, Madison Miller
Date: April 20, 2018
Cooperating Teacher: Barbara Ward
Grade: 6th
School District: Pullman School District
School: Lincoln Middle School
Unit/Subject: Character Building: Humility
Instructional Plan Title/Focus: To teach students what humility is and how to use humility
in their own lives.

Students will be conducting research and about what humility means to them, and the other
people in their lives. They will also be required to write about a character from Wonder that
shows humility throughout the book. Students will be asked to interview three different
people about what humility means to them in order to gather information for their paper.
The purpose of this lesson is to teach students the definition of humility, and to learn to use
outside resources and compile data to make a conclusion about something.
This lesson will be taught at the end of the Humility portion of this unit. Prior to this lesson,
students will have been exploring different areas of character building as well as had a day
to gather more information about what humility is. Tomorrow we will continue our
character building unit and start learning about selflessness.
CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing
the inquiry when appropriate.
Content Objectives:
SWBAT… conduct different interviews with people to find a good definition for humility, and
what it looks like in everyday life.
Aligned standard: CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
47
SWBAT… name one character in the book WONDER who has shown humility, and can list
reasons and examples as to why/ how that character has shown humility.
Aligned Standard:
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
SWBAT… create a definition of humility in their own words, based off of the interviews
conducted beforehand.
Aligned standard: CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate

Students previous to this lesson have focused on one day of humility focused work, as well
as learning about other concepts such as kindness, forgiveness, and respect. Students
should have former knowledge of how to conduct an interview with someone. Students have
also listened to or have read on their own the book of wonder, so students should be familiar
with the story and characters.
Planning for Student Learning Needs

Students who are hearing impaired will be given step by step directions, and if available, an
interpreter can help this student(s). For english language learning students, they will be
asked to do their best to write, and if they can not, they will work with a teacher or
supervisor who will help them write their thoughts down for this assignment. We can also
pair ELL students with other strong english speaking students to work on this assignment
together. Students who are gifted will
Assessment Strategies :
Content/Language Objectives Assessment Strategies
Content: Informal: Students will be conducting

SWBAT… conduct different interviews interviews with three people in their lives
with people to find a definition for about humility, and what humility looks like
humility, and what it looks like in in each of their lives. Students will complete
everyday life. a worksheet that asks questions for their
interviews, and enough room to write the
information needed from each interview.
Students will be informally assessed through
48
this worksheet, and the information that
they have gathered from each interview.
Students will be checked off for completing
this worksheet.
Content: Formal: Students will be asked to reflect

SWBAT… name one character in the back on the read aloud book of Wonder.
book WONDER who has shown Students will write in a paragraph(s) about
humility, and can list reasons and which character from the book Wonder has
examples as to why/ how that shown humility, and two reasons explaining
character has shown humility. why/ how this character has shown humility
along with concrete details from the text.
Students will be assessed by explaining how
the character they chose has shown humility,
and two reasons as to how they have.
Students will be assessed based on a rubric.
Language: Formal: Students will be asked to create a

SWBAT… create a definition of definition in their own words of humility.
humility in their own words, based This will be included in their final writing
off of the interviews conducted piece about what humility means to them.
beforehand. Students will be assessed on this by the
rubric that is going to also assess their
writing for this assignment. Students will be
assessed upon original words and phrases.
Student Voice:
Student-based evidence to Description of how students

K-12 students will be collected (things will reflect on their learning.
be able to: produced by students:
assessments, work
samples, projects, papers,
etc.)
49
1. Explain student Interview information sheet Students will reflect upon the
learning targets and concept of humility by
what is required to interviewing people in their
meet them (including lives, and gathering
why they are information about how those
important to learn). people define humility.
Students will also be
reflecting upon where these
people see humility in their
day to day lives.
2. Monitor their own There will be one checklist, Students will reflect on their
learning progress and two rubrics for each of writing here by using the
toward the learning the writing portions that go checklist and rubrics to self-
targets using the tools along with this assignment. assess how well they met
provided (checklists, what was expected of them.
rubrics, etc.). Students will also be given
these rubrics and checklist to
understand what is expected
of them.
3. Explain how to Students will be told that Students will be using their
access resources and their resources will include outside resources to complete
additional support people to interview and the this assignment, and
when needed (and book wonder if they need it. hopefully becoming aware
how/why those that people are great
resources will help resources too.
them).

Students will be working on their Wonder Reflection individually in class. Students will be
completing interviews and making their definitions at home.
Introduction:
“Good Morning Students! Since we have just finished our read aloud book, Wonder, I
thought that it would be a great idea to reflect on what we learned in this book, as well as
apply it to the character building concepts that we have been working on. Who remembers
what humility means? Does anyone have an example of someone being humility? (student
50
answers questions) Okay so today we are going to extend our learning deeper, and connect
what we have learned about humility and apply it to our read aloud, Wonder.”
Questions:
1. Which character(s) have shown humility in the book Wonder?
2. What does humility mean?
3. What actions would be described as humble?
4. What action/actions does the character in Wonder do that represent humble actions?
5. How do you know if someone is being humble?
doing?)
Transition from the introduction: Within Piaget’s Theory of Learning

“Alright students, I am going to ask each of schemas, the theory suggests that people
you to take out a piece of paper and a pencil. learn more efficiently by building off of
I would like each of you to spend some time their initial schema. In the classroom,
thinking about the different characters in the this would look like the teacher building
book wonder. Think of one character that off of student’s prior knowledge and
showed humility throughout the book. What understanding of the book Wonder, along
with the concept of humility. Students
made that person humble? What actions did
should be somewhat familiar with this
he/she take to be humble? What makes them
information previously, and it is
humble? If you guys are having a hard time
important for the teacher to be
remembering what it is to be humble, I will comfortable with the information
write a definition of it on the whiteboard. presented in each lesson.
Once you pick a character, I would like each
of you to think of two concrete reasons as to
why you think this person showed humility
in the book Wonder, and to include page
numbers.” Students will have about thirty
minutes to complete this portion of the
activity.
Once all students finish their reflection about According to constructivist theory,
Wonder: individuals construct their own
“Alright, now I would like each of you to understanding by engaging active
pair up with someone else. If there are any learning and listening.
odd numbers, than either someone can come
work with me, or their can be a pair of three.
51
I would like each of you to share what
character you wrote about and why.”
The teacher will be walking around and
listening to students’ conversations. The
teacher will make sure that students are on
topic, and ask any critical or deeper
questions with groups if needed.
After students finish sharing: According to Bloom’s theory of

“Alright now that you have listened to what taxonomic thinking, Blooms six
your peers think it means to be humble, I am objectives can be used to different
going to have each of you conduct some levels of thinking through assessment.
research about humility. I would like each of The interviews and investigation of
you to interview three people in your lives - humility through other people tests the
it could be your parents, siblings, grandma/ “create” level.
grandpa, neighbors, anybody that you feel
would have great input to add about
humility. I would like you to ask each person
you interview what humility means to them,
and when they see humility in their day to
day lives. I will give each of you a interview
question worksheet to complete and bring
back the next day. Does anyone have any
questions?”
Closure:
“I will be collecting your humility interview worksheets tomorrow morning. If you are still
unclear about humility, or need someone to interview, please let me know. I can’t wait to see
what you will find when interviewing people. Please let me know if you have any questions!”
Students will be conducting interviews with three people in their lives, asking each person
what humility means to them, and how they see it in their day to day lives. Students will be
asked to complete the interview worksheet as individual practice.
Instructional Materials, Resources, and Technology: Attach a copy of ALL

materials the teacher and students will use during the lesson; e.g., handouts, worksheets,
multimedia tools, and any assessment materials utilized.
52
Humility Interviews
Name:
Date:
Please interview three different people in your life about their definition of humility, and
where they see humility in their day to day lives.
First interviewee name:

What does humility mean to you? How would you define it?
In what ways do you see humility in your day to day life?
Second interviewee name:

Third interviewee name:

53
Rubric for Wonder writing piece:
Features 4- 3- 2- 1-
Expert Accomplished Capable Beginner
Quality of - Writing - Writing includes - Writing includes - Writing includes

writing includes two two concrete one concrete detail one character
concrete details details about how about how the described as humble
about how the the character character displays
character displays humility humility
displays
humility, as well
as page
numbers with
examples.
Grammar, -Virtually no -Few spelling, -Several spelling, -exceeding amount

Usage, and spelling, punctuation, or punctuation, or of spelling,
Mechanics punctuation, or grammatical grammatical errors punctuation, or
grammatical errors. grammatical errors
errors
Checklist for conducted interviews:
Student: Completed 3 Not completed 3

interviews: interviews:
Student 1:
Student 2:
Student 3:
Student 4:
Student 5:
54
Student 6:
Student 7:
Student 8:
Student 9:
Student 10:
Student 11:
Student 12:
Student 13:
Student 14:
Student 15:
Student 16:
Student 17:
Student 18:
Student 19:
Acknowledgements: Acknowledge your sources

Wonder- written by R.J. Palacio
Week Two, Day Four

Selflessness
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
55
variations of lesson plans, this format meets departmental requirements and is aligned with
the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Maddelyn Skeen, Charli Greene, Madison Boeck, Madison Miller
Date: April 20, 2018
Cooperating Teacher: Barbara Ward
Grade: 6th
School District: Pullman School District
School: Lincoln Middle School
Unit/Subject: Character Building: Selflessness
Instructional Plan Title/Focus: Selflessness vs. Selfishness
The purpose of this lesson is to inform students what selflessness is and compare it be
selfishness. Students will be asked to work as a class to come up with a definition for both
selflessness and selfishness and then be able to point out times that both of these were used
in a book read aloud to the class. In doing this, students will gain a stronger understanding
of how to show selflessness in their own lives. This lesson will be taught after focusing on
the character trait of humility so, this will be the start of the selflessness lesson. After this
lesson, students will begin a lesson on honesty.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
meaning of a word
56
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings
Describe how a particular story's or drama's plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a resolution.
● Performance Standard (VA:Cr3.1.6)

Reflect on whether personal artwork conveys the intended meaning and revise
accordingly
Content Objectives and alignment to State Learning Standards:
SWBAT… illustrate and describe the concepts of selflessness and selfishness

Aligned Standard: Performance Standard (VA:Cr3.1.6)
SWBAT… work as a class to come up with a definition of selflessness and selfishness based off
of the parts of the words.
Aligned Standard: CCSS.ELA-LITERACY.L.6.5, CCSS.ELA-LITERACY.L.6.4
SWBAT… describe the selfless act the protagonist in the story performed.
Aligned Standard: CCSS.ELA-LITERACY.RL.6.3

Students have had learning opportunities where they have been practicing using
prefixes and suffixes of words in order to determine meaning.
Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences): For students with disabilities, if they have assistive technology
they will be able to use this when discussing. During this time, their paraprofessional will
also be there to help assist them. Visual cards of selfish and selfless will be made so that
students will be able to visually understand the difference. For students who finish early,
they will be able to pick off an assignment or activity on the “I’m done, what do I do now?”
board.
For ELL students, teachers will continue to check in with them to make sure that they are
understanding, discussion questions will also be written in their native language if needed.
57
Assessment Strategies (Informal and formal)
Teacher candidates should attach questions, worksheets, tests or any additional
documentation related to their assessment strategies, including accommodations or
modifications for students with disabilities as stated in their IEPs. They may also attach
appropriate marking rubrics, criteria lists, expectations, answer keys, etc. Consideration for
multiple means of expression should occur here. That is, how will teacher candidates allow
for K-12 students to express their learning in different ways? Will K-12 students be given
some choice?
Content/Language Objectives Assessment Strategies
Content: SWBAT… illustrate and Formal: Students will turn in their

describe the concepts of selflessness construction paper with their drawings of
and selfishness. their understandings of selfless and selfish as
well as their definitions. Students will receive
10 participation points for the day for
completing the day’s activity.
Language: SWBAT… work as a class Formal: Students will include their

to come up with a definition of definitions of selfless and selfish on their
selflessness and selfishness based off construction paper. Students will receive 10
of the parts of the words. participation points for the day for
completing the day’s activity
Language: SWBAT… describe the Informal: Teacher will have students work
selfless act the protagonist in the story with their elbow partners to discuss what the
performed. protagonist performed in the story. Teacher
will walk around the room and ask each
group to share their response.
Student Voice:
Student-based evidence to Description of how

K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
assessments, work samples,
projects, papers, etc.)
58
Explain student learning Written Reflection: After Doing the written
targets and what is required turning in their drawings reflection will allow
to meet them (including why and definitions students students to express
they are important to learn). will write a short reflection their feelings towards
on the activities that were the activities as well as
held. explain what went well
and any suggestions
for change.
Monitor their own learning There will be a checklist to Students will be able
progress toward the learning check off if students turned to use the checklist to
targets using the tools in a poster as well as both see if they are meeting
provided (checklists, definitions for the activity. all of the requirements
rubrics, etc.). for the day.
Explain how to access Students will be informed By having access to

resources and additional of where classroom class resources
support when needed (and resources and supplies are. students will be able to
how/why those resources Students are able to use any do their best work.
will help them). materials they need within
the classroom.

For this lesson there is no grouping involved. Students will be working as a whole class as
well as independently creating their posters. Students will be asked to discuss their
definitions of selfish and selfless with their elbow partners but will not be completing any
activities with them.
Introduction:
“Today we are going to be doing a hands on activity to discuss what it means to be selfless or
selfish in our daily lives. Together we will work to come up with definitions for both of these
words as well as read a book to distinguish what these acts might look like in real life. After
we read our book, we will create a poster where you will draw your perception of selfless and
selfish as well as write your definition. These posters will be hung in the hallway so make
sure that you all are doing your best work.”
59
Questions:
● What do you think it means to be selfless?
● What do you think it means to be selfish?
● What is the root of both of these words? How does that help your understanding?
● What does the suffix less mean? What does the suffix ish mean?
● Who was selfish in the story?
● In what ways could people be selfish to the Earth?
● What did the characters do that was selfless?

doing?)
Introduction: Paivio: Teacher introduces the activity

“Today we are going to be doing a hands to the students so they have the
on activity to discuss what it means to be chance to plan out their day and
selfless or selfish in our daily lives. manage their time in order to get all of
Together we will work to come up with the activities completed. Doing this
definitions for both of these words as well allows the students to get complete
as read a book to distinguish what these understanding of what is coming as
acts might look like in real life. After we well as gives them an opportunity to
read our book, we will create a poster ask any questions they might have.
where you will draw your perception of
selfless and selfish as well as write your
definition. These posters will be hung in
the hallway so make sure that you all are
doing your best work.”
Lesson: Piaget: Teacher will be asking

“Today we are going to focus on students to use what they already
distinguishing the difference between know about parts of words in order to
selfishness and selflessness. We will start have them create definitions of words
by trying to figure out a definition of on their own.
these words. Both of these two words
have something in common. Can anyone Vygotsky: Allowing students to discuss
tell me what those similarities are?” their thoughts in groups will allow
*student answers* them to collaborate with one another
“These two words also have different and use each other's ideas to come up
suffixes. Does anyone know what less with a strong definition.
60
and ish mean?”
*student answers*
“Based off of what we know about the
parts of these words I would like all of
you to talk with your elbow partners to
come up with a definition for both of
these words. Make sure to write your
definition down because you will want to
use it for a later activity.”
“Now that we have a better Paivio: Teacher is telling the students

understanding of what these words her expectations for this activity which
mean, we are going to read The Legend lets the students know what is to be
of the Bluebonnet. A character in this expected of them.
book does something very selfless and I
would like you all to think about it as I
read the book aloud.” Constructivism:
*begins reading book* Teacher allows students to recognize
“Did you guys find a time in the book acts of selflessness through literature
where the character was selfless? How rather than reciting information.
do you think that made her feel?”
“Now that we have a strong Bloom:

understanding of what acts of Students of all academic levels will be
selflessness and selfishness look like, able to participate in the activities and
and we have established our own express their understanding through
definitions, we are going to create visual images and words.
posters. You will split your poster in half
and draw what you think selflessness
and selfishness mean. You also need to
include your definitions on your poster.
Posters will be hung in the hallway so
make sure you are doing your best
work.”
“Once you have finished your posters, According to Bloom’s theory of

please put them on the back table and taxonomic thinking, Blooms six
start a reflection. In your reflection objectives can be used to different
please share your thoughts and feelings levels of thinking through assessment.
about today’s activities as well as what By completing the exit slip, students
went well and any suggestions for will be able to reflect on their learning
61
change. Once your reflection is complete and this will be a way for the teacher
you can put it in the turn in basket.” to assess student understanding
through gathering materials.
Closure:
“Today we practiced using parts of words to determine meaning of an unknown word. We
also used what we learned in order to create our own definitions. Now I challenge you all to
show selflessness in your own life every day. You may be dismissed.”
Tell students to start thinking of ways that they can show selflessness when they are at home
as well as towards people they do not have close relationships with.
Instructional Materials, Resources, and Technology:

● The Legend of the Bluebonnet
● Construction paper
● Markers
● Paper
● Pencils
● White Board/ Dry Erase Markers
Acknowledgements:
Learning to Give: https://www.learningtogive.org/units/selflessness/selfless-selfish
The Legend of the Bluebonnet: Lake, M. D. (1926). The legend of the bluebonnet. Ft. Worth,
Tex.?
Checklist for conducted interviews:
Student: Completed 3 Not completed 3

interviews: interviews:
62
Student 1:
Student 2:
Student 3:
Student 4:
Student 5:
Student 6:
Student 7:
Student 8:
Student 9:
Student 10:
Student 11:
Student 12:
Student 13:
Student 14:
Student 15:
Student 16:
Student 17:
Student 18:
Student 19:
Week Two, Day Five

Selflessness Cont.
8:30AM-9:00AM: Writing Prompt: Students will start the day by writing about
something new that they have learned about selflessness from the day before. Students
will share with one another what they wrote to promote fluency within their writing.
63
9:00-10:00AM: Selflessness Goal Making: Students will be writing goals for
themselves. These goals will be based upon how they can show selflessness at home, at
school, and personally. These should be short term goals that students can accurately
measure and achieve. Students will then share with the class one of their goals, and how
they think that they will achieve that goal.
read during this time. During this time teacher will be reading their own book of choice
to model silent reading time to students as well as engage in classroom participation.
10:15AM-10:30AM: Recess. Teacher will take this time to respond to their journal
entries from this morning’s activity. By responding to student’s entries teacher will build
personal relationships with students thus creating a more positive work environment.
10:30AM-11:30AM: Afternoon Meeting: As a class we will discuss what selflessness is
and what it means to us. In small groups students will create a group poster showing a
representation of selflessness and what it means to them. They will present these to the
class.
11:30AM-12:00PM: Lunch.
12:00PM-12:15PM: Lunch Recess. Teacher will be hanging the posters that students
had made on selflessness around the classroom.
12:15PM-1:00PM: Social Studies: Students will be getting an introduction about time
in the great depression. Students will be watching a video about the times of the great
depression, and reading passages with information from these times.
1:00PM-1:30PM: Specialist (Physical Education/Health) In Physical
Education/Health, students will work in teams to complete obstacle courses. This will
build a sense of community, and promote teamwork.
1:30PM-2:15PM: Math: Students will be introduced to quotients of fractions, and
practice solving word problems in division.
2:15PM-3:00PM: Students have PAT time: Students will get into groups and use
STEM boxes to do mind stimulating activities.
3:00PM-3:20PM: Students will gather their backpacks to go home and the class will
meet outside on the playground. We will finish the day doing team relays and work on
praising team work rather than individual accomplishments.
Discussion Rubric
1 2 3
64
more times.
Week Three, Day One

Honesty
8:30AM-9:00AM: To start off the day, students will respond to the following
questions in their writing journals: Do you think students and other kids your age are
honest with others? Who are you honest with? Do you think there is a time when you
shouldn’t be honest? What happens when you aren’t honest?
10:00AM-10:45AM: Reading Workshop: Students will be given time to read
independently. Students will be able to choose any book to read during this time. As
students read teacher will read her own book to model good reading workshop behavior.
10:45AM-11:00AM: Recess. Teacher will gather student journals and begin
responding to individual responses in order to build personal relationships and build a
safer learning environment.
11:00AM-12:00AM: HONESTY ACTIVITY (Two Truths and a Lie): Students will take
10-15 minutes to come up with two truths and a lie about their life. They will get into
small groups of 5-6 people and students will have to figure out which of the three things
is the lie.
11:00AM-11:15AM: Class Discussion on honesty. Students will share a time in their
life when someone was not honest with them and how it made them feel. Why do we
think that people should be honest?
12:15PM-1:00PM: Art Integration (acrostic poetry): Students will cut the letters out of
a magazine that spell out honesty. They will glue those letters on the paper and then
write what honesty means to them using the letters of honesty.
1:00PM-1:30PM: Specialist (Library) The librarian will have pulled out books that
demonstrate acts honesty.
1:30PM-2:15PM: Math: Students will continue to interpret and compute quotients of
fractions, and solve word problems involving division.
2:15PM-2:45PM: Exit Slip discussing things that students learned today and
something they still want to work on or are confused on.
2:45PM-3:20PM: Class Read-Aloud: Teacher will end the day by introducing a new
book titled Ugly by Robert Hoge. Teacher will discuss what the book will be about and
how it is very similar to wonder and will then begin reading.
65
Exit Slip
Name_____________ Date__________
Please answer the following questions and put in the basket by the door on your way out
of the classroom.
1. What are two things you learned about honesty today?
2. What is something that was discussed today that you are confused
about or still need help with?
Discussion Rubric
1 2 3
more times.
Activity Title: Honesty activity - Two Truths and A Lie

Purpose: The purpose of this activity is to help students speak two truths about their
lives, as well as a lie that is meant to trick people. The purpose of this activity is to help
students become aware of honest comments and lies.
Overview: Students will take 10-15 minutes to come up with two truths and a lie about
their life. They will get into small groups of 5-6 people and students will have to figure
out which of the three things is the lie.
66
Materials: There are no materials needed for this activity.
Instructional Strategy: The instructional strategy here is group discussion between the
small groups about their two truths and one lie.
Assessment: N/A
Accommodations: English Language Learning students will be placed into groups with
other strong english speakers, and may ask for help from the teacher or teacher aid if
needed. Special needs students will work with the teacher or teacher aid to come up with
two truths and lie about their lives. If time allows, special needs students will be placed
in other groups to share with others their two truths and a lie.
Week Three, Day Two

Honesty Cont.
8:30AM-9:00AM: To start off the day, students will respond to the following
questions in their writing journals: What did I take away from yesterday? What does
being honest mean to me now?
11:00AM-12:00AM: HONESTY ACTIVITY (Scenarios): Students will respond to the
following scenarios explaining what they would do in the given situation.
12:00AM-1:00PM: Specialist (PE)
67
12:15PM-12:45PM: Read The Honest to Goodness Truth aloud to the class. Have a
class discussion about what honesty means to us. Answer the question: Is there a time
when you should not be honest?
12:45PM-1:15PM: HONESTY ACTIVITY pt. 2 (Truth Tag): Students will meet in the
classroom and we will walk to the playground as a class to play this activity.
2:15PM-2:45PM: Exit Slip on today’s honesty lesson.
2:45PM-3:20PM: Class Read-Aloud: Teacher will end the day by continuing their read
aloud of Ugly by Robert Hoge.
Exit Slip:
1. What did I take away from today’s lesson?

2. What part of today’s lesson helped me to understand honesty better?
3. How will I use honesty in the future?
Activity Title: Honesty Role Playing
Purpose: The purpose of this activity is to have students practice being honest with one
another and what that might look like in different scenarios or situations.
Overview: Students will be placed into groups of three, in order to respond to the
following scenarios explaining what they would do in the given situation to be honest
with one another.
68
Materials: The teacher will create scenarios for the students to role play with being
honest with one another in different situations
Instructional Strategy: Group discussion of three
Assessment: Students will perform their honesty role playing in front of the class, which
will act as their performance assessment.
Accommodations: ELL students will pair up with a group of people who have strong
english speaking skills, in order to help the ELL student complete this activity.
Special Needs students will either work with a group that they are comfortable with, or
the teacher will use another hands-on activity for these students to grasp the concept of
honesty.
Acknowledgments: N/A
Honesty Scenarios
1. Someone was cut standing in line.
2. Someone took a ball from someone at recess.
3. Someone was calling someone names.
4. Someone took someone’s lunch.
5. Someone was gossiping about another person.
6. Someone was caught telling a lie.
7. Someone cheated on their test.
8. Someone stole another person’s belongings.
69
Activity Title: Honesty Activity Pt. 2 - Truth Tag
Purpose: The purpose of this activity is to integrate honesty by also using physical
activity
Overview: Students will meet in the classroom and we will walk to the playground as a
class to play this activity.
Materials: There are no materials needed to complete this activity
Instructional Strategy: Lecture- to explain rules, and then it is student led from there
Assessment: There is no assessment for this activity
Accommodations: English Language Learners will be told the instructions of the activity
individually by the teacher, and may receive extra help if needed.
Acknowledgments: N/A
Truth Tag Instructions:
1.The person who is it, is the “lie chaser”.
2. Other kids run around, yelling out fibs.
3. If you are tagged, you go to jail.
70
4. To get out of jail, the “Truth Fairy” tags you out of jail once you say a
truthful statement.
5. If you are tagged twice, you are a “lie chaser”.
Week Three, Day Three

Patience
8:30AM-9:15AM: To start off the day, students will respond to the following questions
in their writing journals: List 6 ways that you can show patience or that you have shown
71
patience in your life. After students have taken the time to respond in their journals, we
will have a discussion about what we wrote. Teacher will continue to ask questions to
engage students in the discussion.
11:00AM-12:00AM: Specialist (Technology): Students will use technology to to create
a word salad of words that represent patience.
11:00AM-11:15AM: Class Discussion on patience. When was a time that you needed
patience? Who do you need to be patient towards?
12:15PM-1:00PM: PATIENCE ACTIVITY (Going Bananas). This activity requires
students to work together to practice patience with one another while challenging
themselves to complete the challenge.
1:00PM-1:15PM: Quick class discussion about how the patience activity went.
2:15PM-2:45PM: Exit Slip discussing things that students learned today from the
patience activity and two questions they have about the day’s content.
2:45PM-3:20PM: Teacher will continue reading Ugly aloud to the class.
Activity Title: Going Bananas
Purpose: The purpose of this activity is to create a teamwork environment within our
classroom and allow our students to practice working together around the idea of
patience. Through doing this activity, students will gain a better understanding of what
patience is and what it means to be patient with others.
72
Overview: “Have kids stand in a straight line. Say: Let’s see how fast we can pass a
banana up and back down the line. Here is the catch: You can’t use your hands. You
must hold the banana with your chin. Pass the banana, chin to chin, up and down the
line. If someone drops the banana, you must start over.
Place the banana beneath the chin of the child in front of the line. Show that child how
to hold the banana between his or her chin and chest. Odds are that the banana will
drop to the floor a few times during the game. Allow children to express frustration, but
redirect unkind words. If children have an especially difficult time, modify the rules so
kids can restart the game with the same partner who dropped the banana.”
(childrenministry.com)
Materials: One banana for each group
Instruction Strategy: Teacher will clearly state the instructions for the activity and will
then let the students take over and observe as they work within their teams.
Assessment: There is no formal assessment for this activity however as the teacher I
would sit back and watch the students interact with each other and assess how they
work as a team, who the leaders are, what worked/didn’t work, as well as who is patient
with their peers and who isn’t. These things will be used in a class discussion after the
activity is over.
Accomodation: For this activity, students with disabilities may find this game to be more
difficult when playing without assistance (depending on their disability). In this case,
students will play this game with their peers with the assistance of their paraeducator or
if not one, then with help of the teacher. Students who do not like people in their
personal space or contact will help the teacher lead the game.
Website Used: https://childrensministry.com/going-bananas/
Exit Slip
1. What did you learn from the patience activity today?

___________________________________________________
___________________________________________________
__
73
2. What are two questions you have about today’s lessons?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
____
Discussion Rubric
1 2 3
class discussion by sharing participate in class participate in class
their thoughts once. discussion by sharing their discussion by sharing their
thoughts twice. thoughts three or more
times.
Week Three, Day Four

Patience Cont.
8:30AM-9:15AM: Once students have taken their seats in the classroom, the teacher
will start the Ted Talks video “The Most Important Leadership Quality is Patience”.
Once the video is over, students will take time to reflect on the video and share their
thoughts. Students will respond to the following questions: Do you agree with what was
said in the video? Why or why not? Do you think patience will help you in life? How so?
74
safer and more comfortable learning environment.
11:00AM-12:00AM: Specialist (PE)
12:15AM-1:15AM: Read Llama Llama Red Pajama aloud to the class. Have students
draw and color a picture of a time in the book when the character(s) had to show
patience.
1:15PM-2:00PM: PATIENCE ACTIVITY (Mother May I?): Students will meet in the
classroom and we will all go outside to the playground as a class. Students will begin
playing Mother May I in order to work on their patience skills.
3:00PM-3:20PM: Teacher will continue reading Ugly aloud to the class.
Activity Title: Mother May I

Purpose: The purpose of this activity is to test students patience to help them gain a
better understanding of what patience is and what it means to be patient.
Overview: All of the students except for the “mother” start in a line. They will ask
“Mother may I take ___ Steps?” The mother will say yes or no. The goal is to be the first
person to touch the mother.
Materials: n/a
Instruction Strategy: Teacher will explain the directions to play ‘Mother May I?’ then
will stand back and watch the students interact with one another. Teacher will continue
to make sure students are playing the game correctly and fairly.
75
Assessment: Teacher will assess the class as a whole to see who was patient and who
wasn’t.
Accommodation: Depending on the disability, the paraeducator will assist students to

play the game. The number of steps could also be held up on their hand (visual cues)
rather than verbal communication. If they student chooses not to play, they can help
teacher make sure students are following directions.
Materials: n/a
Website Used: http://aplaceofourown.org/activity.php?id=500
Week three, Day five

Closing Day
8:30AM-9:15AM: Writing Warm up: Students will reflect upon the activities done in
the last three weeks. Students will write two activities that they had enjoyed through this
unit, and one activity that they had a hard time with. Students will then reflect upon the
one eight essential concept that comes easiest to them, as well as the one concept that
they struggle with the most. Students will share with an elbow partner their successes
and challenges in this unit.
safer and more comfortable learning environment.
76
11:00AM-12:00AM: Specialist (Music)
12:15AM-1:45AM: Writing Assessment: Students will be working on creating their
reflections for the end of the unit. Students will be responding to the writing prompt:
Which of the eight essentials to leadership do you feel comes easiest to you? Which one
is the hardest for you to achieve? Why is that?
1:45PM-2:00PM: PAT time- students will be working with the STEM boxes to
complete brain stimulating activities.
2:45PM-3:20PM: Teacher will end the day with a class discussion of how the unit
went. Students will complete 7 different notecards with each concept at the top.
Students will write down 2 different ways that they can show these concepts in their day
to day lives. Students will take these notecards home as reminders to be the best
versions of themselves.
Discussion Rubric
1 2 3
class discussion by sharing participate in class participate in class
their thoughts once. discussion by sharing their discussion by sharing their
thoughts twice. thoughts three or more
times.
In Music, students will be practicing the song, “We All Sing with the Same Voice.” This
will promote the idea that we are all equal, and deserve to be treated with kindness and
understanding. Students will also be learning how to produce melodies vocally, and
understand rhythm and dynamics, while singing along to an instrumental version of the
song.
77
Writing Assessment: Post Assessment
Instructions: You will be writing a well-structured paper about the concepts that we
have learned about over the three weeks (Kindness, Patience, Selflessness, Forgiveness,
Honesty, Respect, Humility). You will first write about the concept that is a success for
you, and 3 reasons why. You will then write about the concept that is most challenging
for you, and 3 reasons why. The reasons why may also include examples and/ or stories
of a time when these concepts were either easy or hard for you to do. Please have at least
four paragraphs of writing, including an introduction and conclusion.
Rubric for Writing Assessment:
Six Traits 4 3 2 1
Ideas/ Includes 2 very Includes 2 Includes 2 Includes 1

Concepts clear concepts- concepts where concepts where concept that is
where one is a one is a success one is a success a success or a
success and one one is a and a challenge.
is a challenge. challenge. challenge. Students will
Students will Students will Students will also include 1
also include 3 also include 3 also include 2 reason why it is
78
very clear reasons why reasons why a success or a
reasons why the the concept is a the concept is a challenge.
concept is a success and 3 success and 2
success and 3 reasons why it reasons why it
reasons why it is is a challenge. is a challenge.
a challenge.
Organization Student has four Student has Student has Student has
or more four three two paragraphs
paragraphs paragraphs paragraphs including
including an including an including an either an
introduction and introduction introduction introduction or
a conclusion. and a and a a conclusion.
conclusion. conclusion.
Conventions Student has little Student has Student has Student has
to no very few many extreme
grammatical grammatical grammatical amount
errors. errors. errors. grammatical
errors.
Annotations
Annotations include: Summary, parts we are using/ teaching, and what we want our
students to get from it
79
Wonder: August Pullman is a ten-year-old boy who is entering the schooling system for
the first time in his life. Auggie had faced birth defects as a baby, and it result he has
suffered mandibulo-facial dysostosis and a cleft palate, which have left him disfigured.
His parents have enrolled him in beecher prep after years of being home schooled. This
book explains each character's perspective of Auggie, and the day by day situations that
he faces. This is a heartwarming book that helps readers understand the importance of
choosing to be kind. We will be reading the entire story to our sixth graders, as a read
aloud, mainly at the end of the day. We want our students to understand how being kind
makes a difference. We would like students to recognize that each of the eight essentials
can be found within this wonderful book.
Palacio, R. J. (2017). Wonder. New York: Alfred A. Knopf.
Ugly: Robert was born with a tumor in the middle of his face the size of a tennis ball,
and very short twisted legs. Thankfully, surgeons were able to remove the tumor from
his face, and replace his nose with one of his toes. Robert will never look the same, and
this story is about how he faces adversity and bullying from many others. We want
students to remember how important it is to stay kind to one another, and to show
empathy to others. We will be using this entire book to read aloud to the class.
Hoge, R. (2015). Ugly: A Beautiful Story about One Very Ugly Kid. Hachette.
Llama llama red pajama: Llama, Llama red pajama is waiting for his mama to come tuck
him into bed. He waits patiently for mama until she goes down stairs, and he starts
whimpering and hollering for mama to come back and make everything right. We are
reading this book to exemplify how being patient is very important. We want students to
realize the importance of patience by reading this book. We will be using the entire book
as a read aloud to the class.
Dewdney, A. (2005). Llama Llama Red Pajama. Viking Books.
The Honest to Goodness Truth: After Libby gets caught in a fib by her mom, she vows to
herself to only tell the truth. However, after only telling the truth, she winds up getting
in more trouble than she had anticipated. She ends up getting alienated from a host of
people, all for telling the truth. She humiliates her best friend, tattletales to the teacher
about her partner, and her neighbor. Libby really starts to feel the sting of honesty, and
will help readers relate to moments just like Libby's. We want students to reflect upon
honesty, and how they can be honest in their own lives, without being too honest. We
will be using this entire book to do the read aloud.
Mckissack, P., Potter, G. (2003). The Honest To Goodness Truth. Aladdin.
80
Same, Same But Different: This book is about two young boys who are friends through
snail mail, or as you could say, Pen Pals. Elliot lives in America, and Kailash lives in
India. Although they lives miles and miles away from each other, these two boys find
that they have much in common with each other. These two boys find that although
their worlds look different, they are actually very similar, giving you the title, same same
different! We will be reading this book during our selfless lesson and we want students
to understand that although you may be different from people, there are also similarities
between us all, we are all human. We will be using this entire book for our lesson as a
read aloud for our students.
Kostecki-Shaw, J.S., & Adam, V. (2011). Same, Same But Different. Henry Holt.
The Hardest Word: The biggest and clumsiest bird, named Ziz, can’t help but run or
bump into just about just about everything. When a tree that he knocks over destroys
the children’s garden, he looks for help. He asks God for help to fix things, and God tells
him, “Find the hardest word.” After bringing words back like Rumplestiltskin, rock, and
other words Ziz had found, he realized that these weren’t what God was looking for. Ziz
made an important discovery later on that led him to finding the hardest word. We want
students to recognize forgiveness through this book, and we will be using the entire
book as a read aloud during the forgiveness days.
Jules, J., & Kahn, K. (2001). The Hardest Word: A Yom Kippur Story. Kar-Ben Copies.
The Legend of the Bluebonnet: This story is about a girl named She-Who-Is-Alone, who
lives in a suffering indian tribe from a drought and famine. Her family has all passed
away, and she is the only one left in her family, which is how she acquired her name,
She-Who-Is-Alone. The only thing that her family left her was a doll, which is her most
prized possession. Sadly, she had to sacrifice her doll, in order for the spirits to forgive
her tribe for being selfish. The next day, the land was filled with beautiful flowers, and it
had began to rain. She was then renamed as the One-Who-Dearly-Loved-Her-People for
her sacrifice to the spirits. We want students to recognize the selfless act that She-Who-
Is-Alone did, and recognize what selflessness may look like. We will be using the entire
portion of this book to read aloud to the class.
DePaolo, T. (1996). The Legend of the Bluebonnet. Puffin.
Day one quote:

Kindness Quotes. (n.d.). Retrieved from https://www.brainyquote.com/topics/kindness
Great depression video:
(n.d.). Retrieved from https://www.history.com/topics/great-depression/videos
81
On week two day five students will be watching a series of clips about the great
depression. These videos will teach students about events during the great depression.
After students watch these clips they will then read about the events they just learned
about and get more knowledge and details about the great depression.
Patience Lessons:
Bierbaum Elementary School. (n.d.). Retrieved from Retrieved from
http://www.aplaceofourown.org/activity.php?id=500
(n.d.). Retrieved from https://www.learningtogive.org/units/i-

philanthropy/connecting-philanthropy-and-identity-through-childrens-literature-and-
song
Patience Ted Talks video:

T. (2015, February 06). Retrieved April 29, 2018, from
https://www.youtube.com/watch?v=aiaKJIo2-L0&feature=youtu.be
This video stresses how important patience is and how often it is used in daily life. We
will use this video during week three day four. Students will watch the video and then
reflect on the video and respond to questions about the video in their journal.
Respect Lessons:
Building a Classroom Community through Respect. (2012, December 19). Retrieved
from http://www.classroomfreebiestoo.com/2012/12/building-classroom-community-
through.html
R-E-S-P-E-C-T. (n.d.). Retrieved from https://betterlesson.com/lesson/473173/r-e-s-p-

e-c-t
Sellfessness:
(n.d.). Retrieved from https://www.learningtogive.org/units/selflessness/selfless-
selfish
Journal Prompts
82
Prompt 1: The teacher will start class by reading aloud Each Kindness. After reading the
book students will reflect and respond to the book. This journal writing will last for
about 30 minutes.
Prompt 2: Students will reflect and respond to yesterday’s discussion about kindness.
Students will write about where they have seen kindness at home, or where they wish
they would see kindness in their lives. “One thing good in my life is…” or “Something
good that has happened is…”
Prompt 3: What does forgiveness mean to you? Write about a time where you were
forgiving to someone. How did that make you feel?
Prompt 4: What more do I know about forgiveness after yesterday's lesson? How can I
use forgiveness in my own life?
Prompt 5: What does it feel like to be respected? What does it feel like to be
disrespected? What role does respect play in your relationships with friends and family?
The teacher will explain that students should try to respond to each of these questions
but will not be penalized if they do not have time.
Prompt 6: How did this activity make me feel? What can I take away from this? How will
I use what I learned in the future?
Prompt 7: Students will start the day by writing about something new that they have
learned about selflessness from the day before. Students will share with one another
what they wrote to promote fluency within their writing.
Prompt 8: Do you think students and other kids your age are honest with others? Who
are you honest with? Do you think there is a time when you shouldn’t be honest? What
happens when you aren’t honest?
Prompt 9: What did I take away from yesterday? What does being honest mean to me
now?
Prompt 10: List 6 ways that you can show patience or that you have shown patience in
your life.
Prompt 11: Do you agree with what was said in the video? Why or why not? Do you think
patience will help you in life? How so?
83
Prompt 12: Which of the eight essentials to leadership do you feel comes easiest to you?
Which one is the hardest for you to achieve? Why is that?
Scope & Sequence Chart
Topic SWBAT Standards
Day 1: SWBAT... discuss what CCSS.ELA-

they think a leader is LITERACY.SL.6.1.C
Respect
SWBAT... explain what
their values are
CCSS.ELA-
SWBAT... share why they LITERACY.SL.6.1.B
have these values
SWBAT... write their own

CCSS.ELA-
definition of kindness LITERACY.SL.6.1
CCSS.ELA-
SWBAT... write in their LITERACY.W.6.2.B
journals in order to reflect CCSS.ELA-
on the daily quote LITERACY.W.6.2
CCSS.ELA-
SWBAT... draw on prior LITERACY.W.6.2.A
knowledge to relate to and
understand how a CCSS.ELA-
character is feeling Literacy.SL.6.1.d
CCSS.ELA-
LITERACY.L.6.2
84
CCSS.ELA-
LITERACY.L.6.2
CCSS.ELA-
LITERACY.L.6.2.B
CCSS.ELA-
LITERACY.L.6.3
Day 2: SWBAT... reflect on their CCSS.ELA-

own actions and character LITERACY.SL.6.1.C
Kindness as people
CCSS.ELA-
SWBAT... communicate Literacy.SL.6.1.d
with one another about CCSS.ELA-
acts of kindness that they LITERACY.SL.6.1.B
have seen
CCSS.ELA-
SWBAT... understand LITERACY.SL.6.1.B
ratios and volume
CCSS.ELA-
LITERACY.L.6.3
CCSS.MATH.CONTENT.6.
RP.A.1
CCSS.MATH.CONTENT.6
.RP.A.3
Day 3: SWBAT... reflect on their CCSS.ELA-

Forgiveness own actions and character LITERACY.SL.6.1.C
as people
CCSS.ELA-Literacy.SL.6.1.d
SWBAT... participate in a CCSS.ELA-

class discussion, by asking LITERACY.SL.6.1.B
CCSS.ELA-
questions or responding to
LITERACY.SL.6.1
their classmates
CCSS.ELA-
SWBAT... follow classroom
LITERACY.L.6.1
rules that explain how
students will respond CCSS.ELA-
85
respectfully, listen LITERACY.L.6.3
attentively, and behave
appropriately during class
discussions
SWBAT... listen attentively

to their classmates during
a class discussion
Day 4: Forgiveness SWBAT… work with other CCSS.ELA-

classmates to role play LITERACY.SL.6.1
what forgiveness looks like
CCSS.ELA-
SWBAT… read different LITERACY.RI.6.2
historical books that tell CCSS.ELA-
stories about people LITERACY.L.6.1
forgiveness
CCSS.ELA-
LITERACY.L.6.3
Day 5: SWBAT… reflect on what it CCSS.ELA-

Respect feels like to show/receive LITERACY.L.6.3
respect. CCSS.ELA-
LITERACY.L.6.1
SWBAT…communicate Standard 5:Students will
with others how they show use the ability to use
respect in their daily lives. decision-making skills to
enhance health.
CCSS.ELA-
LITERACY.SL.6.1
CCSS.ELA-
Literacy.SL.6.1.d
Week 2; Day 1 SWBAT… Students will be CCSS.ELA-Literacy.L.6.4.a

able to interpret a given
Respect question and provide CCSS.ELA-
Literacy.SL.6.1.c
personal responses by
identifying and CCSS.ELA-
understanding the meanings Literacy.SL.6.1.d
86
of words.
SWBAT…Understand the
questions given and discuss
their opinions and
reasonings as a group for
the answers they agree on.
SWBAT…… Reflect on
questions based off the
whole lesson and provide
personal reasons for those
answers.
Week 2; Day 2 SWBAT… collaborate in CCSS.ELA-

small groups to complete LITERACY.SL.6.1
Humility humility activity CCSS.ELA-
LITERACY.SL.6.1.C
SWBAT...express what
humility means to us by CCSS.ELA-
LITERACY.SL.6.1.B
creating a poster CCSS.ELA-
LITERACY.W.6.2
CCSS.ELA-
LITERACY.W.6.2.A
CCSS.ELA-LITERACY.WHST.6-
8.4
CCSS.ELA-
LITERACY.L.6.1
CCSS.ELA-
LITERACY.L.6.2
CCSS.ELA-
LITERACY.L.6.2.A
CCSS.ELA-
LITERACY.L.6.2.B
CCSS.ELA-
LITERACY.L.6.3
Week 2; Day 3 SWBAT… conduct CCSS.ELA-

Humility different interviews with LITERACY.SL.6.1
people to find a good CCSS.ELA-
LITERACY.SL.6.1.C
definition for humility, CCSS.ELA-
87
and what it looks like in LITERACY.SL.6.1.C
everyday life. CCSS.ELA-
LITERACY.RL.6.1
SWBAT… name one CCSS.ELA-
LITERACY.W.6.2.B
character in the book CCSS.ELA-
WONDER who has shown LITERACY.W.6.2.A
humility, and can list
CCSS.ELA-
reasons and examples as
LITERACY.W.6.2.E
to why/ how that CCSS.ELA-LITERACY.W.6.7
character has shown
CCSS.ELA-LITERACY.WHST.6-
humility. 8.4
CCSS.ELA-
LITERACY.L.6.1
CCSS.ELA-
LITERACY.L.6.2
CCSS.ELA-
LITERACY.L.6.2.B
CCSS.ELA-
LITERACY.L.6.3
Week 2; Day 4 SWBAT…reflect on where CCSS.ELA-

Selflessness they see honesty in their LITERACY.SL.6.1
own lives
CCSS.ELA-
SWBAT… discuss with the LITERACY.SL.6.1.C
class when they have seen
CCSS.ELA-
honesty in their daily lives LITERACY.SL.6.1.B
SWBAT… share what CCSS.ELA-
honesty means to them LITERACY.L.6.1
through art integration CCSS.ELA-
LITERACY.L.6.3
CCSS.ELA-
LITERACY.L.6.4
CCSS.ELA-
LITERACY.L.6.5
CCSS.ELA-
LITERACY.RL.6.3
Performance Standard
(VA:Cr3.1.6)
88
CCSS.ELA-Literacy.SL.6.1.d
Week 2; Day 5 SWBAT… will be able to CCSS.ELA-

Selflessness describe in their own LITERACY.SL.6.1.C
words the great CCSS.ELA-
LITERACY.W.6.2.B
depression CCSS.ELA-
LITERACY.W.6.2.C
SWBAT… make CCSS.ELA-
measurable and attainable LITERACY.W.6.2.C
goals for achieving selfless CCSS.ELA-
actions at home and at LITERACY.W.6.2.E
school CCSS.ELA-
LITERACY.L.6.1
CCSS.ELA-
LITERACY.L.6.2
CCSS.ELA-
LITERACY.L.6.2.A
CCSS.ELA-
LITERACY.L.6.2.B
CCSS.ELA-
LITERACY.L.6.3
Standard 6:Students will
demonstrate the ability to
use goal-setting skills to
enhance health.
Week 3; Day 1 SWBAT.... Share two CCSS.ELA-

Honesty things they have learned LITERACY.L.6.3
about honesty CCSS.ELA-
LITERACY.L.6.1
SWBAT… Share three CCSS.ELA-
LITERACY.SL.6.1.B
thoughts in our classroom CCSS.ELA-
discussion LITERACY.SL.6.1.C
CCSS.ELA-
LITERACY.SL.6.1
Week 3; Day 2 SWBAT… participate in CCSS.ELA-

Honesty LITERACY.SL.6.1
89
role playing honesty CCSS.ELA-
LITERACY.SL.6.1.C
SWBAT… participate in
classroom discussion CCSS.ELA-
about The Honest to LITERACY.SL.6.1.B
Goodness Truth
CCSS.ELA-
LITERACY.L.6.1
CCSS.ELA-
LITERACY.L.6.3
Standard 1:The Physically

Literate Individual
demonstrates competency
in a variety of motor skills
and movement patterns.
Standard 4:The physically

literate individual exhibits
responsible personal and
social behavior that
respects self and others.
Week 3; Day 3 SWBAT… write in their CCSS.ELA-

Patience journals six ways that they LITERACY.L.6.1
can show patience CCSS.ELA-
LITERACY.L.6.2
SWBAT… Participate in CCSS.ELA-
LITERACY.L.6.2.A
the “going bananas” CCSS.ELA-
activity LITERACY.L.6.2.B
CCSS.ELA-
LITERACY.L.6.3
CCSS.ELA-
LITERACY.W.6.2
CCSS.ELA-
LITERACY.W.6.2.A
CCSS.ELA-
LITERACY.W.6.2.B
90
CCSS.ELA-
LITERACY.WHST.6-8.4
Week 3; Day 4 SWBAT… Reflect on the CCSS.ELA-

Patience ‘Ted Talks’ video presented LITERACY.L.6.1
and answer all reflective CCSS.ELA-
LITERACY.L.6.2
questions CCSS.ELA-
LITERACY.L.6.2.A
SWBAT… Participate in CCSS.ELA-
the “Mother May I” LITERACY.L.6.2.B
activity CCSS.ELA-
LITERACY.L.6.3
CCSS.ELA-
LITERACY.W.6.2.E
CCSS.ELA-
LITERACY.W.6.2.B
CCSS.ELA-
Literacy.SL.6.1.d
Week 3; Day 5 SWBAT… reflect upon the CCSS.ELA-

Closing Day eight essentials through LITERACY.L.6.1
completing a well- CCSS.ELA-
structured paper LITERACY.L.6.2
CCSS.ELA-
LITERACY.L.6.2.A
CCSS.ELA-
LITERACY.L.6.2.B
CCSS.ELA-
LITERACY.L.6.3
CCSS.ELA-
LITERACY.WHST.6-
8.4
CCSS.ELA-
LITERACY.W.6.2.F
CCSS.ELA-
LITERACY.W.6.2.E
CCSS.ELA-
LITERACY.W.6.2.C
CCSS.ELA-
LITERACY.W.6.2.B
CCSS.ELA-
LITERACY.W.6.2.A
CCSS.ELA-
91
LITERACY.W.6.2
CCSS.ELA-
Literacy.SL.6.1.d
Accomodations
SPED: For most of our activities, the SPED students will have a paraprofessional in the
classroom to help them with any activities that they may need extra assistance with. For
students who are lower functioning, they will get special accommodations and may not
have to complete the same amount of work as other students depending on the
situation.
ELL: For our ELL students they will be paired with other students who are native
English speakers so that if/when they have questions they will be able to ask someone
for help. Teacher will also make sure to use proximity to assess their understanding and
continue to check in with them and ask questions to make sure they are comprehending
the questions as needed. For some of our daily activities, directions will be given in their
native language.
Hearing Impairments: Hearing impaired students will be seated towards the front of the
classroom so that they are closer to where the teacher is speaking. Teacher will also have
the technology to set up a microphone and speakers if the student needs more volume.
Visually Impaired: Visually impaired students will be seated in the front of the
classroom so they are closer to the board and projector. Teacher will be sure to write
with bigger handwriting in the front of the class as well as use the zooming function on
the projector to make writing bigger for these students.
Gifted Students:
92
For gifted students, once their daily activities are completed they will have an extra
challenge. Their challenge will be to set daily goals for themselves that relate to the day’s
activities. Students will challenge themselves to build their own characteristics and use
what we have been learning through our unit.
93

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Thematic Unit Plan

Have a great weekend!

Unit Plan:Thinking About Other: Teaching Character Through Literacy.

Speaking and Listening Standards:

Health Education Standards:

Physical Education Standards:

Math Education Standards:

SWBAT... discuss what they think a leader is

SWBAT... explain what their values are

SWBAT... share why they have these values

Week 1, Day 1: Focus on Kindness

SWBAT... write their own definition of kindness

SWBAT... write in their journals in order to reflect on the daily quote

SWBAT... draw on prior knowledge to relate to and understand how a character is

Week 1, Day 2: Kindness day 2

SWBAT... reflect on their own actions and character as people

SWBAT... understand ratios and volume

Week 1, Day 3: Focus on Forgiveness

SWBAT... reflect on their own actions and character as people

SWBAT... participate in a class discussion, by asking questions or responding to their

Week 1, Day 4: Forgiveness day 2

Week 1, Day 5: Focus on Respect

SWBAT… reflect on what it feels like to show/receive respect.

Week 2, Day 1: Respect day 2

Week 2, Day 2: Focus on Humility

SWBAT… collaborate in small groups to complete humility activity

SWBAT...express what humility means to us by creating a poster

Week 2, Day 3: Humility day 2

Week 2, Day 4: Focus on Selflessness

SWBAT…reflect on where they see honesty in their own lives

SWBAT… share what honesty means to them through art integration

Week 2, Day 5: Selflessness day 2

Week 3, Day 1: Focus on Honesty

SWBAT.... Share two things they have learned about honesty

SWBAT… Share three thoughts in our classroom discussion

Week 3, Day 2: Honesty day 2

SWBAT… participate in role playing honesty

SWBAT… participate in classroom discussion about The Honest to Goodness Truth

Week 3, Day 3: Focus on Patience

SWBAT… Participate in the “going bananas” activity

Week 3, Day 4: Patience day 2

SWBAT… Participate in the “Mother May I” activity

Week 3, Day 5: Closing Day

2. What is the definition of forgiveness? What does it mean to forgive someone?

4. How might someone be humble? What is an example of humility?

5. What is an example of selflessness? What is the difference between being selfless

Week One, Day One

Did Student Complete their Entries? Yes No

Activity Title: A Touch of Kindness

Materials: Strips of paper, the reflective worksheet, and a writing utensil.

Instructional Strategy: In group discussion

Assessment: There is no assessment involved in this activity. Students will get

How Does This Make Me Feel?

How do I feel when my peers say positive things about me?

How does it make me feel when I say something kind to my peers?

How do I feel when people include me in their conversations/invite me to hang out?

Am I willing to go out of my way for someone out of an act of kindness?

Do I see kindness during my day?

Activity Title: Shout-outs for Kindness

Materials: No materials needed for this activity.

Instructional Strategy: Open discussion

Assessment: No Assessment for this activity

Did Student Complete their Entries? Yes No