responding with kindness -...

of 13© The Random Acts of Kindness Foundation | www.RandomActsofKindness.org

QUESTIONS? CONTACT: [email protected]

Objective: Students will be able to:• Analyze how feelings can influence their behavior and

how responding appropriately to negative feelings can help them make positive choices.

• Analyze the relationship between feelings and behavior.

• Discover what it means to persevere even when it may be difficult to do so.

Kindness Definition: Kindness is an intrinsic quality of the heart expressed through an act of benevolence reflecting care and good will for self and others.

Kindness Concepts: Compassion, Perseverance, Self-Care

RESPONDING WITH KINDNESS

Cloudy with a Chance of Meatballs Movie Response, p. 3(10 minutes)

• Cloudy with a Chance of Meatballs Movie Clip:http://bit.ly/JCO7WV

• RAK Journals

LESSON ACTIVITIES LESSON MATERIALS

Responding with Kindness Role-plays, pp. 4-6(25 minutes)

• Responding with Kindness Role-plays sheet cut apart before class

• RAK Journals

Home Extension Activity, pp. 9-10(time varies)

• Take home activity, one sheet for each student

GRADE 6

Reaching out to the Community, p. 7(15-20 minutes to explain, varied length for activity)

Responding to Challenges, History Activity p. 8(time varies)

• Will vary depending on student-led activity

• List of books and websites related to social movements

http://bit.ly/JCO7WV

of 13© The Random Acts of Kindness Foundation | Responding with Kindness, Grade 6

• The activities in this lesson focus on a central theme and connect to different curriculum areas. Lesson activities use a variety of modalities to address different learning styles and build on each other.

• Each activity includes evaluation questions to help determine how well students have internalized the lesson objective. You can discuss the questions as a class, have students work with a partner or a small group, or have students write responses in their RAK journal.

• The activities also incorporate key Kindness Concepts, which can be introduced before teaching the lesson or as the concepts are discussed in the lesson. Consider displaying the Kindness Concept Posters during the unit. See the RAK Teacher Guide for information about using Kindness Concepts to create a healthy classroom environment and help students develop pro-social behaviors.

• Each activity includes tips for how to adapt the curriculum to meet the needs of diverse learners. • RAK also has developed Focusing Strategies and Problem-Solving Strategies to help students better

regulate their emotions, think through challenging situations, and build healthy relationships, friend-ships and community. See the RAK Teacher Guide for more information about incorporating those strategies into the lesson.

• Revisiting the topics or questions raised during discussions regularly will expand student understanding of the concepts. Scripted explanations are provided, but feel free to use language that feels natural for you.

• The home extension activity may be sent home at any point during the unit.• The Common Core and Colorado P-12 Academic Standards met in this lesson are listed after the

activity title. Key is provided on pages 11-13.

LESSON NOTES

Teacher says: “For the next few days we are going to talk about how feelings can influence our behavior and how responding to negative feelings appropriately can help us make positive choices. What do you think it means when our feelings influence how we act?” Allow time for students to respond and discuss, either as a class or in small groups. You can also use this time to introduce the Kindness Concepts (compassion, perseverance, self-care) and create community definitions for these concepts or share the definitions listed below. Consider using the Kindness Concept Posters for compassion, persever-ance, and self-care as a way to reinforce learning.

SUGGESTED INTRODUCTION TO UNIT

RESPONDING WITH KINDNESS

VOCABULARY WORDS FOR UNIT

Compassion: Feeling deep sympathy for and/or a desire to help someone.Perseverance: Keep going in spite of difficulties or obstacles, not giving up.Self-Care: Learning how to care for yourself mentally, physically, emotionally, and spiritually and then doing it. Using positive, encouraging language when speaking to yourself; not beating yourself up over mistakes or perceived failures.

http://posters.randomactsofkindness.org/RAK_kindness_posters_8.5x11_middle_school.pdf


http://materials.randomactsofkindness.org/teacher-guide/RAK_Teacher_Guide_20140407b.pdf

http://materials.randomactsofkindness.org/RAK_Focusing_Strategies_2014.pdf

http://materials.randomactsofkindness.org/RAK_Problem-Solving_Strategies_2014.pdf

http://materials.randomactsofkindness.org/teacher-guide/RAK_Teacher_Guide_20140407b.pdf


ACTIVITY


CLOUDY WITH A CHANCE OF MEATBALLS MOVIE RESPONSE (10 minutes)

1. Before watching the clip, explain: “We are going to watch a clip from the movie Cloudy with a Chance of Meatballs. At the beginning of the clip, Flint feels bad about himself and wants to give up.”

2. Watch the clip. Then ask the following questions:1) Flint says he is a weirdo who can’t do anything. What does his mom say that changes his

mind? (That he is original and that he will do big things.)2) Once Flint realizes that his mom is right, he starts to invent crazy things that don’t work. Do

you think it matters whether the inventions work? Why or why not?3) Flint didn’t let negative feelings stop him. Instead, he started to believe he could do

anything. Do you think it is difficult to keep trying when you have negative feelings about yourself or the situation? Why or why not?

4) What are some negative feelings you may have had? What do you think you can do in those situations?

• Cloudy with a Chance of Meatballs Movie Clip:http://bit.ly/JCO7WV

• RAK Journals• Kindness Concept Posters: Compassion,

Perseverance, Self-Care

LESSON MATERIALS

DESCRIPTION

Have students write in their RAK journals about a time when they faced a situation that was difficult but they were able to persevere despite their negative feelings.

EVALUATION

Common Core: CCSS.ELA-Literacy.SL.6.1, 2Colorado: Comprehensive Health S.3, GLE.1, EO.a,b,c, IQ.1; Reading, Writing and Communicating S.1, GLE.1, EO.d,e

STANDARDS MET

TIPS FOR DIVERSE LEARNERSStudents might benefit from:

1. Creating a t-chart with a partner or in small groups to answer questions 3 and 4, with “Negative Feelings” in one column and “What I can do” in the other column. These responses could be used as a word bank for their RAK journal entry.

2. Discussing questions 3 and 4 in small groups before sharing with the whole group.

http://bit.ly/JCO7WV

ACTIVITY


RESPONDING WITH KINDNESS ROLE-PLAYS (25 minutes)

1. Divide students into groups of five and hand each group a different scenario. You could also allow students to create their own scenarios from which to write role-plays. Then explain: “The sheet of paper I handed your group shows how someone might feel in a certain situation. Together, create a role-play that shows the best way for the characters to respond. Everyone should have a part in the role-play.”

2. Have students spend five or ten minutes creating their two-minute role-play. Provide suggestions as needed. Then have students perform their role-plays for the rest of the class.

3. If time permits, allow students to ask questions after the role-plays.

4. After students complete their role-plays, ask the following questions:1) Negative feelings can be difficult to handle. What did you learn today about how to respond

in a positive way even though you may be facing a difficult situation?2) Do you think kindness helps people feel better about themselves? Why or why not?3) Do you think it helps them get along better with others?4) In what ways can being kind to others and ourselves help us stay positive?

• Responding with Kindness Role-Plays sheet (p. 5 and 6) cut apart before class

• RAK Journals• Kindness Concept Posters: Compassion,


LESSON MATERIALS

DESCRIPTION

Have students write in their RAK journals about a time when they experienced a negative feeling or situation and how they responded at the time. Would they act differently now?

EVALUATION


1. Being assigned a role, such as actor, director, script supervisor, etc. to help them participate in a meaningful way; for example, those working on their collaboration skills might need to be as-signed the role of stage manager, who helps keep things on time and explains what to do next.

2. Seeing a four-square chart drawn on the board with one question in each square or creating their own four-square chart on a piece of paper. These responses could be used as a pre-writ-ing strategy for the journal activity.

3. Reflecting on how well they participated in the group activity to develop collaboration skills. For example, they could think about the following questions: Did they listen to other people’s ideas? Did they cooperate? Did they try their hardest?

Common Core: CCSS.ELA-Literacy.SL.6.1, 1b; CCSS.ELA-Literacy.L.6.1Colorado: Comprehensive Health S.3, GLE.1, EO.a,b,c, IQ.1; Reading, Writing and Communicating S.1, GLE.1, EO.d; Drama and Theatre Arts S.1, GLE.2, EO.b

STANDARDS MET

ACTIVITY


RESPONDING WITH KINDNESS ROLE-PLAYS

ROLE-PLAY ONE: FRIENDSHIP

Directions: Before class, cut apart the scenarios below. Divide the students into groups of four or five and give one scenario to each group. Tell the students to create their own role play that shows how to respond positively in a difficult situation and be prepared to present the role play in front of the class. As another option, you or your students could write your own scenarios and change the names of the characters.

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Melissa and Vanessa have been best friends since they were in kindergarten. Now that they are in 6th grade, Vanessa is hanging out with new friends and doesn’t always want to include Melissa. Melissa is sad and angry with Vanessa.

Create a role-play to perform for the class that shows how Melissa can respond in a positive way to the situation even though she feels angry and sad. Remember to explain the situation to the class in your role-play.

****************************************************************************************************************ROLE-PLAY TWO: MATH TROUBLESDeshawn and Jamar have always struggled in math. This year, their teacher, Ms. Johnson, assigns so much homework that they can’t finish it, and they don’t really understand the new concepts. They both feel really frustrated and talk to their friends about what to do.

Create a role-play to perform for the class that shows how Dashawn and Jamar can respond in a positive way to the situation even though they feel frustrated. Remember to explain the situation to the class in your role-play.

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ROLE-PLAY THREE: BASKETBALL TEAM DRAMAJeffrey and Aaron are stars on their basketball team. They are both very competitive, and in the past this competition has pushed them to play better. Now, however, they are starting to say rude comments to each other. In the last game, Aaron told Jeffrey he was a terrible shooter. Jeffrey responded by telling Aaron that his bad passing cost them the game. They are both feeling very insulted and complain to other members of the team.

Create a role-play to perform for the class that shows how Jeffrey and Aaron can respond to each other in a positive way to the situation even though they feel insulted. Remember to explain the situation to the class in your role-play.

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ACTIVITY


ROLE-PLAY FOUR: BABYSITTING LATEJaden is babysitting for some kids she hasn’t babysat for before. It is about 10 p.m. and the parents were supposed to be home at 9:30 p.m. What’s worse, it is raining heavily and very windy outside and the lights are flickering. The last clap of thunder woke up the children and they are crying. Jaden is scared.

Create a role-play to perform for the class that shows how Jaden can respond in a positive way to the situation even though she feels scared. Remember to explain the situation to the class in your role-play.

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ROLE-PLAY FIVE: CHALLENGES AT HOMEDedrick feels anxious as he walks home from school. When he gets home, his grandma often gets angry with him for being late, and his mom and grandma fight about everything. Dedrick doesn’t really want to go home, but he has to take care of his little brothers while their mom and grandma go to work and run errands.

Create a role-play to perform for the class that shows how Dedrick can respond in a positive way to the situation even though he feels anxious. Remember to explain the situation to the class in your role-play.

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ROLE-PLAY SIX: CUT FROM THE SOCCER TEAMAlyssa has been struggling during soccer team tryouts. She played well last season, but during tryouts she has had a difficult time on defense and maintaining control of the ball. Today, they posted lists for next season, and Alyssa is cut from the team. She feels really disappointed.

Create a role-play to perform for the class that shows how Alyssa can respond in a positive way to the situation even though she feels disappointed. Remember to explain the situation to the class in your role-play.

ACTIVITY


REACHING OUT TO THE COMMUNITY(15-20 minute explanation, varied length for activity)

1. Teacher explains: “Now that we have seen different ways that we can respond positively to challenging situations, we are going to think about ways that we as a class can use these skills to make a difference at school. So, for example, in Cloudy with a Chance of Meatballs Flint decided to devote his life to inventing new things. That is a practical way to handle feeling different and weird.”

2. Briefly remind students of the role-plays and how the students responded positively to resolve conflict. Have the students suggest practical ways they can help at school to help others in each area (friendship, math woes, sports teams, babysitting, challenges at home, soccer team.) For example, students could create a club with other students to discuss friendship, challenges at home, or what to be prepared for if they start working (babysitting, mowing lawns, walking someone’s dog.) They could talk to their coach about coming up with ways to resolve conflicts on their teams.

3. Then have students decide what they would like to do as a class to make a difference. Perhaps they would like to create a friendship club, a tutoring club, a sports leadership team, etc. Have the class vote on what they would most like to do.

4. Allow students to take the lead on creating a club or group. They could discuss their ideas with the school principal, get speakers to talk about these issues, etc.

• Will vary depending on student-led activity• Kindness Concept Posters: Compassion,


LESSON MATERIALS

DESCRIPTION

TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Having a graphic organizer to help students organize their club and outline what they hope to

accomplish.2. Being assigned a role, such as Researcher, Note Taker, Graphic Designer, etc. Some roles may

require more than one person.3. Checking in on the club periodically to acknowledge the students group work and offer encour-

agement as necessary.

Have students write in their RAK journals about what they learned from creating and organizing the club.

EVALUATION

Common Core: CCSS.ELA-Literacy.SL.6.1, 1b-dColorado: Comprehensive Health S.3, GLE.1, EO.a,b,c, IQ.1; Reading, Writing and Communicating S.1, GLE.1, EO.d

STANDARDS MET

ACTIVITY


RESPONDING TO CHALLENGES, HISTORY ACTIVITY (time varies)

1. Explain: “We have been talking about what it means to show kindness and care for others. We can do this in simple ways by being kinder to the people in our family or in this class. There are people who care so much about how to treat others with kindness and respect that they create a social movement. Can anyone tell me what a social movement is or give me some examples of social movements?” Allow students to respond.

2. Then, if necessary, say: “A social movement is when people work together to bring about political or social change. For example, social reformers in America in the early 1900s wanted to reform local government, public education, medicine, industry, railroads, churches, and many other areas. Gandhi fought for Indian independence in the early 1900s. During the civil rights movement in the 1960s, leaders fought for the rights of African Americans. These are all social movements.”

3. In small groups, have students choose and then research a social movement using the websites above or books you have selected. Have them discuss and answer questions like: 1) What did the people in this movement hope to accomplish?2) What did they accomplish?3) How did they respond to the way they were treated while they were fighting for change?4) Can you find examples of how these leaders responded with dignity in the face of adversity?5) How did these leaders show Compassion? Perseverance? Self-Care?

6. After they complete their research, have students prepare a short oral presentation, a written report, a PowerPoint, an art project, or another project that demonstrates understanding. Use the 6th grade writing rubric that you have developed for your class.

• Books or websites about topic: http://bit.ly/1danZ7Nhttp://bit.ly/1kLTeWqhttp://bit.ly/1kLTncA

• Kindness Concept Posters: Compassion, Perseverance, Self-Care

LESSON MATERIALS

DESCRIPTION

Completed project serves as evaluation for this activity.

EVALUATION


1. Having a graphic organizer to help students answer questions above.

2. Being assigned a role, such as Researcher, Note Taker, Graphic Designer, etc. Some roles may require more than one person.

Common Core: CCSS.ELA-Literacy.RI.6.1, 2, 3; CCSS.ELA-Literacy.W.6.2, 7, 8, 9; CCSS.ELA-Literacy.SL.6.1, 1b; CCSS.ELA-Literacy.L.6.1Colorado: Comprehensive Health S.3, GLE.1, EO.a,b,c, IQ.1; Reading, Writing and Communicating S.1, GLE.1, EO.d; S.4, GLE.1, EO.a,b,c; Social Studies S.1, GLE.1, EO.b,c

STANDARDS MET

http://bit.ly/1danZ7N

http://bit.ly/1kLTeWq

http://bit.ly/1kLTncA

ACTIVITY


HOME EXTENSION ACTIVITY (time varies)

Take home activity, (p. 10), one sheet for each studentMATERIALS

1. The attached take home activity can be done at any point during the unit, when you feel the concepts would benefit from reinforcement at home. Write the return date on the sheet before you distribute the sheet.

2. Hand out the Home Extension Activity and say: “We have been discussing how to respond in a positive way when we face challenges and I want you to talk about these ideas with your parents, a guardian or a trusted adult. Please put this in your folder and return by _____________.”

3. After students return take home sheet, discuss the following questions:1) What are some difficult situations that you are facing? Are there healthy ways that you can

respond?2) How can the people you live with help and support you?

DESCRIPTION


RESPONDING WITH KINDNESS: HOME EXTENSION ACTIVITY

BACKGROUND

As part of the Random Acts of Kindness program, we have been talking about how to respond in a healthy way when we face difficult situations.

VOCABULARY WORDS

Compassion: Feeling deep sympathy for and/or a desire to help someone.Perseverance: Keep going in spite of difficulties or obstacles, not giving up. Self-Care: Learning how to care for yourself mentally, physically, emotionally, and spiritually and then doing it. Using positive, encouraging language when speaking to yourself; not beating yourself up over mistakes or perceived failures.

AT HOME ACTIVITY

Please review the vocabulary words above. Ask your student what he or she has been learning about these ideas. Then discuss the following questions and write or have your student write re-sponses below or on the back and return to school by the date above:

• Are you facing a difficult situation right now? Are there healthy ways that you can respond?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

• What ways can we help and support you?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Name: __________________________________ Please return by: ___________


COMMON CORE STANDARDS (www.corestandards.org)

1. Reading: Informational Texts• CCSS.ELA-Literacy.R1.6.1: Cite textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.• CCSS.ELA-Literacy.R1.6.2: Determine a central idea of a text and how it is conveyed through

particular details; provide a summary of the text distinct from personal opinions or judgments• CCSS.ELA-Literacy.R1.6.3: Analyze in detail how a key individual, event, or idea is introduced,

illustrated, and elaborated in a text (e.g., through examples or anecdotes).

2. Writing• CCSS.ELA-Literacy.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant content.• CCSS.ELA-Literacy.W.6.7: Conduct short research projects to answer a question, drawing on several

sources and refocusing the inquiry when appropriate.• CCSS.ELA-Literacy.W.6.8: Gather relevant information from multiple print and digital sources; assess

the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

• CCSS.ELA-Literacy.W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

3. Speaking & Listening• CCSS.ELA-Literacy.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• CCSS.ELA-Literacy.SL.6.1b: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

• CCSS.ELA-Literacy.SL.6.1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

• CCSS.ELA-Literacy.SL.6.1d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

• CCSS.ELA-Literacy.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

STANDARDS KEYACADEMIC SUBJECT KEY

Comprehensive Health

Reading, Writing and Communicating

Science

Mathematics

Social Studies

Visual Arts

Drama and Theatre Arts


4. Language• CCSS.ELA-Literacy.L.6.1: Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

COLORADO P-12 ACADEMIC STANDARDShttp://www.cde.state.co.us/StandardsAndInstruction/ColoradoStandards-AcademicStandards.asp1. Comprehensive Health

• Standard 3. Emotional and Social Wellness in HealthGrade Level Expectation (GLE): 1. Understand how to be mentally and emotionally healthyEvidence Outcome (EO): Students can:a. Explain the interrelationship of physical, mental, emotional, social, and spiritual healthb. Analyze the relationship between feelings and behaviorc. Explain appropriate ways to express needs, wants, and feelingsInquiry Question (IQ): 1. How can feelings affect behavior?

2. Reading, Writing and Communicating• Standard 1: Oral Expression and Listening

Grade Level Expectation (GLE): 1. Successful group discussions require planning and participation by allEvidence Outcome (EO): Students can:d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly

e. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

• Standard 4: Research and ReasoningGrade Level Expectation (GLE): 1. Individual and group research projects require obtaining information on a topic from a variety of sources and organizing it for presentationEvidence Outcomes (EO): Students can:a. Conduct short research projects to answer a question, drawing on several sources and

refocusing the inquiry when appropriateb. Gather relevant information from multiple print and digital sources; assess the credibility of each

source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

c. Draw evidence from literary or informational texts to support analysis, reflection, and research

3. Drama and Theatre Arts• Standard 1. Create

Grade Level Expectation (GLE): 2. Characterization throughout a scripted or improvised sceneEvidence Outcome (EO): Students can:b. Create roles or characters of their own imagining through improvisation

STANDARDS KEY

http://materials.randomactsofkindness.org/RAK_Problem-Solving_Strategies_2014.pdf

of 13© The Random Acts of Kindness Foundation | www.RandomActsofKindness.org

QUESTIONS? CONTACT: [email protected]

4. Social Studies• Standard 1. History

Grade Level Expectation (GLE): 1. The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one anotherEvidence Outcome (EO): Students can:b. Interpret documents and data from multiple primary and secondary sources while formulating

historical questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts

c. Critique information to determine if it is sufficient to answer historical questions

OTHER STANDARDS MET

1. 21st Century Skills (www.p21.org)• Learning and Innovation Skills

a. Critical Thinking: Reason effectively, make judgments and decisions, solve problemsb. Communicate clearly and collaborate with othersc. Creativity and Innovation: Think creatively and work creatively with others

• Life and Career Skillsa. Initiative and Self Direction: Manage goals and time, work independently, be self-directed

learnersb. Social and Cross-Cultural Skills: Interact effectively with othersc. Productivity and Accountability: Manage projects and produce resultsd. Responsibility: Be responsible to others

2. Social and Emotional Standards (www.casel.org)• Self-awareness• Social Awareness• Relationship Skills

STANDARDS KEY

responding with kindness -...

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