BEGINNING-OF-YEAR LESSON 2–6 GRADES Inside ... step one student to the right (the inside circle...

CSC Sample Beginning of Year Lessons, Grades 2-6 © Developmental Studies Center devstu.orgProject Name: CSC Rev 2010: Class Meetings 2–6, Beginning

Round: review pages Date: 03/02/12

File Name: CSC-CM26_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

GRADES2–6Inside-OutsideCircle

Lesson PurposeStudents:

•Learnoneanother’snames•Gettoknowoneanother•Listentooneanother•Moveresponsiblyaroundtheroom

Materials•Spacefortheclasstoformtwoconcentriccircles

•Scratchpaperandapencilforteachernotes

ABOUT TEAMBUILDERSBeginning-of-the-year team-building activities give the students a chance to learn their classmates’ names and get to know one another. In addition, Teambuilders:

Help the students begin to appreciate one another

Bring the students together around a common purpose

Help the students develop a sense of belonging and acceptance

It is important to do Teambuilders periodically throughout the year during transition times, such as when the students switch to new groups, when new students enter the class, and when students return to school after vacations. Over the next two weeks, the students will work with partners and groups to get to know one another. The Teambuilders are “Inside-Outside Circle,” in which the students rotate in two concentric circles to meet and talk to different partners; “Line-ups,” in which the students line up according to various criteria and talk to their neighbors; “Find Someone Who…,” in which the students search for classmates who can answer “yes” to various questions; and “Groups of Four,” in which the students work together to write true statements about their group.

SHARE WHAT THE STUDENTS LEARNED Have the students return to their seats and ask several volunteers to share something they learned about a classmate. As the students share, help them connect their experiences to those of others by asking questions such as:

Q Who else [went camping] over the summer? Tell us about it.

Q Who else shared something similar to what [Rava] said? Tell us about it.

Ask:

Q What are some other things you would you like to know about your classmates?

Encourage the students to continue to learn the names of their classmates during the day and let them know that they will do more Teambuilders over the next two weeks.

3

Jot notes of the students’ ideas

to use in the next Teambuilder,

“Line-ups.”

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on 1







BEGINNING-OF-YEAR LESSON Class Meeting Lessons

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

The LessonINTRODUCE THE INSIDE-OUTSIDE CIRCLE Explain that over the next two weeks the students will participate in several team-building activities to get to know one another. These activities will help them learn their classmates’ names and begin to build a classroom community where everyone feels safe and comfortable. Introduce today’s activity, “Inside-Outside Circle,” and explain that the students will form two circles, an inside circle facing out and an outside circle facing in, to meet and talk to different partners. Point out that as they work with their partners, it will be important to be good listeners. Ask and briefly discuss:

Q What are some things that you can do to show your partner that you are listening?

Explain your expectations for the way you would like the students to move to the circles. (For example, “When I point to your table, you will get up quietly, walk to the rug carefully, and stand in the circle. We will form the inside circle first, then the outside circle.”) Ask:

Q What are some things you can do to make sure moving to the circles goes smoothly and safely?

Have a few students share their thinking with the class.

Students might say:

“Becarefulnottobumpintopeople.”

“Don’trun.”

“Watchwhereyou’rewalking.”

2 DO THE INSIDE-OUTSIDE CIRCLE ACTIVITYHave one table of students at a time move to the circles. Ask half of the class to form the inside circle, facing out. Ask the other half of the class to form the outside circle and face in, so that every student is facing a student in the other circle. Explain that the students standing across from each other will be the first partners.

If you have an odd number of

students, you will need to join one

of the circles.

Remind the students to listen

carefully and be ready to share

some things they learn about their

partners later.

1

On a signal from you, have partners tell each other their names and take turns answering:

Q What is something fun you did over the summer?

Give them time to ask each other questions about what they shared.

Signal for their attention; then have the students in the outside circle step one student to the right (the inside circle does not move). Explain that the person standing across from them is their new partner. On a signal from you, have partners tell each other their names and take turns answering:

Q What is something fun you did over the summer?

Give them time to ask each other questions about what they shared.

Signal for their attention and repeat this process once or twice more. Questions you can have them discuss include:

Q What is a good book you have read recently?

Q Who are the people in your family?

Q What is something you hope to learn this year?

At each stop, remind the partners to tell each other their names.

Week 1

Lesson 1









GRADES2–6Inside-OutsideCircle


•Learnoneanother’snames•Gettoknowoneanother•Listentooneanother•Moveresponsiblyaroundtheroom

Materials•Spacefortheclasstoformtwoconcentriccircles


ABOUT TEAMBUILDERSBeginning-of-the-year team-building activities give the students a chance to learn their classmates’ names and get to know one another. In addition, Teambuilders:

Help the students begin to appreciate one another

Bring the students together around a common purpose

Help the students develop a sense of belonging and acceptance

It is important to do Teambuilders periodically throughout the year during transition times, such as when the students switch to new groups, when new students enter the class, and when students return to school after vacations. Over the next two weeks, the students will work with partners and groups to get to know one another. The Teambuilders are “Inside-Outside Circle,” in which the students rotate in two concentric circles to meet and talk to different partners; “Line-ups,” in which the students line up according to various criteria and talk to their neighbors; “Find Someone Who…,” in which the students search for classmates who can answer “yes” to various questions; and “Groups of Four,” in which the students work together to write true statements about their group.

SHARE WHAT THE STUDENTS LEARNED Have the students return to their seats and ask several volunteers to share something they learned about a classmate. As the students share, help them connect their experiences to those of others by asking questions such as:

Q Who else [went camping] over the summer? Tell us about it.

Q Who else shared something similar to what [Rava] said? Tell us about it.

Ask:

Q What are some other things you would you like to know about your classmates?

Encourage the students to continue to learn the names of their classmates during the day and let them know that they will do more Teambuilders over the next two weeks.

3

Jot notes of the students’ ideas

to use in the next Teambuilder,

“Line-ups.”

Wee

k 1

Less

on 1









GRADES2–6Line-ups

Materials•Spacefortheclasstoformaline

•YourjottednotesfromInside-OutsideCircle(seestep2,below)

•Scratchpaperandpencil


•Gettoknowoneanother•Listentooneanother•Moveresponsiblyaroundtheroom

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

The Lesson INTRODUCE THE ACTIVITYExplain that the students will participate in another Teambuilder today and remind them that getting to know one another will help them build a classroom community where everyone feels safe and comfortable. Review that they started to learn about one another when they did the “Inside-Outside Circle” activity. Ask:

Q What is something you learned in the “Inside-Outside Circle” about one of your classmates?

Have a few volunteers share what they remember. Explain that today the students will continue to get to know one another by talking to different partners. Explain that they will walk around the room again and that it is important to move in a safe and responsible way.

LINE UP BY MONTH OF BIRTH Explain that the students will do an activity called “Line-up.” In “Line-up,” they answer a question to figure out where they belong in a line and then line up and talk to their neighbors. Today, they will begin by forming a line according to the month they were born. Students born in January will be at one end of the line, and students born in December will be at the other. Ask:

1

2

REFLECT ON HOW THE STUDENTS WORKED TOGETHERAsk and briefly discuss:

Q What did you do today that helped make this activity a success?

Q What might you do differently during future team-building activities to make them more successful?

5

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Q What months will fall near the middle of our line?

If possible, ask a student born in January to stand at one end of the line, a student born in December to stand at the other end, and a student born in June or July to stand in the middle. These students might hold signs identifying the months they represent.

Explain that when you say “Line up” the students will walk to the line and figure out where they belong in it by talking to their classmates. Make sure the students understand that people born in the same month need not stand in any particular order in the line.

Ask and briefly discuss:

Q What do you want to keep in mind to make moving to the line go smoothly?

On a signal, have the students move to the line. Give them time to talk and find their place. When they are all in line, check by saying the name of each month and having the students born in that month raise their hands.

Remind them that at the end of “Inside-Outside Circle” they thought of some things they still want to know about their classmates. Explain that today they will find out some of those things.

Have the students turn to a neighbor, say their name, and discuss one of the questions from your jotted notes. (For example: “What do you like to do on weekends?”)

After a minute or two, signal for the students’ attention. Have them return to their desks and have one or two volunteers share what they learned about the classmate they talked to. Ask and very briefly discuss:

Q How did you do moving to the line?

Q How might you act differently to make the activity go more smoothly next time?

For Grades 2–3 You may want to provide more

structure by having the students

come to the line one month

at a time.

LINE UP BY LENGTH OF NAME Explain that the students will line up again, this time according to the number of letters in their first name. If necessary, have each student write his or her name and the number of letters in it on a sheet of scratch paper. On a signal from you, have the students move into the line.

Once the students have formed the line, have them pair with a person next to them, say their name, and discuss another question from your jotted notes.

SHARE WHAT THE STUDENTS LEARNEDHave the students return to their desks. Ask:

Q What is something surprising you learned about one of your classmates today?

Have several volunteers share with the group. As the students share, help them respond to one another by asking questions such as:

Q What questions do you want to ask [Christina] about [taking ballet]?

Q Who else likes to [do sports activities] on the weekend? Tell us about it.

Explain that the students will do more team-building activities to help them learn about one another.

3

You may want to do additional

line-ups so the students have a

chance to talk with more of their

classmates. Other criteria for line-

ups are day of the month on which

they were born, number of people

plus pets who live at home, and

favorite color in rainbow order.

4

You may need to deliberately teach

the students how to ask questions.

If necessary, model the types of

questions they might ask. For

example:

Q How many people are in your

ballet class?

Q What is your favorite thing

about going to a baseball game?

The students’ ability to ask each

other questions will improve with

practice and time.

For Grades 2–3 Give the students additional

support in lining up if necessary.

You may want to determine in

advance which students have the

longest and shortest names and

have them stand at either end of

the line.

Week 1

Lesson 2









GRADES2–6Line-ups

Materials•Spacefortheclasstoformaline

•YourjottednotesfromInside-OutsideCircle(seestep2,below)

•Scratchpaperandpencil



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

The Lesson INTRODUCE THE ACTIVITYExplain that the students will participate in another Teambuilder today and remind them that getting to know one another will help them build a classroom community where everyone feels safe and comfortable. Review that they started to learn about one another when they did the “Inside-Outside Circle” activity. Ask:

Q What is something you learned in the “Inside-Outside Circle” about one of your classmates?

Have a few volunteers share what they remember. Explain that today the students will continue to get to know one another by talking to different partners. Explain that they will walk around the room again and that it is important to move in a safe and responsible way.

LINE UP BY MONTH OF BIRTH Explain that the students will do an activity called “Line-up.” In “Line-up,” they answer a question to figure out where they belong in a line and then line up and talk to their neighbors. Today, they will begin by forming a line according to the month they were born. Students born in January will be at one end of the line, and students born in December will be at the other. Ask:

1

2

REFLECT ON HOW THE STUDENTS WORKED TOGETHERAsk and briefly discuss:

Q What did you do today that helped make this activity a success?

Q What might you do differently during future team-building activities to make them more successful?

5

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k 1

Less

on 2









GRADES2–6Introducing Class Meetings

Materials•Spaceforclasstositinacircle

•“ClassMeetingRules”chart,preparedahead(see“BeforetheLesson”)


•Listentooneanother•Explaintheirthinking•Learnandpracticeclassmeetingrulesandprocedures

ABOUT CHECK-IN CLASS MEETINGSIn the Caring School Community program, students participate in several different types of class meetings: Check-in Class Meetings, Planning and Decision-Making Class Meetings, and Problem-Solving Class Meetings.

In the beginning of the year, many class meetings are check-in meetings. Check-in Class Meetings give the students a chance to reflect on their day. Participating in these meetings increases the students’ commitment to the classroom community. They have opportunities to celebrate what they have learned, evaluate how they have worked together, or share their thoughts about their day. Check-in meetings usually take 10–15 minutes and often happen near the end of the day. To build a sense of belonging among your students, plan to do a Check-in Class Meeting every day.

Because this meeting is the first class meeting of the year, the emphasis is on establishing the class meeting rules and procedures and helping the students get used to talking in this setting. A model for subsequent daily Check-in Class Meetings, along with ideas for check-in topics, is provided in Week 2 in the Model Daily Check-in lesson.

Help the students explain their thinking in more detail by asking questions such as:

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

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

REFLECT ON THE ACTIVITY Share your observations of how the students did talking one at a time and looking at the person who was talking. 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?

Encourage them to continue to practice these skills, not just during class meetings, but whenever they are talking with someone.

ADJOURN THE MEETINGExplain how you would like the students to move from the circle. Adjourn the meeting and have them return to their seats. If necessary, have them practice the procedure until they are able to move in an orderly way.

Before asking each question,

remind the students to look at

and listen to the person speaking.

4

5

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on 3








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

Before the LessonPrepare a chart listing the rules for class meetings. Use or adapt these:

•Onepersontalksatatime.•Lookatthepersontalking.•Whenmentioningproblems,say“people”insteadofusingnames.

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

The Lesson INTRODUCE CLASS MEETINGS AND PRACTICE GATHERING IN A CIRCLEExplain that this year the students will meet regularly as a class to learn how to work well together so that everyone in the class feels safe and comfortable. Class meetings are a special kind of discussion during which they will sit in a circle and talk about their classroom community. Explain that today they will form a circle to have their first class meeting of the year.

Explain how you would like the students to move to the circle and remind them to move safely and responsibly.

Have the students move to the circle. If necessary, have them return to their desks and practice the procedure again until they are able to move in an orderly way.

Point out ways in which they took responsibility for themselves as they were moving. Explain that it is important for them to move responsibly to the circle every time they have a class meeting.

TEACH THE CLASS MEETING RULES Explain that there are rules you expect the students to follow during class meetings so that everyone will feel safe participating. Show the “Class Meeting Rules” chart and briefly explain each rule.

2

1

As you explain each rule, help the students think about why the rule is important by asking questions such as:

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:

“Youwouldn’tgettohearwhatanyonewassaying.”

“Ifyoulookatthepersonwho’stalking,itwillhelpyoulisten.”

Explain that today the students will practice the first two rules. Explain that you will check in with them at the end of the meeting to see how they did.

SHARE IN THE CIRCLE AND PRACTICE LOOKING AT THE PERSON TALKINGExplain that today the students will get to know one another by sharing about their day. Ask:

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

Provide a few moments of wait time for the students to think before you call on anyone to respond. Then, have several volunteers share their ideas with the class.

If at all possible, arrange

the students in a circle for

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.

Prior to the meeting, decide on a

procedure the students will use to

form a circle for class meetings.

Use this procedure every time

the students come together for

one. Establishing and reviewing

this procedure will help class

meetings proceed smoothly.

If the students have difficulty

generating ideas, offer some

suggestions like those in “Students

might say.”

Giving the students a few moments

of quiet before discussing a

question allows them 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.

3

CLASS MEETING RULES

•Onepersontalksatatime.•Lookatthepersontalking.•Whenmentioningproblemssay“people”insteadofusingnames.

Week 1

Lesson 3









GRADES2–6Introducing Class Meetings

Materials•Spaceforclasstositinacircle

•“ClassMeetingRules”chart,preparedahead(see“BeforetheLesson”)


•Listentooneanother•Explaintheirthinking•Learnandpracticeclassmeetingrulesandprocedures

ABOUT CHECK-IN CLASS MEETINGSIn the Caring School Community program, students participate in several different types of class meetings: Check-in Class Meetings, Planning and Decision-Making Class Meetings, and Problem-Solving Class Meetings.

In the beginning of the year, many class meetings are check-in meetings. Check-in Class Meetings give the students a chance to reflect on their day. Participating in these meetings increases the students’ commitment to the classroom community. They have opportunities to celebrate what they have learned, evaluate how they have worked together, or share their thoughts about their day. Check-in meetings usually take 10–15 minutes and often happen near the end of the day. To build a sense of belonging among your students, plan to do a Check-in Class Meeting every day.

Because this meeting is the first class meeting of the year, the emphasis is on establishing the class meeting rules and procedures and helping the students get used to talking in this setting. A model for subsequent daily Check-in Class Meetings, along with ideas for check-in topics, is provided in Week 2 in the Model Daily Check-in lesson.

Help the students explain their thinking in more detail by asking questions such as:

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

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

REFLECT ON THE ACTIVITY Share your observations of how the students did talking one at a time and looking at the person who was talking. 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?

Encourage them to continue to practice these skills, not just during class meetings, but whenever they are talking with someone.

ADJOURN THE MEETINGExplain how you would like the students to move from the circle. Adjourn the meeting and have them return to their seats. If necessary, have them practice the procedure until they are able to move in an orderly way.

Before asking each question,

remind the students to look at

and listen to the person speaking.

4

5

Wee

k 1

Less

on 3









GRADES2–6Find SomeoneWho...

Materials•“FindSomeoneWho…”recordsheetandpencilforeachstudent(seep.38intheCSC Overview)

•Transparencyof“FindSomeoneWho…”recordsheetandamarker



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

Before the Lesson•Makeatransparencyofthe“FindSomeoneWho…”recordsheet

•Makeacopyofthe“FindSomeoneWho…”recordsheetforeachofyourstudents

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

The Lesson INTRODUCE “FIND SOMEONE WHO…”Explain that the students have been building a classroom community by spending time getting to know their classmates. They’ve been finding out what they like and don’t like, what they enjoy doing in school, what they like to do on weekends, and other things. Today they will find out more about their classmates as they do an activity called “Find Someone Who….”

Show the “Find Someone Who…” transparency on the overhead projector and read it aloud. Explain that each student will have a copy of this record sheet. They will walk around the room and ask their classmates questions to find people who fit the descriptions on the sheet. When they find a person who fits one of the descriptions, they will write the person’s name in the corresponding box.

1FIND SOMEONE WHO. . .

…has a pet.

…has a younger

brother or sister.

…was born in another country.

…has been at our

school since kindergarten.

…likes soccer.

…can touch their nose with their tongue.

______________________

______________________

______________________

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Model approaching a student, asking a question, and either filling in the appropriate box on the transparency or moving on to another student. As you model, explain that a student can ask only one question at a time. After each question and answer, she has to move on to another person.

Point out that the bottom row of boxes is empty. Ask:

Q What other things might you want to find out about your classmates?

Have several volunteers share their ideas, and enter three of their suggestions in the bottom row of boxes. Distribute the record sheets and have the students copy the suggestions into the empty boxes on their own record sheets.

Remind the students that they practiced moving around the room in a responsible way during previous Teambuilders. Encourage them to continue to act in ways that will make the activity successful.

DO THE “FIND SOMEONE WHO. . . ” ACTIVITY Signal to begin the activity. As the students ask each other questions, circulate and offer assistance as needed. Let the class know when they have about two minutes left. When time is up, have the students return to their desks.

SHARE WHAT THE STUDENTS LEARNEDHave several volunteers share the names of people they found who fit some of the descriptions. As the students share, help them respond to one another by asking questions such as:

Q What is one question we can ask [Tomas] about [his sister]?

Q I heard people say that [someone who has gone to our school since kindergarten] was the hardest one to find. Do you agree or disagree? Why?

REFLECT ON HOW THE STUDENTS MOVED RESPONSIBLYAfter the discussion, ask:

Q How did you do today with moving around the room in a responsible way?

Q Why is it important to move around the room responsibly when we do activities like “Find Someone Who…”?

Let the students know that in the next team-building activity they will work in groups.

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

After the LessonYou may want to post the completed “Find Someone Who...” record sheets in the classroom or compile the information on a chart and post it in the classroom.

For Grades 2–3 You may want to use only the

filled-in description boxes on the

“Find Someone Who...” form, or

fill in the empty boxes yourself

before making the transparency

and the students’ copies.

For Grades 3–6 You might have each student

select three descriptions of

their own to write into the

blank boxes.

2

3

4

Continue to help the students

practice listening and asking

one another questions during

discussions. If necessary, model

asking questions to give them

examples of the types of questions

they might ask. For example:

Q Is your sister older or younger?

Q Do you play soccer, or do you

just like to watch?

Q What kind of pet do you have?

Week 2

Lesson 1









GRADES2–6Find SomeoneWho...

Materials•“FindSomeoneWho…”recordsheetandpencilforeachstudent(seep.38intheCSC Overview)

•Transparencyof“FindSomeoneWho…”recordsheetandamarker



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

Before the Lesson•Makeatransparencyofthe“FindSomeoneWho…”recordsheet

•Makeacopyofthe“FindSomeoneWho…”recordsheetforeachofyourstudents

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

The Lesson INTRODUCE “FIND SOMEONE WHO…”Explain that the students have been building a classroom community by spending time getting to know their classmates. They’ve been finding out what they like and don’t like, what they enjoy doing in school, what they like to do on weekends, and other things. Today they will find out more about their classmates as they do an activity called “Find Someone Who….”

Show the “Find Someone Who…” transparency on the overhead projector and read it aloud. Explain that each student will have a copy of this record sheet. They will walk around the room and ask their classmates questions to find people who fit the descriptions on the sheet. When they find a person who fits one of the descriptions, they will write the person’s name in the corresponding box.

1FIND SOMEONE WHO. . .

…has a pet.

…has a younger

brother or sister.

…was born in another country.

…has been at our

school since kindergarten.

…likes soccer.

…can touch their nose with their tongue.

______________________

______________________

______________________

Wee

k 2

Less

on 1









GRADES2–6Groups of Four

Materials•Paperandpencilsforeachgroup


•Gettoknowoneanother•Includeothers•Contributetogroupwork

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

The Lesson INTRODUCE GROUP WORKRemind the students that they have been building a community by doing various activities to help them get to know one another. In the previous team-building activity, they found classmates who fit certain descriptions, like having a pet or a younger brother or sister. Today, they will work in groups of four people to find out more about one another. Ask:

Q How might working in a group of four be different from working in pairs?

Q What might help your group members work together well?

Students might say:

“Inagroup,youmighthavetowaitlongerforaturntotalk.”

“Wecanmakesuretoleteveryonetalk.”

“Don’tleaveanyoneout.”

Have a few volunteers share with the group. As the students share, follow up with questions such as:

Q How can you make sure that [everyone gets to talk]?

Q What might you do if [people in the group don’t agree]?

1

If the students have trouble

generating ideas, prompt them

with examples such as those in

“Students might say.”

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on 2








FORM GROUPS OF FOUR AND MODEL GENERATING TRUE STATEMENTSRandomly assign the students to form groups of four and have group members sit together. (For suggestions on assigning groups randomly, see CSC Overview, p. 25.) Explain that today the students will work together to find ways to describe their group. Working in groups gives them a chance to hear the thinking of several other people and practice sharing their own thinking.

Ask a group of four made up of two boys and two girls to stand. Ask the class:

Q How could you describe the number of boys and girls in this group?

Students might say:

“Therearetwoboysandtwogirls.”

“Halfthekidsareboys,andhalfthekidsaregirls.”

“Twooutoffouraregirls.”

Have two or three volunteers share their ideas with the class. Have the group of four sit down and ask another group to stand. Ask:

Q How could you describe the number of people in this group who have brown hair and the number who don’t?

Have a few volunteers share their ideas, and then have the group of four sit down. Point out that the things the students have said are true statements that describe each group. Explain that they will work together to write true statements that describe their own group. Explain that after the groups write their statements, you will read them to the class, and the class will try to figure out which group of four the statements describe. Ask each group to write at least four statements and circle two they would like to share with the class.

Group work fosters the students’

academic and social development.

In groups, the students are

exposed to a greater variety of

ideas, and the more complex

interactions of the group require

that the students develop critical

social skills, such as including

one another, solving problems,

making decisions, and reaching

agreement. (For more information

about the role of cooperative

structures in social development,

see CSC Overview, p. 19.)

2GENERATE TRUE STATEMENTS IN GROUPS OF FOURDistribute paper and pencils to the groups and have them begin the activity.

Let the class know when they have about two minutes left. Remind the groups to circle two statements they want to share with the class. When time is up, collect the statements.

MATCH GROUPS AND STATEMENTSHave the students stay seated in their groups. Read each group’s circled statements aloud and have the class try to figure out which group they describe. Probe their thinking with questions such as:

Q How do you know that these statements describe this group?

Q Is there another group these statements could describe? If so, how?

Q Do you agree or disagree with [Paolo]? Why?

REFLECT ON THE GROUP WORKAsk and discuss:

Q What is something new you learned today about your classmates?

Q How did your group do working together?

Q What might you do the next time we work in groups to make things go better?

Explain that the students will be doing team-building activities throughout the year to help them continue to learn about one another.

3

If the students need help

writing statements, consider

writing the following sentence

prompts where everyone can see

them and having the students use

them to write their statements:

• Halfofus_____.

• Oneoutoffourofus_____.

• Twooutoffourofus_____.

• Threeoutoffourofus_____.

• Allfourofus_____.

For Grades 2–3 You may want to ask the

groups to write two or three

true statements and have

them choose one or two

to share with the class.

Circulate around the room as the

groups work. If you notice a group

that is having trouble generating

ideas, you can help by offering

additional examples or asking

questions such as:

Q Earlier we described a group

by looking at the color of

the group members’ hair.

What else might you look at

to describe your group?

Q What common activities do you

like to do?

Q What are some other things you

have in common?

4

5

You can enhance the mathematics

in this lesson by having the groups

state their descriptions in fractions

or percents. Then you can have

two groups of four combine into

a group of eight and explore

whether or not the statements

they wrote for their group of four

are true for the larger group. You

may want to do this expanded

version of the activity over more

than one day, being sure the

groups know to pick descriptions

that won’t change overnight. (For

example, a true statement about

clothing color might not be true on

another day, but a true statement

about eye color will.)

Week 2

Lesson 2









GRADES2–6Groups of Four

Materials•Paperandpencilsforeachgroup


•Gettoknowoneanother•Includeothers•Contributetogroupwork

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

The Lesson INTRODUCE GROUP WORKRemind the students that they have been building a community by doing various activities to help them get to know one another. In the previous team-building activity, they found classmates who fit certain descriptions, like having a pet or a younger brother or sister. Today, they will work in groups of four people to find out more about one another. Ask:

Q How might working in a group of four be different from working in pairs?

Q What might help your group members work together well?

Students might say:

“Inagroup,youmighthavetowaitlongerforaturntotalk.”

“Wecanmakesuretoleteveryonetalk.”

“Don’tleaveanyoneout.”

Have a few volunteers share with the group. As the students share, follow up with questions such as:

Q How can you make sure that [everyone gets to talk]?

Q What might you do if [people in the group don’t agree]?

1



with examples such as those in


Wee

k 2

Less

on 2









GRADES2–6

Wee

k 2

Less

on 3

End-of-Day Check-in


•Contributeideasthataredifferentfromotherpeople’sideas

•Reflectonhowthingsaregoing•Learn“TurntoYourPartner”

Materials”ClassMeetingRules”chart(fromIntroducingClassMeetingsinWeek1)

ABOUT END-OF-DAY CHECK-IN CLASS MEETINGS: This check-in meeting is a model for daily check-in meetings throughout the year. These 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, to discuss their hopes and plans for the coming days, and to reflect on their problem-solving efforts inside and outside the classroom. Check-in meetings allow each day to end on a positive or a problem-solving note.

In this lesson, the students are asked to share with partners and discuss in the group what they liked about being in school today. Here are some possible topics for future check-in meetings:

How are you doing taking responsibility for yourself?

What do you want to learn more about in our class?

What was challenging to learn or do today?

What is a book you read recently that you liked?

What will you do after school today?

Are we treating one another the way we want to be treated? How can we improve?

How are [our science projects] going? How can we improve the way we are working together?

What is one new thing you learned today [in math] that you want to tell your family about?

What is your favorite thing to do in our class?

What do you hope to do in school tomorrow?

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

After the LessonLeave the “Class Meeting Rules” chart posted where everyone can see it. Take time in future meetings to have the students discuss any rules they are having difficulty following. Remind them why the rules are important and ask them how they can take responsibility for following the rules.

CSC-EDCM26








Week 2

Lesson 3

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

The Lesson REVIEW THE CLASS MEETING RULESExplain that starting today the students will have a very short class meeting at the end of every day to check in on how things are going in their classroom community. Briefly review the class meeting rules. (For example, “When we have a class meeting, it’s important to remember to look at the person who’s talking. What other things do you want to remember to do to show others that you are listening?”)

GATHER IN A CIRCLE AND DISCUSS THE DAY’S CHECK-IN TOPIC Have the students gather for a class meeting, using the procedure you established for forming a circle. Pair each student with a neighbor and explain that these will be the partnerships for today’s meeting. Tell the students that during class meetings you will frequently stop and have them turn to their partner to talk. Explain that talking to a partner gives everyone a chance to share their ideas with someone before sharing with the class. (For more information about the role of cooperative structures in social development, see the CSC Overview, page 19.)

TEACH “TURN TO YOUR PARTNER”Explain the procedure for “Turn to Your Partner.” (For example, “When I say ‘Turn to your partner,’ you will turn to face your partner and start talking about the question I ask. When I raise my hand, you will finish what you’re saying and turn back to face me.”) Model the procedure, if necessary. Explain that you expect partners to listen carefully and to take turns talking and listening.

Explain that today partners will talk about what they like about school. Ask:

Q What did you like about being in school today?

Say “Turn to your partner” and have the students turn and talk about the question. Signal to bring the students’ attention back to you and have several volunteers share with the group. Encourage the students to contribute ideas different from the ones their classmates contribute. As the students share, help them talk directly to one another by asking questions such as:

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

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

Q What comment do you have for [Marlee] about what she said?

Q What do you want to add to what [Sean] said?

REFLECT ON THE MEETINGShare your observations of ways in which the students took responsibility during “Turn to Your Partner” and then ask:

Q How did you take responsibility when you talked to your partner?

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

Have a few volunteers share their thinking with the group.

ADJOURN THE MEETINGReview with the students the procedure for returning to their seats and adjourn the class meeting. If necessary, have the students practice the procedure until they are able to move in an orderly way.

In subsequent Check-in Class

Meetings, have the students

focus on a single rule. You may

want to focus on one rule each

week.

1

2

3

Cooperative structures like

“Turn to Your Partner” increase

students’ participation, make

students accountable, and create

a cooperative environment in the

classroom. During subsequent

Check-in Class Meetings, briefly

review “Turn to Your Partner”

if necessary. Use cooperative

structures during lessons

throughout the school day.

After posing a question, pause a

few moments before calling on

anyone to respond. Use wait time

during all student discussions

throughout the day.

4

In subsequent check-ins, ask

reflection questions appropriate

to the meeting. The students

can reflect on the topic of the

meeting or their interactions

during the meeting.

5









GRADES2–6W

eek 2

Less

on 3

End-of-Day Check-in


•Contributeideasthataredifferentfromotherpeople’sideas

•Reflectonhowthingsaregoing•Learn“TurntoYourPartner”

Materials”ClassMeetingRules”chart(fromIntroducingClassMeetingsinWeek1)

ABOUT END-OF-DAY CHECK-IN CLASS MEETINGS: This check-in meeting is a model for daily check-in meetings throughout the year. These 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, to discuss their hopes and plans for the coming days, and to reflect on their problem-solving efforts inside and outside the classroom. Check-in meetings allow each day to end on a positive or a problem-solving note.

In this lesson, the students are asked to share with partners and discuss in the group what they liked about being in school today. Here are some possible topics for future check-in meetings:

How are you doing taking responsibility for yourself?

What do you want to learn more about in our class?

What was challenging to learn or do today?

What is a book you read recently that you liked?

What will you do after school today?

Are we treating one another the way we want to be treated? How can we improve?

How are [our science projects] going? How can we improve the way we are working together?

What is one new thing you learned today [in math] that you want to tell your family about?

What is your favorite thing to do in our class?

What do you hope to do in school tomorrow?

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

After the LessonLeave the “Class Meeting Rules” chart posted where everyone can see it. Take time in future meetings to have the students discuss any rules they are having difficulty following. Remind them why the rules are important and ask them how they can take responsibility for following the rules.

CSC-EDCM26









GRADES2–6

Materials•“ClassMeetingRules”chart


•Reflectonprosocialvalues•Practice“TurntoYourPartner”•Explaintheirthinking

Reflecting on Values

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

Before the Lesson At the beginning of the week, explain that you would like the students to think about ways in which they can be fair, helpful, caring, and respectful at school and how they can take responsibility for their own learning and behavior. In the days before this class meeting, stop the class periodically to point out ways the students are being fair, helpful, caring, and respectful and how they are taking responsibility for themselves. (For example, “Right now I can see that Darlene is helping Yolanda pick up her papers and notebook that fell on the floor. That is a very helpful and caring way to act” or “I saw LaTisha and Sandeep quietly discuss the book they were reading. That was a very responsible way to act.”) Drawing the students’ attention to this kind of interaction as it happens helps to define the values and increases the students’ awareness and understanding of them.

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

The Lesson GATHER IN A CIRCLE Review the procedure for forming a circle for a class meeting and have the class move into a circle with partners sitting together. Explain that during today’s class meeting the students will first discuss how they were fair, helpful, caring, respectful, and

1

Review the procedure for returning to their seats with the students and adjourn the class meeting.

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

After the Lesson As the students work together on various activities during the rest of the week, stop them periodically and ask, “How are you being [fair/helpful/caring/respectful] right now?” and “How are you taking responsibility for your own [learning/behavior] right now?” Having them identify the ways they act on the values will provide them with concrete examples and help them to recognize situations in which they can use the values to guide their behavior. Practicing identifying the way they act on the values will prepare them to generate classroom norms.

Wee

k 3

Less

on 1








responsible this week and then discuss ways they can act that will continue to build the classroom community.

Briefly review the “Class Meeting Rules” chart and let the students know that you will check in with them later to see how they did adhering to the rules.

DISCUSS WAYS THE STUDENTS HAVE ACTED ON VALUESRemind the students that during the week you pointed out ways they were fair, helpful, caring, respectful, and responsible. Facilitate a discussion about the values by asking:

Q What are some ways you were fair to one another this week?

Q What are some ways you were helpful to one another this week?

Q How did you take responsibility for your own learning and behavior?

Have a few volunteers share their ideas with the class. If the students have trouble thinking of examples, prompt them with some of your own observations. (For example, “Yesterday I noticed that most students completed their homework and brought it back to school as requested. That was a very responsible thing to do.” )

DISCUSS OTHER WAYS TO ACT ON THE VALUESExplain that today the students will talk in pairs about other ways to be fair, helpful, caring, and respectful, and how they can take responsibility for themselves.

Remind them that they have been practicing turning and talking to a partner. Review the procedure for “Turn to Your Partner.” (For example, “When I say ‘Turn to your partner,’ you will turn to face your partner and start talking about the question I ask. When I raise my hand, finish what you are saying, raise your own hand, and turn back to face me.”) Model the procedure if necessary. Explain that you expect the students to both listen carefully and explain their thinking clearly and completely.

Ask:

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

Use “Turn to Your Partner” to have partners discuss the question. After a moment, signal to bring their attention back to you. Have two or three volunteers share their thinking with the class.

Using “Turn to Your Partner” again, discuss:

Q How can you act responsibly when lining up to go to recess?

Help the students think about why it’s important to act on prosocial values by asking follow-up questions such as:

Q [Emilio 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? How do you feel when you act in a caring way toward someone?

Q [Sandi said she could take responsibility lining up by not cutting in line or pushing other students.] How would that make the classroom a better place to be for everyone? How would that make your classmates feel?

REFLECT AND ADJOURN THE MEETINGEncourage the students to keep thinking about ways they can be fair, helpful, caring, and respectful, and how they can take responsibility for themselves. Explain that in class meetings over the next few days they will agree on classroom norms for the way they will treat one another this year. Define norms as “agreements about how we will treat one another.”


Q What examples can you give of how you and your classmates followed the class meeting rules?

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

Q When you work with your partner again, how might you improve the way you work together?

2

Setting the groundwork by

spending sufficient time helping

the students understand how

they are acting on prosocial

values will make norm setting

much more meaningful to them.

If your students are not familiar

with the values of fairness,

helpfulness, caring, respect, and

responsibility, you may want to

focus on only two of them each

week. At the end of the week,

conduct a Check-in Class Meeting

focusing on the week’s values.

Use the class meeting outlined in

this lesson as a model.

3

4

Turn to Your Partner

Week 3

Lesson 1









GRADES2–6

Materials•“ClassMeetingRules”chart


•Reflectonprosocialvalues•Practice“TurntoYourPartner”•Explaintheirthinking

Reflecting on Values

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

Before the Lesson At the beginning of the week, explain that you would like the students to think about ways in which they can be fair, helpful, caring, and respectful at school and how they can take responsibility for their own learning and behavior. In the days before this class meeting, stop the class periodically to point out ways the students are being fair, helpful, caring, and respectful and how they are taking responsibility for themselves. (For example, “Right now I can see that Darlene is helping Yolanda pick up her papers and notebook that fell on the floor. That is a very helpful and caring way to act” or “I saw LaTisha and Sandeep quietly discuss the book they were reading. That was a very responsible way to act.”) Drawing the students’ attention to this kind of interaction as it happens helps to define the values and increases the students’ awareness and understanding of them.

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

The Lesson GATHER IN A CIRCLE Review the procedure for forming a circle for a class meeting and have the class move into a circle with partners sitting together. Explain that during today’s class meeting the students will first discuss how they were fair, helpful, caring, respectful, and

1

Review the procedure for returning to their seats with the students and adjourn the class meeting.

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

After the Lesson As the students work together on various activities during the rest of the week, stop them periodically and ask, “How are you being [fair/helpful/caring/respectful] right now?” and “How are you taking responsibility for your own [learning/behavior] right now?” Having them identify the ways they act on the values will provide them with concrete examples and help them to recognize situations in which they can use the values to guide their behavior. Practicing identifying the way they act on the values will prepare them to generate classroom norms.

Wee

k 3

Less

on 1









GRADES2–6GeneratingNorms

ABOUT NORMS VERSUS RULESThe Caring School Community program relies on a positive classroom climate that enhances student interaction. An important step in creating this climate is generating norms for the class. Unlike rules, which are set by the teacher for classroom safety and efficiency, norms arise from the students’ own feelings about how they want to be treated by others. Norms are agreements among the members of the community about how they will treat one another. Over the year, the norms help the students to be accountable to the community and to act on the prosocial values of responsibility, respect, fairness, caring, and helpfulness. In an environment in which students live by norms of their own creation, they have many opportunities to take responsibility for their own behavior.

Both norms and rules are necessary in any classroom. Examples of each are shown in the diagram to the right. Rules should be established by the teacher on the first day of school. Phrasing the rules using a positive tone contributes to the sense of a caring community.

The class sets norms after the students have had time to get to know one another and to learn the classroom’s rules and procedures. This week, they explore how they are acting on prosocial values, and how they want to be treated and to treat others this year. Then they will

Students might say:

“Iwanttotaketurnswithpeople.”

“Idon’twanttomakefunofpeople’sideas.”

“Iwanttotalknicelytopeople,evenifIdisagreewiththem.”

As the students share, follow up with questions such as:

Q What comments or questions do you have for [Jane] about her thinking?

Q How do you think your classmates will feel when you treat them that way?

After all the students have shared their statements, ask and discuss:

Q How might it help us as learners to come to a class every day where we are treated in these ways?

Collect the students’ statements and explain that you will read them all and combine the students’ ideas to create a list of class norms for them to review at their next class meeting.

REFLECT AND ADJOURN THE MEETING Have the students briefly discuss how they did explaining their thinking and what they can do to be more explicit.

Review the procedure for returning to their seats and adjourn the meeting.

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

After the LessonPrior to the second norm-setting meeting, review the students’ “I want to ____” and “I don’t want to ____” statements. Based on their ideas, create a list of four or five norms that represent the ways the students want to treat one another this year. Record these as “We will ____” statements on a sheet of chart paper labeled “Our Class Norms.” State the norms positively.


•Practice“TurntoYourPartner”•Generateanddiscussideasfornorms•Explaintheirthinking

Materials•”ClassMeetingRules”chart•Paperandpencils

5NORMS

• Wewilltalknicelytooneanother.

• Wewilltreatoneanotherwithrespect.

• Wewillincludeoneanother.

• Wewillhelponeanother.

• Wewillsolveproblemsfairly.

RULES

• Alwayswalkintheclassroom.

• Onepersonspeaksatatime.

• Useindoorvoiceswhenintheclassroom.

Wee

k 3

Less

on 2








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

The Lesson VISUALIZE HOW WE WANT TO BE TREATED AND HOW WE WANT TO TREAT OTHERS Randomly assign partners and have partners sit together at their desks. Remind the students that this year they are building a caring classroom community, and that they contribute to the community every time they are fair, helpful, caring, and respectful and take responsibility for their own learning and behavior. Over the next few days, they will develop classroom norms—agreements about how they will treat one another this year.

Have the students close their eyes and visualize as you describe the following scenario. Explain that the visualization will help them imagine the kind of classroom community they would like.

Onenight,thepowergoesoutinyourneighborhood.Alltheelectricalarmclocksstopworking,andinthemorningeveryoneinyourhouseoversleeps.Inyourrushtocatchthebus,youdon’thavetimetoeatbreakfast.Yourunoutofthehousewithoutyourcoatandrealizethatit’spouringrain.Yourbestfriend,who’sinyourclass,isalsolate.Youcatchthebusjustintime.Asyouandyourfriendtalk,yourealizethatbothofyouleftyourlunchesathomeandneitherofyouhasanymoney.Whenyouwalkintoyourclassroom,howdoyouwanttobetreatedbyyourclassmates?[Pause.]Howdoyouwantyourclassmatestotreatyourfriend?[Pause.]Howwouldyouactifyourclassmatestreatedyouthisway?

Reread the scenario, then have the students open their eyes. First in pairs and then as a class, discuss the three questions. Give the students time to discuss each question fully. Encourage them to listen carefully and explain their thinking clearly and completely.

Students might say:

“I’dwantpeopletoaskusifweareOKandnotteaseusaboutbeingwet.IthelpsmetoknowthatpeoplecareabouthowIfeel.”

“I’dwanttosaythankstothepeoplewhowerenicetome.I’dwanttodothesameforthemifsomethinglikethishappenedtothem.”

Explain that the students have described a class that is a safe and caring place to be. Have them think specifically about the classroom community and how they will treat one another this year, using questions such as:

Q Someone is teasing a classmate, and the teacher is not around. What might you do?

Q You’ve lost your favorite pencil. One of your classmates has one that happens to look just like it. You’re wondering if she took your pencil. How will you talk to her?

Q A classmate stretches his leg out right when you’re walking by his desk, and you trip. You’re not sure whether he tripped you on purpose or by accident. How will you react?

Q What are some other ways you will treat other people in the class this year?

WRITE IDEAS INDIVIDUALLY Distribute paper and explain that you would like each student to write down three ways he wants to treat others this year, using the prompts “I want to ___” and “I don’t want to ____.” Write these two prompts where everyone can see them and model writing several examples for the class. (For example, “I want to talk nicely to other people” and “I don’t want to tease people.”)

Give the students several minutes to record their own statements. Remind them to write their name on the paper.

GATHER FOR A CLASS MEETING Ask the students to bring their written ideas with them and have them move into a circle with partners sitting together. Briefly review the class meeting rules.

SHARE AND DISCUSS “I WANT TO/I DON’T WANT TO” STATEMENTSRemind the students that the purpose of this class meeting is to share with the class some ways they want to treat others this year. Have each student choose one statement to share with the class. Go around the circle and have each student read a statement aloud.

This lesson may take more than

one class period. You may want to

do steps 3 through 5 at another

time during the day.

1

2

This visualization helps the

students imagine a situation

in which they would like

some understanding and

support from their classmates

and extend this to how they

might act in response.

If you notice the students having

difficulty writing statements that

reflect caring, responsible ways to

treat others, stop them and model

writing several more statements

for the class. You might find that

theprompts“Iwill____”and“Iwill

not____”aremoreaccessibleto

your students.

For Grades 2–3If writing is challenging, you might

have the students record one or

two ideas instead of three. Another

idea is to write the students’

statements on chart paper and

discuss each one as a class.

3

4


Week 3

Lesson 2









GRADES2–6GeneratingNorms

ABOUT NORMS VERSUS RULESThe Caring School Community program relies on a positive classroom climate that enhances student interaction. An important step in creating this climate is generating norms for the class. Unlike rules, which are set by the teacher for classroom safety and efficiency, norms arise from the students’ own feelings about how they want to be treated by others. Norms are agreements among the members of the community about how they will treat one another. Over the year, the norms help the students to be accountable to the community and to act on the prosocial values of responsibility, respect, fairness, caring, and helpfulness. In an environment in which students live by norms of their own creation, they have many opportunities to take responsibility for their own behavior.

Both norms and rules are necessary in any classroom. Examples of each are shown in the diagram to the right. Rules should be established by the teacher on the first day of school. Phrasing the rules using a positive tone contributes to the sense of a caring community.

The class sets norms after the students have had time to get to know one another and to learn the classroom’s rules and procedures. This week, they explore how they are acting on prosocial values, and how they want to be treated and to treat others this year. Then they will

Students might say:

“Iwanttotaketurnswithpeople.”

“Idon’twanttomakefunofpeople’sideas.”

“Iwanttotalknicelytopeople,evenifIdisagreewiththem.”

As the students share, follow up with questions such as:

Q What comments or questions do you have for [Jane] about her thinking?

Q How do you think your classmates will feel when you treat them that way?

After all the students have shared their statements, ask and discuss:

Q How might it help us as learners to come to a class every day where we are treated in these ways?

Collect the students’ statements and explain that you will read them all and combine the students’ ideas to create a list of class norms for them to review at their next class meeting.

REFLECT AND ADJOURN THE MEETING Have the students briefly discuss how they did explaining their thinking and what they can do to be more explicit.

Review the procedure for returning to their seats and adjourn the meeting.

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

After the LessonPrior to the second norm-setting meeting, review the students’ “I want to ____” and “I don’t want to ____” statements. Based on their ideas, create a list of four or five norms that represent the ways the students want to treat one another this year. Record these as “We will ____” statements on a sheet of chart paper labeled “Our Class Norms.” State the norms positively.


•Practice“TurntoYourPartner”•Generateanddiscussideasfornorms•Explaintheirthinking

Materials•”ClassMeetingRules”chart•Paperandpencils

5NORMS

• Wewilltalknicelytooneanother.

• Wewilltreatoneanotherwithrespect.

• Wewillincludeoneanother.

• Wewillhelponeanother.

• Wewillsolveproblemsfairly.

RULES

• Alwayswalkintheclassroom.

• Onepersonspeaksatatime.

• Useindoorvoiceswhenintheclassroom.

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k 3

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on 2









GRADES2–6Agreeing on Norms

Materials•“OurClassNorms”chart,preparedahead(see“AftertheLesson”inGeneratingNorms)

•Students’writtenstatementsfromGeneratingNorms


•Discuss,adjust,andagreeonnormsfortheirclassroomcommunity

•Takeresponsibilityforthemselves

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE TOPIC Review the procedure for forming a circle for a class meeting and have the students gather in a circle with partners sitting together.Remind the students that they discussed the type of classroom community they want and wrote statements about ways they personally want to treat others this year.

Explain that you have read all the statements and that, based on what they wrote, you drafted a list of classroom norms, or agreements, for how they will treat one another in the classroom this year. Explain that the purpose of this class meeting is to discuss and agree upon a list of norms that everyone can live by.


Q How will you act during today’s class meeting that will help the meeting be successful?

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DISCUSS THE NORMS Distribute the students’ written statements; then direct their attention to the “Our Class Norms” chart. Read the first norm aloud and discuss it as a class using questions such as:

Q Look at the “I want to ___” and “I don’t want to ___” statements you wrote. What is a statement you wrote that goes with this norm? How do the two go together?

Q If we were all treating one another this way, what would a visitor to our room see?

Students might say:

“Iwrote‘Idon’twanttocallpeoplenamesthisyear.’Ithinkthatgoeswith‘Wewilltalknicelytoeachother.’”

“Ifwetalknicelytoeachother,youmightseetwopeoplewhoaredisagreeing,butthey’renotyellingorcallingeachothernames.They’rebeingrespectful.”

Continue to discuss the norms one at a time, using the questions above. Encourage the students to give examples of each norm, both from their written statements and from their own thoughts and experiences.

REACH AGREEMENT ON CLASSROOM NORMS Remind the students that the purpose of the norms is to help them create a safe, caring community by agreeing to treat others as they would like to be treated. It is their responsibility to make the class a place where everyone can be part of a caring community. State your expectation that the students will try their best to act according to the norms not just in the classroom, but everywhere on the school campus.

Ask:

Q Is there anything on the chart that you cannot agree to try to live by in the coming days? If so, what and why? How can we change what’s on the chart so everyone can agree?

Explain that the “Our Class Norms” chart will be posted in the classroom for easy reference.

REFLECT ON THE MEETING Let the students know that you will check in with them throughout the year to see how they are doing acting on the class norms.

Help the students reflect on the class meeting by discussing questions such as:

Q How did our class meeting go today? Do you think it was successful? Why? What might we do to improve our meetings?

Q How did you take responsibility for your own behavior during today’s class meeting? How did that contribute to the success of the meeting?

ADJOURN THE MEETINGReview the procedure for returning to their seats with the students and adjourn the meeting.

Post the “Our Class Norms” chart where the students can refer to it throughout the year.

3

2

Continue the discussion until

the students agree on the list.

Encourage the students to

explain their thinking clearly.

This discussion may require an

additional meeting. Reaching

agreement may mean deleting,

combining, or modifying ideas on

the list. (For example, the norms

“We will let people have their own

opinion” and “We will disagree in

a nice way” might be combined to

say “We will respect each other’s

opinions, even if we disagree.”)

4

5

You may want to copy the norms

onto a clean sheet of chart paper

and have all the students sign

the chart (and sign it yourself)

before you post it. Throughout the

year, remind the students of their

commitment to act on the class

norms and check in regularly at

class meetings on how the students

are doing. Keep in mind that the

class may decide to add to or

modify the norms.

OUR CLASS NORMS

•Wewilltalknicelytooneanother.

•Wewilltreatoneanotherwithrespect.

•Wewillincludeoneanother.

•Wewillhelponeanother.

•Wewillsolveproblemsfairly.

Week 3

Lesson 3









GRADES2–6Agreeing on Norms

Materials•“OurClassNorms”chart,preparedahead(see“AftertheLesson”inGeneratingNorms)

•Students’writtenstatementsfromGeneratingNorms


•Discuss,adjust,andagreeonnormsfortheirclassroomcommunity

•Takeresponsibilityforthemselves

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE TOPIC Review the procedure for forming a circle for a class meeting and have the students gather in a circle with partners sitting together.Remind the students that they discussed the type of classroom community they want and wrote statements about ways they personally want to treat others this year.

Explain that you have read all the statements and that, based on what they wrote, you drafted a list of classroom norms, or agreements, for how they will treat one another in the classroom this year. Explain that the purpose of this class meeting is to discuss and agree upon a list of norms that everyone can live by.


Q How will you act during today’s class meeting that will help the meeting be successful?

1

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k 3

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on 3









GRADES2–6Positive Interactions

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

Before the LessonWhen you are not on yard duty, walk around the playground and observe your students’ interactions. Note how the students are taking responsibility or acting in caring, fair, or helpful ways (for example, taking turns, following game rules, including others, or solving problems by talking about them). Also note interactions that are problematic, such as teasing, bullying, hitting, name-calling, and excluding others. This information will help you lead this and future class meetings about the students’ interactions on the playground.


•Learnandpractice“Think,Pair,Share”•Discussapplyingthevaluesofresponsibility,respect,caring,fairness,andhelpfulnessontheplayground

ABOUT PROBLEM SOLVING ON THE PLAYGROUNDOver the next four class meetings, the students will discuss their playground interactions. In Positive Playground Interactions, they talk about what it means to apply the values of responsibility, respect, caring, fairness, and helpfulness on the playground. In Playground Challenges, they brainstorm solutions for problems that do not jeopardize their safety, such as not taking turns, excluding others, and not following game rules. In Playground Bullying and Fighting, they discuss conflicts that can jeopardize their emotional and physical safety and require adult intervention. Playground Check-in is a check-in meeting on how the students are interacting on the playground.

Materials•Scratchpaperandapencilforteachernotes

Use “Think, Pair, Share” to have the students think about and discuss:

Q What is one way that you can take responsibility for yourself on the playground?

Students might say:

“Puttheballsawayattheendofrecess.”

“Icanlineupwhenthebellrings.”

“InsteadofyellingatsomeoneifIgetmadatthem,Icanwalkaway.”

“IfIthrowtheballandithitssomeone,Icanapologizeandmakesurethekidisn’thurt.”

Remind the students that today they talked about what’s going well on the playground and shared ideas about ways to be fair, helpful, caring, respectful, and responsible. Encourage them to try to use some of their ideas on the playground in the next couple of days. They will meet later in the week to check on how things are going.

REFLECT AND ADJOURN THE MEETINGAsk and briefly discuss:

Q How did having time to think before you shared with your partner help you talk about your ideas?

Students might say:

“Itgavemetimetogetsomemoreideas.”

“Ihadmoretosaytomypartner.”

“Ihadtimetofigureoutwhattosay.”

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

If the students are having trouble


with suggestions like those in


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Prior to today’s class meeting, ask the students to pay attention to ways they treat one another on the playground. Explain that they will be responsible for reporting their observations.

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE “THINK, PAIR, SHARE”Have the students gather in a circle with partners sitting together. Explain that in today’s class meeting they will talk about how they want to treat one another on the playground.

Explain that when partners talk about the playground today, they will use a procedure called “Think, Pair, Share,” which is like “Turn to Your Partner” with additional time to think quietly before they share their thinking with their partner. Explain that you will ask a question and the students will think quietly for a moment. Then, when you say “Turn to your partner,” they will turn to their partner and begin talking. On your signal, they will end their partner conversation and turn their attention back to you.

USE “THINK, PAIR, SHARE” TO DISCUSS WHAT’S GOING WELL ON THE PLAYGROUNDRemind the students that you asked them to notice how they treated one another on the playground. Ask:

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

Have the students think quietly for a moment. Say “Turn to your partner” and have partners discuss the question. After a few moments, signal to bring the students’ attention back to you. Have several volunteers share their thinking with the class.

As the students share, point out ways in which they were responsible, respectful, fair, helpful, or caring. (For example, “When Billy fell, Wilson walked him to the office. That was a caring thing to do.” “When Jasmine didn’t know how to play four-square and Carl showed her how to play instead of teasing her, he was being respectful.”)

DISCUSS ACTING ON VALUES ON THE PLAYGROUNDRemind the students that in the classroom they are living by classroom norms and acting on the values of responsibility, respect, caring, fairness, and helpfulness. Explain that acting on these values on the playground will help build a schoolwide community. Ask:

Q What are some ways that you can be fair or caring on the playground?

Q When you are on the playground, what are some ways that you can be respectful or helpful?

Use “Think, Pair, Share” to have the students discuss these questions. Have them think quietly for a few moments, then say “Turn to your partner” and have partners discuss the question. After a few moments, signal to bring their attention back to you. Have several volunteers share their thinking with the class. Jot their ideas on a sheet of scratch paper and save it to use in the next playground class meeting.

Students might say:

“Wecanchecktoseeifotherkidswanttoplaybasketballwithus.”

“Insteadofhoggingthemonkeybars,Icantaketurns.”

“Don’tcutinlineatthedrinkingfountain.”

“Teacheachotherhowtoplaygames.”

“Don’tlaughatsomeoneiftheygethitbytheball.InsteadtalktothemandseeiftheyareOK.”

Encourage the students to respond directly to one another by asking questions such as:

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

Q How is what [Jason] suggested [fair]?

Q Who has an idea that is [similar to/different from] [Rosa’s]? Tell us about it.

1

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


giving examples, prompt

them with some of your

own observations.

The purpose of this meeting

is to acknowledge positive

things already happening on

the playground and to look

ahead to how the students

want to treat each other in the

future. The students will discuss

playground problems in the next

two playground class meetings.

Guide the discussion away from

problems in this meeting.

3

Think, Pair, Share

Week 4

Lesson 1









GRADES2–6Positive Interactions

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

Before the LessonWhen you are not on yard duty, walk around the playground and observe your students’ interactions. Note how the students are taking responsibility or acting in caring, fair, or helpful ways (for example, taking turns, following game rules, including others, or solving problems by talking about them). Also note interactions that are problematic, such as teasing, bullying, hitting, name-calling, and excluding others. This information will help you lead this and future class meetings about the students’ interactions on the playground.


•Learnandpractice“Think,Pair,Share”•Discussapplyingthevaluesofresponsibility,respect,caring,fairness,andhelpfulnessontheplayground

ABOUT PROBLEM SOLVING ON THE PLAYGROUNDOver the next four class meetings, the students will discuss their playground interactions. In Positive Playground Interactions, they talk about what it means to apply the values of responsibility, respect, caring, fairness, and helpfulness on the playground. In Playground Challenges, they brainstorm solutions for problems that do not jeopardize their safety, such as not taking turns, excluding others, and not following game rules. In Playground Bullying and Fighting, they discuss conflicts that can jeopardize their emotional and physical safety and require adult intervention. Playground Check-in is a check-in meeting on how the students are interacting on the playground.

Materials•Scratchpaperandapencilforteachernotes

Use “Think, Pair, Share” to have the students think about and discuss:

Q What is one way that you can take responsibility for yourself on the playground?

Students might say:

“Puttheballsawayattheendofrecess.”

“Icanlineupwhenthebellrings.”

“InsteadofyellingatsomeoneifIgetmadatthem,Icanwalkaway.”

“IfIthrowtheballandithitssomeone,Icanapologizeandmakesurethekidisn’thurt.”

Remind the students that today they talked about what’s going well on the playground and shared ideas about ways to be fair, helpful, caring, respectful, and responsible. Encourage them to try to use some of their ideas on the playground in the next couple of days. They will meet later in the week to check on how things are going.


Q How did having time to think before you shared with your partner help you talk about your ideas?

Students might say:

“Itgavemetimetogetsomemoreideas.”

“Ihadmoretosaytomypartner.”

“Ihadtimetofigureoutwhattosay.”






4

Think, Pair, Share

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on 1









GRADES2–6PlaygroundChallenges

Materials•“ClassMeetingRules”chart•Teacher’snotesofstudents’ideasfromPositiveInteractions



•Discusspotentialproblemsontheplayground

•Practice“Think,Pair,Share”•Contributeideasthataredifferentfromotherpeople’sideas

•Usepromptstoaddtooneanother’sthinking

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

The Lesson GATHER FOR A CLASS MEETINGHave the students gather in a circle with partners sitting together. Remind them that in the previous class meeting they thought of ways they could be fair, caring, respectful, helpful, and responsible on the playground. Read some examples from your notes of the students’ suggestions from the previous lesson. Explain that in today’s class meeting the students will discuss problems on the playground that do not jeopardize their physical and emotional safety and ways they might try to solve those problems themselves before they turn to an adult for help.

Review the class meeting rules. Remind the students that when they mention problems on the playground they should refer to “people” instead of using names.

DISCUSS PLAYGROUND CHALLENGESExplain that the students will use “Think, Pair, Share” again today as they talk about some of the challenges that can arise on the playground. Review that in “Think, Pair, Share” you ask them a

1

2

For problems with not following game rules:

Q Why is it important to follow the rules for the games you play at recess?

Q What are some things you can do if someone is not following the rules?

Students might say:

“Ithinkifsomeone’snotfollowingtherulestheteachershouldbenchthem.”

“Idisagreewith[Donovan]becauseIthinkweshouldtrytosolvetheproblemsourselvesbeforewetalktotheteacher.Thatway,nobodyhastogetintotrouble,andwearetakingmoreresponsibility.”

“Iagreewith[Louise]becausethekidwhoisnotfollowingtherulesmightnotknowtherules.Firstweshouldtalktothekid,andifthatdoesn’tworkthenwecangettheteacher.”

WRAP UP AND ADJOURN THE MEETINGWrap up the sharing of possible solutions by pointing out that there are many possible ways to solve a problem. Encourage the students to try some of the things they have suggested in the next few days and remind them that in future class meetings they will talk about how it is going on the playground.


If the class agrees with a student who

makes a suggestion that is impractical

or inappropriate, refocus the students

on solutions that reflect the values of

respect, caring, fairness, helpfulness,

and responsibility. (For example:

“Arguing with the person who is not

following the rules is one way you

could respond, but we’re trying to

think of ways to solve our problems

that are caring, fair, and respectful.

What’s something else you might

do?”)

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question and they think quietly for a moment. When you say “Turn to your partner,” they turn and discuss their thinking with their partner until you signal them to turn their attention back to the whole group.

Begin the discussion by acknowledging that it’s not always easy to treat others in caring, fair, and helpful ways on the playground. Ask:

Q What are some problems that can happen on the playground?

Have the students think quietly. Say “Turn to your partner” and have partners discuss the question. After a few moments, signal to bring their attention back to you.

Have volunteers share their thinking with the class. Jot some of their ideas on a sheet of scratch paper to use in “Bullying and Fighting.” Encourage the students to contribute ideas that are different from the ones other people suggested.

As the students share their thinking, ask:

Q What comments or questions do you have for [Kayme]?

Q Who has an idea that is different from [Kayme’s]?

INTRODUCE CATEGORIES OF PROBLEMS Point out some broad problem categories you noticed as the students shared. Some common categories are: excluding people, not sharing/not taking turns, not following game rules, teasing/bullying, and arguing/fighting. Give one or two examples of how the problems the students mentioned fit into the categories.

Explain that today the students will discuss problems like excluding people, not taking turns, and not following the rules when playing games. Mention that these are the kinds of problems that they can often solve themselves without asking an adult for help. In future meetings, they will discuss problems that require adult help to solve, such as teasing, bullying, and fighting. Explain that whenever they do not feel both physically and emotionally safe or they witness a situation that seems unsafe for another student, they should ask an adult for help.

INTRODUCE DISCUSSION PROMPTS AND BRAINSTORM SOLUTIONSExplain that during the discussion you would like the students to use the prompts “I agree with _____ because…,” “I disagree with _____ because…,” and “In addition to what _____ said, I think…” to help them listen and connect their comments to the comments others make. Write the prompts where everyone can see them.

Use “Think, Pair, Share” and the questions below to have the students discuss ways to deal with each problem category you identified in step 3 of this lesson.

For problems with excluding people:

Q What are some things you can do if you’re not included in a game?

Q What are some things you can do if you notice someone is all alone on the playground?

Q How can we make sure that no one is being excluded? Why is it important to include others?

For problems with not sharing or not taking turns:

Q What are some things you can do if you and your classmates are not taking turns appropriately?

Q What are some things you can do if you see someone else not taking turns?

Students might say:

“Ithinkifsomeone’snottakingturnsyoushouldpushthemofftheswingssosomeoneelsecanhaveaturn.”

“Idisagreewith[Shawna]becauseIthinkyoushouldtalktothemandexplainhowwetaketurnsontheswings.”

“Iagreewith[Thelma]becauseifyoupushsomeoneofftheswingsyoumightgetinafight.”

“Inadditiontowhat[Thelma]said,Ithinkifyoupushpeople,theymightdoitagainthenextday.Youshouldjusttalktothemaboutit.”

3

Your students may not mention

problems that fall into these

categories. Create categories that

work for the problems that your

students mention.

4

Use these discussion prompts

during class meetings and all other

discussions throughout the day.

As the prompts are reinforced,

the students will start to use

them naturally. You will find

that discussion prompts increase

participation and student-to-

student dialog.

You may decide to discuss just one

category (for example, “problems

with not following game rules’’)

today and discuss other categories

at subsequent meetings. The

students need time to discuss

each category fully and generate

possible solutions.

Think, Pair, Share

A hands-up signal allows the

students to finish what they

are saying before turning their

attention back to the class.

Week 4

Lesson 2









GRADES2–6PlaygroundChallenges

Materials•“ClassMeetingRules”chart•Teacher’snotesofstudents’ideasfromPositiveInteractions






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

The Lesson GATHER FOR A CLASS MEETINGHave the students gather in a circle with partners sitting together. Remind them that in the previous class meeting they thought of ways they could be fair, caring, respectful, helpful, and responsible on the playground. Read some examples from your notes of the students’ suggestions from the previous lesson. Explain that in today’s class meeting the students will discuss problems on the playground that do not jeopardize their physical and emotional safety and ways they might try to solve those problems themselves before they turn to an adult for help.

Review the class meeting rules. Remind the students that when they mention problems on the playground they should refer to “people” instead of using names.

DISCUSS PLAYGROUND CHALLENGESExplain that the students will use “Think, Pair, Share” again today as they talk about some of the challenges that can arise on the playground. Review that in “Think, Pair, Share” you ask them a

1

2

For problems with not following game rules:

Q Why is it important to follow the rules for the games you play at recess?

Q What are some things you can do if someone is not following the rules?

Students might say:

“Ithinkifsomeone’snotfollowingtherulestheteachershouldbenchthem.”

“Idisagreewith[Donovan]becauseIthinkweshouldtrytosolvetheproblemsourselvesbeforewetalktotheteacher.Thatway,nobodyhastogetintotrouble,andwearetakingmoreresponsibility.”

“Iagreewith[Louise]becausethekidwhoisnotfollowingtherulesmightnotknowtherules.Firstweshouldtalktothekid,andifthatdoesn’tworkthenwecangettheteacher.”

WRAP UP AND ADJOURN THE MEETINGWrap up the sharing of possible solutions by pointing out that there are many possible ways to solve a problem. Encourage the students to try some of the things they have suggested in the next few days and remind them that in future class meetings they will talk about how it is going on the playground.


If the class agrees with a student who

makes a suggestion that is impractical

or inappropriate, refocus the students

on solutions that reflect the values of

respect, caring, fairness, helpfulness,

and responsibility. (For example:

“Arguing with the person who is not

following the rules is one way you

could respond, but we’re trying to

think of ways to solve our problems

that are caring, fair, and respectful.

What’s something else you might

do?”)

5

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on 2









GRADES2–6

Materials•“ClassMeetingRules”chart•Yournotesofthestudents’ideasfromPlaygroundChallenges

Bullying andFighting





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

The Lesson GATHER FOR A CLASS MEETING Have the students gather in a circle with partners sitting together. Remind them that in the previous class meeting they discussed problems on the playground that they might try to solve themselves before they turn to an adult for help. Explain that in today’s class meeting they will discuss bullying and fighting. Remind the students to tell an adult if they are being bullied, see someone being bullied or fighting, or are in any other situation that feels unsafe. Remind them that everyone in the community needs to feel safe and cared for.

Review the class meeting rules. Remind the students that when they mention problems they should refer to “people” instead of using names.

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DISCUSS BULLYING AND FIGHTING From your Playground Challenges notes, read the examples of bullying, teasing, and fighting the students mentioned. If necessary, add to the students’ examples. Ask:

Q Have you ever been bullied or teased? How did that make you feel?

Q Have you ever bullied anyone? How did you feel after you bullied someone? How do you think the person you bullied felt?

Q Have you ever been in a fight at school? How did you feel after the fight was over?

Encourage the students to call on one another during this discussion. As they share their thinking, ask follow-up questions such as:

Q What comments or questions do you have for [Joseph]?

Use “Think, Pair, Share” to discuss the questions that follow. As the students share their thinking with the class, encourage them to contribute ideas that are different from those other people suggest and to use the prompts “I agree with _____ because…,” “I disagree with _____ because…,” and “In addition to what _____ said, I think….” Write the prompts where everyone can see them.

Q You know that you should tell an adult if you are being bullied or if someone wants to fight with you, but an adult might not be near you when it is happening. What are some things you might do if you are being bullied and there aren’t any adults around?

Q What might you do if you are with other students who are bullying someone?

Q Why do you think some students don’t go to an adult when they’re being bullied?

Q What can the adults in the school do to make it safe for you to report any bullying or fighting?

Students might say:

“Ithinkifsomeone’sbullyingortryingtofightwithyou,youshouldwalkaway.”

“Idisagreewith[Sami]becauseIthinkyoushouldaskthemtostopinsteadofjustwalkingaway.”

“Iagreewith[Giovanni]becauseifyoudon’twalkawayyoumightgetinafight.”

“Somekidsmightbeafraidtotellanadultbecausethey’llgetbeatenuplater.Itmighthelptohaveanassemblywheretheprincipaltellsallthekidsthatnobodyshouldbullyorfight,andifanyoneseesithappeningtheyshouldtellateacher.”

“Inadditiontowhat[Susie]said,Ithinkweshouldreallytrytohelpthekidswhoaredoingthebullying.Idon’tthinktheyfeelgoodaboutthemselves.”

Explain that the students can take responsibility by reporting any situation that feels unsafe for them, or if they see others in unsafe situations. Remind them that the adults in the school are committed to helping them make the playground and school safe for everyone.

Remind the students that at the next class meeting they will check in on how it is going on the playground.

REFLECT AND ADJOURN THE MEETINGHave the students reflect on their contributions to the class meeting. Ask questions such as:

Q How did you contribute to the success of the class meeting?

Q How might you help make our next meeting even more successful?

Q Why is it important for everyone to share their thinking?


2

3

Help the students focus on

solutions that reflect the values

of respect, caring, fairness,

helpfulness, and responsibility.

Think, Pair, Share

You may want to record on chart

paper the students’ suggestions

for how the adults in the school

can help them feel safe. Let the

students know that you will share

and discuss their ideas with other

teachers and the principal.

Week 5

Lesson 1









GRADES2–6

Materials•“ClassMeetingRules”chart•Yournotesofthestudents’ideasfromPlaygroundChallenges

Bullying andFighting





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

The Lesson GATHER FOR A CLASS MEETING Have the students gather in a circle with partners sitting together. Remind them that in the previous class meeting they discussed problems on the playground that they might try to solve themselves before they turn to an adult for help. Explain that in today’s class meeting they will discuss bullying and fighting. Remind the students to tell an adult if they are being bullied, see someone being bullied or fighting, or are in any other situation that feels unsafe. Remind them that everyone in the community needs to feel safe and cared for.

Review the class meeting rules. Remind the students that when they mention problems they should refer to “people” instead of using names.

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on 1









GRADES2–6


•Reflectonhowtheyareinteractingandsolvingproblemsontheplayground

•Givereasonsfortheirthinking

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE TOPIC Have the students gather for a class meeting with partners sitting together. Explain that they will discuss how things have been going on the playground since their last class meeting and come up with ways to solve problems on the playground. Point out that it is important that they explain their thinking and give reasons for it.

DISCUSS PLAYGROUND BEHAVIOR AND PROBLEM SOLVINGAsk the following questions one at a time, giving the students time to discuss each question with their partner before discussing it as a class.

Q What has been going well on the playground since our last class meeting?

Q What problems have you and your classmates been able to solve on your own?

1

2

PlaygroundCheck-in

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

After the LessonConduct class meetings periodically to check in on how the students are doing solving minor problems on the playground. If problems such as bullying or fighting arise or continue to be a problem, conduct a Problem-Solving Class Meeting (see Anytime Lessons).

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k 5

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on 2








As the students share, probe their thinking with questions such as:

Q How did you feel when the problem happened? How do you think the other person felt? How did you feel when it was solved?

Q What might be another [fair] way you could try to solve the problem without adult help?

DISCUSS SOLUTIONS FOR PLAYGROUND PROBLEMS THAT ARE DIFFICULT TO SOLVEUse “Think, Pair, Share” to discuss:

Q What are some problems on the playground that have been really challenging to solve?

Have a few students share with the group. As the students share, ask:

Q Which problems might be solved by you and your classmates? Explain.

Q Which problems should you ask an adult to help solve? Explain.

Remind the students to use the prompts “I agree with _____ because…,” “I disagree with _____ because…,” and “In addition to what _____ said, I think…” to help them listen and connect their comments to comments made by others.

Select one or two of the problems that the students could try to solve without adult help and use “Think, Pair, Share” to have pairs discuss possible solutions. Remind them to give reasons for their thinking.

3

Examples of problems that

students could try solving on

their own include:

•Notfollowinggamerules

•Cuttinginline

•Excludingothers

•Botheringeachother

•Usingunkindwords

•Havingdisagreements

4

Think, Pair, Share

Week 5

Lesson 2



File Name: CSC-CM26_begin_copy.indd Page #: 2





As the students share, probe their thinking with questions such as:

Q How did you feel when the problem happened? How do you think the other person felt? How did you feel when it was solved?

Q What might be another [fair] way you could try to solve the problem without adult help?

DISCUSS SOLUTIONS FOR PLAYGROUND PROBLEMS THAT ARE DIFFICULT TO SOLVEUse “Think, Pair, Share” to discuss:

Q What are some problems on the playground that have been really challenging to solve?

Have a few students share with the group. As the students share, ask:

Q Which problems might be solved by you and your classmates? Explain.

Q Which problems should you ask an adult to help solve? Explain.

Remind the students to use the prompts “I agree with _____ because…,” “I disagree with _____ because…,” and “In addition to what _____ said, I think…” to help them listen and connect their comments to comments made by others.

Select one or two of the problems that the students could try to solve without adult help and use “Think, Pair, Share” to have pairs discuss possible solutions. Remind them to give reasons for their thinking.

3

During the whole-class discussion, ask questions such as:

Q [Antonio and Barbara] said they had trouble solving the problem of [other kids not following the tetherball rules]. What might you do to solve that problem?

Students might say:

“ We can ask the kids nicely to follow the rules.”

“ In addition to what [Antonio] said, I can ask them if they know the rules.”

“ I disagree with [Luz], because I think if I asked kids who were not following the rules if they know the rules they would get mad at me.”

“ I agree with [Antonio]. I think it’s best to just ask them nicely to please follow the rules and then if they don’t I’d ask an adult for help.”

Use the questions that follow to facilitate a discussion about the solutions the students suggest. Encourage the students to call on one another during the discussion.

Q How would that be a [respectful] way to respond?

Q How would that solution make the playground a more enjoyable place for everyone?

Encourage the students to continue to take responsibility for themselves on the playground. Explain that they will continue to have class meetings on how they are doing solving problems on the playground.


Q Why is it important that we treat one another with respect in the classroom and on the playground?

Adjourn the meeting.

Examples of problems that

students could try solving on

their own include:

• Not following game rules

• Cutting in line

• Excluding others

• Bothering each other

• Using unkind words

• Having disagreements

4

Think, Pair, Share

Week 5

Lesson 2









GRADES2–6


•Reflectonhowtheyareinteractingandsolvingproblemsontheplayground

•Givereasonsfortheirthinking

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE TOPIC Have the students gather for a class meeting with partners sitting together. Explain that they will discuss how things have been going on the playground since their last class meeting and come up with ways to solve problems on the playground. Point out that it is important that they explain their thinking and give reasons for it.

DISCUSS PLAYGROUND BEHAVIOR AND PROBLEM SOLVINGAsk the following questions one at a time, giving the students time to discuss each question with their partner before discussing it as a class.

Q What has been going well on the playground since our last class meeting?

Q What problems have you and your classmates been able to solve on your own?

1

2

PlaygroundCheck-in

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

After the LessonConduct class meetings periodically to check in on how the students are doing solving minor problems on the playground. If problems such as bullying or fighting arise or continue to be a problem, conduct a Problem-Solving Class Meeting (see Anytime Lessons).

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Less

on 2









GRADES2–6Introducing Buddies

Materials•Cross-Age Buddies

Activity Book

•Crayonsormarkers•Drawingpaperforeachstudent

•Anenvelopeforeachstudent


PreparetomeettheirbuddiesMakedrawingsand“mail”themtotheirbuddies

Buildononeanother’sthinking

ABOUT BUDDIESOne of the essential components of the Caring School Community

program is the cross-age Buddies program, in which every class in the school is paired with a buddy class from another grade level for regular activities. The Cross-Age Buddies Activity Book outlines 40 activities, describes the academic and social benefits of the program, and explains in detail how to prepare for and conduct the Buddies activities. Before you start your Buddies program, read the Cross-Age Buddies Activity Book, establish a buddy relationship with another teacher, assign your students buddies, and plan your first Buddies activity, “A Drawing of My Buddy and Me,” with your buddy teacher. (See p. 45 in the Cross-Age Buddies Activity Book.) If you and your buddy teacher do a different activity first, substitute that activity’s preparation in steps 4 and 5 of this lesson.

This lesson outlines a class meeting that prepares students to meet their buddies for the first time. Plan to schedule the first Buddies activity within a day of this meeting.

This lesson may take more than one class period.

Explain that the students will draw a picture of something they might do with their buddy, write a greeting on the picture, put it in an envelope, and send it to their new buddy. Their buddies will do the same activity, and they can look forward to getting “mail” from them. Tell the students the names of their buddies.


MAKE DRAWINGS FOR BUDDIESDistribute drawing paper, crayons, and envelopes. Have the students write “To: [younger buddy’s name]” and “From: [their name]” in the upper right corner of their drawing paper. Remind the students that they will write a greeting on their drawing. Ask and briefly discuss:

Q What might you write to your buddy on your drawing?

Students might say:

“Wecouldwrite‘Hi,mynameisPaulie,andIwanttoreadwithyou.’”

“I’mgoingtowrite‘MynameisJosie.I’dliketoplayfour-squarewithyou.Whatwouldyouliketodo?’”

Circulate as the students draw and, if necessary, help with spelling buddies’ names. Let the students know when they have about two minutes left to draw.

Have the students address their envelopes. Collect the envelopes and have one student deliver them to your buddy class.

When the younger buddies’ “mail” arrives, distribute the envelopes and give the students time to look at the pictures. Have the students save the pictures for the buddy activity.

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

After the LessonSee “A Drawing of My Buddy and Me” on page 45 in the Cross-Age Buddies Activity Book for a complete description of the Buddies activity. Plan to do the activity with your buddy class before your next class meeting, Buddies Check-in.

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE TOPICHave the students gather for a class meeting with partners sitting together.

1

Work with your buddy teacher to

make sure all the students receive

mail from their buddy. You

might need to wait to distribute

the envelopes until you have a

complete class set.

5

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on 1








Explain that this year each student will have a younger (or older) student as a buddy. Having a buddy will give them a chance to get to know someone from another class. Tell the students which class will be their buddy class. Mention that they will meet with their buddies often and have a chance to do interesting activities together. Explain that in the class meeting today they will talk about what it will be like to have a [younger] buddy. After the meeting, each student will draw a picture for her buddy and “mail” the picture to the buddy.

DISCUSS EXPERIENCES WITH FRIENDSBegin the discussion by telling the students about a time when you had an older friend or when an older student was kind to you.


Q Have you ever had an older friend that you looked up to? Tell us about it.

Q Have you been an older friend to a younger child? Tell us about it.

DISCUSS THE CHALLENGES OF HAVING A YOUNGER BUDDYExplain that sometimes working with a younger buddy can be challenging. First in pairs and then as a class, discuss:

Q What might be challenging about working with a younger buddy?

As the students share their thinking, facilitate a discussion about problems that might arise and possible solutions. To encourage the students to build on one another’s thinking, ask follow-up questions such as:

Q What are some things you could try if you encounter the challenge that [Marisol] shared?

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

Use “Think, Pair, Share” to discuss:

Q What are some worries your younger buddy might have about spending time with someone older?

Have several pairs share their ideas with the class. Ask follow-up questions such as:

Q What are some things you can do to help your younger buddy feel more comfortable? What kinds of things might you want to avoid doing?

Students might say:

“Wecanmakesurethatwearepatient.”

“Iagreewith[Michael];weshouldbepatient,andweshouldn’tbemeantothem.”

“Inadditiontowhat[Shaila]said,Ithinkweshouldn’tmakethemtalkifthey’reshy.”

TALK ABOUT WHAT BUDDIES WILL DO TOGETHER AND ADJOURN THE MEETINGExplain that the first Buddies activity will be to exchange drawings of things they might like to do with their buddy. Briefly explain what will happen: Younger buddies will come to the older buddies’ classroom, the buddies will meet each other, and the older buddy will welcome the younger buddy. The buddies will sit together and talk about their drawings. Ask and briefly discuss:

Q When you meet your younger buddy, what might be the first thing you say or do to help your buddy feel comfortable with you?

Use “Think, Pair, Share” to discuss:

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

2

4

If necessary, remind the students

to use the prompts “I agree with

_____because…,”“Idisagreewith

_____because…,”and“Inaddition

towhat_____said,Ithink….”

For Grades 2–3 Students in grades 2 and 3 may

be the younger buddy in the

pair. If this is the case, adapt this

lesson to prepare the students

to meet their older buddies. For

example, instead of asking “What

might be challenging about

working with a younger buddy?”

ask “What might be challenging

about working with an older

buddy?”

3

Think, Pair, Share


Week 6

Lesson 1









GRADES2–6Introducing Buddies


Activity Book

•Crayonsormarkers•Drawingpaperforeachstudent

•Anenvelopeforeachstudent


PreparetomeettheirbuddiesMakedrawingsand“mail”themtotheirbuddies

Buildononeanother’sthinking

ABOUT BUDDIESOne of the essential components of the Caring School Community

program is the cross-age Buddies program, in which every class in the school is paired with a buddy class from another grade level for regular activities. The Cross-Age Buddies Activity Book outlines 40 activities, describes the academic and social benefits of the program, and explains in detail how to prepare for and conduct the Buddies activities. Before you start your Buddies program, read the Cross-Age Buddies Activity Book, establish a buddy relationship with another teacher, assign your students buddies, and plan your first Buddies activity, “A Drawing of My Buddy and Me,” with your buddy teacher. (See p. 45 in the Cross-Age Buddies Activity Book.) If you and your buddy teacher do a different activity first, substitute that activity’s preparation in steps 4 and 5 of this lesson.

This lesson outlines a class meeting that prepares students to meet their buddies for the first time. Plan to schedule the first Buddies activity within a day of this meeting.

This lesson may take more than one class period.

Explain that the students will draw a picture of something they might do with their buddy, write a greeting on the picture, put it in an envelope, and send it to their new buddy. Their buddies will do the same activity, and they can look forward to getting “mail” from them. Tell the students the names of their buddies.


MAKE DRAWINGS FOR BUDDIESDistribute drawing paper, crayons, and envelopes. Have the students write “To: [younger buddy’s name]” and “From: [their name]” in the upper right corner of their drawing paper. Remind the students that they will write a greeting on their drawing. Ask and briefly discuss:

Q What might you write to your buddy on your drawing?

Students might say:

“Wecouldwrite‘Hi,mynameisPaulie,andIwanttoreadwithyou.’”

“I’mgoingtowrite‘MynameisJosie.I’dliketoplayfour-squarewithyou.Whatwouldyouliketodo?’”

Circulate as the students draw and, if necessary, help with spelling buddies’ names. Let the students know when they have about two minutes left to draw.

Have the students address their envelopes. Collect the envelopes and have one student deliver them to your buddy class.

When the younger buddies’ “mail” arrives, distribute the envelopes and give the students time to look at the pictures. Have the students save the pictures for the buddy activity.

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

After the LessonSee “A Drawing of My Buddy and Me” on page 45 in the Cross-Age Buddies Activity Book for a complete description of the Buddies activity. Plan to do the activity with your buddy class before your next class meeting, Buddies Check-in.

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


1

Work with your buddy teacher to

make sure all the students receive

mail from their buddy. You

might need to wait to distribute

the envelopes until you have a

complete class set.

5

Wee

k 6

Less

on 1









GRADES2–6Buddies Check-in

ABOUT BUDDIES CHECK-INIt is important to have the students reflect after each Buddies activity. Plan to conduct this class meeting immediately upon returning to your classroom from the first Buddies activity of the year, “A Drawing of My Buddy and Me.”


•ReflectontheirfirstBuddiesactivity•Buildononeanother’sthinking

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


Explain that today the students will reflect on how the first Buddies activity went. Mention that getting to know and become friends with their [younger] buddies will help them create a feeling of community schoolwide. Remind the students that they are living by classroom norms, acting on values such as caring and respect, and working to build a classroom and school community where everyone feels safe and included.

1

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DISCUSS WHAT WENT WELL Begin the discussion by sharing a few of your observations about ways Buddies worked well together. Have the students reflect on the positive aspects of their first Buddies activity by discussing the questions that follow. Remind them to use the prompts they learned to build on other people’s thinking during today’s discussion. First in pairs and then as a class, discuss questions such as:

Q What went well during the first meeting with our buddies?

Q In what ways were you helpful, caring, or respectful to your buddy?

Q How did your buddy respond to you when you were [helpful, caring, respectful]?

Q How did you take responsibility for your own behavior?

Encourage the students to respond directly to one another by asking follow-up questions such as:

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?

DISCUSS WHAT WAS CHALLENGING ABOUT WORKING WITH BUDDIESFacilitate a discussion about problems the students had and possible solutions. Ask and briefly discuss:

Q What problems did you have working with your buddy?

Q What might you do to help the situation the next time you meet your buddy?

Q How would that help?

Help the students build on one another’s thinking by asking follow-up questions such as:

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 be positive role models for your younger buddies?

REFLECT AND ADJOURN THE MEETINGHave partners tell each other one thing they liked about how they worked together during the class meeting and one thing they could do to improve the way they work together.

Explain that before the next Buddies activity they will have a class meeting to talk about what they will be doing and how they can get ready to help their younger buddies.

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

2 3

We recommend that buddy classes

meet every two or three weeks.

The preparation and Check-in Class

Meetings for the next Buddies

activity occur in Week 8 of the

class meeting schedule. If you and

your buddy teacher decide to do

the next Buddies activity before

Week 8, skip ahead to those class

meeting lessons.

4


Week 6

Lesson 2









GRADES2–6Buddies Check-in

ABOUT BUDDIES CHECK-INIt is important to have the students reflect after each Buddies activity. Plan to conduct this class meeting immediately upon returning to your classroom from the first Buddies activity of the year, “A Drawing of My Buddy and Me.”


•ReflectontheirfirstBuddiesactivity•Buildononeanother’sthinking

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


Explain that today the students will reflect on how the first Buddies activity went. Mention that getting to know and become friends with their [younger] buddies will help them create a feeling of community schoolwide. Remind the students that they are living by classroom norms, acting on values such as caring and respect, and working to build a classroom and school community where everyone feels safe and included.

1

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Less

on 2









GRADES2–6Introducing Homeside Activities


•LearnabouttheHomesideActivitiesprogram•PrepareforthefirstHomesideActivity•TakeresponsibilityforHomesideActivities•Practiceaskingclarifyingquestions

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

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 to do first. Prepare for the activity you choose, following the instructions in the Homeside Activities book.

Prepare a chart with the title “Questions to Help Me Understand My Partner.”

Materials•Homeside Activities

•Chartpaperlabeled“QuestionstoHelpMeUnderstandMyPartner”

ABOUT HOMESIDE ACTIVITIESAn essential component of the Caring School Community program is Homeside Activities, a program designed to involve adult family members in children’s learning. Each Homeside Activity is a starting point for conversations between the students and their adult family members. The book Homeside Activities describes the academic and social benefits of the activities and explains how to prepare for and conduct them. There is a separate volume of age-appropriate activities for each grade level.

To encourage the students to build on one another’s thinking, ask questions such as:

Q Who had an idea similar 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?

Remind the students that you expect them to take responsibility for completing the activity and bringing it back to class by the due date. Explain that you will have another class meeting on the due date to discuss how the students did taking responsibility for the activity.


Q Did you have an opportunity to ask your partner questions when you didn’t understand what he said? Tell us about it.


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

After the LessonHave the students complete their first Homeside Activity before continuing with the next class meeting, Homeside Activities Check-in.

3

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on 1








1

Students who have difficulty

finding an adult who can help

them with the activity can do it

with an older sibling, relative,

or friend.

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE HOMESIDE ACTIVITIESHave the students gather for a class meeting with partners sitting together. Explain that today they will learn about Homeside Activities, 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 and explain that Homeside Activities will help bring their family members into the community.

Explain that the students will do Homeside Activities once or twice a month. They will ask an adult relative or friend to help them with the activity. In each activity, they will have a conversation with their adult partner and then write or draw something on a record sheet with the partner. After completing the 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?

Explain that in today’s class meeting the students will talk about how to make this week’s Homeside Activity go smoothly. They will also focus on a new skill for working with a partner—asking questions if they don’t understand what their partner says. Point out that they can also ask clarifying questions during their Homeside Activities conversations if they don’t understand their adult partner.

Explain that clarify means to “make clear” and model asking a clarifying question or two. (For example, “I’m not sure I understand you. Can you say that in a different way?” or “Can you say more about that?”) Write your example on the “Questions to

Help Me Understand My Partner” chart. Ask:

Q If you don’t understand your partner, what are some other questions you can ask to help you understand?

Add the students’ suggestions to the chart. Tell them that today you would like them to use the charted questions when they don’t understand their partner. Explain that at the end of the lesson you will check in with them to see how they did. Remind them that it is important to speak politely and respectfully when asking for clarification.

DISCUSS THE HOMESIDE ACTIVITYDistribute the instructions for the upcoming Homeside Activity and briefly review them.

Explain that it is the student’s responsibility to take this activity home, find a time to do it with a family member, bring it back by the due date, and be ready to talk about it. Use “Think, Pair, Share” to have the students discuss:

Q How will you take responsibility for making sure that happens?

Remind them to use the questions on the “Questions to Help Me Understand My Partner” chart when they don’t understand what their partner says.

Have several students share their ideas about taking responsibility and facilitate a discussion using questions such as:

Q The adults in your family are busy. How can you make sure one of them has time to do the activity with you?

Students might say:

“Don’twaituntilthelastminute.”

“Setupatimewiththem.”

“Letthemknowaboutitbeforehand.”

2

You may want to have the

students focus on a different

social skill with each Homeside

Activity. Social skills include

listening carefully, speaking

clearly, taking turns, and

disagreeing respectfully.

Encourage the students to

practice the skills both in class

and with their adult partner

at home.


suggesting clarifying questions,

prompt them with additional

examples. (For example, “What

did you mean when you said…?”

and “Can you give me an example

of what you mean?”)


generating ideas, ask more specific

questions, such as:

Q How will you make sure you

get the Homeside Activity done

on time?

Q How will you be sure to bring

the activity back to school when

it’s done?

Q How will you get ready to talk

about the activity in class?





Week 7

Lesson 1









GRADES2–6Introducing Homeside Activities


•LearnabouttheHomesideActivitiesprogram•PrepareforthefirstHomesideActivity•TakeresponsibilityforHomesideActivities•Practiceaskingclarifyingquestions

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

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 to do first. Prepare for the activity you choose, following the instructions in the Homeside Activities book.

Prepare a chart with the title “Questions to Help Me Understand My Partner.”

Materials•Homeside Activities

•Chartpaperlabeled“QuestionstoHelpMeUnderstandMyPartner”

ABOUT HOMESIDE ACTIVITIESAn essential component of the Caring School Community program is Homeside Activities, a program designed to involve adult family members in children’s learning. Each Homeside Activity is a starting point for conversations between the students and their adult family members. The book Homeside Activities describes the academic and social benefits of the activities and explains how to prepare for and conduct them. There is a separate volume of age-appropriate activities for each grade level.

To encourage the students to build on one another’s thinking, ask questions such as:

Q Who had an idea similar 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?

Remind the students that you expect them to take responsibility for completing the activity and bringing it back to class by the due date. Explain that you will have another class meeting on the due date to discuss how the students did taking responsibility for the activity.


Q Did you have an opportunity to ask your partner questions when you didn’t understand what he said? Tell us about it.


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

After the LessonHave the students complete their first Homeside Activity before continuing with the next class meeting, Homeside Activities Check-in.

3

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Less

on 1









GRADES2–6

Materials•“QuestionstoHelpMeUnderstandMyPartner”chart(fromIntroducingHomesideActivities)

Homeside Activities Check-in


•ReflectontheirfirstHomesideActivity•Askclarifyingquestions

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

The LessonGATHER FOR A CLASS MEETING AND REVIEW ASKING CLARIFYING QUESTIONSHave the students gather for a class meeting with partners sitting together. Explain that in today’s meeting they will talk about how they did taking responsibility for the first Homeside Activity. Remind them to listen carefully to one another and to use the questions on the “Questions to Help Me Understand My Partner” chart when they don’t understand what someone has said.

ABOUT HOMESIDE ACTIVITY CHECK-INSIt is important to have the students reflect after each Homeside Activity. Plan to conduct this class meeting on the day the students turn in the activity.

1

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Less

on 2








SHARE SOME THINGS THE STUDENTS LEARNEDAsk and briefly discuss:

Q Which adult family member did your Homeside Activity with you?

Q What did you find out during your conversation with that person that was interesting or surprising? What did your family member find out about you?

Q Did you ask your adult partner any clarifying questions during the activity? Which questions? What did you find out after you asked the questions?

DISCUSS HOW THE STUDENTS TOOK RESPONSIBILITY Share a few of your own observations about ways the students handled the activity responsibly. (For example, “I noticed that a lot of you [brought your Homeside Activity back on time].”) Use “Turn to Your Partner” to discuss:

Q What did you do to take responsibility for doing the Homeside Activity?

Have several volunteers share their ideas with the class.

DISCUSS HOW TO MAKE THINGS GO BETTERUse the questions below to facilitate a brief discussion about future Homeside Activities:

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?


Students might say:

“IcouldputitontherefrigeratorwhenIgethome.Thenmymomwillseeitwhenshemakesdinner.”

“Ithinkweshoulddoitassoonasyougiveittousandnotwaituntiltheendoftheweek.”

“Inadditiontowhat[Caroline]said,Ithinkthatifyouwaituntilthelastday,theadultmightnotbeabletodoit.”

REFLECT AND ADJOURN THE MEETINGFacilitate a brief discussion about how the students did asking clarifying questions during the class meeting. Ask:

Q What clarifying questions did you ask? What did you find out when you asked those questions?

Point out that the students can use clarifying questions whenever they don’t understand another person, whether they’re in a class meeting or talking with adults at home. Encourage them to pay attention to times they can use the questions to help them understand another person.

Remind the students that they will do Homeside Activities once or twice a month. Adjourn the meeting and have the students return to their seats.

3

4

5Turn to Your Partner

We recommend that your class do

a Homeside Activity once or twice

a month. Use this lesson as the

format for a brief check-in after

each activity.

For Grades 2–3Consider simplifying this

question by asking “What

did you like about doing

the Homeside Activity?”

2

Week 7

Lesson 2









GRADES2–6

Materials•“QuestionstoHelpMeUnderstandMyPartner”chart(fromIntroducingHomesideActivities)

Homeside Activities Check-in


•ReflectontheirfirstHomesideActivity•Askclarifyingquestions

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

The LessonGATHER FOR A CLASS MEETING AND REVIEW ASKING CLARIFYING QUESTIONSHave the students gather for a class meeting with partners sitting together. Explain that in today’s meeting they will talk about how they did taking responsibility for the first Homeside Activity. Remind them to listen carefully to one another and to use the questions on the “Questions to Help Me Understand My Partner” chart when they don’t understand what someone has said.

ABOUT HOMESIDE ACTIVITY CHECK-INSIt is important to have the students reflect after each Homeside Activity. Plan to conduct this class meeting on the day the students turn in the activity.

1

Wee

k 7

Less

on 2









GRADES2–6Preparing for a Buddy Interview


•PreparefortheirsecondBuddiesactivity

•Listentooneanother•Askclarifyingquestions


Activity Book

•Chartpaperlabeled“BuddyInterviewQuestions”

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

Before the LessonMeet with your buddy teacher and plan the activity “Buddy Interview” (see p. 49 in the Cross-Age Buddies Activity Book). Schedule a time to do this class meeting prior to doing the activity.

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE BUDDY INTERVIEWHave the students gather for a class meeting with partners sitting together. Explain that in today’s class meeting the students will get ready for an activity they will do with their buddy later in the week. Ask and briefly discuss:

Q What will you do during today’s meeting to make sure that you know what to do during the Buddies activity later this week?

Students might say:

“I’llneedtolistencarefullytowhatissaid.”

“Inadditiontowhat[Dean]said,wecanaskclarifyingquestionsifwedon’tunderstandwhatsomeonesays.”

1


Q Did you or your partner ask any clarifying questions today? If so, what were they? Did they help you understand the other person’s thinking?


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

After the LessonType and photocopy the list of questions on the “Buddy Interview Questions” chart for the students to use when they meet their buddies.

See “Buddy Interview” on page 49 of the Cross-Age Buddies Activity Book for a complete description of the Buddies activity. Plan to do the activity before the next class meeting, Buddy Interview Check-in.

5

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k 8

Less

on 1








Explain that this week they will interview their buddies to get to know them better. Explain that they will ask their buddy some questions and answer questions their buddy will ask them.

BRAINSTORM INTERVIEW QUESTIONSUse “Think, Pair, Share” to discuss the question that follows. Remind the students to ask clarifying questions, if necessary.

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

As questions are suggested, check whether other students have similar questions. If several students agree, write the question on the chart labeled “Buddy Interview Questions.” As a class, choose eight to ten questions to ask during the activity.

Students might say:

“Iwanttoaskmybuddywhatshelikestodoforfun.”

“Iwanttoaskmybuddyifhehasadog.”

“MypartnerandIwanttoaskourbuddieswhattheyliketodoonweekends.”

Explain that you will type and copy the list of questions so the students can have the questions with them when they meet their buddies.

DISCUSS POSSIBLE FOLLOW-UP QUESTIONSExplain that in an interview the interviewer often asks a question and then asks follow-up questions to find out more. Use one of the questions on the “Buddy Interview Questions” chart as an example. (Select any nonspecific question, like “Do you have a pet?”) Read the question aloud and ask:

Q What might 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?

Students might say:

“Youcanaskyourbuddy,‘Whatkindofpetsdoyouhave?’”

“Howoftendoyouwalkyourdog?”

“Wouldyouliketohaveapet?Ifso,whatkindofpetwouldyoulike?”

Explain that it’s the students’ responsibility to get to know their buddies and that they will need to think of follow-up questions as they talk to their buddies.

REFLECT ON WORKING WITH BUDDIESRemind the students that since they’ve only met with their buddies once so far, their buddies may still be feeling shy. A buddy might not say very much or might not want to ask questions. First in pairs and then as a class, discuss:

Q What can you do to help your buddy feel more comfortable being interviewed?

Q Your buddy might have trouble asking you questions. How can you help your buddy get to know you when she is interviewing you?

Students might say:

“Icanmakemybuddymorecomfortablebytalkingtohimalittlebeforestartingtheinterview.”

“Ifmybuddycan’tansweraquestion,Icanaskitinadifferentwayincasethequestionwastoohard.”

“Inadditiontowhat[Pablo]said,Icanaskmybuddy,‘Whatdoyouwanttoaskmenow?”

Encourage the students to keep these suggestions in mind as they work with their buddies. Explain that the class will have a class meeting after the “Buddy Interview” activity to talk about how it went.

3

During this discussion, encourage

the students to listen to one

another (not just to you) by

avoiding repeating or paraphrasing

their comments. If the students

can’t hear one of the class

members, have them ask the

person to speak up.

4

If the students have difficulty

generating ideas, offer some

suggestions like those in “Students

might say.”

Think, Pair, Share


2

Week 8

Lesson 1









GRADES2–6Preparing for a Buddy Interview


•PreparefortheirsecondBuddiesactivity

•Listentooneanother•Askclarifyingquestions


Activity Book

•Chartpaperlabeled“BuddyInterviewQuestions”

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

Before the LessonMeet with your buddy teacher and plan the activity “Buddy Interview” (see p. 49 in the Cross-Age Buddies Activity Book). Schedule a time to do this class meeting prior to doing the activity.

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE BUDDY INTERVIEWHave the students gather for a class meeting with partners sitting together. Explain that in today’s class meeting the students will get ready for an activity they will do with their buddy later in the week. Ask and briefly discuss:

Q What will you do during today’s meeting to make sure that you know what to do during the Buddies activity later this week?

Students might say:

“I’llneedtolistencarefullytowhatissaid.”

“Inadditiontowhat[Dean]said,wecanaskclarifyingquestionsifwedon’tunderstandwhatsomeonesays.”

1


Q Did you or your partner ask any clarifying questions today? If so, what were they? Did they help you understand the other person’s thinking?


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

After the LessonType and photocopy the list of questions on the “Buddy Interview Questions” chart for the students to use when they meet their buddies.

See “Buddy Interview” on page 49 of the Cross-Age Buddies Activity Book for a complete description of the Buddies activity. Plan to do the activity before the next class meeting, Buddy Interview Check-in.

5

Wee

k 8

Less

on 1









GRADES2–6Buddy Interview Check-in


•ReflectontheirsecondBuddiesactivity•Buildononeanother’sthinking

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE TOPICHave the students gather for a class meeting with partners sitting together. Explain that today the students will reflect on how the “Buddies Interview” activity went. Review the class meeting rules, paying particular attention to any rules you feel the students need to practice.

DISCUSS WHAT WENT WELL Begin the discussion by sharing a few of your observations about ways the students took responsibility for making the Buddies activity go well. (For example, “I saw people listening carefully to their buddies during the interviews and asking follow-up questions to get to know them better.”)

Have the students reflect on the positive aspects of their interviews. First in pairs and then as a class, discuss:

Q What is something interesting you learned about your buddy?



Materials•“ClassMeetingRules”chart•“OurClassNorms”chart

1

2

Continue to encourage the

students to listen to one another

(not just to you) by avoiding

repeating or paraphrasing their

comments. Remind them to ask

their classmates to speak up if

they can’t hear.

Wee

k 8

Less

on 2








DISCUSS WHAT WAS CHALLENGING Facilitate a discussion about problems the students had and possible solutions. Ask and briefly discuss:

Q What problems did you have working with your buddy?

Q What might you do to help the situation the next time you meet your buddy?


When discussing possible solutions, encourage the students to use the prompts “I agree with _____ because…,” “I disagree with _____ because…,” and “In addition to what _____ said, I think…” to build on one another’s thinking.

Mention that the students will often meet or see their buddy around the school or at the bus stop. Ask:

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 MEETINGRefer to the “Our Class Norms” chart and have the students briefly discuss:

Q What is one thing you did during today’s class meeting that helped us act on our classroom norms?

Q How are our class meetings helping us build a community?

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

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

After the LessonAfter each Buddies activity, spend time reflecting on how buddy partners worked together and ways they can improve their relationships. Have the students generate possible solutions to problems.

3 4

Week 8

Lesson 2

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.









GRADES2–6Buddy Interview Check-in


•ReflectontheirsecondBuddiesactivity•Buildononeanother’sthinking

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

The LessonGATHER FOR A CLASS MEETING AND INTRODUCE THE TOPICHave the students gather for a class meeting with partners sitting together. Explain that today the students will reflect on how the “Buddies Interview” activity went. Review the class meeting rules, paying particular attention to any rules you feel the students need to practice.

DISCUSS WHAT WENT WELL Begin the discussion by sharing a few of your observations about ways the students took responsibility for making the Buddies activity go well. (For example, “I saw people listening carefully to their buddies during the interviews and asking follow-up questions to get to know them better.”)

Have the students reflect on the positive aspects of their interviews. First in pairs and then as a class, discuss:

Q What is something interesting you learned about your buddy?



Materials•“ClassMeetingRules”chart•“OurClassNorms”chart

1

2

Continue to encourage the

students to listen to one another

(not just to you) by avoiding

repeating or paraphrasing their

comments. Remind them to ask

their classmates to speak up if

they can’t hear.

Wee

k 8

Less

on 2

BEGINNING-OF-YEAR LESSON 2–6 GRADES Inside ... step one student to the right (the inside circle...

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Transcript of BEGINNING-OF-YEAR LESSON 2–6 GRADES Inside ... step one student to the right (the inside circle...