beginning-of-year lesson k–1 grades clapping names · project name: cc csc rev 2010: class...

CSC Sample Beginning of Year Lessons, Grades K-1 © Developmental Studies Center devstu.orgProject Name: CSC Rev 2010: Class Meetings K–1, Beginning

Round: review pages Date: 03/02/12

File Name: CSC-CMK1_begin.indd Page #: 1

Trim size: 15.875” x 10.875” Colors used: PMS 131, PMS 2955 Printed at: 75%

Artist: Joslyn Hidalgo Editor: Krista Faries

Comments: tab is 0.762 in x 4.0235 in

BEGINNING-OF-YEAR LESSON

A component of the Caring School Community® program©Developmental Studies Center

GRADESK–1Clapping Names

Materials• Space for the class to sit in

a circle

Lesson PurposeStudents:

• Learn one another’s names

• Listen to one another

• Speak clearly

ABOUT TEAMBUILDERSBeginning-of-the-year Teambuilder activities give the students a chance to learn one another’s names and to get to know something about one another. Overall, Teambuilders: •Helpstudentsbegintoappreciateoneanother•Bringstudentstogetheraroundacommonpurpose•HelpstudentsdevelopasenseofbelongingandacceptanceDoTeambuilderactivitiesearlyintheyear,aswellasperiodically

throughouttheyear,suchaswhenstudentsswitchtonewgroups,when new students enter the class, and after school vacations.Overthenextfiveweeks,thestudentswillparticipatein

Teambuilderstogettoknowoneanother.Theseinclude:“ClappingNames” and “Rhythm Name Game,” in which the students use chants tolearnoneanother’snames;“FavoriteThings,”inwhichpartnersaskone another questions about their favorite things; “Things You Do,” inwhichthestudentstalktoseveraldifferentpartnersaboutthingstheyliketodo;“YourHome,”inwhichthestudentstalktoseveraldifferentpartnersabouttheirfamiliesandhomes;and“TeaParty,”inwhichpairstalkaboutthemselveswithotherpairs.

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BEGINNING-OF-YEAR LESSON Class Meeting Lessons

REFLECT ON THE ACTIVITYRemindthestudentsthatlearningoneanother’snameswillhelptobuildtheircommunity.Helpthestudentsthinkabouthowtheylistened during the activity. Offer your own observations. (For example,“Inoticedthatmostpeoplelistenedwhenpeopleweresharing their names. Listening to one another makes everyone feel liketheyareaspecialpartofourcommunity.”)

Let the students know that they will have many chances to share inthecirclethisyear.Explainandmodelhowyouwouldlikethem to move from the circle. Adjourn the activity and have the studentsreturntotheirseats.Ifnecessary,havethempracticetheprocedureuntiltheyareabletomoveinanorderlyway.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonINTRODUCE GATHERING IN A CIRCLEExplainthatoverthenextseveralweeks,thestudentswillparticipateinseveralTeambuilderactivitiestogettoknowoneanotherbetter.Theseactivitieswillhelpthemlearnoneanother’snames and begin to build a classroom community in which everyonefeelssafeandcomfortable.Explainthattodaythestudents will sit in a circle and learn one another’s names. Explainandmodelhowyouwouldlikethestudentstogetintoa

circle.(Forexample,“WhenIpointtoyourtable,youwillquietlygetup,walktotherug,andsitonyourbottomaroundtheedgeoftherug.”)Havethestudentsmovetothecircle.Ifnecessary,havethem

returntotheirdesksandpracticetheprocedureagainuntiltheyare able to move in an orderly way.

PLAY CLAPPING NAMESExplainthattodaythestudentswillplayagametohelpthemlearnoneanother’snames.Explainthatinthisgameonepersoninthecircle will say her name, and then the whole class will say the name andclapoutthesyllablestogether.Modelwithyourownname,sayingclearly,“Mynameis____.”Repeatyourname,clappingonceforeachsyllable.Repeatyournameagainandhavetheclasschantandclap.Remindthestudentstolistenwhenotherpeoplearetalkingandtospeakloudlyandclearlywhenitistheirturnsothat everyone can hear. Start the game and go around the circle.

Student: “My name is Jeremiah.”

Class: “Jer — e — mi — ah!”

Model how you want the

students to move to the circle

before having them move.

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Make the activity more

challenging by including first and

last names. To add variety to the

activity, walk behind the students

while they are seated in the circle

and randomly tap individual

students to say their name. Have

the group clap and respond in

unison. Continue to tap individual

students until every student has

had a turn.

Clap! Clap! Clap! Clap!

Week 1

Lesson 1









GRADESK–1Clapping Names


a circle




• Speak clearly

ABOUT TEAMBUILDERSBeginning-of-the-year Teambuilder activities give the students a chance to learn one another’s names and to get to know something about one another. Overall, Teambuilders: •Helpstudentsbegintoappreciateoneanother•Bringstudentstogetheraroundacommonpurpose•HelpstudentsdevelopasenseofbelongingandacceptanceDoTeambuilderactivitiesearlyintheyear,aswellasperiodically

throughouttheyear,suchaswhenstudentsswitchtonewgroups,when new students enter the class, and after school vacations.Overthenextfiveweeks,thestudentswillparticipatein

Teambuilderstogettoknowoneanother.Theseinclude:“ClappingNames” and “Rhythm Name Game,” in which the students use chants tolearnoneanother’snames;“FavoriteThings,”inwhichpartnersaskone another questions about their favorite things; “Things You Do,” inwhichthestudentstalktoseveraldifferentpartnersaboutthingstheyliketodo;“YourHome,”inwhichthestudentstalktoseveraldifferentpartnersabouttheirfamiliesandhomes;and“TeaParty,”inwhichpairstalkaboutthemselveswithotherpairs.

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GRADESK–1Rhythm Name Game


a circle

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson GATHER IN A CIRCLE Explainthattodaythestudentswillsitinacircleandplayanothergametohelpthemlearnoneanother’snames.Remindthemthatearlier this week, they learned how to walk to the rug and sit in acircle.Reviewyourexpectationsforhowtheywillmove.(Forexample,“WhenIpointtoyourtable,youwillquietlygetup,walktotherug,andsitonyourbottomaroundtheedgeoftherug.”)Havethestudentsmovetothecircle.Ifnecessary,havethem





• Speak clearly

Have a student volunteer model

how to move to and sit in the circle

before having the class move.

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Vary the chant by using snaps or

knee slaps instead of claps. Make

the activity more challenging by

changing the rhythm to add last

names.

Explainthatthestudentswillgoaroundthecircleandtaketurnssaying their names. Ask and briefly discuss:

Q How will you make sure everyone will be able to hear your name?

Remindthestudentstolistencarefullywhenotherpeoplesaytheir names. Start the game and go all around the circle.

REFLECT ON THE ACTIVITY Ask and briefly discuss:

Q What did you like about today’s activity?

Q If you are not able to hear others when they talk in the circle, what can you say to your classmates?

Havetwoorthreestudentssharewiththegroup.Let the students know they will continue to learn one another’s

names and get to know one another better through Teambuilder activities.Explainhowyouwouldlikethestudentstomovefromthe

circle.Adjourntheactivityandhavethemreturntotheirseats.Ifnecessary,havethempracticetheprocedureuntiltheyareabletomove in an orderly way.

PLAY THE RHYTHM NAME GAME Explainthatthestudentswillcontinuetolearnoneanother’snamesbyplayingagamecalledthe“RhythmNameGame.” Beginclappingasimple1-2-3-4,1-2-3-4rhythm.Encouragethestudents to join in. Once the beat is established, demonstrate the chant using your name.

CHANT: “Say your first name loud and clear. We’ll say it back so we all can hear.”

YOU: “[Midge]!”

CLASS: “[Midge]!”

Oncethestudentshavelearnedthechant,havethempracticewithyou.Forexample:

TOGETHER: “Say your first name loud and clear.”

“We’ll say it back so we all can hear.”

STUDENT: “Bonnie!”

CLASS: “Bonnie!”

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Clap! Clap!

Clap! Clap!

Week 1

Lesson 2









GRADESK–1Rhythm Name Game


a circle

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson GATHER IN A CIRCLE Explainthattodaythestudentswillsitinacircleandplayanothergametohelpthemlearnoneanother’snames.Remindthemthatearlier this week, they learned how to walk to the rug and sit in acircle.Reviewyourexpectationsforhowtheywillmove.(Forexample,“WhenIpointtoyourtable,youwillquietlygetup,walktotherug,andsitonyourbottomaroundtheedgeoftherug.”)Havethestudentsmovetothecircle.Ifnecessary,havethem





• Speak clearly

Have a student volunteer model

how to move to and sit in the circle

before having the class move.

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GRADESK–1FavoriteThings


a circle

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonASSIGN PARTNERS AND GATHER IN A CIRCLERandomlyassignpartnersandmakesuretheyknoweachother’snames.(Forsuggestionsonassigningpartners,seetheCSC Overview,p.25.)Explainthatthestudentswillgetintoacircleagain today. Remind them how to get into a circle, as well as your expectationsforhowtheywillmove.Havethemmovetothecirclewithpartnerssittingtogether.Ifnecessary,havethemreturntotheirdesksandpracticetheprocedureagain.

TEACH “TURN TO YOUR PARTNER”Tellthestudentsthattoday,andthroughouttheyear,youwillstopandaskthemtoturntoapartnerandtalk.Explainthattalkingtoapartnergiveseveryoneachancetosharetheirideaswithsomeone before sharing with the class. (For more information abouttheroleofcooperativestructuresinsocialdevelopment, see the CSC Overview,p.19.)


• Learn and practice “Turn to Your Partner”

Cooperative structures such as

“Turn to Your Partner” increase

students’ participation, make

students accountable, and create

a cooperative environment in

the classroom. Use cooperative

structures to increase student

interaction during lessons across

the school day.

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Say“Turntoyourpartner”andfollowthesameprocedureasbefore.Thistime,afterpartnersshare,haveafewvolunteerssharetheirpartner’sfavoriteanimalwiththeclass.Continuetouse“TurntoYourPartner”tohavethestudents

discussotherfavoritethingswiththeirpartnerandthegroup.Youmight ask:

Q What is your favorite fruit?

Q What is your favorite toy?

REFLECT ON THE ACTIVITYAsk and briefly discuss questions such as:

Q What did your partner do that helped you work well together?

Q What did you do that helped you and your partner work well together?

Q What could you do differently the next time you work with a partner?

Letthestudentsknowtheywillhavemanychancestopractice“TurntoYourPartner”withotherclassmatesthisyear.Explainhowyouwouldlikethestudentstomovefromthe

circle.Adjourntheactivityandhavethemreturntotheirseats.Ifnecessary,havethempracticetheprocedureuntiltheyareabletomove in an orderly way.

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Explainthe“TurntoYourPartner”procedure.(Forexample,“WhenIsay‘Turntoyourpartner,’youwillturntofaceyourpartnerandstarttalkingaboutaquestionthatIask.WhenIraisemy hand, you will finish what you’re saying, raise your own hand, andturnbacktofaceme.”)Explainthatyouexpectthestudentstolistencarefullywhentheirpartneristalkingandtotaketurnstalking and listening.

MODEL “TURN TO YOUR PARTNER”Withastudentactingasyourpartner,modelturningtofaceeachother.Askthestudentstoturnandfacetheirpartner.Givethesignal,andhavepartnersturnbackandfaceyou.Ifnecessary,havethestudentspracticetheprocedureagain.Again,model“TurntoYourPartner”withyourstudentpartner,

andthistime,addsharing.Turntoyourpartnerandsayyourfirstandlastnames.Haveyourpartnersayherfirstandlastnames.Give the signal, and both turn back to the class.

USE “TURN TO YOUR PARTNER” TO TALK ABOUT FAVORITE THINGSHavetheclasspractice“TurntoYourPartner.”Ask:

Q What is your favorite color?

Say“Turntoyourpartner”andhavethestudentsturnandtelleach other their favorite color. After a moment, give the signal tobringthestudents’attentionbacktoyou.Haveafewstudentsshare their favorite color with the class.Practice“TurntoYourPartner”againbyasking:

Q What is your favorite animal?

Establish a specific signal for

calling the students back from

“Turn to Your Partner.” A raised

hand allows the students to finish

what they are saying before

turning back to face you.

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Having the students actually turn

to face each other during “Turn

to Your Partner” increases the

students’ engagement with one

another and helps them actively

listen to one another.

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Turn to Your Partner

Week 2

Lesson 1









GRADESK–1FavoriteThings


a circle

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonASSIGN PARTNERS AND GATHER IN A CIRCLERandomlyassignpartnersandmakesuretheyknoweachother’snames.(Forsuggestionsonassigningpartners,seetheCSC Overview,p.25.)Explainthatthestudentswillgetintoacircleagain today. Remind them how to get into a circle, as well as your expectationsforhowtheywillmove.Havethemmovetothecirclewithpartnerssittingtogether.Ifnecessary,havethemreturntotheirdesksandpracticetheprocedureagain.

TEACH “TURN TO YOUR PARTNER”Tellthestudentsthattoday,andthroughouttheyear,youwillstopandaskthemtoturntoapartnerandtalk.Explainthattalkingtoapartnergiveseveryoneachancetosharetheirideaswithsomeone before sharing with the class. (For more information abouttheroleofcooperativestructuresinsocialdevelopment, see the CSC Overview,p.19.)


• Learn and practice “Turn to Your Partner”

Cooperative structures such as

“Turn to Your Partner” increase

students’ participation, make

students accountable, and create

a cooperative environment in

the classroom. Use cooperative

structures to increase student

interaction during lessons across

the school day.

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GRADESK–1Introducing Class Meetings

Materials• “Class Meeting Rules”

chart, prepared ahead (see “Before the Lesson”)

• Space for the class to sit in a circle


• Learn and practice class meeting rules and procedures

• Take turns talking

• Listen to others

• Practice “Turn to Your Partner”

Ask:

Q Who else liked [making self-portraits] today? What part did you like about it, and why?

Q What will you want to tell your family tonight about [making self-portraits]?

REFLECT ON THE MEETINGRemindthestudentsthattheyhavebeenpracticingturningandtalkingtoapartner.Reviewtheprocedurefor“TurntoYourPartner.”(Forexample,“WhenIsay‘Turntoyourpartner,’youwillturntofaceyourpartnerandstarttalkingaboutthequestionIask.WhenIraisemyhand,finishwhatyouaresaying,raiseyourownhand,andturnbacktofaceme.”)Explainthatinadditiontolisteningcarefullytotheirpartneryouexpectthestudentstoexplaintheirthinkingclearlyandcompletely.Ask:

Q I noticed people listening carefully and looking at the person who was talking during our meeting. Why is it important to listen to the person talking?

Use“TurntoYourPartner”tohavepartnersdiscussthequestion.Afteramoment,signaltobringtheirattentionbacktoyou.Havetwo or three volunteers share their thinking with the class.

ADJOURN THE MEETINGExplainhowyouwouldlikethestudentstomovefromthecircle.Adjournthemeetingandhavethemreturntotheirseats.Ifnecessary,havethempracticetheprocedureuntiltheyareabletomove in an orderly way.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonSavethe“ClassMeetingRules”chartforusethroughouttheyear.

ABOUT CHECK-IN CLASS MEETINGSIntheCaringSchoolCommunityprogram,studentsparticipateinvarioustypesofclassmeetings:Check-inClassMeetings,Planning/Decision-MakingClassMeetings,andProblem-SolvingClassMeetings.Inthebeginningoftheyear,manyclassmeetingsarecheck-in

meetings.ThepurposeofCheck-inClassMeetingsistogivethestudentsachancetoreflectontheirday.Inthesemeetings,thestudents’ commitment to the classroom community is enhanced. Theyhaveopportunitiestocelebratewhattheyhavelearned,evaluatehow they have worked together, or share their thoughts about theirday.Allow10–15minutes,preferablyneartheendoftheday,for check-in meetings. To build a sense of belonging among your students,plantodoaCheck-inClassMeetingeveryday.Atthisfirstclassmeetingoftheyear,theemphasisisonestablishing

classmeetingrules,teachingtheproceduresforclassmeetings,andhelpingstudentsgetusedtotalkinginclassmeetings.AmodelforsubsequentdailyCheck-inClassMeetings,alongwithideasforcheck-intopics,isprovidedinWeek3intheModelDailyCheck-in

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If the students have difficulty

generating ideas, offer some

suggestions such as those in

“Students might say.”

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonPrepareandpostachartof“ClassMeetingRules”forthestudentstofollowduringallclassmeetings.Considerusingoradaptingthefollowing rules:

• Onepersontalksatatime.

• Lookatthepersontalking.

• Whenmentioningproblems,referto“people”insteadof using names.

Decideonaprocedureforhavingthestudentsformacircleforallclassmeetings.Establishingandreviewingthisprocedurewillhelpclassmeetingsproceedsmoothly.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson INTRODUCE CLASS MEETINGS AND GATHER IN A CIRCLEExplainthatthisyearthestudentswillregularlycometogetherinclassmeetings.Classmeetingsareaspecialkindofdiscussioninwhich students will sit in a circle and talk about their classroom community.Thepurposeistolearnhowtoworkwelltogethersothateveryoneintheclassfeelssafeandcomfortable.Explainthattoday they will form a circle to have their first class meeting of the year. Explainhowyouwouldlikethestudentstomoveintoacircle

andremindthemtomovesafelyandresponsibly.Havethestudentsmovetothecirclewithpartnerssitting

together.Ifnecessary,havethemreturntotheirdesksandpracticetheprocedureagainuntiltheyareabletomoveinanorderlyway.Pointoutwaysinwhichtheytookresponsibilityforthemselves

astheyweremoving.Explainthatitisimportantforthemtomoveresponsiblytothecircleeverytimetheyhaveaclassmeeting.

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If at all possible, arrange the

students in a circle for all class

meetings. A circle puts everyone

on equal footing, and the

students are able to address one

another directly. If you do not

have enough space to form a

circle, have the students arrange

their chairs so that most students

can see one another.

CLASS MEETING RULES

• One person talks at a time.

• Look at the person talking.

• When mentioning

problems refer to “people”

instead of using names.

Giving the students a few seconds

of quiet “wait time” before

discussing a question allows them

time to consider the question and

form a response before anyone

starts talking. It increases student

participation in discussions

and encourages longer, more

thoughtful answers. Use wait time

during all student discussions

throughout the day.

TEACH THE CLASS MEETING RULES Explainthattherearerulesyouexpectthestudentstofollowduringclassmeetingssothateveryonewillfeelsafeparticipating.Showthe“ClassMeetingRules”chartandbrieflyexplaineachrule. Asyouexplaineachrule,askquestionslikethesetohelpthe

studentsthinkaboutwhytheruleisimportant:

Q What would happen if everyone talked at the same time in a class meeting?

Q Why is it important to look at the person who’s talking?

Students might say:

“ You wouldn’t get to hear what anyone was saying.”

“ If you look at the person who’s talking, it will help you listen.”

Explainthattodaythestudentswillpracticethefirsttwooftheclass meeting rules. Remind the students to talk one at a time and tolookatthepersonspeaking.Ifnecessary,modelthiswithastudent.Explainthatyouwillcheckinwiththemattheendofthemeeting to see how they did.

SHARE IN THE CIRCLE AND PRACTICE LOOKING AT THE PERSON TALKINGExplainthattodayintheclassmeeting,thestudentswillgettoknow one another by sharing news about their day. Ask:

Q What is one thing you did in school today that you want to tell your family about?

Providethestudentswithafewmomentsof“waittime”tothinkbeforeyoucallonanyonetorespond.Haveseveralvolunteersshare their ideas with the class. Helpthestudentsexplaintheirthinkinginmoredetailbyasking

the following questions. Remind the students to look at and listen tothepersonspeaking.

Week 2

Lesson 2









GRADESK–1Introducing Class Meetings

Materials• “Class Meeting Rules”

chart, prepared ahead (see “Before the Lesson”)

• Space for the class to sit in a circle


• Learn and practice class meeting rules and procedures

• Take turns talking

• Listen to others


Ask:

Q Who else liked [making self-portraits] today? What part did you like about it, and why?

Q What will you want to tell your family tonight about [making self-portraits]?

REFLECT ON THE MEETINGRemindthestudentsthattheyhavebeenpracticingturningandtalkingtoapartner.Reviewtheprocedurefor“TurntoYourPartner.”(Forexample,“WhenIsay‘Turntoyourpartner,’youwillturntofaceyourpartnerandstarttalkingaboutthequestionIask.WhenIraisemyhand,finishwhatyouaresaying,raiseyourownhand,andturnbacktofaceme.”)Explainthatinadditiontolisteningcarefullytotheirpartneryouexpectthestudentstoexplaintheirthinkingclearlyandcompletely.Ask:

Q I noticed people listening carefully and looking at the person who was talking during our meeting. Why is it important to listen to the person talking?

Use“TurntoYourPartner”tohavepartnersdiscussthequestion.Afteramoment,signaltobringtheirattentionbacktoyou.Havetwo or three volunteers share their thinking with the class.

ADJOURN THE MEETINGExplainhowyouwouldlikethestudentstomovefromthecircle.Adjournthemeetingandhavethemreturntotheirseats.Ifnecessary,havethempracticetheprocedureuntiltheyareabletomove in an orderly way.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonSavethe“ClassMeetingRules”chartforusethroughouttheyear.

ABOUT CHECK-IN CLASS MEETINGSIntheCaringSchoolCommunityprogram,studentsparticipateinvarioustypesofclassmeetings:Check-inClassMeetings,Planning/Decision-MakingClassMeetings,andProblem-SolvingClassMeetings.Inthebeginningoftheyear,manyclassmeetingsarecheck-in

meetings.ThepurposeofCheck-inClassMeetingsistogivethestudentsachancetoreflectontheirday.Inthesemeetings,thestudents’ commitment to the classroom community is enhanced. Theyhaveopportunitiestocelebratewhattheyhavelearned,evaluatehow they have worked together, or share their thoughts about theirday.Allow10–15minutes,preferablyneartheendoftheday,for check-in meetings. To build a sense of belonging among your students,plantodoaCheck-inClassMeetingeveryday.Atthisfirstclassmeetingoftheyear,theemphasisisonestablishing

classmeetingrules,teachingtheproceduresforclassmeetings,andhelpingstudentsgetusedtotalkinginclassmeetings.AmodelforsubsequentdailyCheck-inClassMeetings,alongwithideasforcheck-intopics,isprovidedinWeek3intheModelDailyCheck-in

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GRADESK–1Fairness andHelpfulness

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the Lesson Atthebeginningoftheweek,explainthatyouwouldlikethestudentstothinkaboutwaysinwhichtheycanbefairandhelpfultooneanotheratschool.Inthedaysbeforetheclassmeeting,stoptheclassperiodicallytopointoutwaysthestudentsarebeingfairandhelpful.(Forexample,“MarthaandJuliaaretakingturnsusingtheredpainttomaketheirartproject.Thatisaveryfairwaytoact.IsawJoshuaandLisacleanupwaterthatspilledonthefloor.Thatwashelpful.”)Youmaywanttokeepnotesaboutyourobservationsforuseintheclassmeeting.Pointingoutexamplesoffairnessandhelpfulnessastheyhappenhelpstodefinethevaluesand increases the students’ awareness and understanding of them.


• Reflect on the values of fairness and helpfulness


After another moment, signal to bring their attention back to you.Havetwoorthreevolunteerssharetheirthinkingwiththeclass.Helpthemthinkaboutwhyit’simportanttobefairandhelpfulbyaskingfollow-upquestions,suchas:

Q [Martin said he would help a new student by showing her where to put her things and where to sit.] Why is it good to help a student who is new to our class?

Q [Sandi said she could be fair on the playground by taking turns using the monkey bars.] How would that make the playground a better place to be for everyone?

REFLECT ON THE ACTIVITYEncouragethestudentstokeepthinkingaboutwaystheycanbefairandhelpfultotheirclassmates.Letthemknowthatyouwillcheck in with them throughout the year to see how they are doing buildingacommunityinwhicheveryoneisfairandhelpful.

ADJOURN THE MEETING Remind the students how you would like them to move from the circle. Adjourn the meeting and have them return to their seats.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonAs the students work together on various activities during the rest ofthisweek,stopperiodicallyandask,“Howareyoubeingfairorhelpfulrightnow?”Pointingouthowtheyarebeingfairandhelpfulprovidesthestudentswithconcreteexamplesofthevaluesandhelpsthemidentifysituationsinwhichtheycanusethesevalues to guide their behavior.

Rather than asking follow-up

questions after every student’s

statement, keep the class meeting

focused and moving by asking

only questions that draw the

students’ attention to the values

of fairness and helpfulness.

ABOUT VALUES CHECK-IN MEETINGSThepurposeoftheValuesCheck-inClassMeetingsisforthestudentstoreflectonhowtheyarecreatingacaringcommunitybyapplyingthesocialvaluesoffairness,helpfulness,caring,responsibility,andrespectintheirday-to-dayinteractions.DoValuesCheck-inClassMeetingseveryonetotwoweeks.Allow10–15minutestowardtheendoftheweek.ThisfirstValuesCheck-inClassMeetingfocuseson the values of fairness and helpfulness. The second focuses on the values of responsibility and caring (seeWeek4).FocussubsequentValuesCheck-inClassMeetingsonwhatevervaluesseemappropriateat the time.

Materials• “Class Meeting Rules” chart

(from Introducing Class Meetings)

• Scratch paper and pencil for teacher notes (optional)

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If the students have trouble

thinking of ways they were fair

and helpful, prompt them with

some of your observations. For

example, “Today I noticed that

Cassandra and Luis shared a book

that they both wanted. That was a

very fair thing to do.”

DISCUSS WAYS THE STUDENTS HAVE BEEN FAIR AND HELPFULRemindthestudentsthatovertheweekyouhavebeenpointingoutwaysthattheyhavebeenfairandhelpfultooneanother.Begin a discussion about their use of the values by asking:

Q What were some ways you were fair to one another during [snack time]?

Q What were some ways you were helpful to one another during [today’s art lesson]?

Providethestudentswithafewmomentsofwaittimetothinkbeforeyoucallonanyonetorespond.Haveafewvolunteerssharetheir ideas with the class.

DISCUSS OTHER WAYS TO BE FAIR AND HELPFULExplainthattodaythestudentswilltalkwiththeirpartneraboutotherwaystobefairandhelpful.Remindthemthattheyhavebeenpracticing“TurntoYourPartner.”Ifnecessary,reviewtheprocedure.Use“TurntoYourPartner”todiscuss:

Q If you arrived at school tomorrow morning and you saw a new student in our class, what could you do to help that student?

Afteramoment,signaltobringtheirattentionbacktoyou.Havetwo or three volunteers share their thinking with the class. Use “TurntoYourPartner”againtodiscuss:

Q How could you be fair on the playground when there are a lot of people who want to play on the monkey bars?

4

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson GATHER IN A CIRCLEExplainthattodaythestudentswillhaveaclassmeetingtotalkwiththeirpartnerabouthowtheywerefairandhelpfultoone another this week and to think of other ways to be fair and helpfulinschool.Remindthestudentshowtomovetothecircleresponsiblyandhaveseveralpairsmodeltheprocedure.Ask:

Q I noticed that the partners walked slowly to the circle. What are some other ways they were responsible when they moved to the circle?

Students might say:

“ They didn’t bump into each other.”

“ They moved quietly.”

Haveoneortwostudentssharewhattheynoticedandhavetherestoftheclassmovetothecirclewithpartnerssittingtogether.

REVIEW CLASS MEETING RULESBriefly review the class meeting rules with the students. (For example,“Whenwehaveaclassmeeting,it’simportanttoremembertolookatthepersonwho’stalking.Whatotherthingsdo you want to remember to do to show others that you are listening?”)

In subsequent Check-in Class

Meetings, choose one of the

class meeting rules to have the

students focus on during the

meeting. You may want to focus

on one rule each week.

2

3

1


Week 2

Lesson 3









GRADESK–1Fairness andHelpfulness

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the Lesson Atthebeginningoftheweek,explainthatyouwouldlikethestudentstothinkaboutwaysinwhichtheycanbefairandhelpfultooneanotheratschool.Inthedaysbeforetheclassmeeting,stoptheclassperiodicallytopointoutwaysthestudentsarebeingfairandhelpful.(Forexample,“MarthaandJuliaaretakingturnsusingtheredpainttomaketheirartproject.Thatisaveryfairwaytoact.IsawJoshuaandLisacleanupwaterthatspilledonthefloor.Thatwashelpful.”)Youmaywanttokeepnotesaboutyourobservationsforuseintheclassmeeting.Pointingoutexamplesoffairnessandhelpfulnessastheyhappenhelpstodefinethevaluesand increases the students’ awareness and understanding of them.


• Reflect on the values of fairness and helpfulness


After another moment, signal to bring their attention back to you.Havetwoorthreevolunteerssharetheirthinkingwiththeclass.Helpthemthinkaboutwhyit’simportanttobefairandhelpfulbyaskingfollow-upquestions,suchas:

Q [Martin said he would help a new student by showing her where to put her things and where to sit.] Why is it good to help a student who is new to our class?

Q [Sandi said she could be fair on the playground by taking turns using the monkey bars.] How would that make the playground a better place to be for everyone?

REFLECT ON THE ACTIVITYEncouragethestudentstokeepthinkingaboutwaystheycanbefairandhelpfultotheirclassmates.Letthemknowthatyouwillcheck in with them throughout the year to see how they are doing buildingacommunityinwhicheveryoneisfairandhelpful.

ADJOURN THE MEETING Remind the students how you would like them to move from the circle. Adjourn the meeting and have them return to their seats.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonAs the students work together on various activities during the rest ofthisweek,stopperiodicallyandask,“Howareyoubeingfairorhelpfulrightnow?”Pointingouthowtheyarebeingfairandhelpfulprovidesthestudentswithconcreteexamplesofthevaluesandhelpsthemidentifysituationsinwhichtheycanusethesevalues to guide their behavior.

Rather than asking follow-up

questions after every student’s

statement, keep the class meeting

focused and moving by asking

only questions that draw the

students’ attention to the values

of fairness and helpfulness.

ABOUT VALUES CHECK-IN MEETINGSThepurposeoftheValuesCheck-inClassMeetingsisforthestudentstoreflectonhowtheyarecreatingacaringcommunitybyapplyingthesocialvaluesoffairness,helpfulness,caring,responsibility,andrespectintheirday-to-dayinteractions.DoValuesCheck-inClassMeetingseveryonetotwoweeks.Allow10–15minutestowardtheendoftheweek.ThisfirstValuesCheck-inClassMeetingfocuseson the values of fairness and helpfulness. The second focuses on the values of responsibility and caring (seeWeek4).FocussubsequentValuesCheck-inClassMeetingsonwhatevervaluesseemappropriateat the time.


(from Introducing Class Meetings)


5

6

Wee

k 2

Less

on 3









GRADESK–1Things You Do

Materials• Class Meeting Animal Cards

for random pairing (see “Before the Lesson” and the blackline master pages 39–42 in the CSC Overview)

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonInthislesson,youwilluseanimalcardstopartnerstudents. Priortothelesson,photocopyandcutoutenoughpairsofcardsforyourclass.(Forexample,ifyouhave20students,youwillneed tenpairsofanimalcards.)Eachstudentwillusehisorheranimalcard to find a classmate with the matching card.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE THE ACTIVITYHavethestudentsgatherinacircle.Explainthattodaytheywilleachfindapartnerbyusinganimalcards.Thenpartnerswillhavetime to talk to and get to know each other.

DISTRIBUTE CARDS AND FIND PARTNERSDistributeoneanimalcardtoeachstudent.Haveeachstudentholdthecardinhisorherlapsotheanimalsideisup.Explainthatstudentswiththesameanimalontheircardswillbepartners.Haveastudentsittingnexttoyouholdhercardoverheadsothateveryonecanseetheanimalside.Ask,“Whohasthesameanimalontheircard?”Havethestudentwiththematchingcardwalkoverandsitfacinghispartner.


• Get to know one another

• Take responsibility for themselves

• Take turns

1

REFLECT ON THE ACTIVITYHavethestudentsreturntothecircleandcollecttheanimalcards.Briefly discuss:

Q What did you like about using the animal cards today?

Q How did you help make this activity a success?

Q Why is it important when we do activities like this to move around the room responsibly?

Explainthatthestudentswillhavemorechancestopracticemoving around the room and getting to know their classmates. Adjourn the activity and have them return to their seats.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonSavetheanimalcardstousewheneveryouwishtorandomlypairstudents throughout the school year.

2

6

If you have an odd number of

students, take a card and act as a

student’s partner for the purposes

of pairing. Once everyone is paired,

have your partner join another pair

to make a trio.

Wee

k 3

Less

on 1








Explainthatthestudentsshouldbereadytotelltheclasswhattheylearnabouttheirpartner.Afterafewmoments,signaltobring their attention back to you. Ask:

Q What is one thing your partner likes to do after school?

Havetwoorthreestudentssharewhattheirpartnerlikestodoafterschool.Aftereachpersonshares,askquestionslikethesetostimulate a brief discussion:

Q What is one thing you want to ask [Carlos] about what he likes to do after school?

Q Who else likes to do what [Carlos] likes to do after school? Tell us about it.

FIND NEW PARTNERS AND TALK ABOUT WHAT THEY LIKE TO DO ON THE WEEKENDHavethestudentsreturntothecircle.Collectandredistributethecards.Repeattheproceduredescribedaboveforfindingnewpartners. Havethestudentsintroducethemselvestotheirnewpartner.Use“TurntoYourPartner”todiscuss:

Q What do you like to do on weekends?

After a few moments, signal to bring their attention back to you. Ask:

Q What is one thing your partner likes to do on weekends?

Havetwoorthreestudentsshareonethingtheirpartnerlikestodoonweekends.Aftereachpersonshares,askquestionsliketheseto stimulate a brief discussion:

Q What questions do you want to ask [Roger] about what he likes to do on weekends?

4

Haveanotherstudentinthecircleholduphercardandrepeatthepairingprocedure.Continueuntilallthestudentsarepaired.Havethepairsspreadoutaroundtheroomsothatpartnerscanhear one another.

TALK IN PAIRS ABOUT WHAT THEY DO TO GET READY FOR SCHOOLHavethestudentsintroducethemselvestotheirpartner.Use“TurntoYourPartner”todiscussthefollowingquestions.Ifnecessary,reviewthe“TurntoYourPartner”procedure.Encouragethestudentstolistencarefullywhentheirpartneristalkingandtotake turns talking and listening. They should be ready to tell the classsomethingtheylearnabouttheirpartner.Ask:

Q What do you do to get ready for school in the morning?


Q What is something your partner does to get ready for school in the morning?

Havetwoorthreestudentssharewhattheirpartnerdoestogetready for school.

FIND NEW PARTNERS AND TALK ABOUT WHAT THEY LIKE TO DO AFTER SCHOOLHavethestudentsreturntothecircle.Collectandredistributetheanimalcards.Explainthattheywillusethecardstofindnewpartners.RepeattheproceduredescribedaboveforfindingpartnersHavethestudentsintroducethemselvestotheirnewpartner.Use“TurntoYourPartner”todiscuss:

Q What do you like to do after school?

3

You may want to model

with a partner taking turns

talking about what you do to get

ready for school in the morning.

If necessary, model asking

questions to give the students

examples:

Q How many people are in your

ballet class?

Q What is your favorite thing

about going to a baseball game?5

If the students are getting restless,

you may want to do this part of

the lesson at another time.

Having the students share

their partner’s thinking, rather

than their own, helps them

be accountable for listening

carefully.

Instead of redistributing the

cards, you might have the

students “shuffle” them by

turning their cards face down

and trading with four different

students.

Week 3

Lesson 1









GRADESK–1Things You Do

Materials• Class Meeting Animal Cards

for random pairing (see “Before the Lesson” and the blackline master pages 39–42 in the CSC Overview)

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonInthislesson,youwilluseanimalcardstopartnerstudents. Priortothelesson,photocopyandcutoutenoughpairsofcardsforyourclass.(Forexample,ifyouhave20students,youwillneed tenpairsofanimalcards.)Eachstudentwillusehisorheranimalcard to find a classmate with the matching card.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE THE ACTIVITYHavethestudentsgatherinacircle.Explainthattodaytheywilleachfindapartnerbyusinganimalcards.Thenpartnerswillhavetime to talk to and get to know each other.

DISTRIBUTE CARDS AND FIND PARTNERSDistributeoneanimalcardtoeachstudent.Haveeachstudentholdthecardinhisorherlapsotheanimalsideisup.Explainthatstudentswiththesameanimalontheircardswillbepartners.Haveastudentsittingnexttoyouholdhercardoverheadsothateveryonecanseetheanimalside.Ask,“Whohasthesameanimalontheircard?”Havethestudentwiththematchingcardwalkoverandsitfacinghispartner.



• Take responsibility for themselves

• Take turns

1

REFLECT ON THE ACTIVITYHavethestudentsreturntothecircleandcollecttheanimalcards.Briefly discuss:

Q What did you like about using the animal cards today?

Q How did you help make this activity a success?

Q Why is it important when we do activities like this to move around the room responsibly?

Explainthatthestudentswillhavemorechancestopracticemoving around the room and getting to know their classmates. Adjourn the activity and have them return to their seats.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonSavetheanimalcardstousewheneveryouwishtorandomlypairstudents throughout the school year.

2

6

If you have an odd number of

students, take a card and act as a

student’s partner for the purposes

of pairing. Once everyone is paired,

have your partner join another pair

to make a trio.

Wee

k 3

Less

on 1









GRADESK–1

Wee

k 3

Less

on 2

End-of-Day Check-in



• Contribute ideas that are different from other people’s ideas

• Reflect on how they contribute to the class meeting

ABOUT END-OF-DAY CHECK-IN CLASS MEETINGS This check-in meeting is designed to be used as a model for daily check-in meetings throughout the year. Check-in meetings bring the students together at the end of the day to talk about how things are going—socially and academically—in their classroom community, todiscusstheirhopesandplansforthecomingdays,andtoreflectontheirproblem-solvingeffortsinsideandoutsidetheclassroom.Check-inmeetingsaremeanttobebrief.Allow10–15minuteseachdaytoendonapositiveoraproblem-solvingnote.Inthislesson,thestudentsareaskedtosharewithpartnersandthe

groupwhattheylikedaboutbeinginschooltoday.Herearesomeotherpossibletopicsforfuturecheck-inmeetings:•Howareyoudoingwithtakingresponsibilityforyourself?•Whatisonethingyoulearnedtoday?•Whatdoyouwanttolearnmoreaboutinourclass?•Whatdoyouwanttolearntodobetterinourclass?•Whatisabookyoureadrecentlythatyouliked?•Whatwillyoudoafterschooltoday?•Arewetreatingeachotherthewaywewanttobetreated?Howcanweimprove?

•Howarethingsgoingontheplayground?Howcanweimprove?•Whatisyourfavoritethingtodoinourclass?•Whatdoyouhopetodoinschooltomorrow?

CSC-EDCMK1








Week 3

Lesson 2

In subsequent Check-in Class

Meetings, ask reflection questions

appropriate to the topic. Have

the students reflect on what

they discussed in the meeting

or on their interactions during

the meeting.

REFLECT ON THE ACTIVITY Share your observations of ways in which the students took responsibilityduringthemeeting.Brieflydiscussquestionssuchas:

Q How did you talk to your partner in a way that was helpful?

Q How can you act in a helpful and caring way during the next class meeting?

Providethestudentswithafewmomentsofwaittimebeforeyoucallonanyonetorespond.Haveafewvolunteerssharetheirthinkingwiththegroup.

ADJOURN THE MEETING Review how you would like the students to move from the circle. Adjourn the meeting and have them return to their seats.

4

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson REVIEW THE CLASS MEETING RULESExplainthatthestudentswillhaveaveryshortclassmeetingatthe end of every day to check in on how things are going in their classroomcommunity.Brieflyreviewthe“ClassMeetingRules”chart.

GATHER IN A CIRCLE AND DISCUSS TODAY’S CHECK-IN TOPIC Usetheprocedureyouhaveestablishedtohavethestudentsgatherinacirclewithpartnerssittingtogether.Explainthattodaytheywilltalktotheirpartneraboutwhattheylikeaboutschool.Ask:

Q What did you like about being in school today?

Say“Turntoyourpartner”andhavethestudentsturnandtelleach other what they liked about being in school today. Signal to bringthestudents’attentionbacktoyou.Haveseveralvolunteerssharewiththegroup.Encouragethestudentstocontributeideasthat are different from their classmates’ ideas. Asthestudentsshare,helpthemtalktooneanotherbyasking

questions such as:

Q What questions do you have for [Jose] about what he liked about school today?

Q Who else liked what [Jose] liked? Why did you like it?

Q Who liked something different? Why did you like it?

Continue to help the students

practice listening and asking

one another questions during

discussions. If necessary, model

asking questions like these to

give them examples of the types

of questions they might ask:

Q What did you paint during art?

Q What did you make during free

time?

Q Where in the classroom do you

like to read?

2

3

1










GRADESK–1W

eek 3

Less

on 2

End-of-Day Check-in




• Reflect on how they contribute to the class meeting

ABOUT END-OF-DAY CHECK-IN CLASS MEETINGS This check-in meeting is designed to be used as a model for daily check-in meetings throughout the year. Check-in meetings bring the students together at the end of the day to talk about how things are going—socially and academically—in their classroom community, todiscusstheirhopesandplansforthecomingdays,andtoreflectontheirproblem-solvingeffortsinsideandoutsidetheclassroom.Check-inmeetingsaremeanttobebrief.Allow10–15minuteseachdaytoendonapositiveoraproblem-solvingnote.Inthislesson,thestudentsareaskedtosharewithpartnersandthe

groupwhattheylikedaboutbeinginschooltoday.Herearesomeotherpossibletopicsforfuturecheck-inmeetings:•Howareyoudoingwithtakingresponsibilityforyourself?•Whatisonethingyoulearnedtoday?•Whatdoyouwanttolearnmoreaboutinourclass?•Whatdoyouwanttolearntodobetterinourclass?•Whatisabookyoureadrecentlythatyouliked?•Whatwillyoudoafterschooltoday?•Arewetreatingeachotherthewaywewanttobetreated?Howcanweimprove?

•Howarethingsgoingontheplayground?Howcanweimprove?•Whatisyourfavoritethingtodoinourclass?•Whatdoyouhopetodoinschooltomorrow?

CSC-EDCMK1









GRADESK–1Playground Check-in


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonWhenyouarenotonyardduty,walkaroundtheplaygroundand quietly observe the students’ interactions. Note how students aretakingresponsibilityoractingincaring,fair,orhelpfulways(forexample,takingturns,followingestablishedrulesforgames,includingothers,orsolvingproblemsbytalkingaboutthem).Alsonoteinteractionsthatareproblematic,suchasteasing,bullying,hitting, name-calling, or excluding others. This information will helpyouleadthisdiscussionandfuturemeetingsaboutstudentinteractionsontheplayground.



• Speak clearly

• Learn and use discussion prompts to add to one another’s thinking

• Discuss applying the values of fairness and helpfulness on the playground

REFLECT ON THE MEETINGUsing“TurntoYourPartner,”discuss:

Q What can you do if you are not able to hear someone speaking?

After a moment, signal to bring students’ attention back to you. Haveseveralvolunteerssharetheirthinking.

Students might say:

“ I could ask the person to repeat what they said.”

“ I agree with [Sylvia] because if the person repeats what they said, I will probably be able to hear them.”

“ I disagree with [Sylvia and Ruben]. I think we should ask them to talk more loudly, because if they just repeat it I still might not be able to hear them.”

Explainthatyouexpectthestudentstospeaksoeveryonecanhearthem.Iftheyarenotabletohearwhenothersspeak,youexpectthemtopolitelyaskwhoeverisspeakingtospeakmoreloudly.Explainthatinfuturemeetingsyouwillencouragethemtotakeresponsibilityforspeakingclearlyandaskingotherstopleasespeakmoreloudly.

ADJOURN THE MEETINGAdjourn the meeting and have the students return to their seats.

ABOUT PLAYGROUND CHECK-INSIntoday’sclassmeeting,thestudentsdiscusstheirplaygroundinteractions.Theytalkaboutwhat’sgoingwellontheplaygroundanddiscusswaystheycanbefairandhelpfultooneanother.InasubsequentCheck-inClassMeeting(seePlaygroundChallengesinWeek5)thestudentstalkaboutpotentialplaygroundproblemsandsolutions.Distinctionismadebetweenproblemsthatdonotjeopardizetheirphysicalandemotionalsafety(suchasnottakingturns,excludingothers,andnotfollowinggamerules)andconflictsthatcanjeopardizetheiremotionalandphysicalsafetyandrequireadultintervention(suchasbullying,teasing,andfighting).

4

3


Wee

k 3

Less

on 3








Use these discussion prompts

during class meetings and other

discussions throughout the day. As

the students practice the prompts

over time, they will come to use

them naturally. Discussion prompts

increase participation, listening,

and student-to-student dialog.

For KindergartenYou may want to start with just “I

agree with _____ because…” or wait

to introduce the prompts until later

in the year.

LEARN AND USE DISCUSSION PROMPTSExplainthatduringthisdiscussion,youwouldlikethestudentstousetheprompts“Iagreewith_____because…”and“Idisagreewith_____because…”tohelpthemlistenandaddtowhattheirclassmatessay.Writethepromptswhereeveryonecanseethem.Begin the discussion by asking:

Q If [you and another student both want to be on the bars at the same time], what can you do to be fair?

Q If [another student in the class doesn’t know how to jump rope], what can you do to be helpful ?

Haveseveralstudentsrespond.Encouragethestudentstousethepromptsandtorespondtotheirclassmates’thinkingbyaskingfollow-upquestions,suchas:

Q Do you agree or disagree with what [Michael] said? Tell us about your thinking.

Q What question do you want to ask [Harry] about his ideas?

Q How is what [Jennie] suggested [helpful]?

Remind the students that today they talked about what is going wellontheplaygroundandsharedideasaboutwaystobefairandhelpful.Encouragethemtotrytousesomeoftheirideasontheplaygroundinthenextcoupleofdays.Explainthatyouwillcheckin with them in a few days to see how things are going.

Priortotoday’sclassmeeting,askthestudentstonoticewaystheytreatoneanotherontheplayground.Explainthattheywillberesponsibleforreportingtheirobservationsattheclassmeeting.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND DISCUSS THE PLAYGROUNDReviewyourexpectationsforhowthestudentswillmovetothecircle.Havethemgatherforaclassmeetingwithpartnerssittingtogether.Explainthatintoday’sclassmeeting,theywilltalkabouthow things are going and how they want to treat one another on theplayground.Quicklyreviewthe“ClassMeetingRules”chartandremindthestudentstolistencarefullywhenothersspeakandtospeaksoeveryonecanhearthem.Askthestudentstothinkaboutbeingoutontheplaygroundat

recess and ask:

Q What do you like to do on the playground at recess?

Haveseveralvolunteerssharewiththegroup.Asthestudentsshare,askfollow-upquestions,suchas:

Q Who else likes [to play four square]? What do you like about it?

Q What do others like to do at recess?

Remind the students that you asked them to notice ways they treatoneanotherontheplayground.Use“TurntoYourPartner” to discuss:

Q What are some ways that people treated you nicely or that you treated others nicely on the playground today?

Haveseveralvolunteerssharetheirthinkingwiththeclass.Asthestudentsshare,pointoutwaysinwhichstudentswere

fairandhelpfultooneanother.(Forexample,“WhenBillyandJasminewantedtogoacrossthemonkeybarsatthesametime,BillyletJasminegofirstbecauseshehadbeenwaitinglonger.Thatwasaveryfairthingtodo.”)

The purpose of this meeting is

to acknowledge positive things

that are already happening on the

playground and to look ahead to

how the students want to treat

each other in the future. Since

students will discuss problems

on the playground in Playground

Challenges, Week 5, guide the

discussion away from playground

problems in this meeting.

2

1


generating responses to one

another’s thinking, use “Turn to

Your Partner” to have them discuss

why they agree or disagree with a

student’s suggestion.

Week 3

Lesson 3









GRADESK–1Playground Check-in


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonWhenyouarenotonyardduty,walkaroundtheplaygroundand quietly observe the students’ interactions. Note how students aretakingresponsibilityoractingincaring,fair,orhelpfulways(forexample,takingturns,followingestablishedrulesforgames,includingothers,orsolvingproblemsbytalkingaboutthem).Alsonoteinteractionsthatareproblematic,suchasteasing,bullying,hitting, name-calling, or excluding others. This information will helpyouleadthisdiscussionandfuturemeetingsaboutstudentinteractionsontheplayground.



• Speak clearly

• Learn and use discussion prompts to add to one another’s thinking

• Discuss applying the values of fairness and helpfulness on the playground

REFLECT ON THE MEETINGUsing“TurntoYourPartner,”discuss:

Q What can you do if you are not able to hear someone speaking?

After a moment, signal to bring students’ attention back to you. Haveseveralvolunteerssharetheirthinking.

Students might say:

“ I could ask the person to repeat what they said.”

“ I agree with [Sylvia] because if the person repeats what they said, I will probably be able to hear them.”

“ I disagree with [Sylvia and Ruben]. I think we should ask them to talk more loudly, because if they just repeat it I still might not be able to hear them.”

Explainthatyouexpectthestudentstospeaksoeveryonecanhearthem.Iftheyarenotabletohearwhenothersspeak,youexpectthemtopolitelyaskwhoeverisspeakingtospeakmoreloudly.Explainthatinfuturemeetingsyouwillencouragethemtotakeresponsibilityforspeakingclearlyandaskingotherstopleasespeakmoreloudly.

ADJOURN THE MEETINGAdjourn the meeting and have the students return to their seats.

ABOUT PLAYGROUND CHECK-INSIntoday’sclassmeeting,thestudentsdiscusstheirplaygroundinteractions.Theytalkaboutwhat’sgoingwellontheplaygroundanddiscusswaystheycanbefairandhelpfultooneanother.InasubsequentCheck-inClassMeeting(seePlaygroundChallengesinWeek5)thestudentstalkaboutpotentialplaygroundproblemsandsolutions.Distinctionismadebetweenproblemsthatdonotjeopardizetheirphysicalandemotionalsafety(suchasnottakingturns,excludingothers,andnotfollowinggamerules)andconflictsthatcanjeopardizetheiremotionalandphysicalsafetyandrequireadultintervention(suchasbullying,teasing,andfighting).

4

3


Wee

k 3

Less

on 3









GRADESK–1Your Home

Materials• Class Meeting Animal

Cards for random pairing (see Things You Do in Week 3)

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonInthislesson,youwillpairstudentsusingthesameanimalcardsasintheTeambuilder“ThingsYouDo”(Week3).Againyouwillneedenoughpairsofcardsforyourclass.(Forexample,ifyouhave20students,youwillneedtenpairsofanimalcards.)Eachstudent will find the classmate with the matching card.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson GATHER IN A CIRCLE AND INTRODUCE THE ACTIVITYHavethestudentsgatherinacircle.Explainthattodaytheywillfindapartnerusingtheanimalcardstheyusedbefore.Partnerswill then talk and get to know each other.



• Move responsibly around the room

• Take turns

1

FIND NEW PARTNERS AND TALK ABOUT THEIR FAVORITE TOYHavethestudentsreturntothecircle.Collectandredistributetheanimalcards.Explainthattheywillusetheircardstofindnewpartners.Repeattheproceduredescribedaboveforfindingpartners.Havepartnerstaketurnsintroducingthemselvesanddescribing

theirfavoritetoytoeachother.Explainthattheyshouldbereadytotelltheclasswhattheylearnabouttheirpartner.


Q What is your partner’s favorite toy?

Havetwoorthreestudentssharewiththeclass.Aftereachpersonshares,askquestionslikethesetoextendtheconversation:

Q Who else likes the same toy as [Evie]? Tell us about it.

Q Who likes a toy that is completely different from [Evie’s]? Tell us about it.

REFLECT ON THE ACTIVITYHavethestudentsreturntothecircle.Helpthemreflectonhowtheymovedinaresponsibleway.Askandbrieflydiscuss:

Q What is one thing you want to remember when you walk around the room?

Q Why is it important for you to move around the room in a responsible way?

Explainthatthestudentswillhavemorechancestogettoknowtheirclassmates.Havethemreturntotheirseats.

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Havetwoorthreestudentssharewiththeclass.Remindthemtousetheprompts“Iagreewith_____because…”and“Idisagreewith_____because….”Ifnecessary,writethepromptswhereeveryone can see them.

Students might say:

“ We shouldn’t bump into people.”

“ I agree with [May Kwan], and I think we should walk slowly.”

“ I agree, and we shouldn’t fool around.”

Havethestudentsholduptheircards,andthenyousay“Findyourpartner.”Whenallthestudentshavefoundtheirpartner,havethemsitinpairs.Signaltogettheirattention.Havepartnerstaketurns

introducing themselves and describing their bedroom to each other.Explainthattheyshouldbereadytotelltheclasswhattheylearnabouttheirpartner.


Q What is one thing you learned about your partner’s bedroom?

Havetwoorthreestudentssharewhattheylearnedwiththegroup.Aftereachpersonshares,askquestionslikethesetoextendthe conversation:

Q What questions do you have for [Raj] about his bedroom?

Q How is your bedroom similar to or different from [Balbir’s]?

4

DISTRIBUTE CARDS AND FIND PARTNERSDistributeoneanimalcardtoeachstudent.Haveeachstudent holdthecardinhislapsotheanimalsideisup.Explainthatstudentswithmatchinganimalcardswillbepartners.Haveastudent sitting next to you hold her card overhead so that everyone canseetheanimalside.Ask,“Whohasthesameanimalontheircard?”Havethestudentwiththematchingcardwalkoverandsitfacinghispartner.Haveanotherstudentinthecircleholduphercardandrepeat

thepairingprocedure.Continueuntilallthestudentsarepairedand sitting together.

TALK IN PAIRS ABOUT A FAMILY MEMBER Signalforthestudents’attention.Havethemintroducethemselvestotheirpartner,telleachotheraboutonepersonintheirfamilywithwhomtheyliketospendtime,andsaywhy.Explainthatthestudents should be ready to tell the class what they learn about theirpartner.


Q Which family member does your partner like to spend time with, and why?

Havetwoorthreestudentssharewhattheylearnedfrom theirpartner.

FIND NEW PARTNERS AND DESCRIBE THEIR BEDROOM Havethestudentsreturntothecircle.Collectandredistributetheanimalcards.Explainthatinamomentthestudentswillholduptheir cards so that everyone in the circle can see them and they willlookaroundthecircletofindthepersonwithamatchingcard.Explainthatwhenyousay“Findyourpartner,”theywillwalkovertotheirnewpartnerandstandfacinghim.Remindthestudentsthattheyshouldmoveinasafeandresponsibleway.Ask:

Q What is one thing you can do to move in a safe and responsible way?

As in the prior lesson, if you

have an odd number of students,

take a card and act as a student’s

partner for the purpose of

pairing. Once everyone is paired,

have your partner join another

pair to make a trio.

2

3

You may want to model with a

partner, taking turns to discuss

the topic.

If the students have trouble

generating ideas, offer some

suggestions such as those in

“Students might say.”

Week 4

Lesson 1









GRADESK–1Your Home

Materials• Class Meeting Animal

Cards for random pairing (see Things You Do in Week 3)

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonInthislesson,youwillpairstudentsusingthesameanimalcardsasintheTeambuilder“ThingsYouDo”(Week3).Againyouwillneedenoughpairsofcardsforyourclass.(Forexample,ifyouhave20students,youwillneedtenpairsofanimalcards.)Eachstudent will find the classmate with the matching card.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson GATHER IN A CIRCLE AND INTRODUCE THE ACTIVITYHavethestudentsgatherinacircle.Explainthattodaytheywillfindapartnerusingtheanimalcardstheyusedbefore.Partnerswill then talk and get to know each other.



• Move responsibly around the room

• Take turns

1

FIND NEW PARTNERS AND TALK ABOUT THEIR FAVORITE TOYHavethestudentsreturntothecircle.Collectandredistributetheanimalcards.Explainthattheywillusetheircardstofindnewpartners.Repeattheproceduredescribedaboveforfindingpartners.Havepartnerstaketurnsintroducingthemselvesanddescribing

theirfavoritetoytoeachother.Explainthattheyshouldbereadytotelltheclasswhattheylearnabouttheirpartner.


Q What is your partner’s favorite toy?

Havetwoorthreestudentssharewiththeclass.Aftereachpersonshares,askquestionslikethesetoextendtheconversation:

Q Who else likes the same toy as [Evie]? Tell us about it.

Q Who likes a toy that is completely different from [Evie’s]? Tell us about it.

REFLECT ON THE ACTIVITYHavethestudentsreturntothecircle.Helpthemreflectonhowtheymovedinaresponsibleway.Askandbrieflydiscuss:

Q What is one thing you want to remember when you walk around the room?

Q Why is it important for you to move around the room in a responsible way?

Explainthatthestudentswillhavemorechancestogettoknowtheirclassmates.Havethemreturntotheirseats.

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GRADESK–1Responsibilityand Caring

Materials• Drawing paper and pencil

for each student


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the Lesson Atthebeginningoftheweek,explainthatyouwouldlikethestudentstothinkabouthowtheycantakeresponsibilityandbecaringtooneanotheratschool.Inthedaysbeforetheclassmeeting,stoptheclassperiodicallytopointoutwaysthestudentsarebeingresponsibleandcaring.Youmaywanttokeepnotesaboutyourobservationsforuseinthemeeting.Pointingoutexamplesofresponsibilityandcaringastheyhappenhelpstodefine the values and increases the students’ awareness and understanding of them.


• Reflect on the values of caring and responsibility


REFLECT AND ADJOURN THE MEETINGEncouragethestudentstokeepthinkingaboutwaystheycantakeresponsibilityandbecaringtotheirclassmates.Letthemknowyou will check in with them throughout the year to see how they aredoingbuildingacommunitywhereeveryoneisfair,helpful,responsible,andcaring.

Adjourn the meeting and have the students return to their seats.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonAs the students work together on various activities during the restofthisweek,stopperiodicallyandask,“Howareyoubeing[responsible/caring]rightnow?”Pointingouthowtheyarebeingresponsibleorcaringprovidesthestudentswithconcreteexamplesofthevaluesandhelpsthemidentifysituationsinwhichtheycanuse the values to guide their behavior.

Later in the week, you might

have the students draw pictures

of themselves acting in caring

ways and taking responsibility.

Collect all the pictures and display

them on a bulletin board titled:

“We Are Fair, Helpful, Caring, and

Responsible.”

MORE ABOUT VALUES CHECK-IN MEETINGSInthislesson,thestudentsreviewthevaluesoffairness and helpfulness (seeWeek2,FairnessandHelpfulness)andreflectonhowtheyareapplyingthevaluesofresponsibility and caring. As in the previousValuesCheck-inClassMeeting,youwillhelpthestudentsbegin to think and talk about how they live by the values by sharing your observations of their interactions. Thislessonmaytakemorethanoneclassperiod.

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You may decide to do this part of

the class meeting at a different

time during the day.

DISCUSS WAYS THE STUDENTS HAVE BEEN RESPONSIBLE AND CARING Remindthestudentsthatovertheweekyouhavebeenpointingoutwaystheyhavebeenresponsibleandcaringtooneanother.Use“TurntoYourPartner”todiscuss:

Q How did you take responsibility for your own behavior today?

Q What were some ways you were caring to one another?

After a few moments, signal to bring their attention back to you. Haveafewvolunteerssharetheirideaswiththeclass.Encouragethe students to contribute ideas that are different from other people’sideas.

Students might say:

“ I put all the blocks away after I played with them, and nobody had to remind me.”

“ I pushed in my chair when the bell rang.”

“ I walked Maria to the office when she got hurt on the playground.”

“ I agree with [Karina], she acted in a very caring way.”

DISCUSS OTHER WAYS TO BE RESPONSIBLE AND CARINGFirstinpairsandthenasaclass,discussotherwaysthestudentscantakeresponsibilityandactincaringways.Askquestionssuchas:

Q If you are working on an art project and it is time to go outside for recess, how might you get ready for recess?

Q If you see a student in our class sitting all alone during snack time, how might you act in a caring way?

Q How would [Marissa’s] suggestion make our classroom a better place to be for everyone?

Q Why is it important that we include everyone in the class?

4

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonREVIEW AND DRAW EXAMPLES OF FAIRNESS AND HELPFULNESS Remind the students that they have been focusing on ways to be fairandhelpfultooneanotheratschool.Explainthattodaytheywilldrawpicturesofwaystheyhavebeenfairorhelpfulandthentalkabouttheirpicturesinaclassmeeting.Sharesomeofyourobservationsofwaysthestudentshavebeenfairandhelpfultooneanother.Use“TurntoYourPartner”tobrieflydiscuss:

Q What are some other ways people were helpful or fair?

After a few moments, signal to bring students’ attention back to you.Haveafewstudentssharetheirideaswiththegroup.Explainthatthestudentswilldoapencildrawingofwaysthey

havebeenfairorhelpfultosharewiththeclass.Distributethedrawingpaperandpencilsandgivethestudentsseveralminutestodraw. Let them know when they have about two minutes left.

GATHER IN A CIRCLE AND SHARE DRAWINGSHavethestudentsgatherinacirclewithpartnerssittingtogether.Askthemtosharetheirdrawingwiththeirpartnerandtelleachotherabouthowtheywerefairorhelpful.

After a few moments, signal to bring students’ attention back toyou.Havetwoorthreevolunteerssharehowtheywerefairorhelpful.Ask:

Q What did your partner tell you about how she was fair or helpful?

Q What questions do you have for [Raul] about his picture?

Remind the students that if they are not able to hear someone speaking,theyshouldaskthespeakerinacaringwaytospeak more loudly.

Circulate among the students

and offer assistance as necessary.

If they are unable to think of

something to draw, offer some

examples from your observations.

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Week 4

Lesson 2









GRADESK–1Responsibilityand Caring

Materials• Drawing paper and pencil

for each student


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the Lesson Atthebeginningoftheweek,explainthatyouwouldlikethestudentstothinkabouthowtheycantakeresponsibilityandbecaringtooneanotheratschool.Inthedaysbeforetheclassmeeting,stoptheclassperiodicallytopointoutwaysthestudentsarebeingresponsibleandcaring.Youmaywanttokeepnotesaboutyourobservationsforuseinthemeeting.Pointingoutexamplesofresponsibilityandcaringastheyhappenhelpstodefine the values and increases the students’ awareness and understanding of them.


• Reflect on the values of caring and responsibility


REFLECT AND ADJOURN THE MEETINGEncouragethestudentstokeepthinkingaboutwaystheycantakeresponsibilityandbecaringtotheirclassmates.Letthemknowyou will check in with them throughout the year to see how they aredoingbuildingacommunitywhereeveryoneisfair,helpful,responsible,andcaring.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonAs the students work together on various activities during the restofthisweek,stopperiodicallyandask,“Howareyoubeing[responsible/caring]rightnow?”Pointingouthowtheyarebeingresponsibleorcaringprovidesthestudentswithconcreteexamplesofthevaluesandhelpsthemidentifysituationsinwhichtheycanuse the values to guide their behavior.

Later in the week, you might

have the students draw pictures

of themselves acting in caring

ways and taking responsibility.

Collect all the pictures and display

them on a bulletin board titled:

“We Are Fair, Helpful, Caring, and

Responsible.”

MORE ABOUT VALUES CHECK-IN MEETINGSInthislesson,thestudentsreviewthevaluesoffairness and helpfulness (seeWeek2,FairnessandHelpfulness)andreflectonhowtheyareapplyingthevaluesofresponsibility and caring. As in the previousValuesCheck-inClassMeeting,youwillhelpthestudentsbegin to think and talk about how they live by the values by sharing your observations of their interactions. Thislessonmaytakemorethanoneclassperiod.

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GRADESK–1Tea Party

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson GATHER IN A CIRCLE AND INTRODUCE THE ACTIVITYHavethestudentsgatherinacircle.Remindthemthattheyhavebeenmeetingdifferentpartnerssothattheycangettoknowalltheir classmates better and build a community in their classroom. Explainthattodaytheywillbedoinganactivitycalled“TeaParty,”anotherwaytogettoknoweachotherbyworkingwithpartnerstoformgroupsandtalk.


•Get to know one another

•Move responsibly around the room

1

ABOUT “TEA PARTY”“TeaParty”isacooperativestructureinwhichpairscirculatearoundtheclassroomandmeetwithotherpairstoformgroupsoffour.Onyoursignal,pairsbeginmovingaroundtheroom.Whenyoucall“TeaParty,”theystopmoving,turntothenearestpair,introducethemselves,andshareinformationonasuggestedtopic.Doasmany“TeaParties”asseemappropriateforthetopicandthestudents’interest.Use“TeaParty”discussionsthroughoutthedayinanycontent area.

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Depending on time and student

interest, you may want to add or

reduce the number of “Tea Parties.”

Tellthestudentsthatpartnerswillmoveagain.Whenyoucall“TeaParty,”theywillstop,findadifferentpairfromtheonetheyarewithrightnow,andformanewgroupoffour.Givethesignalforpartnerstowalkaroundtheroom.Aftera

fewseconds,call“TeaParty.”Havethestudentsstop,findthepairclosesttothem,andformanewgroupoffour.Askthemtotaketurns introducing themselves and, this time, discuss:

Q What is your favorite thing to do in the classroom?

Doonemore“TeaParty,”thistimehavingthegroupsoffourdiscuss their favorite snack.

REFLECT ON THE ACTIVITY Havethestudentsreturntothecircle.Askandbrieflydiscuss:

Q What was one new thing you learned about a classmate today?

Usingsomeofthestudent’sexamples,pointoutthatlearningmoreabouttheirclassmateswillhelpthembuildastrongercommunity.(Forexample,“[Jessie]toldusthat[Melissa]likestoplayfour-square.Whenyoufindoutthatsomeonelikestoplaythe same games you do, you might want to talk to her and find outmoreoraskhertoplaywithyou.”)Ask:

Q How did you do walking around the room with your partner?

Haveafewvolunteerssharetheirthoughtswiththeclass.Havethe students return to their seats.

5

MODEL “TEA PARTY” Explainthatin“TeaParty,”partnerswillmovearoundtheroomandfindanotherpairtoformagroupoffour.Whentheyareintheirgroupoffour,youwilltellthemwhattotalkabout.Brieflymodel“TeaParty”byaskingastudenttobeyourpartner

andanotherpairofstudentstostandup.Explainthatonyoursignal,youandyourpartnerandtheotherpairwillbeginwalkingaround.Whenyoucall“TeaParty,”thepairswillturnandfaceoneanothertomakeagroupoffour.Demonstratemovingandformingagroupoffour.

PRACTICE MOVING AND FORMING GROUPSPairthestudentsbyhavingthemturntothepersonsittingnexttothem.Havethepartnersstandupandtellthemthattheywillpractice“TeaParty.”Practice“TeaParty”bygivingthesignalforpartnerstowalk

aroundtheroom.Afterafewseconds,call“TeaParty.”Havethestudentsstop,findthepairclosesttothem,andformagroup of four.Shareyourobservationsofhowpairsmovedresponsiblyaround

theroomandpointoutonethingforthemtofocusonthenexttimetheymove.(Forexample,“Thenexttimewemove,remembertostaywithyourpartnerwhileyouwalk.”)Havethestudentspracticemovingandforminggroupsuntilthey

knowtheprocedure.

DO “TEA PARTY”Tellthestudentsthatwhentheydo“TeaParty”thistime,theywilltalkaboutatopicintheirgroupsoffour.Givethesignalforpartnerstobeginwalkingaroundtheroom.Afterafewseconds,call“TeaParty.”Havethestudentsstop,findthepairclosesttothem,andformagroupoffour.Signalfortheirattention.Askthem to take turns introducing themselves and discussing:

Q What is your favorite thing to do on the playground?

After a few moments, signal to get their attention.

Point out ways in which you and

the students moved responsibly

to form your group of four. (For

example, “When we were moving

around the room, we walked

slowly and were careful not to

bump into anyone.”)

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3

If you have an odd number

of students, act as a student’s

partner for the purposes of

moving around the room and

forming groups. When the

students are sharing in their

groups, leave your group and

have them share as a trio.

4

Week 5

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GRADESK–1Tea Party

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Lesson GATHER IN A CIRCLE AND INTRODUCE THE ACTIVITYHavethestudentsgatherinacircle.Remindthemthattheyhavebeenmeetingdifferentpartnerssothattheycangettoknowalltheir classmates better and build a community in their classroom. Explainthattodaytheywillbedoinganactivitycalled“TeaParty,”anotherwaytogettoknoweachotherbyworkingwithpartnerstoformgroupsandtalk.


•Get to know one another

•Move responsibly around the room

1

ABOUT “TEA PARTY”“TeaParty”isacooperativestructureinwhichpairscirculatearoundtheclassroomandmeetwithotherpairstoformgroupsoffour.Onyoursignal,pairsbeginmovingaroundtheroom.Whenyoucall“TeaParty,”theystopmoving,turntothenearestpair,introducethemselves,andshareinformationonasuggestedtopic.Doasmany“TeaParties”asseemappropriateforthetopicandthestudents’interest.Use“TeaParty”discussionsthroughoutthedayinanycontent area.

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GRADESK–1PlaygroundChallenges


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE Havethestudentsgatherinacirclewithpartnerssittingtogether.Remindthemthatinpreviousclassmeetingstheythoughtofwaystheycouldbefair,helpful,responsible,andcaringintheclassroomandontheplayground.Explainthatintoday’sclassmeetingtheywilldiscussproblemsontheplaygroundandhowthey might try tosolvethoseproblemsthemselvesbeforetheyturntoanadult forhelp.

Review the class meeting rules with the students. Remind them thatwhentheymentionproblemsontheplaygroundtheyshould


• Discuss potential problems on the playground

• Learn and practice “Think, Pair, Share”


• Use prompts to add to one another’s thinking

1

referto“people”insteadofusingsomeone’sname.As the students suggest solutions, ask questions like these

toencouragethemtorespondtooneanotherandextendtheconversation:

Q How would you feel if [you didn’t know how to play a game and someone helped you instead of teasing you]?

Q What questions do you have for [Leon] about his idea?

Q Do you agree or disagree with what [Benito] said? Tell us about your thinking.

ADJOURN THE MEETINGExplainthatyouwouldlikethestudentstokeepthinkingabouthowtobefair,helpful,responsible,andcaringtoothersintheclassroomandontheplayground.Emphasizeagainthatthestudentsshouldaskanadultforhelpif

someone is bullying them, if they see students bullying others, or if they feel as though someone might hurt them. Remindthestudentsthattheywillhavemanyopportunitiesto

check in throughout the year to see how things are going.Adjourn the meeting and have the students return to their seats.

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If none of the students’ examples

includes unsafe situations, help

them think about when they might

need to go to an adult for help. Ask

and discuss:

Q What could happen on the

playground that would make

you feel unsafe?

Q Have you ever felt that another

student might hurt you on the

playground? Tell us about it.

Callattentiontoanyproblemsthestudentsmentionthatrequireadultintervention.Explainthattheyshouldgotoanadultrightawayforproblemssuchasbullyingandfighting.Explainthatanytime the students do not feel safe, or they see a situation that seems unsafe for another student, they should ask an adult for help.Remindthemthattheadultsintheschoolarecommittedtohelpingmaketheplaygroundandschoolsafeforeveryone.

GENERATE AND DISCUSS POSSIBLE SOLUTIONSHelpthestudentsgenerateanddiscusspossiblesolutionstoproblemsontheplaygroundthattheycantrytosolvewithoutadulthelp.Use“Think,Pair,Share”todiscuss:

Q I hear you saying that some people [are hogging the monkey bars]. What would be a [fair] thing to do instead?

Havethestudentsthinkquietlyaboutthequestionforamoment.Say“Turntoyourpartner”andhavepartnersdiscussthe question.

After a few moments, signal to bring their attention back to you. Haveseveralvolunteerssharetheirthinkingwiththeclass.

As the students share, encourage them to contribute ideas that aredifferentfromotherpeople’sideasandtousetheprompts“Iagreewith_____because…”and“Idisagreewith_____because….”

Students might say:

“ I think we should take turns and let everyone have a turn.”

“ I agree with what [Jack] said because it’s fair when everyone gets a turn.”

“ I agree, and if some people don’t get to use the monkey bars, that’s not fair.”

Continuetouse“Think,Pair,Share”todiscuss:

Q I’ve noticed that some people [aren’t lining up when it’s time to come in from recess]. What would be a more [responsible]

INTRODUCE “THINK, PAIR, SHARE”Explainthatwhenthestudentstalkabouttheplaygroundtoday,partnerswilluseaprocedurecalled“Think,Pair,Share.”Tellthemthatitislike“TurntoYourPartner,”exceptthattheywillthink quietly to themselves for a moment before they share their thinkingwiththeirpartner.Explainthatthestudentswillhearaquestionandthinkquietlytothemselvesforamoment.Whenyousay“Turntoyourpartner,”theywillturntotheirpartnerandbegintalking.Onyoursignal,theywillendtheirpartnerconversation and turn their attention back to you.

DISCUSS PLAYGROUND CHALLENGESBeginthediscussionabouttheplaygroundbyacknowledging thatit’snotalwayseasytotreatothersinfair,helpful,caring, andresponsiblewaysontheplayground.Use“Think,Pair,Share”to discuss:

Q What are some problems that can happen when you play together on the playground?

Havethestudentsthinkquietlyforamoment.Say“Turntoyourpartner”andhavepartnersdiscussthequestion.Afterafewmoments,signaltobringtheirattentionbacktoyou.Haveafewvolunteers share their thinking with the class.

Students might say:

“ The older kids won’t let us play with them.”

“ I agree, and sometimes some of them are mean to us.”

“ Some kids don’t follow the rules in four-square.”

“ People don’t share the jump ropes.”

Ask questions like these to encourage the students to think about the effect of their behavior on others:

Q How would you feel if some of your classmates wouldn’t let you play with them?

Q Why is it a problem if people don’t follow the game rules?

Use “Think, Pair, Share”

throughout the day when you

ask the students to respond

to complex questions. This

cooperative structure is especially

powerful during discussions

about math, reading, social

studies, and science. Cooperative

structures such as “Think, Pair,

Share” will increase student

participation and individual

student accountability.

2

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Week 5

Lesson 2









GRADESK–1PlaygroundChallenges


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE Havethestudentsgatherinacirclewithpartnerssittingtogether.Remindthemthatinpreviousclassmeetingstheythoughtofwaystheycouldbefair,helpful,responsible,andcaringintheclassroomandontheplayground.Explainthatintoday’sclassmeetingtheywilldiscussproblemsontheplaygroundandhowthey might try tosolvethoseproblemsthemselvesbeforetheyturntoanadult forhelp.

Review the class meeting rules with the students. Remind them thatwhentheymentionproblemsontheplaygroundtheyshould


• Discuss potential problems on the playground

• Learn and practice “Think, Pair, Share”


• Use prompts to add to one another’s thinking

1

referto“people”insteadofusingsomeone’sname.As the students suggest solutions, ask questions like these

toencouragethemtorespondtooneanotherandextendtheconversation:

Q How would you feel if [you didn’t know how to play a game and someone helped you instead of teasing you]?

Q What questions do you have for [Leon] about his idea?

Q Do you agree or disagree with what [Benito] said? Tell us about your thinking.

ADJOURN THE MEETINGExplainthatyouwouldlikethestudentstokeepthinkingabouthowtobefair,helpful,responsible,andcaringtoothersintheclassroomandontheplayground.Emphasizeagainthatthestudentsshouldaskanadultforhelpif

someone is bullying them, if they see students bullying others, or if they feel as though someone might hurt them. Remindthestudentsthattheywillhavemanyopportunitiesto

check in throughout the year to see how things are going.Adjourn the meeting and have the students return to their seats.

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GRADESK–1Introducing Buddies

Materials• Cross-Age Buddies

Activity Book

• Crayons or markers

• Drawing paper for each student

• An envelope for each student


• Learn about the Buddies program

• Prepare to meet their buddies

• Make drawings and “mail” them to their buddies

• Practice “Think, Pair, Share”

• Build on one another’s thinking

Tell the students the names of their older buddies and ask if anyone knows their buddy.

ADJOURN THE MEETING AND MAKE DRAWINGS FOR BUDDIESHavethestudentsreturntotheirseats.Distributedrawingpaper,crayons,andenvelopes.Havethestudentswrite“To:[olderbuddy’sname]”and“From:[theirname]”ontheirpaper.Havethemdrawapictureoftheirbuddyandthemselvesdoingsomethingtogetheratschool.Havethemaddagreeting,iftheywish. Havethemaddresstheirenvelopetotheirolderbuddy,fold

theirdrawing,andplacethedrawingintheenvelope.Collecttheenvelopesandhaveonestudentdelivertheenvelopestoyour buddy class.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonWhentheolderbuddies’“mail”arrives,distributeittoyourstudentsandhavethemlookattheirpictures.CollectandsavethepicturesfortheBuddiesactivity,“ADrawingofMyBuddyandMe.”PlantodotheactivitybeforeyoudotheBuddiesCheck-inlesson.

See “A Drawing of My Buddy

and Me” on page 45 in the Cross-

Age Buddies Activity Book for

a complete description of this

Buddies activity.

ABOUT BUDDIESOneoftheessentialcomponentsoftheCaringSchoolCommunityprogramisthecross-ageBuddiesprogram,whichmatchesclassroomsfromdifferentgradelevelsandpairsthestudentsforregular activities. The Cross-Age Buddies Activity Bookincludes40Buddies activities and details the academic and social benefits of the program.ThisclassmeetingintroducesthestudentstotheBuddiesprogram

andpreparesthemfortheirfirstBuddiesactivity,“ADrawingofMyBuddyandMe”(seep.45intheCross-Age Buddies Activity Book).Ifyou and your buddy teacher choose a different first Buddies activity, usethislessonasamodelforhowtoprepareyourstudentstomeettheir buddies for the first time.

Schedule the first Buddies activity within a day of this class meeting. Thislessonmaytakemorethanoneclassperiod.

5

Work with your buddy teacher to

make sure that all the students

receive an envelope from their

buddy. You might need to wait to

distribute the envelopes until you

have a complete class set.

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Allow time for the students to

discuss their concerns and to ask

questions. Younger children are

often frightened by “big kids”

and need time to talk about their

fears. Encourage the students to

respond to one another’s concerns

by asking questions such as:

Q What ideas do you have about

what you might do if that

happens?

Q What is a caring way to let

your buddy know if something

bothers you?

DISCUSS THE CHALLENGES OF HAVING AN OLDER BUDDY Explainthatsometimesworkingwithanolderbuddycanbechallenging.Use“Think,Pair,Share”todiscuss:

Q What are some things that might be challenging about working with an older buddy?

As the students share their ideas, facilitate a discussion about problemsthatmightarisewitholderbuddiesandpossiblesolutions.Askfollow-upquestionslikethesetoencouragethestudents to build on one another’s ideas:

Q Do you agree or disagree with what [Cleo] said?

Q What are some things you could try if that happens?

Q What can you add to what [Gabrielle] said?

Ifnecessary,remindthestudentstousetheprompts“Iagreewith_____because…”or“Idisagreewith_____because….”

TALK ABOUT WHAT BUDDIES WILL DO TOGETHERExplainthefirstactivitytheywilldowiththeirbuddies.First,theywill make a drawing about something they might like to do with theirbuddythisyear.Theywillputthepictureinanenvelopeand send it to their buddy. Their older buddies will do the same activity, and they can look forward to getting “mail” from their older buddies.

Then, the younger buddies will go to the older buddies’ classroom. The buddies will meet each other, sit together, and talk about the drawings they sent to each other.

Ask the students to think about activities they might do with theirolderbuddiesthisyear.Use“Think,Pair,Share”todiscuss:

Q What are some things we do in school that might be fun to do with your older buddy?

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonReadtheintroductiontotheBuddiesprogram(pp.10–41intheCross-Age Buddies Activity Book),establisharelationshipwithyourbuddyteacher,assignyourstudentsbuddies,andplanyourfirstBuddies activity.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE BUDDIESHavethestudentsgatherinacirclewithpartnerssittingtogether.Explainthatthisyeareachstudentintheclasswillhaveanolderbuddy and do interesting activities together. Tell the students whichclassandgradewillbetheirbuddyclass.Explainthathavinga buddy will give them a chance to get to know someone from anotherclass.Mentionhowoftentheywillmeetwiththeirbuddies.Explainthatintheclassmeetingtodaytheywilltalkaboutwhatitwill be like to have an older buddy. After the meeting, the students willdrawapicturefortheirbuddiesand“mail”theirpicturestothem.

DISCUSS EXPERIENCES WITH OLDER CHILDREN Explainthatthestudentswillpractice“Think,Pair,Share”againtodaytotalkabouttheirexperienceswitholderfriends.Reviewthatin“Think,Pair,Share”youwillaskthemaquestion,andtheywillthinkquietlytothemselvesforamoment.Whenyousay“Turntoyourpartner,”theywillturnanddiscusstheirthinkingwiththeirpartneruntilyousignalthemtoturntheirattentionbacktothewholegroup.

Ask:

Q When have you had an older friend that you looked up to? What did you do together?

Havethestudentsthinkquietlyforamoment.Say“Turntoyourpartner”andhavepartnersdiscussthequestion.Afterafewmoments, signal to bring their attention back to you. Haveafewvolunteerssharetheirideaswiththeclass.

2

3

1

Think, Pair, Share

Think, Pair, Share

4

Week 6

Lesson 1









GRADESK–1Introducing Buddies


Activity Book

• Crayons or markers

• Drawing paper for each student

• An envelope for each student


• Learn about the Buddies program

• Prepare to meet their buddies

• Make drawings and “mail” them to their buddies

• Practice “Think, Pair, Share”


Tell the students the names of their older buddies and ask if anyone knows their buddy.

ADJOURN THE MEETING AND MAKE DRAWINGS FOR BUDDIESHavethestudentsreturntotheirseats.Distributedrawingpaper,crayons,andenvelopes.Havethestudentswrite“To:[olderbuddy’sname]”and“From:[theirname]”ontheirpaper.Havethemdrawapictureoftheirbuddyandthemselvesdoingsomethingtogetheratschool.Havethemaddagreeting,iftheywish. Havethemaddresstheirenvelopetotheirolderbuddy,fold

theirdrawing,andplacethedrawingintheenvelope.Collecttheenvelopesandhaveonestudentdelivertheenvelopestoyour buddy class.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonWhentheolderbuddies’“mail”arrives,distributeittoyourstudentsandhavethemlookattheirpictures.CollectandsavethepicturesfortheBuddiesactivity,“ADrawingofMyBuddyandMe.”PlantodotheactivitybeforeyoudotheBuddiesCheck-inlesson.

See “A Drawing of My Buddy

and Me” on page 45 in the Cross-

Age Buddies Activity Book for

a complete description of this

Buddies activity.

ABOUT BUDDIESOneoftheessentialcomponentsoftheCaringSchoolCommunityprogramisthecross-ageBuddiesprogram,whichmatchesclassroomsfromdifferentgradelevelsandpairsthestudentsforregular activities. The Cross-Age Buddies Activity Bookincludes40Buddies activities and details the academic and social benefits of the program.ThisclassmeetingintroducesthestudentstotheBuddiesprogram

andpreparesthemfortheirfirstBuddiesactivity,“ADrawingofMyBuddyandMe”(seep.45intheCross-Age Buddies Activity Book).Ifyou and your buddy teacher choose a different first Buddies activity, usethislessonasamodelforhowtoprepareyourstudentstomeettheir buddies for the first time.

Schedule the first Buddies activity within a day of this class meeting. Thislessonmaytakemorethanoneclassperiod.

5

Work with your buddy teacher to

make sure that all the students

receive an envelope from their

buddy. You might need to wait to

distribute the envelopes until you

have a complete class set.

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on 1









GRADESK–1Buddies Check-in

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE THE TOPICHavethestudentsgatherinacirclewithpartnerssittingtogether.ExplainthattodaythestudentswillhaveanopportunitytoreflectontheirfirstBuddiesactivity.Mentionthatgettingtoknowtheirolderbuddiesandbecomingfriendswiththemwillhelpthemcreate a feeling of schoolwide community. Remind the students that they are acting on the values they have been discussing, such ashelpfulnessandcaring,andareworkingtobuildaclassroomand school community where everyone feels safe and included.


• Reflect on their first Buddies activity


1

ABOUT BUDDIES CHECK-INSItisimportanttohavethestudentsreflectasaclassaftereachBuddiesactivity.Plantoconductthisclassmeetingimmediatelyafter returning to your classroom from the first Buddies activity of theyear,“ADrawingofMyBuddyandMe”(seeWeek6,Introducing

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It is recommended that buddy

classes meet no less than once or

twice a month. The preparation

and Check-in Class Meetings for the

next Buddies activity occur in Week

8. If you and your buddy teacher

schedule the next Buddies activity

before Week 8, skip ahead to those

class meeting lessons.

DISCUSS THE CHALLENGES OF WORKING WITH BUDDIESFacilitateadiscussionaboutproblemsstudentshadworkingwithbuddies,andpossiblesolutions,byasking:

Q What problems did you have working with your buddy?

Q How can you help the situation the next time you meet your buddy?

Askfollow-upquestionslikethesetohelpthestudentsbuildonone another’s thinking:

Q What do you like about the solution [Philip] suggested?

Q What can you add to what [Graciella] said?

Q How would what [Tomoko] suggested help you work better with your buddy?

REFLECT AND ADJOURN THE MEETINGUse“TurntoYourPartner”tohavethestudentstelleachother one thing they liked about how they worked together during the classmeetingandonethingtheycoulddotoimprovethewaythey work together. ExplainthatbeforethenextBuddiesactivity,theywillhavea

class meeting to talk about what they will be doing and how they can get ready to work with their older buddies.


4

DISCUSS WHAT WENT WELL DURING THE BUDDIES ACTIVITY Begin the discussion by sharing a few observations you made aboutwaysbuddiesworkedwelltogether.HavethestudentsreflectonthepositiveaspectsoftheirfirstBuddiesactivity.Firstinpairsand then as a class, discuss:

Q What were some things that went well during the first meeting with our buddies?

Q In what ways were you [fair/helpful/caring] when you worked with your buddy?

Q How did your buddy respond to you when you were [fair/helpful/caring]?

Q How did you take responsibility for your own behavior?

Askfollow-upquestionslikethesetoencouragethestudentstorespondtooneanother:

Q What did you notice that was different from what [Jake] described?

Q What can you add to what [Yun] said?

Q What are some things we all agree went well?

2 3


Week 6

Lesson 2









GRADESK–1Buddies Check-in

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE THE TOPICHavethestudentsgatherinacirclewithpartnerssittingtogether.ExplainthattodaythestudentswillhaveanopportunitytoreflectontheirfirstBuddiesactivity.Mentionthatgettingtoknowtheirolderbuddiesandbecomingfriendswiththemwillhelpthemcreate a feeling of schoolwide community. Remind the students that they are acting on the values they have been discussing, such ashelpfulnessandcaring,andareworkingtobuildaclassroomand school community where everyone feels safe and included.


• Reflect on their first Buddies activity


1

ABOUT BUDDIES CHECK-INSItisimportanttohavethestudentsreflectasaclassaftereachBuddiesactivity.Plantoconductthisclassmeetingimmediatelyafter returning to your classroom from the first Buddies activity of theyear,“ADrawingofMyBuddyandMe”(seeWeek6,Introducing

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GRADESK–1Introducing HomesideActivities

Materials• Homeside Activities

• Materials for initial Homeside Activity

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonRead the first section of Homeside Activities for your grade level. Scan the year’s activities and choose one from early in the book todoasyourfirstactivity.Preparefortheactivityyouchoosefollowing the instructions in the Homeside Activities book.


• Learn about Homeside Activities

• Prepare for their first Homeside Activity

• Take responsibility for doing the activity

ABOUT HOMESIDE ACTIVITIESAnessentialcomponentoftheCaringSchoolCommunityprogramisHomesideActivities,aprogramdesignedtoinvolveadultfamilymembersinchildren’slearning.EachHomesideActivityisastartingpointforconversationsbetweenthestudentsandtheiradultfamilymembers. The book Homeside Activities describes the academic and socialbenefitsofactivitiesthatconnecthomeandschoolandexplainshowtoprepareforandconductthem.Thereisaseparatevolumeofage-appropriateactivitiesforeachgradelevel.

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Students might say:

“ Don’t wait until the last minute.”

“ I agree with [Rosa], and I’ll try to set up a time with them.”

“ Let them know about it beforehand.”

“ Don’t do it when they’re going to work.”

Ask questions like these to extend the conversation:

Q Who had a similar idea to [Lisa’s]? Tell us about it.

Q Who had an idea different from [Connor’s]? Tell us about it.

Q What can you add to what [Chad] said?

RemindthestudentsthatyouexpectthemtotakeresponsibilityforcompletingtheHomesideActivityandbringingitbackto classbytheduedate.Explainthatyouwillhaveanotherclassmeeting on the due date to discuss how the students did with takingresponsibility.

REFLECT AND ADJOURN THE MEETINGUse“Think,Pair,Share”tobrieflydiscuss:

Q How are you helping to make our class meetings successful?

Q What might you do to make the next class meeting run more smoothly?

Haveseveralstudentssharewhattheydiscussedwiththeirpartner.Encouragethestudentstousethediscussionpromptsandto build on one another’s thinking.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE HOMESIDE ACTIVITIESHavethestudentsgatherinacirclewithpartnerssittingtogether.ExplainthattodaytheywilllearnaboutHomesideActivities—activities they will do at home with an adult family member and then bring back to school to share with their classmates. Remind the students that they are building a community in their classroom andexplainthatHomesideActivitieswillhelptobringtheirfamilymembers into the community.ExplainthatthestudentswilldoHomesideActivitiesonce

or twice a month. They will ask an adult relative or friend to helpthemwiththeactivity.Ineachactivity,theywillhaveaconversationwiththeiradultpartnerandthenwriteordrawsomethingonarecordsheetwiththepartner.Aftercompletingthe activity, they will bring it back to class to share with their classmates. Ask:

Q Whom could you ask to do a Homeside Activity with you at home?

Q If the first person you ask is busy, whom else could you ask?

DISCUSS TAKING RESPONSIBILITY FOR THE HOMESIDE ACTIVITYDistributeandbrieflyreviewthefirstHomesideActivity.Explainthatitisthestudent’sresponsibilitytotakethisactivity

home, find a time to do it with a family member, bring it back by theduedate,andbereadytotalkaboutit.Firstinpairsandthenas a class, discuss:

Q How will you make sure you get the activity done on time?

Q How will you be sure to bring the activity back to school when it’s done?

Q The adults in your family are busy. How can you make sure they have time to do the activity with you?

Students who have difficulty

finding an adult at home who

can help them with the activity

can do it with an older sibling,

relative, or friend.

2

3

1

If the students are having trouble

generating ideas, prompt them

with suggestions such as those in

the “Students might say” section.

Think, Pair, Share

Week 7

Lesson 1









GRADESK–1Introducing HomesideActivities

Materials• Homeside Activities

• Materials for initial Homeside Activity

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonRead the first section of Homeside Activities for your grade level. Scan the year’s activities and choose one from early in the book todoasyourfirstactivity.Preparefortheactivityyouchoosefollowing the instructions in the Homeside Activities book.


• Learn about Homeside Activities

• Prepare for their first Homeside Activity

• Take responsibility for doing the activity

ABOUT HOMESIDE ACTIVITIESAnessentialcomponentoftheCaringSchoolCommunityprogramisHomesideActivities,aprogramdesignedtoinvolveadultfamilymembersinchildren’slearning.EachHomesideActivityisastartingpointforconversationsbetweenthestudentsandtheiradultfamilymembers. The book Homeside Activities describes the academic and socialbenefitsofactivitiesthatconnecthomeandschoolandexplainshowtoprepareforandconductthem.Thereisaseparatevolumeofage-appropriateactivitiesforeachgradelevel.

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GRADESK–1Homeside Activities Check-in

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCETHE TOPICHavethestudentsgatherinacirclewithpartnerssittingtogether.ExplainthattodaythestudentswilltalkabouthowtheydidwithtakingresponsibilityfortheirfirstHomesideActivity.


• Reflect on their first Homeside Activity

• Explain their thinking

1

ABOUT HOMESIDE ACTIVITY CHECK-INSItisimportanttohavethestudentsreflectaftereachHomesideActivity.UsethislessonasamodelforabriefCheck-inClassMeetingonthedayeachHomesideActivityisdue.WerecommendthatyourclassdoaHomesideActivityonceortwiceamonth.

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DISCUSS HOW TO MAKE THINGS GO BETTERAsk questions like these to facilitate a brief discussion about how toimprovefutureHomesideActivities:

Q Now that you’ve heard some of the ways your classmates took responsibility for the activity, what do you want to do to make the next Homeside Activity go more smoothly?

Q How would that help?

Students might say:

“ I could put it on the refrigerator when I get home. Then my mom will see it when she makes dinner.”

“ I think we should do it as soon as you give it to us.”

“ I agree with [Alex]. I think that if you wait until the last day, the adult might not be able to do it.”

REFLECT ON THE ACTIVITY AND ADJOURN THE MEETINGUse“Think,Pair,Share”todiscuss:

Q What was one thing your partner did today that helped you work well together?

Givethestudentsamomenttothink.Haveseveralvolunteerssharewiththeclasswhattheirpartnersaidtothem.RemindthestudentsthattheywilldoHomesideActivitiesonce

or twice a month. Adjourn the meeting and have the students return to their seats.

5

SHARE WHAT THE STUDENTS LEARNEDAsk and briefly discuss:

Q Which family member helped you with your Homeside Activity?

Q What did you find out about the family member? What did your family member find out about you?

Q What did you like about the Homeside Activity?

DISCUSS HOW THE STUDENTS TOOK RESPONSIBILITY Share a few observations you made about ways the students took responsibilityfortheHomesideActivity.(Forexample,“InoticedthatalotofyoubroughtyourHomesideActivitybackontime.”)Use“TurntoYourPartner”todiscuss:

Q How did you take responsibility for getting the Homeside Activity done and getting ready to talk about it?

Haveseveralvolunteerssharetheirideaswiththeclass.Encourage the students to comment on their classmate’s ideas.

During the whole-class discussion,

avoid repeating or paraphrasing

the students’ comments. This will

encourage the students to listen to

one another, and not just to you.

2

3

4


Think, Pair, Share

Week 7

Lesson 2









GRADESK–1Homeside Activities Check-in

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCETHE TOPICHavethestudentsgatherinacirclewithpartnerssittingtogether.ExplainthattodaythestudentswilltalkabouthowtheydidwithtakingresponsibilityfortheirfirstHomesideActivity.


• Reflect on their first Homeside Activity


1

ABOUT HOMESIDE ACTIVITY CHECK-INSItisimportanttohavethestudentsreflectaftereachHomesideActivity.UsethislessonasamodelforabriefCheck-inClassMeetingonthedayeachHomesideActivityisdue.WerecommendthatyourclassdoaHomesideActivityonceortwiceamonth.

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GRADESK–1Preparing for a Buddy Interview


Activity Book

• Chart paper labeled “Buddy Interview Questions” and marker

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonMeetwithyourbuddyteacherandplantheactivity“BuddyInterview”(seep.49intheCross-Age Buddies Activity Book).Scheduleatimetodothisclassmeetingpriortodoingtheactivity.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE THE “BUDDY INTERVIEW” Havethestudentsgatherinacirclewithpartnerssittingtogether.Remind the students that this year each of them has an older student as a buddy, and that when they met their buddy they shared drawings of something they imagined doing with their buddy this year. Ask:

Q What did you and your buddy talk about when you met each other?

Q What was fun about being with your buddy?

Haveafewvolunteerssharetheirideaswiththeclass.Encourage


• Prepare for their second Buddies activity



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generating follow-up questions,

consider having partners practice

interviewing each other. Have

them take turns asking one of the

questions on the “Buddy Interview

Questions” chart. Remind them

to ask follow-up questions to

learn more.

Students might say:

“ You can ask your buddy, ‘What kind of pets do you have?’”

“ How often do you walk your dog?”

“ Would you like to have a pet? What kind?”

Explainthatitisthestudents’responsibilitytogettoknowtheirolderbuddies.Encouragethemtoaskfollow-upquestionsastheytalk to their buddies.

REFLECT AND ADJOURN THE MEETINGFirstinpairsandthenasaclass,discuss:

Q When your partner talked to you today, how did you show you were listening?

Q Why is it important that you show your buddy you are listening when you talk later this week?

Haveafewvolunteerssharetheirideaswiththeclass.Adjourn the meeting and have the students return to their desks.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the LessonTypeandphotocopythelistofquestionsonthe“BuddyInterviewQuestions”chartforeachstudenttotaketothebuddysession.

4

Explainthattodaythestudentswillgetreadyforanactivitytheywilldowiththeirbuddy.Explainthattheywillinterviewtheirbuddy to get to know her better. They will ask their buddy some questions and answer questions their buddy will ask them.

BRAINSTORM INTERVIEW QUESTIONSUse“Think,Pair,Share”todiscuss:

Q What questions would you like to ask your buddy to get to know him better?

As questions are suggested, check whether other students have similarquestions.Ifseveralstudentsagree,writethequestiononthechartlabeled“BuddyInterviewQuestions.”Asaclass,choosefive to seven questions the students will ask their buddies.

Students might say:

“ I want to ask my buddy what she likes to do for fun.”

“ I want to ask my buddy if he has a dog.”

“ My partner and I want to ask our buddies what they like to do after school.”

Explainthatyouwilltypeandphotocopythelistofquestionssoeach student will have the questions during the buddy session.

DISCUSS POSSIBLE FOLLOW-UP QUESTIONSExplainthatinaninterviewtheintervieweroftenasksaquestionandthenasksfollow-upquestionstofindoutmore.Refertooneofthequestionsonthe“BuddyInterviewQuestions”chart.(Forexample,“Doyouhaveapet?”).Readthequestionaloudandask:

Q What could your buddy say when you ask this question?

Q If your buddy doesn’t say much, what other questions can you ask to find out more?

See “Buddy Interview” on page 49

in the Cross-Age Buddies Activity

Book for a complete description

of this Buddies activity. 2

3


generating questions, offer some

suggestions, such as those in the

“Students might say” section.

Week 8

Lesson 1









GRADESK–1Preparing for a Buddy Interview


Activity Book

• Chart paper labeled “Buddy Interview Questions” and marker

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Before the LessonMeetwithyourbuddyteacherandplantheactivity“BuddyInterview”(seep.49intheCross-Age Buddies Activity Book).Scheduleatimetodothisclassmeetingpriortodoingtheactivity.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE THE “BUDDY INTERVIEW” Havethestudentsgatherinacirclewithpartnerssittingtogether.Remind the students that this year each of them has an older student as a buddy, and that when they met their buddy they shared drawings of something they imagined doing with their buddy this year. Ask:

Q What did you and your buddy talk about when you met each other?

Q What was fun about being with your buddy?

Haveafewvolunteerssharetheirideaswiththeclass.Encourage


• Prepare for their second Buddies activity



1

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GRADESK–1Buddy InterviewCheck-in


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The LessonGATHER IN A CIRCLE AND INTRODUCE THE TOPICHavethestudentsgatherinacirclewithpartnerssittingtogether.ExplainthattodaythestudentswillhaveanopportunitytoreflectonhowtheBuddyInterviewsessionwent.Reviewtheclassmeetingrules,payingparticularattentiontoanyrulesyoufeelthestudentsneedtopractice.


• Reflect on their second Buddies activity


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Mentionthatthestudentsmayseetheirolderbuddyaroundtheschool or in the community. Discuss:

Q When you see your buddy outside of class, what might you do?

Q How do you think that will make your buddy feel?

Q If your buddy is excited to see you, how will that make you feel?

Q How will your behavior toward your buddy help our school community?

REFLECT AND ADJOURN THE MEETINGRefertothe“ClassMeetingRules”chartandhavethestudentsbriefly discuss:

Q How did you follow the class meeting rules today?

Q How does your behavior help us build a caring community?


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

After the Lesson Aftereachbuddyactivity,spendtimereflectingasaclassonhowbuddypartnersdidworkingwitheachotherandwaystheycanimprovetheirrelationships.Havethestudentsgeneratepossiblesolutionstoanyproblems.

4

DISCUSS WHAT WENT WELL Begin the discussion by sharing a few of your observations about waysthestudentstookresponsibilityformakingtheBuddiesactivitygowell.(Forexample,“Isawpeoplelisteningcarefullytotheirbuddiesduringtheinterviewsandaskingfollow-upquestionstogettoknowthembetter.”)Havethestudentsreflectonthepositiveaspectsoftheir

interviews.Firstinpairsandthenasaclass,discuss:

Q What did you find out your buddy likes to do?

Q Do you and your buddy like to do any of the same things? Tell us about it.

DISCUSS THE CHALLENGES OF WORKING WITH BUDDIESFacilitateadiscussionaboutproblemsthestudentshad,andpossiblesolutions,byasking:

Q What problems did you have working with your buddy?

Q What might you do differently the next time you meet your buddy?

Q How would that help?

Whendiscussingpossiblesolutions,encouragethestudentstousetheprompts“Iagreewith_____because…”and“Idisagreewith_____because…”tobuildononeanother’sthinking.

2

3


Some common problems:

• Buddiesnotpayingattention

to each other

• Onebuddylettingtheother

buddy do all the work

• Theolderbuddynotknowing

how to help the younger buddy

without taking over

• Buddiesdisagreeing

• Onebuddybeingleftout(if

working in a trio)

If only one or two students are

having these problems, deal with

them individually rather than in a

class meeting.

Week 8

Lesson 2









GRADESK–1Buddy InterviewCheck-in


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The LessonGATHER IN A CIRCLE AND INTRODUCE THE TOPICHavethestudentsgatherinacirclewithpartnerssittingtogether.ExplainthattodaythestudentswillhaveanopportunitytoreflectonhowtheBuddyInterviewsessionwent.Reviewtheclassmeetingrules,payingparticularattentiontoanyrulesyoufeelthestudentsneedtopractice.


• Reflect on their second Buddies activity


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beginning-of-year lesson k–1 grades clapping names · project name: cc csc rev 2010: class...

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