THE EFFICACY OF COMMUNITY BUILDING IN THE ELEMENTARY
SCHOOL CLASSROOM
Amanda Marie Luther
B.A., California State University, Sacramento, 2006
PROJECT
Submitted in partial satisfaction of the requirements for the degree of
MASTERS OF ARTS in
EDUCATION
(Curriculum and Instruction) at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
SPRING
2010

THE EFFICACY OF COMMUNITY BUILDING IN THE ELEMENTARY
SCHOOL CLASSROOM
A Project by
Amanda Marie Luther
Approved by:
Chia-Jung Chung, Ph.D.
Date
, Committee Chair ii

Student: Amanda Marie Luther
I certify that this student has met the requirements for format contained in the
University format manual, and that this project is suitable for sheliving in the Library and credit is to be awarded for the Project.
Rita Johnson, Ed.D.
Department of Teacher Education
, Graduate Coordinator
Date iii

Abstract of
THE EFFICACY OF COMMUNITY BUILDING IN THE ELEMENTARY
SCHOOL CLASSROOM by
Amanda Luther
Statement of Problem
This project was created in order to simplify and condense current communitybuilding activities in hopes that teachers will use those lessons in their classroom.
Currently, there are several community building books and activity packets that are accessible to teachers, but the lessons are too long and have too many components. In
2008, I graduated from the teaching credential program through Sacramento State. In those college classes, students were taught the benefits of building a classroom community. Upon entering the real world, new teachers found the focus was on test scores with very little time for extra subjects like music or art. Community building activities are not a priority given the other mandated teaching guidelines. It is appropriate to condense the community-building curriculum into smaller pieces, to allow teachers to use those activities anytime. iv

Teachers are required to teach subjects such as math and language arts, for a certain period of time. Quizzes and tests that correlate with each core subject are scanned into a computer and sent to the school district office. Those assessments must be conducted by a certain deadline set by the school district. Community building activities that take an hour to complete are not realistic or easily obtainable in a school day.
Sources of Data
This project will take current community-building activities from books and activity sets and reinvent them to create lessons that can be used during anytime of the school day. For example, if students are done with a core subject lesson, a teacher can use one of these community-building lessons. Lessons can be used if there is an assembly or fire drill and there is not time to start the core subject lesson. These community-building lessons will help with teachable moments like a fight, lockdown or simple interruption. Teachers can use these lessons during shortened days when routines are off schedule and students feel disrupted. Furthermore, these communitybuilding lessons are designed to be taught during a core subject lesson such as a
Houghton Mifflin or Open Court lesson.
Conclusions Reached
Completion of this project was exceptionally satisfying. I took notes and ideas from the credential program, collected books and articles and recreated 20 lesson plans to help teachers build community in their classroom. Utilizing this project, they can v

also see what resources are available for different topics. Community building is very important to build self-esteem, kindness, empathy, sharing and acceptance in the classroom. Students can learn how to work with others in a positive environment where everyone is accepted and not ridiculed for their thoughts and ideas.
Chia-Jung Chung, Ph.D.
____________________________________
Date
, Committee Chair vi

DEDICATION
This applied research project is deditated to every teacher whose focus is the children and not test scores and report cards. Our future generations thank you as well.
This applied research project is dedicated to every student who comes to school wanting to learn and respect classmates and staff members. The world will be a better place because of you. vii

ACKNOWLEDGEMENTS
I wish to express my sincere gratitude to following people. Their continued guidance and support during the creation of this applied research project will forever be appreciated:
Mom, Dad, and Auntie Cherry, thank you for instilling a desire of higher education in me. Without that, this applied research project would have never become a reality. I appreciate all your love and support through this process and beyond.
My sister Alaina, who showed us all that everyone deserves respect no matter their abilities and capabilities. This applied research topic was inspired because of you. viii

TABLE OF CONTENTS
Page
Dedication ................................................................................................................... vii
Acknowledgments ..................................................................................................... viii
Chapter
1. INTRODUCTION .................................................................................................. 1
Purpose of the Study ......................................................................................... 1
Purpose of the Project ....................................................................................... 5
Description of the Project ................................................................................. 6
Significance of the Problem ............................................................................. 8
Limitations of the Project ............................................................................... 10
Definition of Terms ........................................................................................ 11
Organization of the Remainder of the Project ............................................... 13
2. LITERATURE REVIEW ..................................................................................... 15
History of Change in the Classroom .............................................................. 15
Unacceptable Classroom Behavior ................................................................. 19
Benefits of Building Classroom Community ................................................. 26
Community Building vs. Character Education ............................................... 33
Piaget and Vygotsky ....................................................................................... 34
3. PORTFOLIO OF COMMUNITY BUILDING ACTIVITIES ............................. 38 ix

4. CONCLUSION .................................................................................................... 40
Development of the Curriculum ..................................................................... 40
Lessons I’ve Learned Along the Way ............................................................ 43
Implementation of the Project ....................................................................... 46
A Successful Educator .................................................................................... 46
Appendix A. Portfolio of Community Building Activities ....................................... 48
Appendix B. “What are you Doing” List of Activities ........................................... 131
Appendix C. “People Search” Worksheet ............................................................... 133
Appendix D. “Slip Game” Questions ...................................................................... 135
Appendix E. “Be our Guest” Song Lyrics ............................................................... 137
Appendix F. “Hey Juliet” Song Lyrics .................................................................... 139
Appendix G. “Under the Sea” Song Lyrics ............................................................. 142
Appendix H. DJ Earworm’s Mash Up Artists ......................................................... 146
Appendix I. “Colors Art Lesson” Reflection Sheet ................................................. 148
Appendix J. “Colors Art Lesson” Contrasting Colors Sheet ................................... 151
References ................................................................................................................ 153 x

1
Chapter 1
INTRODUCTION
Purpose of the Study
(In schools) 'There is an emphasis on doing things right rather on doing the right things.' - Thomas Sergiovanni
When teaching in an elementary school classroom, lessons can often be interrupted by a student’s negative behavior. Educational physiologist, Pat Moranda
(n.d.) suggests
Often kids who are looking pretty okay at home or can manage in small groups, when they hit a classroom situation with 25 or 30 kids, 1 adult, a lot of structure, and few choices, you start seeing a lot of the behavior problems show up. They can't handle the kinds of rule impositions that a classroom involves. (para. 1)
There are several factors that come into play when dealing with elementary school classroom behavior. Students act out at school because they feel it is the only way they will receive attention. They may struggle to make friends because they do not know how to socially interact with their peers. They might act out at school seeking to gain attention quicker by negative behavior rather than positive. For example, if a student throws a pencil or hits another student, the teacher and peers would respond faster than if the child was quietly working at his or her desk. A child might act out at school because he or she is a bully and picks on other students in order to feel better about him or herself.

2
Dr. Stanley Turecki (1985) speaks in his book titled The Difficult Child that children may be born with difficult temperaments or have diagnosed behavior problems that cause them to act out in the classroom. Students struggle with routines, resist listening to authority, and do things their own way rather than like everyone else. They might have Attention Deficit Disorder (ADD) or Attention Deficit
Hyperactivity Disorder (ADHD) causing them to misbehave in class. Dr. Stanley
Turecki states “difficult children are normal and are like this because of their innate makeup” (p. 7). These students did not ask to be born with their temperament and should be respected the same way a student who behaves positively. Teachers and parents must learn how to manage the behavior in the classroom and at home because, unfortunately, negative behaviors are not acceptable in a classroom, school, or in public.
Dr. Stanley Turecki (1985) is a child psychiatrist well known for his study with the difficult child. He provides advice to parents on how to deal with their child’s difficult behavior at home, school and in the community. Dr. Turecki founded the
Difficult Child Program at Beth Israel Hospital with Dr. Carole Sands. Mrs. Lucille
Turecki facilitates support groups to help parents learn strategies to assist children with difficult behavior. Dr. Turecki moved the Difficult Child Program to his private practice in Manhattan and has written the book The Difficult Child .
Disrupting the class, bothering another student, not working independently, or bullying another student are all behaviors that force a teacher to stop work with the entire class and focus all the attention on one student. If the teacher chooses to handle

3 the situation by speaking to the student, the class must wait, and instruction time is wasted. If the teacher chooses to ignore the behavior, instruction time is still wasted because the class cannot concentrate on the lesson at hand. Often the student is sent out of the classroom to be disciplined by another teacher or the administrator. That child is now losing critical learning time while his or her behavior is addressed by another adult who has no idea what occurred. When the student returns from the office or another classroom, he or she must catch up to the class. The teacher must give him or her individual instruction, or the student must ask another student. This approach is not conducive to learning. Community building can help students learn how to act appropriately in class; therefore, instructional time will not be lost because children will no longer be sent to the office or another classroom.
Classrooms are observed by administrators to make sure students are learning the core subject matter according to curriculum geared towards state tests. State guidelines specify the number of minutes students must be taught core subject material. Many administrators believe there is not time in a school day for children to learn community building skills. If time is taken to teach children how to behave socially, many behavior problems will subside. Negative behavior will decrease because students know they will receive positive attention by working on their assignments, and working well with others. Students will not be sent out of the room to speak to an administrator and lose instructional time, nor will time be wasted addressing one student about his or her behavior. By bringing in the classroom

4 community concepts, behavior problems will diminish, and more time will be spent on essential instruction.
It is imperative to teach children community building skills so they can apply those skills not only in the classroom, but ultimately, in their community. Children are either not learning these skills at home or have been diagnosed with conditions that inhibit their behavior and ability to act appropriately in class. Children who behave well in class need to learn how to accept those students who struggle and need extra support.
Currently, there are books that help teachers find lessons to teach community building in their classrooms. The problem is those lessons take up at least an hour and have many components to each lesson. There are stories and videos to prepare ahead of time, worksheets to copy, and materials to enhance the activities. For example, in the book The Morning Meeting book by Roxann Kriete (2007), one lesson contains four components: greeting, sharing, group activity, and news / announcements. That one lesson could take up to an hour to complete. The state guidelines mandating the minutes students should be taught math, language arts, or physical education make it impossible for teachers to teach community building for one hour. Many teachers know the benefits of building community but do not have the resources to use on such a tight schedule. If one book had lessons that could be implemented in less than half an hour, the likelihood of them being used in the class is greater than using a book that has an hour-long lesson.

5
Purpose of the Project
The purpose of building a classroom community is to establish a positive environment where all students feel comfortable and welcomed. When students feel they belong, they are more likely to participate in class, give input, and encourage others. In a class where community building takes place, if a student is struggling, other students are more inclined to help rather than make fun of them. Within a positive classroom environment, students experience fewer behavior problems and seek the attention of others in more appropriate rather than negative ways. They belong. The teacher responds favorably to all students and gives everyone an equal chance.
A child deserves to learn in an enviroment that is physically, mentally, and emotionally safe. In school districts, there are guidelines or drills in place to ensure students’ physical saftey (in the event of a fire, earthquake, intruder, floods), and most schools have a committee that ensures teachers and parents are aware of these drills.
Districts ensure a child’s mental safety by posting student and parent rights on the district websites and at the school sites. These guidelines might not be followed nor a committee in place to make sure people comply. If a committee or procedure is not in place, a child is not emotionally safe. If a child is struggling socially to be accepted by his peers, there exists no action plan to ensure the student’s success. There needs to be a committee or guidelines in place that informs teachers, parents and students what will happen if a child is teased or ridiculed at school.

6
Many students have problems they bring from home to the classroom. Either they have not been taught certain social etiquette or do not have outside opportunities to practice those social skills. Many students are not enrolled in sports, clubs, or other after school programs which facilitate such social skills. When certain students enter a classroom, their disruptive behavior prevents them and others from learning.
Community building activities can help the child and the class learn to work with others. There are so many aspects that community building can affect in a classroom.
Students will learn how to treat others who need more help. They will develop a voice and stand up to bullies and other students who ridicule them. Students will learn that in the classroom everyone is equal no matter their race, gender, or ability, that everyone deserves to be heard and respected.
Description of the Project
Currently, there are community building books that teachers can check out of the public or college library. School districts do not have teaching manuals regarding community building but have programs where one can read a story or show a videotape about certain character building traits (sharing, kindness, acceptance). The challenge with those lessons is they direct the teacher to show the video, ask two to three questions provided on cards, and then end the lesson. Students are spoken at rather than spoken to. There are no opportunities for the students to engage in the lesson or ask questions of their own. They are expected to sit, watch, answer, and then take that information out to the real world and somehow make sense of it or function appropriately.

7
This project will take those current community building books and condense their lessons into more time appropriate activities. Also, it will take several sources and combine them into one resource. There will be twenty community building activities that will teach children how to work with one another. Those lessons can be used once a day for four weeks. They can be used at the beginning of the school year to help build community and establish a positive environment. They can be used in the middle of the school year to help foster positive relationships. This project can show teachers what resources are available for them to use once the 20 lessons are over.
Rather than refer to four or five different books, all resources are now in one location, organized by topic. Teachers can decide what would work in their classrooms, touching on topics their students need. The main goal is to provide teachers resources to use in the classroom to promote community building.
Usually a community building activity has a greeting, sharing, class activity and news / announcements portion in each lesson. These lessons can potentially take up to an hour to complete and contain several portions. Many books present different styles of community building. Some offer four components; others work with songs and games. My project will consist of 20 lessons that take current community building lessons highlighting key points and activities to foster community building in the classroom. This project will present a lesson plan format that will consist of standards, multiple intelligences, Bloom’s Taxonomy, and materials needed. Sometimes, principals or administrators perform unannounced observations and want to see your lesson plans. My lessons will show all topics rather than simply what current books

8 offer: activities that give broad ideas or too detailed manuscripts. The teacher will teach concepts that help students learn to work with one another, to respect themselves and others, as well as be to be kind, empathic students. The 20 activities will be organized based on topics that research has shown is beneficial to student learning.
Significance of the Problem
Classroom building activities will benefit four main stakeholder groups: students, teachers, parents and administrators. Classroom community activities will teach students who behave poorly how to make friends, communicate with others in a positive manner, and work to receive positive attention. Community building can help children who misbehave because they know their negative behavior will not be tolerated in the class. They will receive attention from others by compliments and encouraging words. Activities and skills will also be taught to students without behavior problems that can be applied to the real world. These activities can help eliminate bullying from the classroom. By complimenting and encouraging others, students can be empowered to help eliminate or decrease behavior problems in the class. For example, if a student is misbehaving, another student could politely ask him or her to sit down, or ignore the behavior. When students behaving negatively do not get attention, they usually stop acting out. Community building activities will teach the entire class that everyone is accepted and welcome in the classroom. No one is ostracized, left out, made fun of, or ridiculed. Everyone deserves respect, and the classroom community will respect everyone at school.

9
Community building activities will benefit the teachers because such activities will decrease the negative behaviors in the classroom. A child might act out because the teacher does not know how to help solve the problem. Since the teacher does not know what to do, the child is sent to someone else who may or may not know what to do. If there is a lesson plan on helping students work together, then the teacher can put those resources to use to solve the behavior problems in the class. The lesson plans also remind the teacher to reinforce the positive behavior by giving compliments and encouraging words to all students, not just the ones who always behave well. If students learn to work with others in a positive manner, they will not have to act out to get that attention. Often, teachers may utilize a discipline style that is not beneficial to the student. If someone misbehaves, he or she is sent to the office. Once at the office, the student will stay there until the teacher calls him or her back or until the office manager/principal tells him or her to return to class. Very few teachers take the time to analyze the problem and support the student in the moment when the negative behavior occurs. Also, community building can build the teachers’ confidence in solving behavior problems in their own classrooms. They would need to invest more effort at the beginning of the school year by teaching classroom community, but the result would be fewer behavior problems through out the year!
Community building activities will further benefit the school administrators.
Many students get sent to the principal’s office for behaviors that can be resolved in the classroom. For example, if a student picks on another student or calls out and disrupts the class, the teacher gets frustrated and tells them to leave. Dr Turecki (1985)

10 asserts, “Negative attention reinforces negative behavior – which in turn increases the negative attention”. Teachers give attention to those who misbehave and unknowingly add to the problem. Many low achieving schools exhibit a high degree of behavior problems. School report cards reviewed on school district websites show the number of suspensions low performing schools report compared to those at high achieving schools. If behavior in the classroom is positive with few suspensions, test scores go up. Building classroom community would benefit the low-income area schools by teaching students how to work with one another. Test scores would improve because behavior problems would decrease. Also, when a child is suspended or absent the school loses money. If a child refuses to come to school because he or she is having problems with their peers, the school loses money. If a child is suspended for behavior problems in the class, the school loses money. Community building will help eliminate problems in the class, therefore, suspensions and absences will decrease and school funding will be more secure.
If parents use community building activities and philosophies at home, parents will benefit as well. Children’s behavior will improve at school and at home. If a child is being ridiculed or bullied and refuses to go to school, a parent will need to take time off work to stay home with the child.
Limitations of the Project
There are two groups who would limit this project: teachers and administrators. Some teachers might not use community-building activities because they feel behavior problems are not prevalent, and administrators are there to handle

11 those problems. Administrators are paid more than teachers; therefore, many teachers feel administrators should handle the behavior problems. Other teachers are set in their ways and might not want to learn another curriculum or add more to their daily routine. Those teachers often follow schedule or lesson plans they have used for the past twenty years; adding something new would disrupt their schedule or cause resistance. Other teachers might not consider bullying a problem and will not want to use a new curriculum because “kids are just being kids.”
Administrators might feel the focus should be on test scores and curriculum rather than introducing new activities into the classroom. Schools and students are under extreme pressures to perform well on tests; if they do not, principals and teachers might lose their jobs, and schools might lose their funding. Because of that, principals might not allow community building in the classroom.
Definition of Terms
Definitions
Academic Freedom : The ability of teachers and students to express their ideas without the restraints from the districts or administrators. Further, the latitude to teach the state standards and district mandated curriculum using different styles of teaching to enhance a lesson.
API : Academic Performance Index. The rating of a school based on test scores.
Behavior Problem : a behavior that disrupts the learning of the student and the students’ peers.

12
Building Community : The establishment of a positive environment where all students feel comfortable and welcome.
Classroom Community : The setting in the classroom that consists of the teacher and students.
Community Building : A philosophy where children are accepted and treated as equals. No one is an outcast or ridiculed; everyone is treated with respect.
Community Building Activities : Activities that teach students how to get along with others.
Core Subjects : Subjects that must be taught as set by individual district standards. Main core subjects in elementary school consist of Language Arts and
Math. Science, Social Studies, writing, and physical education comprise secondary subjects. Arts, music, drama, and theater are almost never taught at the elementary school level.
Equality Education : Elimination of the achievement gap by using different strategies to teach to all races and ethnicities.
Morning Meeting : A time when students come together to greet one another and share what they did over the weekend/over night. Sometimes there is time for a group activity or game. This is different than a Saxon “math meeting’ when students run the meeting posing questions about the math curriculum.
PI – Program Improvement : Whereby a school must increase its state test scores or the district will step in.

13
Scaffolding : The idea where the teacher models behavior and then students practice. Gradually the student takes over and the end product is not important but the learning process in between.
Organization of the Remainder of the Project
Chapter 2, the Literature Review, is Compiled in the Following Manner

History of Teaching Community Building

1980s, 1990s and today

Why the shift between the years?

Pros of Teaching Community Building

Waldorf, Montessori

Other states that practice community building, what are their results?

Moral development in private schools

Community Building vs. Character Education

Piaget vs. Vygotsky
Chapter 3 is Compiled in the Following Manner

Portfolio of Community Building Lessons

Morning Meeting Lessons

Lessons to Help Build a Foundation

Acceptance Lessons

Building Self-Esteem Lessons


Empathy Lessons

Kindness Lessons

Problem Solving Activities

Respect Activities

Sharing Activities
Chapter 4 is Compiled With the Following Information

Development of Curriculum

Lessons I’ve Learned Along the Way

Implementation of the Project

A Successful Educator
Appendices
Reference
14

15
Chapter 2
LITERATURE REVIEW
“
You must be the change you want to see in the world
” – Mahatma Gandhi
History of Change in the Classroom
In almost every culture and geographical area around the world, schools are designed to educate children in the community. There are schools in rich, poor, and middle class communities, located in urban, suburban, and rural areas. Schools have one goal in mind: to prepare children to become educated, productive members of society. Schools may differ in the methods they use to teach chosen curriculum, and the length of time children learn the material. Some school districts require students to learn about a core subject for a set period of time. Private schools allow teachers flexible time limits for teaching a core subject. Schools might teach to only the elite boys in the community, while others teach all children no matter their gender or economic status. Schools were built in neighborhoods because citizens united and demanded change in the community. This change occurred because people stood up for what they believed in and made their educational ideals a reality.
Schools were built to teach children topics the adults wanted them to learn.
Adults told children how to learn, what to learn, and when to learn. There was no academic freedom, and everyone was taught the same way. Morals were taught at home and in schools because children were expected to behave. There was no tolerance, individuality or learning at one’s own pace and style. Children had no voice and their thoughts and expressions were not respected.

16
According to Anderson, Kaestle, Cuban, and Ravitch’s (2001) book titled
School, The Story of American Public Education , in 1770, schools in the United States were called common schools and were designed to educate the white males of the community. Males would grow up to be leaders in their towns and become store managers, sheriffs, or farmers. They needed to know math and writing skills to succeed in their jobs. They also needed to know how to work with others in order to buy and sell their products. Girls were viewed as second-class citizens and without the right to an education. They were thought unworthy of knowledge and were kept home to help with chores and taking care of younger children. Adults felt girls should be trained to care for their future husbands, so why send them to school to learn how to read and write? As a result, children were taught morals along with gender bias.
In the mid 1800s, the industrial revolution took place and a fluctuation occurred in the population trends. There were greater numbers of farming families moving to neighborhoods in the city because people moved to where jobs were located. With the growth of canals, the railroad, and manufacturing companies, men left the small communities to obtain work in big factories, therefore leaving jobs in the small towns vacant. Families who chose to stay in the farm communities, women had to take over town jobs and needed to be educated to do so. Schools now were offered to white children, male or female, no matter their economic status. A dramatic shift in educational acceptance came about where both women and men were entitled to read and write. During this time, “ninety percent of white men and sixty percent white women were literate” (Anderson et al., 2001, p. 12).

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After a period of time, people figured out one could work manual labor and need not be educated to do so. Many children stopped going to school, and boys sought to earn money in factories. Only large cities were required to establish schools because they could afford to pay teachers to educate the students. Many people migrated to the large cities because most of the work was located there. School, The
Story of American Public Education suggests the influx of different demographics:
“Protestant, Roman Catholics and African Americans caused a shift in the school setting” (Anderson et al., 2001, p. 13). Now everyone thought children should go back to school to learn how to get jobs like their parents.
In the 1960s, schools shifted over to a typical school setting that we see today.
Teachers taught in classrooms of twenty students of the same age and grade level.
Another change during this time period occurred: schools were designed for all children including African Americans. Schools had been segregated and African
American children did not have the same academic opportunities as the Caucasian children. African American parents went to the school board and protested, “…our kids are deserving of the same type of education that you are giving to everybody else.” (Anderson et al., 2001, p. 135). African American students had no textbooks, or school supplies and had to use separate water fountains and restrooms. African
Americans were viewed as the lesser citizens, Caucasians the “Superior.” The Civil
Rights movement pushed equal rights for all, and segregation was abolished. The focus of education moved from race to ability and accessibility.

18
Currently in the United States, the Department of Education governs rules and regulations to make sure all students are served no matter their race, ethnicity, gender, economic status, or ability. Teachers are encouraged to teach to the “whole child” using varied teaching methods. Students learn with multiple intelligences and are tested more frequently. Children’s voices are valued and are encouraged in the classroom. Teachers teach a subject, and call on students to justify their answers.
Society now believes in children and wants them to grow to their highest potential. If we expect children to voice their opinions, we need to teach them how to accept other students’ and teachers’ opinions and voices!
Seeing first hand the acceptance of children expressing themselves, children now are able to ridicule and harass students. Currently, the second-class citizens are students who are viewed as less popular or dress differently than the popular students.
Those students are having a hard time in school and there needs to be something in place to help those students succeed. With the change in family structures, our society now has a higher divorce rate, single parent households, and children going to day care or being latchkey. Students are not the same as they were 30 years ago where the majority of fathers went to work as the mother stayed home to cook and tend to the house and children. Families might not feel moral development is necessary so schools should step in to help where families are lacking.
Change is the key force driving schools to make the progress they have made.
If something is not working, parents and teachers demand change to take place. If parents, educators, politicians, and lawmakers did not come up with new ideas, we

19 would never have change. New ideas, curriculum, rules, guidelines, and standards would not be in place if people did not stand up to change what they thought was unfair in the school environment. Groups that were excluded or unfairly treated – for example, African Americans, Latinos, the handicapped, women – have organized social movements and have sought access and influence in publish education
(Anderson et al., 2001, p. 8). Currently, the focus in schools is on testing and standards rather than children learning to work with others. Teaching community building should be adopted into public schools because children need to learn how to relate and interact with their peers. Community building in the classroom will teach children to become socially productive members of society.
Unacceptable Classroom Behavior
A Cry for Character by Dary Matera (2001) is about building classroom community. Staff and students at Mundelein High School located in northwest
Chicago came together to create a more positive school atmosphere. Students at
Mundelein were drawn to change their behavior after several unruly situations happened at school. Traditionally, since the 1960s, the 12 th
grade senior girls slept over in the gym to decorate it for the homecoming dance. After decorating the gym, girls would do their hair, talk about what boys they liked and had a typical pajama party. Now, in 1996, senior girls tried to out do the previous year’s senior class by pulling pranks and stunts during the sleepover. The pranks no longer consisted of dumping trashcans and toilet papering the campus. Now the pranks turned to trees spray-painted, shaving cream put on the grass to kill it, locks covered in grease, and

20 walls covered with painted handprints. That was the end of the senior sleepover due to concerns that next years senior class would try to outdo this mess.
Other incidents took place during pep rallies, sporting events, and traditional school activities. One activity was to decorate the school to welcome incoming freshman. Rather than hang crepe paper in school colors, students decorated the walls with ketchup and mustard and yelling obscenities at custodians who tried to clean up the mess. They were making fun of his profession and treating him like a second-class citizen. Students who tried to do the right thing spelled out welcoming phrases with plastic cups pushed in the chain-linked fence. In the middle of the night, students came and damaged all the work the responsible students did. Pep rallies were used for screaming matches to see who could yell the loudest. It was no longer getting the students pumped up for the big game, now it was to call out vulgar phrases to the lower classman. Again, yelling at the people they felt were second-class citizens.
The situation that caused the administration to put down their food was the selection of the homecoming queen. During a homecoming dance, rather than the girls finding out if they won by looking into a box and who ever had the red rose wins, now girls would put their hand into a bucket of pudding. If their bucket was empty with nothing in the pudding, they lost. The girls, who did not win, gave the queen a hug but ended up getting pudding all over her. The final straw was when parents noticed there was a tarp under the chairs so pudding wouldn’t get all over the stage. Someone knew this was going to happen and prepared in advance. One student writes, “The stunt had indeed been approved by the student council faculty advisor” (Matera, 2001, p. 21).

21
Parents went straight to the administration and the media became involved. The administrators decided if students wanted to have their school activities (dances, pep rallies, sports games, traditional activities) back, they had to figure out a way to make the school a more positive place to be.
Some students noticed that their own behavior was changing. Bill Zasadil was the star quarterback. He shared a locker with a friend and another student kept using his own locker door to block Zasadil’s locker. When his friend tried to open the door, the bully tried to pick a fight. Zasadil stepped in and threw the bully against the wall until he moved the locker door. Zasadil felt so bad because he knew he wasn’t the fighting type but the atmosphere at school made him snap. He was upset that the homecoming activities were no longer used to bring the school together to win the big game but used to humiliate other students, staff and the principal. Sometimes, homecoming games had to be scheduled where certain schools didn’t play together due to the vandalism between schools. The next day, he went to his French class and was talking to his peers about how embarrassed the seniors should feel because when they go to the real world, they won’t be viewed as good students but “those kids from
Mundelein”. The teacher of the French class used that opportunity for the children to think of ideas on how to change their school.
Petitions were sent around the school to see if fellow students wanted a change in their school. The majority said they wanted it to be “stable and supportive, not anarchistic” (Matera, 2001, p. 26) Students wanted an entire class period devoted to supporting ways to change the school. Eventually, flyers were passed around the

22 school asking students to attend a meeting to help get the school back together.
Faculty stepped in to help the students. They formed new rules such as “We treat others with dignity and respect” (Matera, 2001, p. 53). They put in place activities where students could see how to react to certain situations. They had to learn what was acceptable and what was not. One example stated if “President George Bush Sr. was addressing the nation, he would not use profanity. However, if he was golfing and hit his ball in the sand pit, then it would be acceptable to use profanity to express frustration” (Matera, 2001, p. 54). Also, students had to be taught how to walk away from a problem rather that solve it by fighting. Students were taught to stop, think about what was happening, and choose a positive way to solve the issue. Students who did well behaviorally were rewarded. Sometimes students received popcorn that they could smell throughout the school. This was highly effective so the school went to giving out coupons students could use at the student store for pens, stickers, and logos.
However, administrators and staff had to monitor the degree of positive responses and rewards, they did not want to overdo a “good thing” by being too positive so that the students would lose interest and revert to negative behaviors.
Teachers were also provided guidelines on how to handle students who misbehave in the classroom. “Only 38% of U.S. public school teachers majored in an academic subject in college” (Matera, 2001, p. 162). Graduates, who did not major in education, did not have their heart set on teaching or wanted to improve the life of a child. Typically these teachers did not go to school to become a teacher and wanted to find an easy job outside of their academic major. Teaching would be that job. Also,

23 teachers who went through a credential program were taught classroom management while teachers who went through another program did not know management strategies. Many problems at Mundelein High resulted because teachers did not establish rules in their classrooms and did not enforce the school rules. Scenarios were played out for the teachers to consider what they could do when faced with inappropriate student behavior. For example, if a student came to school with obscenities on his or her t-shirt, what would be the response? The student could get a jacket out of their locker. If he or she took it off then the teacher would ask him or her to put it on. If he or she refused, then the dean would get involved, but the student is allowed to make choices. Experiences like this provided teachers as well as students with rules to follow with fair consequences.
After awhile, the school atmosphere became positive again. During one class each day, students were taught how to treat others with respect by using classroom community building skills. Students were taught how to walk away from a fight, problem solve, work together even with someone outside their clique, be kind and respectful to others, empathize with someone, and be more positive in general.
Students were cheering for their school team rather than destroying the other school’s float. Pep rallies were used to cheer and pump up the crown rather than bash each other. When freshman came to school for the first time, they were greeted with welcoming banners that no one ripped down. Teachers who started the program in their first period classes went to other schools to help them build a positive school environment.

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In California, 10 schools took on the implementation of Mundelein’s program.
The first year, five elementary schools joined and in the third year, five middle schools joined the program. Schools in the Sacramento region joined in this model: Dry Creek
Elementary, Nicholas Elementary, Rio Linda Junior High, and Fern Bacon Middle.
From 1996 through 1999, students took a survey to see what behaviors they did and did not exhibit. Teachers took those surveys to guide their community building curriculum. As a result, suspensions went down, attendance went up, attitude towards school and the feeling of safety by parents, teachers and staff went up. “At Fern Bacon
Middle School, suspensions went down from 470 to 204 per year. Rio Linda Junior
High went from 621 to 389 suspensions per year” (Matera, 2001, p. 175).
In other states, the studies showed schools that used this community-building model had fewer students cheat on exams, lie to parents, drink alcohol, and vandalize.
Most students apologized when they did something hurtful to another student, treated others with respect, refrained from put-downs, were more kind to younger students, and picked on others less because they were different.
Many schools and administrators do not want to use community building because time spent on those activities will take away from time that should be spent on core subjects. However, some statistics listed in Matera’s (2001) book would support that focus on core curriculum is not working:

American 12 th
graders rank 19 th
out of 21 industrialized countries in mathematics achievement, and 16 th
out of 21 nations in science. Our advanced physics students ranked dead last.

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
Since 1983, over 10 million Americans have reached the 12 th
grade without having learned to read at a basic level. Over 20 million have reached their senior year unable to do basic math. Almost 25 million have reached 12 th
grade not knowing the essentials of U.S. history.

In the same period, over 6 million Americans dropped out of high school altogether.

In the fourth grade, 77% of children in urban high-poverty schools are reading
“below basic” on the National Assessment of Educational Progress (NAEP).

Currently, average black and Hispanic 17 year-old children have NAEP scores in math, science, reading and writing that are equivalent to average white 13 year-old children.

According to U.S. manufacturers, 40% of all 17 year-olds do not have the math skills and 69% lack the reading skills to hold down a production job at a manufacturing company.
 76% of college professors and 63% of employers believe that “a high school diploma is no guarantee that the typical student had learned the basics.
(Matera, 2001)
In Matera’s (2001) book, 22 school shootings were listed from 1992 through
2001. Many of the shootings took place because of bullying, alienation, name-calling, harassment, or attention seeking. Community building at Mundelein High School helped change their atmosphere to a more positive one. Students no longer felt bullied

26 or harassed. Bill Zasadil, quarterback at Mundelein even reported he noticed a change in his own behavior when he beat up someone for being a bully. He no longer sat back and watched negative behavior happen around him but took action. While his actions were negative, he felt he was doing the right thing by protecting someone else. The student who was beaten up by Zasadil never bullied anyone again. Students at other schools might have acted out in a violent way because their school was how
Mundelein was in the first place. School and society has zero tolerance for degrading someone or treating them like second-class citizen (based on race, clique, school class, gender.)
Benefits of Building Classroom Community
By definition, community means a group of people with a common characteristic or interest living together within a larger society (Community, n.d.).
Children are in a classroom for up to six hours a day; that is one fourth of the day.
Community building creates an atmosphere where children know they are accepted and their voice will be heard. Children work together in the classroom giving positive encouragement to other classmates. All children are welcome and respected and will learn how to be kind to one another and build friendships. “If you look like you want to have friends, you’ll draw them to you” (Baldrige, 1997, p. 101). Some students do not know how to make friends and need those extra guidelines. Children do better when given guidelines on how to behave. Many parenting books direct parents to establish rules and enforce them. These guidelines should translate to the classroom where everyone abides by the same rules and consequences to assure fairness; children

27 know what will happen if they choose to act a certain way. If teachers list positive behaviors, students are more inclined to follow them. This is why many classrooms post class rules so they are visible. Children like and know what is expected of them.
Community building will teach students behaviors and concepts including kindness, self-esteem, and character building.
Prevent Bullying
Community building in the elementary school classroom can help prevent bullying because it will show children how to treat others in a positive manner, show that all children are accepted in class, and show ways to get along with others. If children bully because they feel inferior, a teacher can build an atmosphere where all children are welcome and feel comfortable, not inferior.
When the topic of bullying comes up in conversation, people tend to imagine the boy on the playground pulling the girls’ pigtails, one girl calling another girl
“stupid” or “ugly,” or a group of children purposely leaving out one person. Times have changed and so has bullying. Bullying is no longer happening just on the playground but in the classroom, on the bus, and on the Internet.
In the book 12 Strategies That Will End Female Bullying (Dellasega & Nixon,
2003) the authors describe various bullying situations. One girl has invited some friends over for a sleepover. The day of the party the friends tell the girl they are going to the movies with another friend because going to a sleepover is boring and they have better things to do. Another situation occurs when a boy snaps the bra strap of another girl and her friends start laughing. Rather than stick up for her, the friends have turned

28 their backs. In the locker room, girls take pictures of other girls changing and then upload them to online social networking sites.
According to Dellegaga and Nixon (2003), bullying is more prevalent among girls than boys and happens in any age group. Boys play sports and hang out with each other and are less likely to put others down. Girls feel the need to put someone down to make themselves feel better and to become the popular person. Many girls follow the “Queen Bee” because if they don’t, they will become the victims.
To prevent bullying, girls need to be taught empathy. Girls who have high selfesteem can build empathetic relationships, while girls with low self-esteem target others to make themselves feel better. The study performed by Dellagega and Nixon shows that girls who bully and are relationally aggressive are more likely to become bullies and are less empathetic.
Teaching Kindness
Letitia Baldrige is an author who focuses on teaching children kindness and good heartedness. In her book More than Manners!
Baldrige (1997) states students must learn that “civility and kind manners give you a strong sense of self” (Baldrige, p. 25) One can observe this in the child, who no one likes, has behavior problems, and became a bully. He or she may exhibit low self-confidence and does not care about school. When a teacher gives positive praise to a student, it helps boast his or her selfesteem. If a teacher yells at a student or embarrasses him or her, the student will feel bad and may not want to participate in the future. Community building will help a

29 student build self-esteem because he or she learns everyone is important no matter if he or she makes mistakes or gives the wrong answer.
Community building will teach children to be kind to one another. Some examples of kind behavior presented in Baldrige’s (1997) book include: returning one’s grocery cart after loading one’s car, assisting a person with a disability cross the street, helping someone carry a heavy load such as library books or grocery bags.
These acts of kindness could translate to the classroom by a student picking up a pencil when someone drops it, saying, “Bless you” when someone sneezes, or helping a peer get up after he or she trips and falls. There are great benefits to being kind to another person. Not only will a student be more well liked but will be respected and looked up to. Think about the person in your office who is sweet and polite. You are more inclined to speak to him or her than you are the grumpy, rude person who condescends everything you say. Many parents and families teach their children to “be nice”. Baldrige added, “It is an adult’s duty, not just option, to teach children how to be kind and concern for others. When a young girl makes a mess at the table and is excused because she is just so cute, no longer stands when she is a thirty year old making a mess at a business dinner. (Baldrige, p. 23) That alone is a great benefit and a great reason to teach community building in the classroom.
It is important to know children who behave unkindly are not mean spirited and usually have never been taught to be kind by an adult at home. They have not learned that an unkind action in unacceptable. Have you ever observed a child act carelessly by failing to hold the door open, or throwing their trash on the floor rater

30 than in the receptacle? Have you ever wondered why the child acts like that? No one taught them to correct the behavior, and that person responsible is usually the parent.
If the child knows only negative behaviors, those behaviors spill over to the school setting. It becomes the teacher’s responsibility to teach the child how to act with others. By teaching a child the correct behavior, they learn self-confidence and self worth. The child unconsciously learns that inappropriate behavior is acceptable and continues to practice it until told otherwise. In the classroom, teachers must teach and reinforce this concept of kindness frequently; because children must be reminded which behaviors are unpleasant to others.
Empathy
Children can be taught how to empathize with others. Sometimes empathy is not a skill that comes easily or naturally. As young children, we often teach empathy by saying things like “Be gentle, don’t hit because that hurts,” or “Share your toys so your friend is not left out.” One way to teach empathy in community building is to have the students experience how others are feeling. You could ask a child to think how someone would feel if they fell down, lost their lunch money, or tripped in front of everyone. As children get older they want to bully others. A teacher can teach empathy by learning how others feel when they copy your style and how you can express those feelings in a positive way.
Another way to teach empathy is to ask the child to put him or her in another person’s shoes. If you were new to a school, how would you feel? What would you want to happen to make your day easier? This shows how others feel, and children can

31 empathize with someone who is new. Not only can children learn empathy by putting themselves in another’s position but they can brainstorm and role-play empathetic actions like sticking up for someone, sending them a friendly note, or sitting by them at lunch. Children can come up with other ideas such as inviting someone to sit with them at lunch, or giving a tour of the school to a “buddy.”
Teaching empathy will build community in the classroom because children learn there are others who share the same feelings and should be treated with respect.
This could decrease bullying in the classroom because others know how it feels to be picked on.
Self-Esteem
Children bully because they pick on others to make themselves feel better. In order for children to stop being bullies, they must learn to like themselves. Community building can show children how to build relationships in a controlled setting. In the classroom, everyone is treated with respect and children can learn how to build friendships with students in their class. Once they are comfortable making friends in the classroom, they will feel comfortable going out and making friends on the playground or in the cafeteria.
How to Work Well With Others
In the book School – The Story of American Public Education (Anderson et al.,
2001). Nicholas Lemann is quoted as saying
If it’s a school day, during school hours, one-fifth of the total American population consists of public school students K through 12. One in five

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Americans. And if you count teachers and administrators you are probably going to get pretty close to one-quarter of the population of the country at any given time on a weekday sitting in a public school building. (para. 1)
Children must learn how to work with others in the community because they are constantly surrounded by other people for lengthy periods of time.
There are several articles, books or authors that discuss bringing community building into the classroom and show teachers lessons and activities that encourage classroom community. The problem is the activities and lessons take at least an hour.
With schools concentrating on test scores and standards, it is not time effective to plan lessons which take an hour and give up time teaching the core subjects. Principals will not allow a teacher to spend 60 minutes on a coloring activity that builds community while cutting thirty minutes out of the math lesson that teaches concepts that will be on a state test. There are two ways around the time issue.
1.
Create a curriculum that focuses on building community while teaching core subjects like math or science, or
2.
Create a curriculum where you are teaching social skills and classroom community for 30 minutes and none of the core subjects are disrupted.
The latter is more effective because it takes the kids solely out of the academic environment and into a new and exciting experience.
According to Dary Matera (2001), “57% of public schools reported moderate to serious discipline problems during the 1996-1997 school year” (p. 163) When reviewing the Sacramento City Unified School District’s school report card for

33 individual schools, research shows that schools with high parent involvement have high-test scores, while schools with no parent involvement have low-test scores. The school with no parent involvement remains in “program improvement” while the school with excellent parent involvement scores above all other schools in the district.
Schools with a high API score had a low suspension and expulsion rate. Schools with low API had higher suspension and expulsion rates (Sacramento City Unified School
District, 2010). Schools with the high API scores experience fewer behavior problems because the students have adults who show them how to work with others and thereby learn the necessary social skills.
Parents are a key part of teaching community in the classroom. Parents may not teach their children how to relate and act with others.
Community Building vs. Character Education
Community building refers to the atmosphere of the classroom. It is making sure the classroom environment is a positive one. All children will be treated with respect, and the teacher will facilitate making sure no one is left out or bullied.
Students will feel comfortable speaking their mind because they know their thoughts will be respected no matter if someone disagrees. Children will learn how to build relationships with each other even if they do not like someone. Lessons are taught via
“teachable moments” and set curriculum. Community building is taught throughout the day, everyday, using a hands-on approach.
The article “Creating Classroom Communities and Networks for Student
Support”, reports the need for the teacher and students to come together to practice

34 building community (Korinek, Walther-Thomas, Mclaughlin, & Williams, 1999), and not just 20 minute lessons but by presenting situations, acting them out, and giving students a change to see and feel real life scenarios.
Character Education mean taking key concepts such as kindness and honesty and teaching children how to assume those qualities in real life. Character Education teaches children how to morally and ethically behave in school. Typically, character education is taught once a week during a set time limit during the day. “Second Step” is a Character Education program used by several school districts. Lessons are introduced through videos, pictures and handouts. Once the concept is thoroughly covered, the lesson is done.
Piaget and Vygotsky
Letitia Baldrige (1997) discusses the development of an infant to child to adolescent to adult. Babies are born to be egocentric and all they care about is meeting their needs. If they are hungry, wet, sad, uncomfortable, they cry and receive the care they need. When they grow into toddlerhood, they must learn to transfer from egocentrism into a more compassionate person. They must share their toys and learn they cannot always get what they want. Upon entering preschool and kindergarten, students learn that they belong to a group and have to work with others. Students must learn how to work with others because it is not instinctual behavior. Baldrige (1997) and Piaget speak about the same stages. Jean Piaget is a famous psychologist whose theories focus on the cognitive development of children. According to Piaget, there are four development stages: Sensorimotor, Preoperational, Concrete Operational, and

35
Formal Operational (Atherton, 2010). Other people formulate the world of children between the ages of birth to two years. This stage relates to Baldrige’s concept of egocentricism. Transitioning from the sensorimotor phase into the preoperational phase, children are between the ages of two to seven years old and tend to be less egocentric and start to form relationships with others. On the playground and in the classroom, boys will play with the girls by making up games, playing tag and other traditional activities such as playing house or “cops and robbers”. Children lack a strong sense of logical reasoning; therefore, adults need to help facilitate examples to help the children learn to think logically. This relates to examples previously stated where adults have to tell children “You need to share”, “If you hit, that hurts,” or “You hurt their feelings.”
During the next stage, a child transitions from playing with everyone to forming stronger relationships with a small group of children. Between the ages of seven and twelve, children start to think concretely and logically but in real world settings. They lose their egocentric thinking and form stronger relationships with others. Boys will play with other boys, and girls will play with other girls. These groups sometimes mix together to play games or activities. Adults are still needed to make sure all children are included when groups mingle. Elementary school children fall in these middle stages. Teaching community building is age appropriate during these stages because children are naturally developing to learn and relate to others.
They can learn empathy, kindness, and involvement with everyone and bullying.
Teachers and adults need to intervene to show children how to adopt these behaviors

36 in a positive manner. Children learn to be mean, but adults need to step in and guide them in a positive direction.
Lev Vygotsky is another famous psychologist who believed in the theory “The
Zone of Proximal Development” (ZPD). Vygotsky believes that children cannot complete tasks that are too hard for them without the guidance of an adult or someone older than the child. Scaffolding relates to the ZPD because someone can help the child at a skill until they are ready to do it on their own. Two concepts of building classroom community relate to Vygotsky’s. One, a child cannot learn to relate to another child without the help of an adult. Children will not relate to one another, build positive relationships, include one another, or empathize without the help of an adult. Classroom community is needed in schools because children will not know how to build a community otherwise. Two, children can scaffold with one another to learn a concept but need help from adults who create an atmosphere where children can learn together. Classroom community builds an atmosphere where children can learn together in a positive environment without name-calling, degrading behavior, or making fun of students who need more help.
Adults, teachers, parents, and administrators need to shift their way of thinking to include classroom community in their lesson plans. Schools will not succeed in closing the achievement gap, raise test or API scores until all children are in an environment where they are comfortable, accepted and respected. Classroom community is an essential part of an elementary school classroom. Children need a place where they feel safe emotionally, mentally, and physically, where they can

37 blossom and grasp the curriculum. When children are secure about themselves, they can help others in a positive manner. Children need to learn to empathize with one another and to accept others for who they are. When children can learn in an environment where they are comfortable knowing that no one is going to make fun of them for making a mistake or getting the answer wrong, they are more willing to come to school the next day. Classroom community needs to exist in every classroom because children deserve to be respected by their peers and learn in a safe, accepting environment.

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Chapter 3
PORTFOLIO OF COMMUNITY BUILDING ACTIVITIES
'Never doubt that a small group of thoughtful citizens can change the world.
Indeed it is the only thing that ever has .' - Margaret Mead
There are several community building books and tools available to educators.
The main goals for this project include: to introduce available tools, to create new lessons from current lessons, and organize them into an easy to use resource.
Each lesson has lists of resources where teachers can find more activities similar to the ones they are interested in using. Lessons are designed to set the foundation and help teachers feel comfortable using the plans and finding more that their students can benefit from. Standards are all taken from the California Department of Education subject booklets. Teachers will need to adapt the standards to their grade level. Lessons can be adapted to any core subject, teaching social skills to reinforce the curriculum and community building topics. Also, several lessons suggest teachers use stories as hooks to draw in the students. One could use a story from their language arts curriculum such as Houghton Mifflin or Open Court.
There are three different kinds of lesson plans in this project: community building activities, community building lessons, and Morning Meeting ideas. All help build community in the classroom. First, Morning Meeting ideas should be the foundation of classroom community and taught first. These lessons should take place in the beginning of the school year to help set a positive tone in the classroom. Once a morning meeting routine is established, the teacher can add community-building

39 lessons throughout the day when time permits. Next, complete the listening activities because those will help set precedence for lessons later on. When directing such activities, it is important to take advantage of teachable moments and talk out situations with your students. If someone trips and falls in class, take that time to show students what to say. When teaching from core curriculum, teachers can add in a social objective to reinforce the community building concepts once they have completed the 20 lesson plans in this project. It is important to remember these lessons can help build upon concepts already being taught in the class. If the class is learning about rhyming, a teacher can substitute rhyming for syllables in the community building lesson. The lessons can be adapted to what the curriculum mandates you teach.
To ensure a teacher encourages whole class participation, the teacher can ask students to respond in reflection with a thumbs up/thumbs down response. Rather than call on children to give a yes or no answer, the thumbs up/thumbs down response allows everyone to participate. In Appendix A you will find 20 lessons you can complete in your class to help build classroom community.

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Chapter 4
CONCLUSION
“
The beautiful thing about learning is that no one can take it away from you.”
– B.B. King
Development of the Curriculum
As a graduate of the teaching credential program, I found a huge emphasis on building community in elementary school classrooms. Advisors spent time preparing activities that we college students could practice and then take into our elementary classrooms. I spent time taking extensive notes on each activity because I knew one day I wanted to use these lessons in my classroom. Two years later, the economy is so bad that teaching jobs are not readily available. I want to keep those lessons and memories fresh so when I do get a teaching position, I can pass along essential community building skills to teachers and other educators.
While student teaching, I noted that some teachers believed in community building, while others thought it was something to do when one you had extra time in the day. In observing schools for our college classes, I discovered the popular schools with high-test scores believed in classroom community while the schools who were struggling to raise their scores did not engage in community building at all. We were not asked to observe the low scoring schools because they were schools we should not use as a model. However, most of us were asked to student teach at these schools because we could be a positive change and help implement community building in the classroom.

41
It was hard to teach community-building activities while student teaching because it felt disjointed. I would teach a lesson that I was shown in my teaching credential classes and then switch to the school’s curriculum. Many teachers insisted the curriculum should come first, then community building because the administration’s priority is to raise test scores.
After the program, I became a long-term substitute teacher in a kindergarten classroom. I had 15 boys and five girls enrolled. My students had never been in school before and did not know how to relate or build relationships with one another. They had problems sharing and being kind to one another. I taught community building lessons because I found when I gave students real world examples, they quickly caught on. They became friends with each other and wanted to help those who were struggling. Students no longer hit or fought over toys but learned to share and communicate with each other. By bringing in community building lessons, I helped those students feel comfortable working with everyone in the class, not just the ones they chose to play with.
When it came time to pick a project topic, I knew I wanted to research and develop community building concepts and lessons. I wanted to use the ideas and activities I learned about from the credential program and the experiences from student teaching and substituting in the kindergarten class. I went to the library and found few books available on community building. Books either had to be ordered from another library or were lost in the system. The library at Sacramento State did not have many, and the ones they had were very old. The books available were written

42 about bullying and building self-esteem in troubled youth. I searched for books on how to build kindness, empathy, and the benefits of building community in the classroom. There were several articles online that addressed community building, mainly from the Montessori and Waldorf background. I asked classmates from the credential program if they had books I could borrow, but no one had anything about community building. Maybe this is why community building is not widely used in schools; teachers have few options or access to such activities.
I decided my project was going to be collecting lesson ideas from the resources
I found or knew about. I took my notes from the credential program, and put my own spin on the current lessons that help build community. I thought if I could organize my project in a way where teachers can look up a lesson by concept, it would be easier for them to use in the classroom. Lessons were named after the original lesson to give the teacher a second resource. For example, one lesson is entitled “Slip Game” which comes from the book Tribes (Gibbs, 2001). I adapted this lesson to meet the needs of a public school classroom but still maintain the basic idea of the original lesson. The teacher now has two resources to use in his or her classroom: the one I reinvented, and the original one from the book. Lessons include resources on where teachers could find additional lessons if they want to continue teaching on that topic.
The idea was to create lessons using current community building activities and modify them to fit any classroom. Each lesson had standards, multiple intelligences, and Blooms Taxonomy. I did not simply take one resource, copy the idea, and add community building topics. I took the lessons and added my spin on integrating other

43 lesson topics. For example, to teach community building using a current book, one would teach the community building activity and then stop to teach the regular curriculum. My project helped combine the two together to demonstrate one can teach the curriculum while teaching community building.
I also chose activities that were fun and would relate to all children. Some current activities are geared towards outgoing students who are confident with themselves. I changed some lessons to help those who do not speak English very well or for shy, introverted students. I did not want them to be left behind and lessons were adapted to suit everyone’s style.
Lessons I’ve Learned Along the Way
I have learned many lessons in completing the Master’s program and writing this project. The main lesson is one is capable of anything once one puts her mind to it. I had no idea I could write a document that was over 100 pages long! I knew obtaining articles and books would be a challenge, but once I found my groove, things fell into place really quickly.
By reviewing community building books, I noticed that lessons could be used for many different areas. Lessons that were designed to help promote kindness could also be used to build acceptance. Activities built to help encourage others to come out of their shells and work with others could also be used for building friendships and self-esteem. Activities and lessons could be intertwined. All lessons could help build self-esteem.

44
It was interesting to see that many self-esteem lessons were really helping students learn more about each other and promoting friendship in the classroom.
Instead of leaving someone out because he or she was awkward or “different,” these lessons helped everyone learn about each other, not just focus on one student. All lessons could help a student build self-esteem because lessons were designed to make sure no one was left out; everyone was respected and not made fun of for his or her ideas. I wanted to help all students in the classroom, not just the ones who were misbehaving or were being bullied. My thought was “What about those students who don’t get bullied but are shy and don’t know how to approach someone?” “What about those students who are hyperactive and no one wants to be their friend because they disrupt the class so often?” I wanted to offer community building advice on how to help every child, not just those who are bullied or were being left out. I found a few books related to these objectives but mainly jumped back to resources I found in the credential program.
The Montessori and Waldorf methods also use community building in their schools. From previous child development classes, I learned the Montessori and
Waldorf schools concentrate on the whole child and not test scores or grades. Articles
I found about community building were based on Montessori or Waldorf methods, which were not conducive to a public elementary school classroom. For example, through such methods, children are guided to pick which subject they want to learn about and have access to all subjects at once. A child can go to the math station or the

45 reading station, which directs teacher instruction. This approach is not realistic for a public school setting.
I realized when using these lessons, the teacher really has to be on board with the community building theory. If a teacher thought it was a waste of time, he or she would not put his or her whole heart and soul into making sure everyone was included, respected and not ridiculed. From substituting in other classes, students with behavior problems are sent to the office for someone else to handle. These children could be managed in the classroom and shown appropriate ways of conflict resolution.
Many current teachers and students from the credential program lacked books on community building. When I asked to borrow some for my project, they had none to share. They had art books and science experiment books, but nothing related to building community in the classroom. A friend from Utah had a few books I needed and sent those. It was interesting to see a concept could diminish behavior problems and help children socially in the classroom did not seem important to teachers.
Perhaps the pressures of standardized testing and benchmarks have made school a place where students only learn math and language arts, where administrators feel academics are most critical.
Another thing I observed were articles and books on community building applied mainly to bullying and self-esteem. The main topics were helping students build their self-esteem so they could stand up to bullies and to help bullies build their self- esteem so they would not have to bully.

46
Implementation of the Project
When I am ready to teach in my own classroom, community building lessons and resources will be in one location and ready to share with others. As a new teacher, many experienced teachers give you advice and support. When I meet teachers and build relationships with them, I can provide one central resource of information on community building rather than give them several books or article titles.
Now that my project is over, I am very excited to pass along these resources to other teachers. These activities would benefit them by establishing from day one how a positive class is set up. This will help reduce behavior issues and bullying. Some ways I could implement these activities is through demonstrating to teachers during staff meeting, staff development, professional development, or academic conference meetings. Within these venues, teachers are always looking for new ideas and ways to cut down on behavior problems.
Research indicates the positive benefits to building classroom community.
Children learn how to be kind, empathic, and respectful of one another when given the opportunity to learn in an emotionally safe environment. Self-esteem naturally rises when others treat you positively. Many teachers value a resource validated by research to support why they are teaching certain lessons in their class.
A Successful Educator
In completing this project, I realized that in order to be a successful educator, one must research topics and ideas that will work for one in one’s teaching environment. If someone is in a school where test scores are of the utmost importance,

47 then one can find resources to build community while teaching those topics. If one instructs in a classroom where the whole child is the focus, one can find resources where by students can take a bit longer learning how to build community. I knew I would be teaching in a public school setting, therefore, located resources that would help me and fellow teachers in that setting.
This project has taught me that there are great benefits to building community in the classroom, but many teachers are not necessarily receptive. Building community in the classroom will not only help one be a more effective teacher because one is exhibiting kind, accepting behavior of others while the students are practicing the same by one’s example. Students will be better behaved because they are learning social lessons that will help them in all walks of life: in their careers, neighborhood relationships, and in society.

APPENDIX A
Portfolio of Community Building Activities
48

49
Morning Meeting Lesson
“Morning Meeting- Greeting”
 Adapted from “The Morning Meeting” book

OVERVIEW: This lesson is designed to create community and set a positive tone in the classroom. Students will sit in a circle and greet one another at beginning of each day. Students will practice eye contact, appropriate voice control and remembering each other’s names. This is beneficial because once students know each other; they are more likely to help one another succeed.
Anticipation
Academic Objective(s):

Students will be able to listen attentively to on another.
This is a level one “Knowledge” in the Bloom Taxonomy because the children are recalling or recognizing information, concepts, and ideas in the approximate forms in which they were learned.
Social Objective(s):

Students will be able to listen to others as they greet on another.
Anticipatory Set
Hook: When the students come into the classroom, the teacher will greet them in different languages. (Spanish = Buenos Dias, Japanese = Ohayo and sign language)
When everyone has come in and are sitting at their desk, ask the students what they think the teacher was saying.
Accessing Prior Knowledge: Ask the students if they speak another language. Do you know how to say hello in another language? What about goodbye?
Vocabulary Words:

None
Purpose:

Morning Meeting sets the tone for respectful learning and establishes a climate of trust.

The tone and climate of Morning Meeting extend beyond the Meeting.

Morning Meeting motivates children by addressing two human needs: the need to feel a sense of significance and belonging and the need to have fun.

50

The repetition of many ordinary moments of respectful interaction in Morning
Meeting enables some extraordinary moments.

Morning Meeting merges social, emotional, and intellectual learning.
 Adapted from page 9 in the “Morning Meeting” book.
Standards:
First Grade –
Language Arts
Listening and Speaking
Comprehension
1.1
Listen attentively.
Multiple Intelligences:

Interpersonal: speaking to someone else
Materials Needed:

None
Prep:

Practice how to say the languages before the students arrive!

Think about what the students will be sharing in circle (what did you do over the weekend, what is your favorite animal, etc.)

Get an object the students can use to pass around the circle.
Active Learning
Instructions (First time = 20 minutes. Daily routine = 5 minutes)

Ask the students if they speak another language. Do you know how to say hello in another language? What about goodbye? What are these called?

Teacher will explain the basics of a Morning Meeting. o A time to come together to build community in the class o A time to learn and listen to one another without the fear of being made fun or laughed at o A time to greet your fellow classmates and share something interesting with them in a positive environment.

51

The first component of a morning meeting is the greeting.

Students and the teacher will sit on the floor in a circle. Make sure everyone can see each other and no one is pushed out of the circle. Everyone must be included. o First, students may sit next to whomever they want. o As time goes on, students will be placed next to certain people to help build community. (Shy students next to an outgoing student, etc.)

Teacher will model how to greet someone: o Eye contact o Normal voice (not whisper, not yelling) o Polite attitude

CFU –
Do we yell at someone?
Do you roll our eyes?
Do we have attitude with the person?

Ask for a volunteer who thinks they can model a bad or negative greeting.

Ask for a second volunteer to model a bad or negative greeting.

Ask the class what went wrong.

Ask for a volunteer who thinks they can do the greeting in a positive manner.

Ask for a second volunteer to model a positive greeting.

Ask the class what was right.

Pull a name out of the hat / can and have that person greet the person to their right. The greeting they will use is “Good Morning___________.”

Make sure the students use the name of the person they are greeting.

Students will go around the circle until everyone has been greeted.

After the greeting, we will reflect on what went well and what we need to improve on. Who can show me on their fingers how you think we as a class did on our greeting: 1 being we need to improve, 2 means we did good but can work on some areas and 3 being we did an awesome job. Have a few volunteers for 1s, 2s and 3s explain why they gave the group that number.

Ask reflective questions
What did you learn from doing this activity?
What did you learn about greeting someone?
Was it hard for you to speak to someone that you might not know very well?
How did you feel when someone greeted you in a positive way?
How would you feel if greeted someone and they didn’t respond?
What are some reasons they might not respond?

52
Note: After the children get comfortable greeting one another, change the greeting.
The class can say “Buenos Dias” or “Hello there”. Once they have mastered the greeting, add in the handshake.
Groupings

The students will be able to sit by whomever they choose. If their behavior warrants students to be moved, the teacher will sit students according to her preference. If someone is left out on purpose or rude comments are made, students will not be able to sit by whom they choose.
Model

Teacher will model how to greet someone appropriately.
Reflection
Reflection Use wait time!
Content :


What did you learn from doing this activity?
What did you learn about greeting someone?
Social :

Was it hard for you to speak to someone that you might not know very well?

How did you feel when someone greeted you in a positive way?
Personal :
 How would you feel if greeted someone and they didn’t respond?

What are some reasons they might not respond?
Assessment
Academic :

Students were able to listen attentively to on another.
Social :

Students were able to listen to others as they greet on another.

53
“Morning Meeting- Handshake”
 Adapted from “The Morning Meeting” book

OVERVIEW: This lesson is designed to create community and set a positive tone in the classroom. Students will sit in a circle to greet one another.
Adding the handshake will help build the bonds in the classroom. Students will practice eye contact, appropriate voice control and remembering each other’s names. This is beneficial because once students know each other; they are more likely to help one another succeed.
Anticipation
Academic Objective(s):

Students will be able to listen attentively to on another.
This is a level one “Knowledge” in the Bloom Taxonomy because the children are recalling or recognizing information, concepts, and ideas in the approximate forms in which they were learned.
Social Objective(s):

Students will be able to shake hands appropriately with one another.
Anticipatory Set
Hook : When the students come into the classroom, the teacher will greet them with a different handshake (high five, pinky tap, fist bump, handshake, etc.)
Accessing Prior Knowledge : Ask the students if they can predict why the teacher was giving them a different handshake.
Vocabulary Words:

None
Purpose:

Morning Meeting sets the tone for respectful learning and establishes a climate of trust.

The tone and climate of Morning Meeting extend beyond the Meeting.

Morning Meeting motivates children by addressing two human needs: the need to feel a sense of significance and belonging and the need to have fun.

The repetition of many ordinary moments of respectful interaction in Morning
Meeting enables some extraordinary moments.

Morning Meeting merges social, emotional, and intellectual learning.
 Adapted from page 9 in the “Morning Meeting” book.

54
Standards:
First Grade –
Language Arts
Listening and Speaking
Comprehension
1.2
Listen attentively.
Multiple Intelligences:

Interpersonal: greeting someone

Kinesthetic: shaking hands to build a physical connection with a peer
Materials Needed:

None
Prep:

Practice how to say the languages before the students arrive!

Think about what the students will be sharing in circle (what did you do over the weekend, what is your favorite animal, etc.)

Get an object the students can use to pass around the circle.
Active Learning
Instructions (First time = 20 minutes. Daily routine = 5 minutes)

Ask the students if they can predict why the teacher was giving them a different handshake.

Explain what you expect from the handshake and why we do it: o Ask the students when they might use a handshake (job interview, meeting someone for the first time, etc) o What do we do when we shake hands (firm grip, eye contact, polite words, etc.) o Where do you see someone shake hands (doctors office, in the school office, meeting a new neighbor, teacher meeting a parent, etc.) o Teacher will model an inappropriate handshake (to hard, fast, violent!) o Ask a couple volunteers to model how to shake hands in a nice way. o Students model with the person to their left. o Students might be silly because it is uncomfortable for them to shake hands with a peer. After a few Morning Meetings, remind them how to do it appropriately once the awkwardness is gone.

55

Now, add in the handshake to go along with the greeting.
 When we do our class greeting, we will start by saying “Good Morning _____” and shake their hand.

CFU
Do we yell or whisper the greeting?
Do you ignore the person when they speak to you?

Practice the greeting and the handshake until students can master it without it being awkward and without teacher guiding positive behavior. All students should greet their neighbor with a positive shake and greeting before moving on to the next component.

Ask reflective questions:
What did you learn from doing this activity?
What did you learn about shaking hands?
Was it hard for you to shake hands with the person next to you?
How did you feel when you were asked to shake hands?
How would you feel if someone came up to you and shook your hand?
Note: Students can create their own handshake like a pinky tap, high five, elbow bump, once they master the typical handshake.
Groupings

The students will be able to sit by whomever they choose. If their behavior warrants students to be moved, the teacher will sit students according to her preference. If someone is left out on purpose or rude comments are made, students will not be able to sit by whom they choose.
Model
 Teacher will model how to shake someone’s hand appropriately.
Reflection
Reflection Use wait time!
Content:

What did you learn from doing this activity?

What did you learn about shaking hands?
Social:

Was it hard for you to shake hands with the person next to you?

How did you feel when you were asked to shake hands?

Personal:

How would you feel if someone came up to you and shook your hand?
Assessment
Academic:

Students were able to listen attentively to on another.
Social :

Students were able to shake hands appropriately with one another.
56

57
“Morning Meeting- Sharing”
 Adapted from “The Morning Meeting” book

OVERVIEW: This lesson is designed to create community and set a positive tone in the classroom. Students will sit in a circle to greet each other along with the handshake. Now, they will share a response regarding a particular topic (What did you do over the weekend? What is your favorite animal?)
Students will practice eye contact, appropriate voice control and remembering each other’s names. This is beneficial because students are practicing listening to others responses and gaining information about one another in a fun setting.
Students can find commonalities among themselves that they otherwise wouldn’t have known about.
Anticipation
Academic Objective(s):

Students will be able to listen attentively to on another.

Student will be able to ask questions relating to the topic.
This is a level one “Knowledge” in the Bloom Taxonomy because the children are recalling or recognizing information, concepts, and ideas in the approximate forms in which they were learned.
Social Objective(s):

Students will be able to share their response to the class.

Students will be able to attentively listen to their peers.
Anticipatory Set
Hook : Before the students start the morning meeting, share with the group a story about you and the topic you are about to ask them. For example, if your sharing question will be “What pets do you have at home”, tell the students a story about your pets. You might want to prepare a poster of pictures of your pets for visual learners!
Accessing Prior Knowledge : Ask the students what are the benefits of sharing information?
Vocabulary Words:

None

58
Purpose:

Morning Meeting sets the tone for respectful learning and establishes a climate of trust.

The tone and climate of Morning Meeting extend beyond the Meeting.

Morning Meeting motivates children by addressing two human needs: the need to feel a sense of significance and belonging and the need to have fun.

The repetition of many ordinary moments of respectful interaction in Morning
Meeting enables some extraordinary moments.

Morning Meeting merges social, emotional, and intellectual learning.
 Adapted from page 9 in the “Morning Meeting” book.
Standards:
First Grade –
Language Arts
Listening and Speaking
Comprehension
1.3
Listen attentively.
Multiple Intelligences:

Interpersonal: sharing a response to the group
Materials Needed:

Poster about the topic the students will share about (poster of your pets, etc.)
Prep:

Think about what you want the students to share about. Sometime everyone can relate to and something easy. Nothing where the topic will be in depth.
You want a topic that will catch their interest.
Active Learning
Instructions (First time = 20 minutes. Daily routine = 15 minutes)

Students will sit in a circle and complete their handshake and greeting.

Explain to the students that we will be adding a new item to our morning meeting: sharing.

59

Explain what you expect from them o Eyes on the speaker o No one is talking unless they are holding the special object (Koosh ball, rain stick, teddy bear, etc.) o No making fun of someone’s response. o Positive responses.

Why are we sharing and what do we learn from one another by sharing? o Common interests o Useful information o Fun information about someone you didn’t know!

Model how to share your response o Do you whisper? o Do you mumble into the ground?

Teacher will show the poster of her pets and share about her animals.

The teacher will start by asking the group
-
“Please think of your pets and tell us your favorite one.”
I will pull sticks to see who can share first.
They can pass.
If they share, they can decide which way they want the sharing to go. When we share, are we telling a story that is very long?
Remember, we want everyone to have the opportunity to share their important event.
What are some things we need to remember (attentive listening: eye contact, listen when the speaker is talking, quiet hands, etc.)?
We can pass once; once you pass we will come back to you because we want to hear from you!
Students will go around the circle and share about their pets.

After everyone has shared, students can have the opportunity to ask questions:
-
“Susie, did you get your cat as a kitten or adult?”
-
“Taylor, do you have to feed your hamster?”
Encourage students to come up with thoughtful questions and not “Do you like it” questions.

Next, reflect on what went well and what we need to improve on.
Who can show me on their fingers how you think we as a class did on our sharing: 1 being we need to improve, 2 means we did good but can work on some areas and 3 being we did an awesome job. Have a few volunteers for 1s, 2s and 3s explain why they gave the group that number.

60
Content:



Social:



Ask reflective questions:
What did you learn from doing this activity?
What did you learn about sharing with each other?
What did you learn about your fellow classmates?
-
Was it hard for you to listen to each person’s story?
How did you feel when someone was listening to your story?
How would you feel if someone walked away when you were telling a story?

Have the students complete morning meeting until they no longer need guidance and prompting.
Note: Once they have mastered the greeting, handshake and sharing, the teacher can add the traditional morning meeting components: News and Announcements, Group activity, etc.
Groupings

The students will be able to sit by whomever they choose. If their behavior warrants students to be moved, the teacher will sit students according to her preference. If someone is left out on purpose or rude comments are made, students will not be able to sit by whom they choose.
Model

Teacher will model how to share a story with the group.

Short so everyone has a chance to speak.

Teacher might need to limit the response to 30 seconds, etc. Model how to share in that time frame.
Reflection
Reflection Use wait time!
What did you learn from doing this activity?
What did you learn about sharing with each other?
What did you learn about your fellow classmates?
Was it hard for you to listen to each person’s story?
How did you feel when someone was listening to your story?

Personal:

How would you feel if someone walked away when you were telling a story?
Assessment
Academic:

Students were able to listen attentively to on another.

Student were able to ask questions relating to the topic.
Social :

Students were able to share their response to the class.

Students were able to attentively listen to their peers.
61

62
Lessons to Help Build a Foundation
“
Listening
”

Created by Amanda Luther

OVERVIEW: This lesson teaches students who to listen in a fun and exciting new way. Students will listen to the mash up of the top twenty-five artists of
2009 as created by DJ Earworm. Students will need to listen to the song in order to pick out the artists they recognize. They cannot listen a little bit or else they won’t pick up all the artists. After, they will create their own song or poem by taking lines and phrases from current poems to formulate their own.
Students learn the reason for listening in a real world setting.
Anticipation
Academic Objective (s):

Students will be able to create one poem by using sentences or phrases from several poems.
This is a level five “Synthesis” in the Blooms Taxonomy because the children are creating a poem using phrases and sentences from other poems.
Social Objective(s):

Students will be able to give their ideas about why listening is important.

Students will be able to attentively listen to others.
Anticipation Set
Hook: Tell the students that you will play the mash up from DJ Earworm. They are to listen to the song and list the different artist they hear.
Accessing Prior Knowledge: How many of you feel like no one listens to you? Why do you feel listening is important?
Vocabulary Words:

None
Purpose:

Create a poem or song from a combination of other poem or songs.

Create an atmosphere where children are heard and their voices matter

Show children the tools and importance of listening.

63
The purpose of this activity is to show students the importance of listening and give them the tools to successfully listen to others.
Standards:
Third Grade –
Listening and Speaking
1.0
Listening and Speaking Strategies
1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).
Multiple Intelligences:

Intrapersonal: working alone to create a poem

Musical: listening to a mash up of several songs to get ideas for a poem
Materials Needed:

Copy of the DJ Earworm mash up of the top 25 songs

Binder paper

Pencils

Copies of several poems.
Prep:

Copies of poems so each child has at least 4 poems

They can also bring to class a copy of their favorite five poems

Have a poem written on the board that you created! (You can also do this as a class)
Active Learning
Instructions: 45 minutes

Have the students sit in a circle.
 First, play the song “United State of Pop” by DJ Earworm o This is a mash up of the top 25 songs of 2009.

Have students listen to the song and see if they can hear the different artists in the song.

Students can work in partners or individual.

Once the song is over, you may play it one or two more times.

Once everyone has at least five artists written down, have students share who they heard. (See appendix for answers)

64

Ask the students if they have felt like no one listens to them? Why do you feel listening is important?

Listening is really important. You gained information by listening very carefully to the song we just played. You had to concentrate on the words and sounds. Brainstorm different reasons listening is important o Safety (fire drill, cars in the street) o Gather information (direction, conversations) o Others

“Now that you have heard a song of different songs mixed up together, now it’s your turn to create a song or poem.”

Now, the students will take the copies of the poems to make their own song or poem. They can take an entire sentence or phrase from one poem to create their own individual poem or song.

Check for Understanding
Are we going to take paragraphs from one poem?
Are you going to use your own words?

Give the students time to create their own poem.

After they are done, have them share their poem to their group.

Pull sticks to have a couple volunteers share their poem. Hang these on the wall for others to read when time permits.

Ask reflection questions
Why is it important to listen?
Should we listen to others when they speak? Why and what would we gain?
Was it hard for you to create a poem or song using only phrases from another poem?
How did you feel when you shared your poem or song to the class?
How did you feel when you had to concentrate on the song?
Were you excited or frustrated?
Note: This is a great project for Open House. Parents can see their child’s work on the wall or at their desk. Creative writing is always fun to read.
Grouping:

Students may sit in the circle by whomever they choose as long as no one is left out.

When working in their groups, groups are established by the teacher seating chart.
Model

How to formulate a poem using a mixture of other poems

65
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content :

Why is it important to listen?

Should we listen to others when they speak? Why and what would we gain?

Was it hard for you to create a poem or song using only phrases from another poem?
Social:

How did you feel when you shared your poem or song to the class?
Personal :

How did you feel when you had to concentrate on the song? Were you excited or frustrated?
Assessment
Academic Objective (s):

Students were able to create one poem by using sentences or phrases from several poems
Social Objective(s):

Students were able to give their ideas about why listening is important.

Students were able to attentively listen to others.

66
“Song Lyrics”

Created by Amanda Luther

OVERVIEW: Students will listen to a song and pick out the words they hear that rhyme. This lesson is showing students how to listen and translate that a real world setting. Song lyrics are provided in the appendix.
Anticipation
Academic Objective (s):

Students will be able to listen to a song and pick out rhyming words.
This is a level one “Knowledge” in the Blooms Taxonomy because the children are recalling and naming words for a song that rhyme.
Social Objective(s):

Students will be able to attentively listen.
Anticipation Set
Hook: When the students come in, have the radio playing.
Accessing Prior Knowledge: Why do you think songs are good for us? Why do you think the radio is good for people? Do we get information that way or just entertainment?
Vocabulary Words:

None
Purpose:

Listen to a song to pick out rhyming words

Practice listening in a fun way
The purpose of this activity is to provide children a way to practice listening other than lectures or read-aloud. This activity shows children the benefits of listening as they are completing a grade level standard.
Standards:
Third Grade –
Listening and Speaking

67
2.0
Listening and Speaking Strategies
1.4
Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).
Second Grade –
Reading
3.0 Literary Response and Analysis
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.
Multiple Intelligences:

Intrapersonal: working alone to pick out rhyming words

Musical: listening to a song to hear rhyming words

Verbal / Linguistic: working with words to pick out ones that sound the same
Materials Needed:

An age appropriate song that has rhyming lyrics (see appendix)

The song on tape or CD

Copies of the song lyrics for each student

Binder paper

Pencil
Prep:

Photocopy the song lyrics

Make a transparency of the song lyrics
Active Learning
Instructions: 30 minutes

Turn the radio on to a station that plays age appropriate songs.

Have the students listen for a couple minutes.

Ask the students
Why do you think songs are good for us?
What are the benefits of playing the radio?
Do we get information that way or just entertainment?

At their desk, students will listen to a song and pick out the words they hear that rhyme. They might need to listen to it a couple times. This is an individual lesson, don’t have them copy off of each other!

68

CFU
Can you work with others?
Who can tell me what we’re doing?
Are we singing with the song?
What are our ears doing?

After they have a few words written down, have them share with their group.

Now, hand out the copies of the song lyric.

Play the song again and have students look at the lyrics as the song plays.

Did you find more words now that you can see the lyrics?

Was it hard to find words that rhymed when you only listened to the song?

Write on the board all the words they found that rhymed.

Go through the song and lyrics to point out all the rhyming words.

Ask reflection questions
Was it hard for you to listen to the song and write down the words?
What did you like better, songs and words, song only or words only?
- How do you feel when you need to listen to something?
How do you feel when you are working and need to listen at the same time?
How do you feel when others listen to you and your opinions?
Grouping:

Groups are established by the teachers seating chart.
Model

How to listen and take notes at the same time.
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content :

Was it hard for you to listen to the song and write down the words?

What did you like better, songs and words, song only or words only?
Social:

How do you feel when you need to listen to something?

How do you feel when you are working and need to listen at the same time?

Personal :

How do you feel when others listen to you and your opinions?
Assessment
Academic Objective(s):

Students were able to listen to a song and pick out rhyming words.
Social Objective(s):

Students will be able to attentively listen.
69

70
Acceptance Activities
“ This is a Scarf”
 Adapted from “Tribes: Energizer box set”

OVERVIEW: This lesson teaches acceptance by having students act out silly actions using the same object. A student can say a piece of yarn is the dental floss of a dragon while another says it’s an alien’s jump rope. In a positive environment, students learn to accept others and it is ok to be yourself. This shows students to accept others for their creative and different ideas.
Anticipation
Academic Objective(s):

Students will be able to act out an improvisation.
This is a level three “Application” in the Blooms Taxonomy because the children will act out an action using improvisation.
Social Objective(s):

Students will be able to value the contributions of others.

Students will be able to appreciate the individual differences in others.
Anticipatory Set
Hook: The teacher will have three objects on the table. Students will look at the object and imagine what else they could be.
Accessing Prior Knowledge: Think about your favorite toy. How do you think it came to life?
Vocabulary Words:

Imagination – using your own personal thoughts to create scenes, characters and stories.
Purpose:

Build inclusion

Build acceptance of others

Provide an opportunity for students to act out situations in a silly fashion.

Provide opportunities for students to accept the differences in others.

71
The purpose of this activity is to provide students an outlet to express themselves.
Actions will be silly and children will be doing funny movements. This will provide a time where students can learn to accept others for being silly and encourage them to be themselves in a positive environment.
Standards:
First Grade –
Visual Arts
2.0 Creative Expression
Creating, Performing, and Participating in Theatre
Development of Theatrical Skills
2.1 Demonstrate skills in pantomime, tableau, and improvisation.
Multiple Intelligences:

Bodily – Kinesthetic: Acting out an action

Interpersonal: Encouraging others to perform
Materials Needed:

Three objects students can imagine to be something else.

An object such as a scarf, piece of yarn, sock, etc.
Prep:

None
Active Learning
Instructions 15 minutes

Students will sit in a circle.

The class will look at the three objects on the table. o Ask the students to imagine what they could be. o A sock could be a hand warmer for an alien. A piece of yarn can be floss for a giant dragon. o Take suggestions from the class by pulling names out of the hat / can.

Explain to the students that there will be one object that need to imagine to be something else.

72

CFU
-
Am I going to say yarn is…yarn?
Are you going to make fun of someone?
Are we going to do an inappropriate action?

The class will play the game until everyone has imagined and shown their idea.

Ask the students to think of their favorite toy. How do you think it came to live? A wooden toy car is not a matchbox car.

Ask reflective questions:
What did you learn about coming up with a new object for the item?
What did you learn when you had to imagine something new?
How did you feel when you had to show your idea to the entire class?
How would you feel if someone made fun of you when you came up with your idea?
How would you feel if someone said you had to sing or dance in front of the class?
Grouping

Students may sit next to anyone in the circle. If someone is left out on purpose, the teacher will assign seats.

If the class needs to break into groups, randomly select who goes in each group by pulling a name from a hat / can.
Model
 Teacher will need to model how to play “ This is a Scarf ”

Teacher will need to model how to encourage others to participate and to give praise to the actor.
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content

What did you learn about coming up with a new object for the item?

What did you learn when you had to imagine something new?
Social :

How did you feel when you had to show your idea to the entire class?

How did you feel when you gave encouraging words to someone?

How does it feel to accept someone even though they were being silly?

73
Personal :

How would you feel if someone made fun of you when you came up with your idea?

How would you feel if someone said you had to sing or dance in front of the class?
Assessment
Academic :

Students were able to act out an improvisation.
Social :

Students were able to value the contributions of others.

Students were able to appreciate the individual differences in others.

74
“ What Are You Doing?”
 Adapted from “Tribes: Energizer box set”

OVERVIEW: This lesson teaches acceptance by having students act out silly actions but saying they are doing something different. A student can say they are brushing their teeth but are really acting like they are riding a horse. In a positive environment, students learn to accept others and it is ok to be yourself.
This shows students to accept others for their creative and different ideas.
Anticipation
Academic Objective(s):

Students will be able to act out an improvisation.
This is a level three “Application” in the Blooms Taxonomy because the children will act out an action using improvisation.
Social Objective(s):

Students will be able to value the contributions of others.

Students will be able to appreciate the individual differences in others.
Anticipatory Set
Hook: The class will play a game of charades!
Accessing Prior Knowledge: Ask the students if they have even drawn something or was doing something when someone asked, “What ARE you doing?” How does that make you feel?
Vocabulary Words:

Acceptance - liking someone for who they are no matter if they have traits you don’t have or don’t agree with.
Purpose:

Build inclusion

Build acceptance of others

Provide an opportunity for students to act out situations in a silly fashion.

Provide opportunities for students to accept the differences in others.
The purpose of this activity is to provide students an outlet to express themselves.
Actions will be silly and children will be doing funny movements. This will provide a time where students can learn to accept others for being silly and encourage them to be themselves in a positive environment.

75
Standards:
First Grade –
Visual Arts
2.0 Creative Expression
Creating, Performing, and Participating in Theatre
Development of Theatrical Skills
2.1 Demonstrate skills in pantomime, tableau, and improvisation.
Multiple Intelligences:

Bodily – Kinesthetic: Acting out an action

Interpersonal: Encouraging others to perform
Materials Needed:

Thirty 3 X 5 cards with actions written on them
Prep:

Teacher should come up with at least thirty actions the children can perform.

Write these on a 3 X 5 index card.
Active Learning
Instructions 15 minutes

Students will sit in a circle.

The class will play a game of charades. o Teacher will explain how to play o Two volunteers will model how to act out the action

CFU
Are you going to make fun of someone?
Are we going to do an inappropriate action?

The class will play the game long enough to give five students a turn to act out an action

Students will pull a card and act out that action: o Swimming o Fishing o Talking on the telephone

76 o Mowing the lawn o Sleeping o Etc.

Ask the students if they have even drew a picture or did something when someone asked “What ARE you doing?” How did that make you feel?
 Now, we will play a game called “What Are You Doing?” o Ask the students to think of three actions. o The teacher will pull a name out of the hat / can. o The student will come to the middle of the circle and act out his first action. o The class will say “What are you doing?” o Student will respond by saying his second action!

For example, a student can pretend they are sleeping but when asked what they are doing, they say brushing their teeth! o The class will say “Brushing your teeth?! What are you doing?” o The student will say his third action. o Another name will be pulled and that student will come up to perform their first action. o Ideally, all students should be given the opportunity to show their actions. If there isn’t enough time, have the class break up into four groups and have everyone finish their actions in the group.

Ask reflective questions:
What did you learn about acting out an action?
What did you learn when you acted out an action and said it was something else?
How did you feel when you had to act out something in front of the entire class?
How did you feel when you gave encouraging words to someone?
How would you feel if someone made fun of you when you acted out your action?
How would you feel if someone said you had to sing or dance in front of the class?
Grouping

Students may sit next to anyone in the circle. If someone is left out on purpose, the teacher will assign seats.

If the class needs to break into groups, randomly select who goes in each group by pulling a name from a hat / can.

77
Model

Teacher will need to model how to play charades.
 Teacher will need to model how to play “What Are You Doing?”

Teacher will need to model how to encourage others to participate and to give praise to the actor.
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content

What did you learn about acting out an action?

What did you learn when you acted out an action and said it was something else?
Social :

How did you feel when you had to act out something in front of the entire class?

How did you feel when you gave encouraging words to someone?

How does it feel to accept someone even though they were being silly?
Personal :

How would you feel if someone made fun of you when you acted out your action?

How would you feel if someone said you had to sing or dance in front of the class?
Assessment
Academic :

Students were able to act out an improvisation.
Social :

Students were able to value the contributions of others.

Students were able to appreciate the individual differences in others.

78
Building Self-Esteem
“
Milling to Music
”
 Adapted from “Tribes”

OVERVIEW: This lesson builds self-esteem by allowing students to talk to each other in a non-threatening environment. The music will play and when it stops, students must talk to someone close to them. If the person is not in their clique or they are not friends with them, they must talk to them anyways. This shows students how to approach someone knowing they won’t be turned down or made fun of.
Anticipation
Academic Objective(s):

Students will be able to ask questions to collect information.
This is a level one “Knowledge” in Blooms Taxonomy because students are asking their peers a simple question to receive an answer.
Social Objective(s):

Students will be able to listen to each other.

Students will be able to stay with the group.
Anticipatory Set
Hook: When the students come in the classroom, have a favorite movie playing.
Play the movie for about 5 minutes.
Accessing Prior Knowledge: Ask the students if they ever had trouble talking to someone new. How do you decide what to talk about or ask them? How do you feel comfortable where they aren’t “new” anymore?
Vocabulary Words:

None
Purpose:

Provide children an opportunity to talk to their peers in an safe setting.

Provide children a time to get to know others in their class.

Build self-esteem

Build inclusion

Review a curriculum topic

79
The purpose of this activity is to provide the students a time to learn about their fellow classmates in a safe space. This activity helps build self-esteem because no one will be turned away or ridiculed, everyone must talk to whoever approaches them. This helps build social skills and communication.
Standards:
First Grade –
Listening and Speaking
1.0 Listening and Speaking Strategies
1.2
Ask questions for clarification and understanding
Multiple Intelligences:

Kinesthetic: moving around the room to have a conversation with others

Interpersonal: talking to others to gain information
Materials Needed:

Music
Prep:

None
Active Learning
Instruction (20 minutes)

As the students walk in the room, have a favorite movie playing in the background.

Allow the students to watch the movie for about five minutes.

Now, ask the children if they ever had trouble talking to someone new. How do you decide what to talk about or ask them? How do you feel comfortable where they aren’t “new” anymore?

Explain to the students that they will be walking around the classroom talking to different people. Make sure no one is excluded and if someone comes up to you to talk, you must talk to them in a positive manner.

CFU –
Are you going to walk away from someone who comes up to you?
Are you going to avoid someone?

80
What topics can you talk about with someone new?
 The movie that was playing

A favorite book

TV show

Music

Have a student model what it looks like to negatively participate in this activity o Running away o Being rude o Laughing at their answer

Have a student model what it looks like to positively participate in this activity o Looking at the speaker o Asking questions o Having a conversation with them, not just listening

When the music plays, the students can walk around the classroom.

As soon as the music stops, everyone must begin talking to the person that is closest to them. They may not go across the room to find their friend, it must be someone close by to them.

Teacher will walk around the room to ensure no one is left out or laughed at.
They may also participate in the conversation!

After about ten minutes, the activity is over.

Ask students by pulling names what were some interesting topics they talked about.

Reflection questions:
What did you learn about going up to someone new and asking questions?
What did you learn about yourself when talking to someone new?
How did you feel when someone came up to you, that you didn’t expect would talk to you?
Has the atmosphere changed in the room?
Note: The original lesson has students stop and ask someone different questions from their handout. You can adapt this lesson to any core subject or activity. If you are preparing for a test, once the music stops, they ask someone the first question to their handout, etc.
Grouping

Students are at groups previously determined by the teachers seating chart.
When they walk around, students are going up to everyone, not just a few friends.
Model

Teacher will model how to have a conversation with someone.

81
Reflection
Reflection Use wait time! Ask students to share in their group and then share to the class:
Content :

What did you learn about going up to someone new and asking questions?
Social:

What did you learn about yourself when talking to someone new?
Personal :
 How did you feel when someone came up to you, that you didn’t expect would talk to you?

Has the atmosphere changed in the room?
Assessment
Academic :

Students were able to ask questions to collect information.
Social :

Students were able to listen to each other.

Students were able to stay with the group.

82
“
On My Back
”
 Adapted from “Tribes”

OVERVIEW: This lesson builds self-esteem by allowing students to say one positive attribute about another student. Students will walk around and write a positive word or phrase about that person on the piece of paper taped to their back. When they are done, their piece of paper will have many positive attributes about themselves. This shows that there is positive in everyone and you can say something nice to another.
Anticipation
Academic Objective(s):

Students will be able to spell words correctly.

Students will be able to write positive words or phrases about their fellow peers.
This is a level two “Comprehension” in Blooms Taxonomy because students are describing their peers in a positive manner.
Social Objective(s):

Students will be able to give their positive opinions regarding their fellow peers.

Students will be able to stay with the group.
Anticipatory Set
Hook: As the students come into the classroom, give each one a compliment.
Accessing Prior Knowledge: Ask the children when was a time someone said something nice about you? How did you feel? Did you say something afterwards like a compliment or a “Thank you?”
Vocabulary Words:

Compliment – giving praise to someone for doing something positive.
Purpose:

Provide children an opportunity to say something nice to their peers

Provide an opportunity for children to hear nice things about them

Build self-esteem

Build inclusion

Allows students to practice their writing and spelling

83
The purpose of this activity is to show students that others think nice things about them. By doing so, you are building self-esteem in children. Students also practice their writing and spelling when writing positive phrases or words about their peers.
Standards:
Second Grade –
Written and Oral English Language Conventions
Spelling
1.8 Spell basic short-vowel, long-vowel, r -controlled, and consonant-blend patterns correctly.
Multiple Intelligences:

Kinesthetic: moving around the room to find a peer to write about

Interpersonal: working with others when writing positive phrases about a peer
Materials Needed:

8.5 X 11 colored construction paper

Markers

Masking tape

Music
Prep:

None
Active Learning
Instruction (20 minutes)

As students come into the room, give each one a compliment.

Ask the students if they have ever received a compliment.
What did you do to deserve the compliment?
-
Did you say something after like another compliment or “Thank you?”
How did you feel about that compliment?

Explain to the students that they will be writing a positive phrase or word on the back of another student.

Each student needs to go to everyone in the class, not just their friends.

84

CFU –
Are you going to leave someone out?
Are you going to run away from someone who wants to write on your back?
-
Are you going to write mean things on someone’s back?
Are you going to write sloppy so they can’t read it?
Are you going to draw a picture or do something at your desk?

Teacher will model how to go up to someone, ask if they can write on their back, and then write a positive phrase or word.
Give examples of positive words (nice, friendly, kind, calm, peaceful, funny)
Give examples of positive phrases (you are so nice to me, you are my best friend)

Have students brainstorm different words or phrases they can use.

Explain that when you look at the paper on their back, make sure to not write a word that’s already on there. If someone wrote “Friendly” you need to think of another word for friendly if that is the word you want to use. You can think of another word to write down. Make sure you use nice handwriting!

Have some volunteers come up to help tape paper to their classmates back.

Play a song on the tape / CD player to signal the activity has begun.

Students will walk around and write a positive word or phrase on the back of the person using a marker.

Teacher will walk around to make sure positive words and phrases are being used and no one is being turned away.

Teacher can also write positive phrases and words on students back.

Teacher can also have a paper on her back!

After everyone is done writing, have the students take off the paper and read the phrases.

These are all wonderful, positive things people think about you!

Hang the papers around the room to remind students others think positive of them.

Students can go around the room and say one word that was written on their paper.

Ask reflective questions:
What did you learn about writing positive phrases about a peer?
Why is it important to have nice handwriting in this activity?
What did you learn about your peers?
What did you learn about what your peers thought about you?

85
Grouping

Students are at groups previously determined by the teachers seating chart.
When they walk around, students are going up to everyone, not just a few friends.
Model

Teacher will model how to write a positive phrase or words on the students back.

Teacher will model how to approach someone to write on their back
Reflection
Reflection Use wait time! Ask students to share in their group and then share to the class:
Content :

What did you learn about writing positive phrases about a peer?

Why is it important to have nice handwriting in this activity?
Social:

What did you learn about your peers?
Personal :

What did you learn about what your peers thought about you?
Assessment
Academic :

Students were able to spell words correctly.

Students were able to write positive words or phrases about their fellow peers.
Social :

Students will be able to give their positive opinions regarding their fellow peers.

Students will be able to stay with the group.

86
“
People Hunt
”

Adapted from “Tribes”

OVERVIEW: This lesson builds self-esteem by allowing students to ask each other questions in a non-threatening environment. One person will come up to another student and ask a question that is written down on a worksheet.
Questions relate to student interest (home life, books, television shows, etc.)
That person must answer the question in a positive manner. Then, the students switch and the other person now asks the question. This helps students learn to approach new people in a safe environment because no one will be shunned or turned away.
Anticipation
Academic Objective(s):

Students will be able to ask questions to collect information.
This is a level one “Knowledge” in Blooms Taxonomy because students are asking their peers a simple question to receive an answer.
Social Objective(s):

Students will be able to attentively listen to their peers.
Anticipatory Set
Hook: Play the “Slip Game”.
Accessing Prior Knowledge: Ask the students how they know information about their friends. Did they guess? Did they ask someone else?
Vocabulary Words:

None
Purpose:

Promote community inclusion

Building self esteem

Learn information about others

Encourage personal sharing

Encourage asking questions to collect information
The purpose of this activity is to provide students a change to ask questions to each other to gain information about one another. When you know more about your classmates, there is a sense of buy-in and they are more willing to help each other learn and succeed. Also, this lesson helps build self-esteem because no one will be

87 turned away. Students can practice talking to one another in a positive environment where they know they will not be rejected.
Standards:
First Grade –
Listening and Speaking
1.0 Listening and Speaking Strategies
1.2 Ask questions for clarification and understanding
Multiple Intelligences:

Kinesthetic: moving around the room to ask questions

Interpersonal: working with others to obtain information
Materials Needed:
 A class set of the handout “People Search” found in the appendix.
 pencils
Prep:
 Copying a class set of the handout “People Search”
Active Learning
Instruction (20 minutes)
 Have the class play the “Slip Game” to prepare them for asking questions to their peers.

Ask the students how they know information about their friends. Did they ask someone else? Did they guess?
 Pass out the handout “People Search” to everyone in the class, including the teacher and other adult or student volunteers.

Explain to the class that they will be asking people questions on the chart.

One student will go up to someone and introduce himself. Then ask a question.
 The other person will say “Hello _____, my name is ________” and then answer the question.

The person answering will write their name in the box of the person who asked the question.

Then they switch and the other person asks a question from their chart.

Students will continue to do so until their chart is done.

88

Have two students model how to ask and wait for a response.

Make sure the students understand if someone comes up to them, they must answer their questions in a positive manner. They cannot turn them down or just walk away.

CFU
Are you going to turn someone down who ask you a question?
Are you going to run away or laugh at someone who asked you a question?
What do we need to remember when someone is speaking to us?
 Encourage them to talk to each other and not just say “Here, sign my paper.”

Explain that this helps everyone learn more about each other. When we know more about our friends, we are more likely to help them learn and grow.

Once the students have completed their chart, ask reflective questions:
What did you learn about asking questions?
What did you learn about your classmates that surprised you?
Did you find any similarities in the answers?
How well did you do asking questions?
How did you feel when you had to talk to someone new?
Note: The questions in the chart can relate to any subject matter. You can have one chart for math questions and another for history terms. You can pretend the students are different characters in a story and they have to answer as if they were that character.
Grouping

Students are at groups previously determined by the teachers seating chart.
When they walk around, students are going up to everyone, not just a few friends.
Model

Teacher will model how to ask a question from the chart.

Teacher will model how to write the answer in the chart.

Model with another student how to ask and answer.
Reflection
Reflection Use wait time! Ask students to share in their group and then share to the class:

Content :

What did you learn about asking questions?

What did you learn about your classmates that surprised you?

Did you find any similarities in the answers?
Social:

How well did you do asking questions?
Personal :

How did you feel when you had to talk to someone new?
Assessment
Academic :

Students were able to ask questions to collect information.
Social :

Students were able to attentively listen to their peers.
89

90
Empathy Activities
“
Crayon Metaphor
”
 Adapted from Jill Wolfe’s lesson adapted from “3 Cheers for Teaching: A guide to growing professionally and renewing your spirit ”

OVERVIEW: This lesson builds empathy by allowing students to listen to how others are feeling and accepting that others are different. Students will pick a crayon that represents their feelings towards a particular subject (new test, fire drill, etc.) Students go around the room and explain their color choice and their mood.
Anticipation
Academic Objective (s):

Students will be able to use a metaphor to describe their feeling on a particular subject.
This is a level four “Analysis” in the Blooms Taxonomy because the children are analyzing how they are feeling and putting them into words based on a color crayon.
Social Objective(s):

Students will be able to share their feelings on a particular subject.
Anticipation Set
Hook: Read the story “A to Z – Do You Ever Feel Like Me? by Bonnie Hausman and
Sandi Fellman.
Accessing Prior Knowledge: Ask the students if they have ever been embarrassed.
Have students Think-Pair-Share a time where they were embarrassed.
Vocabulary Words:

Metaphor – an analogy of two objects or ideas
Purpose:
The purpose of this activity is to show students that other people have feelings.
Students can learn that others might have felt the same way they do in certain situations and it is OK to have those feelings. Students can practice using metaphors in a non-conventional way like handouts or worksheets.

91
Standards:
Third Grade –
Language Arts
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).
3.5 - Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.
Multiple Intelligences:

Intrapersonal: picking a color that means something to the individual
 Visual / Spatial: seeing a color and being drawn to the message it’s giving the
individual
Materials Needed:

A big box of crayons (at least 50)

You can adapt the activity by having the students look in their own crayon box rather than pick one from the pile.
Prep:

None
Active Learning
Instructions: 30 minutes

Have the students sit in a circle.
 Read the story “A to Z – Do You Ever Feel Like Me?”

Ask the students if they have ever been embarrassed. Have students Think-
Pair-Share a time where they were embarrassed.

Pull a few name sticks to have those students tell a time they were embarrassed.

Tell the students that an upcoming activity is going to happen (fire drill, picture day, field trip, etc.)

Have the students think about how they feel about that activity. Explain to the children that they will pick a color crayon that represents how they feel in regards to a particular activity.

92

Invite them to make a connection between the color and how they are feeling:
“Blue-green like an ocean, sometimes filled with waves, uneven but powerful, sometimes calm.” “Red like fire, hot and dangerous”

Check for Understanding
Are we going to pick our favorite color?
Are we going to pick a color that helps describe our feelings towards ______.

Have three students go to the crayon pile to pick out their color.

Encourage them to take their time in picking a color.

When everyone has picked a color, have them share with the person to their right.

Now, have the students share with the group.

This lesson can be used for any upcoming activity or situation from a language arts story or history lesson.

Ask reflection questions
What did using this metaphor uncover for you about feelings?
What commonalities did you discover among your peers?
Grouping:

Students may sit next to whoever they want when forming the circle.

When calling on someone, pick from the can with popsicle sticks to ensure fairness.
Model:

Teacher may need to model how to express their feelings by using a color: “I am feeling red like the hot sun because tests make me sweaty and nervous.”

Model to the students how to walk up and pick a color.

Model how to patiently wait until everyone has picked a color.

Model how to choose a crayon based on your feeling.
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content :

What did using this metaphor uncover for you about feelings?

What commonalities did you discover among your peers?
Social:

How did you feel when someone listened to you share your feelings?

93
Personal :

How did you feel about sharing your feelings with the class?
Assessment
Academic Objective (s):

Students were able to use a metaphor to describe their feeling on a particular subject.
Social Objective(s):

Students were able to share their feelings on a particular subject.

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Kindness Activities
“
No More Bullies
”
 Adapted from “Creating a bully-free classroom”

OVERVIEW: This lesson reminds students that bullying will not be tolerated in their classroom. Students will make a quilt and then sign it, representing they will not bully and will not allow others to bully them. By coming together as a class, they can stop negative actions from happening.
Anticipation
Academic Objective (s):

Students will be able to create patterns when making a quilt.
This is a level five “Synthesis” in the Blooms Taxonomy because the children are planning, rearranging and organizing where to put different patterns on the quilt.
Social Objective(s):

Students will be able to achieve consensus.

Students will be able to be kind to one another.
Anticipation Set
Hook: Read “The Quilt” by Ann Jonas.
Accessing Prior Knowledge: What patterns do you see in the room? What about nature? Do you have any patterns at home?
Vocabulary Words:

Pattern – a set of designs that rotates from one to another.
Purpose:
The purpose of this activity is to set an environment where bullying is not aloud and holds students accountable for their actions.
Standards:
Kindergarten –
Statistics, Data Analysis and Probability
1.0 Students collect information about objects and events in their environment:

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1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors.
Multiple Intelligences:

Logical / Mathematical - Looking at patterns in an object

Interpersonal – working with others to achieve a goal
Materials Needed:

3 X 3 construction paper cut out in squares
 crayons or markers
 one large piece of butcher paper about 5 feet long
Prep:

Precut the construction paper into 3 X 3 pieces
Active Learning
Instructions: 30 minutes
 Read the story “The Quilt” by Ann Jonas.

Ask the students:
Did you notice any patterns in the story?
What patterns were on the quilt?
What patterns do you see in this room?
What about nature?
Do you have any patterns at home?
 Today we will be making a “Bully Free” quilt. This means we are showing the students in this class that we will not bully them.

What is bullying? Have students think-pair-share

Have you ever been bullied? Think-Pair-Share

Have you ever bullied and why? Think-Pair-Share

Why is it bad to bully others? Think-Pair-Share

This quilt is going to remind us that we will not bully anyone in this class or anyone else at school. What about home? Can you bully there?
 What is the opposite of bullying…kindness. How can we be kind to one another and not mean?

Who can show me what it looks like to be kind?

Have a couple volunteers show the students what it looks like to be kind.

Show the children the blank butcher paper. Tell them they are going to color a piece of construction paper to make a quilt. What should they do first to make a pattern? o Have students make a pattern on the butcher paper. o Then, one by one, take off the color and write their name in that spot.

96 o Leave room so the middle can say “We promises not to bully others” o Everyone must achieve consensus on where to put the pieces to form a pattern. Not one student can do all the work.

Students will go back to their seats and draw a picture of nice things they can do for others.

Check for Understanding
Are we going to draw a dog?
Are we going to write a story?
Are we drawing a picture of something nice you can do for others?

Have volunteers name nice things you can do for others.

Students may begin drawing on their square.

When they are done, have them come back to the butcher paper to glue their piece back on.

Once everyone is done, have everyone look at the quilt and sign their name on their name around the “We promise not to bully others”

Ask reflection questions
What did using this metaphor uncover for you about feelings?
What commonalities did you discover among your peers?

After school, laminate the quilt and hang it in the classroom.
Grouping:

Students are at their desk according to the teachers seating chart.
Model

Model what it looks like to bully

Model what it looks like to stop a bully
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content :

What did you learn about patterns?

Is it hard for your eye to see a pattern?
Social:
 Did you complimented someone else’s quilt piece?

Was it hard for you to achieve consensus on where to put different quilt pieces?

Personal :

How do you feel now that we established a bully free zone?
Assessment
Academic Objective(s):

Students were able to create patterns when making a quilt.
Social Objective(s):

Students were able to achieve consensus.

Students were able to be kind to one another.
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98
Problem Solving Activities
“
Impulse Control and Problem Solving
”
 Adapted from “Second Step”
 Adapted from “Tribes: Energizer box set”

OVERVIEW: This lesson builds self-control while learning to problem solve.
Students will play a game of kickball but cannot use any negative words or phrases. Students problem solve how to form fair teams and play fairly. Many children have problems in games such as kickball, but this lesson shows that the game isn’t important, it’s learning to problem solve along the way.
Anticipation
Academic Objective(s):

Students will be able to explain the need for rules in playing games.

Students will be able to use a problem-solving strategy.
This is a level one “Knowledge” in the Bloom Taxonomy because the children are recalling or recognizing information, concepts, and ideas in the approximate forms in which they were learned.
Social Objective(s):

Students will be able to play a game with one another in a respectful manner.

Students will be able to wait for their turn in a game.

Students will be able to say something nice to the other person or team at the end of a game.
Anticipatory Set
Hook : We will play the yarn game where we have to pass the ring around the room while moving the string.
Accessing Prior Knowledge : Ask the students if they know different rules of games.
Vocabulary Words:

None
Purpose:

The purpose of this activity is to introduce students to playing a game and being respectful to each other.

99
Standards:
Physical Education:
Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.
Multiple Intelligences:

Interpersonal: playing a game with peers

Kinesthetic: kicking and catching a ball
Materials

A piece of yarn long enough for an entire class to use in a circle

A two inch ring used to hold index cards together

Lesson four materials from Second Step

Red ball for kickball
Prep

None
Active Learning
Instructions 30 minutes

Role-play positive encouraging phrases vs. negative phrases.

Have the students form one circle.

Explain that they will need to work together to pass the ring around the room, only using the string the ring is around!

Students should only use encouraging phrases to help others succeed.

Time the class and have them do the game twice.

Explain to the students that using encouraging words helps students achieve a goal faster than using negative phrases.

Say, “
In today’s lesson, we will learn how to play a game fairly and how to be a good loser and a graceful winner. This is called good sportsmanship .

Ask the students to give an example of a good loser, bad loser, graceful winner and bad winner.

Show the picture of Michaela. Say to the children “ She loves to play games with other students. But she hasn’t been happy with the way games have been going lately at recess. Students have been arguing a lot. Michaela wants to start a game and have it be fair and fun for everyone.”
 Ask the students what arguing means. Ask the students why it’s not fun when people argue.

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 Ask the students “ What’s the problem in the picture ?” (the game at recess haven’t been fun lately because students have been arguing.) “
What does
Michaela want ?” (to have the game be fair and fun without lots of arguing.)
“
What are some things that make games fair and fun ? (When everyone agrees on the rules. When everyone plays by the rules. When everyone takes turns.)
“ Why do games have rules ?” (so everyone knows what to do. So the game is fair.) “
After you agree on the rules, what is the next step in starting a game?
”
(Choosing sides). “
We can use problem solving to help choose sides. What are some different ways to choose sides
?” (Count off 1-2 1-2, choose captains who take turns picking players.) “ How can you decide who starts the game?”
(flip a coin, pick a number, hand over hand.)
“Why is it important for players to wait their turn and let everyone participate?”
( so it’s fair to everyone).

Explain to the children that we will go outside to play kickball. BUT, CFU
(thing in your group with a partner)
-
-
What are our rules
How do we choose sides
Who starts the game? Then share with the class.

Ask the students if they think they will win and have fun if others are using negative phrases or positive phrases?

Explain to everyone that everyone must participate and everyone must be fair.
No name-calling, no grumpy attitudes, etc.

As the students line up, ask them the reflective questions.
Groupings

The students are grouped by the student teacher. I want some boys and girls on the team, not boys against girls. Some children will have to be separated due to personalities.
Model

Teacher will model how to give positive praise.
Reflection
Reflection Use wait time!
Content:

What did you learn from doing this activity?

What did you learn about being fair in a game?
Social:

Was it hard for you to say kind things?

101
Personal:

How did you feel about participating in a game?
Assessment
Academic:

Students were able to explain the need for rules in playing games.
Students were able to use a problem-solving strategy.
Social :

Students were able to play a game with one another in a respectful manner.

Students were able to wait for their turn in a game.

Students were able to say something nice to the other person or team at the end of a game.

102
“Water to the Horse”
 Adapted from the book “Living Values Activities for Children Ages 3-7”

OVERVIEW: This lesson builds problem-solving skills in a positive way.
The story is: A farmer has left his ranch and the horse has run out of water.
The neighbors come to help. What is the fastest way to give the horse water?”
Children need to move a material (rice, water, beans) from one location to another. How many teams should be made?! How to set up those teams?!
Run back and forth or do a pass to your neighbor type of action. They need to form teams and figure out the fastest way to solve the problem.
Anticipation
Academic Objective(s):

Students will be able to explain the need for cooperation.

Students will be able to problem solve moving objects from one location to another.
This is a level six “Evaluation” in the Bloom Taxonomy because the children are coming up with the most effective way of doing the task.
Social Objective(s):

Students will be able to achieve consensus on how to complete a task in a positive way alongside their peers.
Anticipatory Set
Hook : The teacher can think of a scenario to play out in her class. For example, she can accidentally spill a box of markers and ask several children to come help. By doing so, children can see first hand and participate in a real life situation of cooperation.
Accessing Prior Knowledge : Ask the students “If I had to pick up the markers all by myself, do you think it would take awhile?” “What if I had someone help me” “Do you think it would go faster the more people I had?” “Who has dropped something and someone helped you pick them up?” “How did it make you feel to pick up something all by yourself?”

103
Purpose:

The purpose of this activity is to show first hand how much you can accomplish with other people helping.

The purpose of this activity is to help students problem solve and work together.
Standards:
Second Grade –
Mathematical Reasoning
1.0
Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
Multiple Intelligences:

Interpersonal: working with others to achieve a goal

Kinesthetic: running from one location to another to perform a goal
Materials Needed:

A large container

Beans, rice, water, etc.

Measuring cups, spoons or containers

3-4 containers
Prep

Prepare the large container with the items such as beans, rice, water.
Active Learning
Instructions 20 minutes

Teacher will come into the room and accidentally spill a box of markers.

Ask a few volunteers to help pick up the markers.

When the markers are all cleaned up, thank the students who helped you.

Ask the students:
-
“If I had to pick up the markers all by myself, do you think it would take awhile?”
“What if I had someone help me”
-
“Do you think it would go faster the more people I had?”
-
“Who has dropped something and someone helped you pick them up?”
“How did it make you feel to pick up something all by yourself?”

104

Take the class outside and divide the class into three or four equal groups.

Place the container of beans, rice or water in the middle of the grass.

Explain to the students that they will play a game called “Water to the Horse”.
You live on a farm and went on vacation. The weather is really hot and your horse ran out of water. All the neighbors noticed and want to help.
 Let’s problem solve and figure out the fastest way to fill the trough. Should we make one line or three lines?

The goal of the class is to go one at a time from the starting point, to the large container, fill up their cup with the “water” and bring it back to the horse trough. Only positive phrases can be spoken and if someone says anything negative, their trough will be emptied and they will need to start over. The first group to fill their trough will win.

When the same is done, ask reflection questions:
What did you learn from doing this activity?
What did you learn about working together as a team?
What did you learn about saying positive words rather than negative words?
Was it hard for you to say kind things?
Was it hard for you to encourage others?
How did you feel when someone encouraged you?
-
How would you feel is someone yelled at you to “hurry up”?
Groupings

Teams will be assigned by pulling names out of the hat / can.
Reflection
Reflection Use wait time!
Content:

What did you learn from doing this activity?

What did you learn about working together as a team?

What did you learn about saying positive words rather than negative words?
Social:


Personal:


Was it hard for you to say kind things?
Was it hard for you to encourage others?
How did you feel when someone encouraged you?
How would you feel is someone yelled at you to “hurry up”?

105
Assessment
Academic:

Students were able to explain the need for cooperation.
Social :

Students were able to complete a task in a positive way alongside their peers.

106
Respect Activities
“Colleague of Respect”
 Adopted from “Living values activities for children ages 3-7.”

OVERVIEW: Students will say a positive attribute about another student in the class. Then, the students will draw themselves and make a colleague of all the positive things their classmates said about them. This shows that others think positively of others and to remind students what is positive about themselves!
Anticipation
Academic Objective(s):

Students will be able to use positive, descriptive words when describing someone.
This is a level three “Application” in the Bloom Taxonomy because the children are transferring selected information to a new task.
Social Objective(s):

Students will be able to verbalize how they respect themselves.

Students will be able to verbalize attributes in other people.
Anticipatory Set
Hook : Students will stand in a circle. One by one, they will go around the room and say two positive things about one student. For example, the teacher will put a name out of the can (Johnny). She will then pull two more names and those two students need to say one good thing about Johnny.
Accessing Prior Knowledge : Has anyone received a compliment from someone.
Think Pair Share. What happened before they gave you a compliment? Did you help them? Did you say something nice?
Vocabulary Words:

Compliment – a positive expression towards someone else
Purpose:

Complimenting one another

Learning the positive attributes about oneself

Building self-esteem

Seeing the good in everyone

107
The purpose of this activity is to show children there is something good in everyone.
By giving a compliment, you are showing someone respect. Also, when receiving a compliment, ones self-esteem grows. When students look and listen to the positive attributes in others is helps build respectful relationships among peers.
Standards:
First Grade –
Language Arts
1.0
Listening and Speaking Strategies
Organization and Delivery of Oral Communication
1.5 Use descriptive words when speaking about people, places, things, and events.
Kindergarten –
Visual Arts
2.0
Visual Expression
Skills, Processes, Materials, and Tools
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional construction.
2.3 Make a collage with cut or torn paper shapes/forms.
Multiple Intelligences:

Visual – Spatial: creating a colleague

Intrapersonal: working alone to create a piece of artwork.
Materials Needed:

8.5 X 11 construction paper of various colors
Prep:

None
Active Learning
Instructions 45 minutes

Students will sit in a circle.

The teacher will put one popsicle stick out of the name can.

108

Then, pull two more sticks.

The two students need to say one nice thing about the first person.

(Teacher may need to model first)

Next, the teacher will ask the students if they have ever received a compliment.
What happened before you received the compliment? Did you help someone?
Were you nice to someone?

Students will go back to their desk and draw themselves on a piece of construction paper.

When they are done, they need to write two positive attributes that others have said about them and two positive attributes that they think of themselves. The four words must be different.

When everyone is done, have the students walk around see what words are used.

Ask reflective questions:
What did you learn from doing this activity?
What did you learn about giving and receiving a compliment / positive attribute?
Was it hard for you to say something nice to someone who might not be nice to you?
How did you feel about your artwork?
How did you feel when someone said something nice to you?
Groupings
 Student’s names are chosen at random by pulling a stick out of the can.
Model

Teacher will need to model how to give a compliment and what it sounds like.

The class can make a LL/SL/FL chart on compliments and positive attributes.
Reflection
Reflection Use wait time! Ask the students to share in their tribe and then share to the class:
Content:

What did you learn from doing this activity?

What did you learn about giving and receiving a compliment / positive attribute?
Social:

Was it hard for you to say something nice to someone who might not be nice to you?

Personal:

How did you feel about your artwork?

How did you feel when someone said something nice to you?
Assessment
Academic:

Students were able to use positive, descriptive words when describing someone.
Social:

Students were able to verbalize how they respect themselves.

Students were able to verbalize positive attributes in other people.
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110
“Colors- Art Lesson”

Created by Amanda Luther

OVERVIEW: Students will learn warm and cool colors as well as contrasting colors. Students will make a chalk drawing of a flower. During the lesson, students will compliment each other and learn to give compliments to everyone.
Anticipation
Academic Objective(s):

Students will be able to categorize warm colors and cool colors on a chart.

Students will be able to match the contrasting colors to the warm or cool color on a chart.
This is a level three “Application” in the Bloom Taxonomy because the children are transferring selected information to a new task.
Social Objective(s):

Students will be able to compliment each others work using positive words or phrases.
Anticipatory Set
Hook : I will put on the white board several laminated pictures of brightly colored flowers. These are exact flowers the children can color using chalk. I will have students come up to the whiteboard to view each picture. I will call on quiet tables and each table will have a few minutes to look at the pictures.
Accessing Prior Knowledge : I will ask the children what their favorite colors are. I will place the answers in categories on the whiteboard. After several colors and listed,
I will ask if the students see a pattern in the colors. Red, orange, and yellow are warm
(fire, sun, etc.) and green, blue, purple are cool (ice, water, etc.) CFU and wait time.
Vocabulary Words:

Contrasting – to show difference when compared.
Purpose:

Develop fine motor skills.

Bring art into the classroom.

Learn about the different meaning of color (warm, cool, contrasting).

111

Complimenting others work

Provide students with an opportunity to practice being respectful and using positive phrases to others.
The purpose of this activity is for the children to express themselves through artwork.
They can pick their own colors and have a choice rather than copying exactly what the teacher does. This will show the children that things don’t have to be exactly like the teachers and art can be different.
Standards:
Second Grade –
Visual Arts
2.0 Creative Expression
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
2.2 – Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors and tempera.
Multiple Intelligences:

Visual – Spatial: Looking at the real picture and making your own

Intrapersonal: working alone on an art piece

Interpersonal: complimenting others on their artwork
Materials Needed:

One 8.5 X 11 picture of a Rose, Daisy, Tulip and Lily of the Valley.
 color wheel
 colored chalk (one box per student)

8.5 X 11 size black construction paper
 hair spray
 Elmer’s glue
 pencil
Prep:
 Photocopy a class set of the handouts “My Reflection” and “Color Chart” located in the appendix.

Have the students decide what flower they want to color.

112

Teacher or adult helper will draw the flower on the black paper

Students will trace the flower with glue

Once dry (over night), the students can color with chalk.
Active Learning
Instructions 60 minutes

There will be several pictures of flowers on the white board. Ask a quiet table to come up and look at the pictures for a few minutes.

Once every group has looked at the pictures, ask the children what colors they noticed on the flowers. As they answer, write the color on the whiteboard under “Cool” or “Warm”.
 “Now, I’d like you to think of your favorite color. Whisper it to your neighbor.”

Pull name sticks for students to tell their favorite color. Write them down on the chart on the whiteboard. If someone already gives an answer on the board, put a little star next to the color to show their answer is still important.

Ask the students see a pattern in the colors (Red, orange, yellow are warm like fire and the sun. Green, blue and purple are cool like ice and water.)

Keep asking children until all the main colors (red, orange, yellow, green, blue, purple) are listed on the board.

After several colors are listed, I will show that certain colors and warm and others are cool. Black is not a warm color or a cool color because they are a mixture of all colors. White and grey are called “neutral” colors.

Check for Understanding (CFU) and use wait time:
What is a warm color?
What is a cool color?
What is black considered?
 Ask the “Paper Helper” to pass out the handout “Color Chart.” Children will fill out a chart listing warm and cool colors.

Hang up a color wheel and explain contrasting colors.

Contrasting colors are across from each other on the color wheel.

Colors that are dark, usually have a light contrasting color.

Dark colors bring out the light colors, and light colors bring out the dark colors.

Show examples of different sport team jerseys / helmets that show contrasting colors (Chicago Bears, Los Angeles Lakers, Minnesota
Vikings, New York Mets, etc.)

113

CFU (use wait time):
What is the contrasting color for green?
What is the contrasting color for blue?
What is the contrasting color for yellow?

Children will fill out the other side of the chart.

Show an example of the colored flower. Use a blank flower to show how to use chalk to draw.

Before the lesson begins, explain that we are all learning art. We never make fun of someone’s art piece because everyone’s will be different and unique. If someone asks “Do you like my picture” and you really don’t, you need to find something nice to say. You can say “I like the colors you chose” or “I liked the flower you chose.” You need to find something nice to say about the picture.

Demonstrate by holding up a piece of scribbled artwork. One student will hold the picture and ask the student teacher “How do you like my picture”. Say something nice about the picture.

CFU (Pair-Share, then class answer):
What do you say when someone asks you “How do you like my picture?”

Also, review some “rules” when using chalk: never blow the excess chalk in someone’s face, when you have excess chalk you need to walk over to the trash can and tap it on the side of the can, and we are coloring a picture not seeing how much dust we can make. Demonstrate all of these “rules”.

CFU (use wait time):
-
Do you blow dust in someone’s face?
How do you hold your paper when walking to the trash?
Do you rub the chalk to see how much chalk dust you can make?

Children will color a flower (which is now dried) using chalk. Once they are done coloring the flower, they can raise their hand and tell the teacher what color they will color in the background. This will show the teacher if they understand contrasting colors. The students can look at their chart for reference.

Children will color the background of the picture in the contrasting color of the flower.

Teacher will walk around the room and ask the child why they picked a certain color. Ask what color would contrast the color of the flower.

After the pictures is done, take the picture outside and spray it with hairspray.
This will set the chalk.

114

Once the paper is dry, the children can glue their picture onto a colored piece of construction paper making it look like a frame. The students can write the name of their flower on the colored construction paper.

One everyone is done, ask reflective questions.
What did you learn from doing this activity?
What did you learn about warm and cool colors?
Was it hard for you to appreciate someone’s work even though it wasn’t “nice”?
-
What nice things did you say about other people’s artwork?
How did you feel about your artwork?

Pass out the reflection sheet to see how the students felt about sharing their artwork. This will also see if they met their social objective by appreciating everyone’s artwork and said nice things about the piece.
Groupings
 The children are grouped previously by the teacher’s seating chart.
Model

Teacher will have a colored flower to show the children.

A color wheel to show the contrasting colors.

There will be a list of warm / cool colors on the whiteboard with the contrasting colors next to them incase the children forget.
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content:


What did you learn from doing this activity?
What did you learn about warm and cool colors?
Social:
 Was it hard for you to appreciate someone’s work even though it wasn’t
“nice”?

What nice things did you say about other people’s artwork?
Personal:

How did you feel about your artwork?

115
Assessment
Academic:

Students were able to categorize warm colors and cool colors correctly on a chart.

Students were able to match the contrasting colors to the warm or cool color correctly on a chart.

Students were able to color a flower using warm / cool colors and then color the background in the contrasting color.
Social :

Students were able to compliment each others work using positive words or phrases.
“Respect at Home”
 Adopted from “Living values activities for children ages 3-7.”

OVERVIEW: This lesson builds respect by showing students how they can be respectful at home. Students will brainstorm ideas on how to be respectful because some students aren’t aware of how they treat other people. Students will write a story of someone being respectful at home.
Anticipation
Academic Objective(s):

Students will be able to write a story of someone being respectful at home.
This is a level three “Application” in the Bloom Taxonomy because the children are transferring selected information to a new task.
Social Objective(s):

Students will be able to work as a group to act out their skit.
Anticipatory Set
Hook : Read the story “Respect: Dare to Care, Share and Be Fair” by Ted O’Neil.
This book will help students brainstorm situations they can act out for the class.
Accessing Prior Knowledge : Tell a story of a time you were at home and your mom came home from the grocery store. You went out to help her carry in the groceries.
Have you ever helped someone at your home? Think-Pair-Share.

116
Vocabulary Words:

Respect – having a positive feeling towards another person and acting positively towards them.
Purpose:

Show situations of respect

Help students learn what respectful situations they can do at home
The purpose of this activity is to show children different situations where they can be respectful at home.
Standards:
Second Grade –
Writing
2.0
Writing Applications
2.1 Write brief narratives based on their experiences: a.
Move through a logical sequence of events. b.
Describe the setting, characters, objects, and events in detail.
Multiple Intelligences:

Interpersonal: working with others to create a story

Kinesthetic: acting out the play

Verbal – Linguistic: reciting lines for their story, writing a story
Materials Needed:
 The book: Respect: Dare to Care, Share and Be Fair” by Ted O’Neil
Prep:

None
Active Learning
Instructions 45 minutes

Students will sit in a circle.

The teacher will read the story Respect: Dare to Care, Share and Be Fair”

After reading the story ask questions about the different scenarios from the book (Why did she help the man cross the street, etc.)

117

Tell a story of a time you helped someone at home (helped mom get groceries out of the car, helped a neighbor walk their dog, etc.)

Have students think-pair-share a time they helped someone at home.

Explain to the students when you are helpful to someone that is showing them respect. Give different examples of showing respect to someone.

Have students act out a scenario of helping someone.

Now, put students in a group of 4-5 students. As a group, they will write a story of someone being respectful to another person. Then, they will act out their story in front of the class. Everyone in the group must participate in the acting out!

When everyone has completed their skit, everyone will sit in a circle. Ask the students to go around the room and say one way they can be respectful to others.

Ask reflection questions
What did you learn from doing this activity?
What did you learn about being respectful? Can anyone do it?
Was it hard for you to perform in front of others?
How did you feel when the class watched your skit?
How did you feel when someone is respectful to you?
Groupings

Students will be in groups according to the teacher based on personalities.
Each group should have a mix of boys and girls, high and low abilities, and shy and outgoing personalities.
Model

Teacher will model how to perform a skit.
Reflection
Reflection Use wait time! Ask the students to share in their tribe and then share to the class:
Content:


What did you learn from doing this activity?
What did you learn about being respectful? Can anyone do it?
Social:

Was it hard for you to perform in front of others?

Personal:

How did you feel when the class watched your skit?

How did you feel when someone is respectful to you?
Assessment
Academic:

Students were able to write a story of someone being respectful at home
Social:

Students were able to work as a group to act out their story.
118

119
Sharing Activities
“
Slip Game
”
 Adapted from “Tribes”

OVERVIEW: This lesson is designed to give students different questions to ask their group. This teaches students how to have a conversation as well as treat others nicely in the classroom. By learning about other people, students are more likely to want to help those in their class. This also teaches students about peers in the class they don’t know very well. When they know more about their peers, the unknown is gone, therefore they are a real person and not just a stranger.
Anticipation
Academic Objective(s):

Students will be able to write their own questions to obtain information about another person.
This is a level three “Application” in the Blooms Taxonomy because the children are listening to prepared questions, finding out what information is still needed and formulating their own questions.
Social Objective(s):

Students will take turns asking questions while playing “The Slip Game.”
Anticipation Set
Hook: The teacher will have a welcome poster about herself. This poster will have pictures, magazine cut outs, and other visuals relating to interests in her life. The poster will have the teachers name on the top in big bold letters. Under it will be things relating to her life: pictures of pets, family, favorite vacation spots, books they like to read, etc.
Accessing Prior Knowledge: Ask the students if they know whose birthday is in
March. Ask them if they know who has a dog.
Vocabulary Words:

None
Purpose:

Develop their writing skills

Formulate questions relating to a certain topic

120

To learn how to take turns in a positive and fun manner.

To promote personal sharing

To build inclusion
The purpose of this lesson is to provide students an opportunity to learn about one another in a fun and positive setting. Many students go through their grade level without knowing anything about the person who sits on the other side of the room. By knowing about each other, there is a sense of buy in and a family atmosphere. When students know more about each other they feel comfortable and more willing to be positive with one another.
Standard:
Fourth Grade –
Writing
1.0
Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea.
Their writing shows they consider the audience and purpose.
Organization and Focus
1.1 Select a focus, an organizational structure, and
Multiple Intelligences:

Verbal / Linguistic: using words to formulate creative questions

Interpersonal: working with others to gain information
Materials Needed :

Enough sandwich size zip lock bags for each group to have one

Copies of predetermined questions, cut out and in the zip lock bag

Notebook paper

Pencils

Scissors
Prep:

Each group should have ten predetermined questions cut out and folded into pieces (like pulling their name out of a hat)

Those questions will be placed in the zip lock bag prior to giving them to the students.

Poster about the interest of the teacher

121
Active Learning
Instructions: 20 minutes

The teacher will have her poster on the whiteboard.

Sitting in rows, facing the whiteboard, the students will learn about their teacher!

The teacher will explain the poster showing the students all the topics that interest her.

Students may ask three questions about the poster or interests.

Now, ask the students:
Who knows whose birthday is in March? (There shouldn’t be many responses).
Who has a dog over fifty pounds?

Explain to the children that they will be learning about each other. When they know more about each other you are creating a positive classroom environment where everyone feels welcome and accepted.

Show the students how to play The Slip Game:

Check for Understanding:
Will you draw a picture?
Will you read a book?
Will you laugh at someone after they give an answer?

Have the students go back to their desk:

At their desks, one student will pull one slip out of the bag and asks the group the question.

Everyone answers but has the right to pass once.

If someone passes, go back to him or her once everyone has answered the question.

Then the bag goes to the next student and they pull out one slip.

They ask the question on the slip and everyone takes turns answering.

Once all the slips have been answered, the students can share similarities and differences they noticed when answering questions
 “Susie and Tommy both like to skateboard”
 “Johnny and Jose like to eat fish”

Now, have the students think of questions they would like answered from their classmates
 “Where do you like to go to play?”
 “When do you feel the most happy?”
 “What situation makes you really nervous?”

Students can write down their question, cut them out and place them in the bag.

122

Give the students an opportunity to ask their newly formulated questions.

When all the questions have been answered, ask each group to pull a question to ask the class.

Pull sticks to see who will answer each question.

Ask the students the reflective questions
When asking a question, what is the purpose?
When obtaining information, what is important to remember?
Was it hard for you to wait until everyone answered before finding out the next question?
Was it hard for you to take your turn and not answer first?
How do you feel when someone is trying to get information about you?
Note – Rather than use worksheets or “Kill and Drills”, you can use this game in all subject areas. Students can formulate questions to help prepare for a test:
-
“What is the capital of California?”
-
“What is the formula for finding the circumference of a circle?”
“Why did the main character say ___________”
Grouping:
 Students are grouped according to the teacher’s seating chart.
Model:

Teacher will need to model how to ask a question and wait for an answer.
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content :

When asking a question, what is the purpose?

When obtaining information, what is important to remember?
Social :

Was it hard for you to wait until everyone answered before finding out the next question?

Was it hard for you to take your turn and not answer first?

Personal :

Assessment
How do you feel when someone is trying to get information about you?
Academic:

Students were able to write their own questions to obtain information about another person.
Social:
 Students were able to take turns asking questions while playing “The Slip
Game.”
123

124
“
Talking Chips
”

Adapted from “Tribes”

OVERVIEW: This lesson will teach students how to take turns in a conversation. Usually, the outgoing students take over a group activity and the shy students never get to participate. This activity will show students how to take turns giving information. Students will get four chips and when they would like to speak, they give up one of their chips. When their chips are out, they cannot speak until the chips are passed out again.
Anticipation
Academic Objective(s):
To prepare for a test, teachers can use this activity to help students study. Academic objectives will relate to the material being tested.
Social Objective(s):

Students will listen to each other

Students will take turns
Anticipation Set
Hook: The teacher will have a zip lock bag full of buttons, game chips, teddy bear counters, blocks and legos. Students will brainstorm what these items will be used for!
Accessing Prior Knowledge: Have you ever been in a conversation where one person does all the talking and you are stuck listening?
Vocabulary Words:

None
Purpose:

Create fairness
The purpose of this activity is to create fairness in a group. Rather than one person in a group tell all the answers, they can only speak for how many chips they have. This teaches children that others need to have a chance to talk.

125
Standard:

The standard will relate to the material being taught. You can use this activity for language arts, math, history, science, health, etc.
Multiple Intelligences:

Interpersonal: working with others to gain information
Materials Needed :

One zip lock bag with enough objects for each person to have four (if your groups have four students, you’ll need sixteen objects.)

Each group gets a zip lock with the same object (for example, group one will get one bag of sixteen teddy bear counters, group two will get one bag of sixteen buttons, etc.)
Prep:

Prepare the zip locks with certain objects

Create a worksheet with review material for the test
Active Learning
Instructions: 20 minutes

The teacher will show the six bags of objects (counters, buttons, legos, etc.)

Students will brainstorm what they think the objects are for.

Ask the students if they have ever been in a conversation where one person is doing all the talking and they are stuck listening.

The students will receive their worksheet with review questions.

Each group will receive their bag of items.

Ask the students to take out the items and divide them between group members.

Now, the groups will take part in orally answering the questions in their group. However, students may not talk unless they put an object in the middle of the table. Once their objects are gone, they can no longer speak.
They cannot give chips away or take chips.

Students can also go around the group answering questions and putting in objects, it doesn’t have to be free for all.

CFU
Can you speak if you don’t have any objects left?
-
Can you take someone else’s objects?
Can you give your objects to someone else?

Once all the questions are answered, review them with the class to prepare for the test.

126

Ask reflective questions.
Was it hard for you to answer the questions when it was your turn?
Was it hard for you to let someone else answer when you were out of chips?
How do you feel when you were given a choice to speak?
Grouping:
 Students are grouped according to the teacher’s seating chart.
Model:

Teacher will need to model how to put a chip in the center and answer a question appropriately.
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content :

Was it hard for you to answer the questions when it was your turn?
Social :

Was it hard for you to let someone else answer when you were out of chips?
Personal :

How do you feel when you were given a choice to speak?
Assessment
Academic :

Students were able to answer questions and prepare for this test.
Social :

Students were able to listen to each other.

Students were able to take turns.

127
“Two on a Crayon ”
 Adapted from “Tribes”

OVERVIEW: This activity will teach children how to share their ideas without using words! Pairs will use one crayon (hand over hand) to create a picture without telling their partner what they are drawing. Students will learn nonverbal cues as well as taking turns drawing pictures.
Anticipation
Academic Objective(s):

Students will be able to use fine motor skills to create a drawing using an art tool.
This is a level five “Synthesis” in the Blooms Taxonomy because the children are creating their own artwork using an art tool.
Social Objective(s):
 Students will share materials while participating in the Tribes strategy, “Two
On A Crayon”.
Anticipation Set
Hook: Read the story “Share and Take Turns” by Cheri J. Meiners
Accessing Prior Knowledge: Raise your hand if you’ve ever had to share something with your family? Pair share how it made you feel.
Vocabulary Words:

Sharing – to take turns with one another, making sure the object is being used by both people equally.
Purpose:

To create a piece of art using an art tool

To promote cooperation

To build inclusion
The purpose of this activity is to show children if you work in a positive manner you can accomplish great things.

128
Standard:
First Grade –
Visual Arts
2.0
Creative Expression
Creating, Performing, and Participating in the Visual Arts
Communication and Expression Through Original Works of Art
2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art.
Multiple Intelligences:

Visual / Spatial: looking at the picture to decide what to draw next

Interpersonal: working with another student to draw a picture
Materials Needed :

A container with popsicle sticks. Each stick has a students name on it.

Chart paper

Marker

Crayons

Construction paper

Music
Prep:

None
Active Learning
Instructions: 60 minutes
 Read the story “Share and Take Turns” by Cheri J. Meiners
 Ask the students to raise your hand if you’ve ever had to share something with your family? Think-Pair-Share how it made you feel.

The teacher will role-play with one student a situation where they are not sharing. (One person has a crayon and the other person wants to use the same crayon)
-
“Were we sharing?” (Thumbs up or thumbs down)
-
“Why did you say no?” (Pair-Share and Random Selection
– 2 volunteers)

129

The teacher and another student will role-play a situation where both people are sharing. (One person has a crayon and the other person wants to use the same crayon)
-
“Were we sharing?” (Thumbs up or thumbs down)
-
“Why did you say yes?” (Pair-Share and Random Selection
– 2 volunteers).
 “Sharing is so important to you as a child and for adults. I want you to think about when we were sharing nicely. What did you see? What did it sound like? What did it feel like?

Together we will make a Looks Like / Sounds Like / Feels Like chart. I will have one on the board and students will copy to make their own chart.
 Students will do the activity “Two on a Crayon”:

Students decide together what color construction paper. They must come to a consensus.

Teacher will break the students into pairs. If there is an odd number have the teacher partner with the student.

Both partners will hold the crayon at the same time and draw a picture together while there is a song being played in the background.

You may not decide before the activity starts what kind of picture you will draw together and you may not talk to each other while you are drawing.

Check for understanding
Can you decide what you are going to draw?
Can you talk during the process of drawing?

The goal is to take turns without talking. Remember the LL/SL/FL chart you just created. During this lesson you’ll be working on the LL and FL pieces.

Model with another student on the overhead.

CFU-
Who can tell me what you are going to do with the song begins to play?
Use student input to guide instruction.

Now that you have experienced taking turns, do you have anything else to add to the LL/FL part of the chart?

Ask reflective questions
-
Was it hard for you to use the tool with someone else’s hand under yours?
What did you draw?
Was it hard for you to let someone else draw on the same paper as you?

130
Was it hard for you to take turns?
How do you feel about your final project?
Would the world be a better place if we all took turns?
Grouping:

Students are grouped according to the teacher. Students will work with the person next to them.
Model:

The teacher will model how to work with a partner and draw. Their hand should be under your hand as they draw!
Reflection
Reflection Use wait time! Ask the students to share in their group and then share to the class:
Content:
 Was it hard for you to use the tool with someone else’s hand under yours?

What did you draw?
Social :

Was it hard for you to let someone else draw on the same paper as you?

Was it hard for you to take turns?
Personal :

How do you feel about your final project?

Would the world be a better place if we all took turns?
Assessment
Academic Objective(s):

Students were able to use fine motor skills to create a drawing using an art tool.
Social Objective(s):

Students were able to share materials while participating in the Tribes strategy,
“Two On A Crayon”.

APPENDIX B
“What are you Doing” List of Activities
131

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132

APPENDIX C
“People Search” Worksheet
133

134
Find someone who… likes to go swimming
Name: is from a family with four or more children
Name:
Has their own room
Name:
Name: has / had a pet dog has read the
Twilight light series
Name: can play a musical instrument
Name:
Instrument: can speak another language
Name:
Language: plays on a soccer team
Name:
Goes to Day Care or the START program
Name: does not eat meat
Name: is / was a Girl
Scout or Boy
Name:
Scout watches the TV shows
“Hannah
Montana
”
Name:
Can play a musical instrument and has their own room
Name:
was a Girl Scout or
Boy Scout and can speak another language
Name: has a pet dog and watches Hannah
Montana
Name: does not fit in any of the categories!
Name:
Name: ____________________________________________________

APPENDIX D
“Slip Game” Questions
135

136
“Slip Game”
If you could do anything but go to school, what would you do?
If you had to leave your house and take one thing, what would you take?
If someone came to your house and wanted you to donate to charity, who would you want to help?
If someone told you, you would be a millionaire but have no friends, what would you pick?
If you were walking home and found a wallet, what would you do?
If a homeless person asked you to give them money, what would you do?
Would you rather have it be really hot and have no shoes or have it be really cold and have only shoes?
If your television broke, what would you do to pass the time?
What is the first thing you do when you get home from school?
If you were told you could only eat one food for the rest of your life, what would you choose?

APPENDIX E
“Be our Guest” Song Lyrics
137

“Be Our Guest”
Lumiere:
Ma chere Mademoiselle, it is with deepest pride and greatest pleasure that we welcome you tonight.
And now we invite you to relax, let us pull up a chair as the dining room proudly presents - your dinner!
Be our guest! Be our guest!
Put our service to the test
Tie your napkin 'round your neck, cherie
And we'll provide the rest
Soup du jour
Hot hors d'oeuvres
Why, we only live to serve
Try the grey stuff
Chip:
It's delicious
Lumiere:
Don't believe me? Ask the dishes
They can sing, they can dance
After all, Miss, this is France
And a dinner here is never second best
Go on, unfold your menu
Take a glance and then you'll
Be our guest
138

APPENDIX F
“Hey Juliet” Song Lyrics
139

“Hey Juliet”
Hey I've been watching you
Every little thing you do
Every time I see you pass
In my homeroom class, makes my heart beat fast
I've tried to page you twice
But I see you roll your eyes
Wish I could make it real
But your lips are sealed, that ain't no big deal
'Cause I know you really want me
I hear your friends talk about me
So why you tryin' to do without me
When you got me
Where you want me
(Hey Juliet)
I think you're fine
You really blow my mind
Maybe someday, you and me can run away
I just want you to know
I wanna be your Romeo
Hey Juliet
Girl you got me on my knees
Beggin' please, baby please
Got my best DJ on the radio waves saying
Hey Juliet, why do you do him this way
Too far to turn around
So I'm gonna stand my ground
Gimme just a little bit of hope
With a smile or a glance, gimme one more chance
'Cause I know you really want me
I hear your friends talk about me
So why you tryin' to do without me
When you got me
Where you want me
140

Hey Juliet
I think you're fine
You really blow my mind
Maybe someday, you and me can run away
I just want you to know
I wanna be your Romeo
Hey Juliet
I know you really want me
I hear your friends talk about me
So why you tryin' to do without me
When you got me
Where you want me
You don't have to say forever
For us to hang together
So hear me when I say
Hey Juliet
I think you're fine
You really blow my mind
Maybe someday, you and me can run away
I just want you to know
I wanna be your Romeo
Hey Juliet
141

APPENDIX G
“Under the Sea” Song Lyrics
142

“Under the Sea”
The seaweed is always greener
In somebody else's lake
You dream about going up there
But that is a big mistake
Just look at the world around you
Right here on the ocean floor
Such wonderful things surround you
What more is you lookin' for?
Under the sea
Under the sea
Darling it's better
Down where it's wetter
Take it from me
Up on the shore they work all day
Out in the sun they slave away
While we devotin', Full time to floatin'
Under the sea
Down here all the fish is happy
As off through the waves they roll
The fish on the land ain't happy
They sad 'cause they in their bowl
But fish in the bowl is lucky
They in for a worser fate
One day when the boss get hungry
Guess who's gon' be on the plate
Under the sea
Under the sea
Nobody beat us
Fry us and eat us
In fricassee
We what the land folks loves to cook
Under the sea we off the hook
We got no troubles
Life is the bubbles
Under the sea
Under the sea
143

Since life is sweet here
We got the beat here
Naturally
Even the sturgeon an' the ray
They get the urge 'n' start to play
We got the spirit
You got to hear it
Under the sea
The newt play the flute
The carp play the harp
The plaice play the bass
And they soundin' sharp
The bass play the brass
The chub play the tub
The fluke is the duke of soul
(Yeah)
The ray he can play
The lings on the strings
The trout rockin' out
The blackfish she sings
The smelt and the sprat
They know where it's at
An' oh that blowfish blow
Under the sea, under the sea
When the sardine
Begin the beguine
It's music to me
What do they got? A lot of sand
We got a hot crustacean band
Each little clam here know how to jam here
Under the sea
Each little slug here
Cuttin' a rug here
Under the sea
Each little snail here
Know how to wail here
That's why it's hotter
Under the water
144

Ya we in luck here
Down in the muck here
Under the sea
145

APPENDIX H
DJ Earworm’s Mash Up Artists
146

“DJ Earworm Mash Up”
Top 25 artists of 2009
 The Black Eyed Peas - BOOM BOOM POW
 Lady Gaga - POKER FACE


Lady Gaga Featuring Colby O’Donis - JUST DANCE
 The Black Eyed Peas - I GOTTA FEELING
Taylor Swift - LOVE STORY


Flo Rida - RIGHT ROUND
 Jason Mraz - I’M YOURS
Beyonce - SINGLE LADIES (PUT A RING ON IT)
 Kanye West - HEARTLESS


The All-American Rejects - GIVES YOU HELL
 Taylor Swift - YOU BELONG WITH ME
T.I. Featuring Justin Timberlake - DEAD AND GONE


The Fray - YOU FOUND ME
 Kings Of Leon - USE SOMEBODY
Keri Hilson Featuring Kanye West & Ne-Yo - KNOCK YOU DOWN
 Jamie Foxx Featuring T-Pain - BLAME IT
 Pitbull - I KNOW YOU WANT ME (CALLE OCHO)


T.I. Featuring Rihanna - LIVE YOUR LIFE
Soulja Boy Tell ‘em Featuring Sammie - KISS ME THRU THE PHONE
 Jay Sean Featuring Lil Wayne - DOWN
 Miley Cyrus - THE CLIMB


Drake - BEST I EVER HAD
 Kelly Clarkson - MY LIFE WOULD SUCK WITHOUT YOU
Beyonce - HALO
 Katy Perry - HOT N COLD
147
From http://djearworm.com/united-state-of-pop-2009-blame-it-on-the-pop.htm

APPENDIX I
“Colors Art Lesson” Reflection Sheet
148


YES

NO

YES

NO
149


YES NO

150

APPENDIX J
“Colors Art Lesson” Contrasting Colors Sheet
151

152

153
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