Month: February 2019

My district does a great job with inclusion, but with this comes many accommodations that some of my students had a hard time understanding. They would say “it’s not fair” and “why do they get to do that?” when certain students were allowed more time to complete tests or allowed to have different seating arrangements in their classroom. Some students felt that they got in trouble with their teacher a lot, but didn’t behave as poorly as one of their peers (who unbeknownst to them has a disability). This got me to thinking of how I might address equity versus equality and to help students understand what disabilities are and to view disabilities in a positive light. I don’t know that this lesson fixed all of the problems at our school surrounding this topic, but many teachers recognized a change in our school and that our kids were more empathetic, patient, and understanding with their peers. I went back and forth on this lesson as I wanted to give this topic the immense respect it deserves and I am by no means an expert, but it is a lesson that I reference back to time and time again. I would love to hear activities and initiatives that are used at your school to celebrate differences, further education on this topic, and support students with disabilities! Please share your ideas in the comment section below!

Lesson Title: Celebrating Differences – Learning About Disabilities (2 day series)

Grade(s): K-5

ASCA Standards:

• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

Learning Objectives:

• Students will be able to define disability and list three disabilities
• Students will understand equality versus equity
• Students will understand the value of differences and diversity

Materials:

• The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca
• Printed handouts found here (Consider picking one or two of the activities/handouts on pages 4-7) https://www.teacherspayteachers.com/Product/The-Girl-Who-Thought-in-Pictures-Different-Not-Less-3332489
• Printed handouts found here (there are 2 to a page): https://elementarycounselorrealitieshome.files.wordpress.com/2019/02/86a3c-celebratecolorlayout.pdf
• Access to technology to present the following book: http://www.udprogram.com/a-little-story-book

Lesson:

Day 1: Start by asking students to raise their hand if the following is true for them and to look around the room to see how many of their peers this is true for:

• You have brown eyes
• You have blue eyes
• You have black hair
• You have blonde hair
• You are good at math
• You are good at science
• You like macaroni and cheese
• You like brussel sprouts

Discussion:

• What would it be like if we were all the same?
  • It would be boring
  • We wouldn’t know each other apart
  • We would have less options (only certain foods at the grocery store, etc.)
• Can being different be fun? How about scary?
  • Being different is fun because you are unique and people pay attention to you
  • Being different can be scary because people may stare at you and you may be afraid that people will make fun of you
• How can we celebrate each other’s differences?
  • Learn about one another and show interest in them
  • Respect each other
  • Not stare at people
  • Recognize people’s strengths and weaknesses

Explain that today we are going to be learning about one kind of difference called a disability. A disability is a physical (body) or mental (brain) condition that limits a person’s movements, senses, or activities. A few examples of disabilities are blindness, deafness, autism, down syndrome, and more! It is important to know that even if two people have the same disability, they may be very different from one another because we are all special and unique people! Sometimes we think that having a disability is a bad thing, but disabilities are actually something that make us different, special, and can even help us think in different ways in a way that is a huge strength.  

Discussion:

• Is having a disability a bad thing?
  • No, having a disability makes us special and unique! Sometimes having a disability requires us to overcome certain things. For example, our friends who are blind need to learn how to use a walking stick or how to use a guide dog. People with deafness may need to learn sign language. And people with a learning disability, which is when learning certain subjects might be extra tricky, may need to learn tricks to help them or they may need to learn things in a different way. When asked if individuals with disabilities would like to live without their disability, many people would say no because it is a part of them and they would not be the same person that they are now!
  • Having a disability can be a strength! For example, some people with disabilities think differently, and therefore they can help solve problems that other people can’t! For example, Albert Einstein is thought to have had a disability called Autism and he had discovered many mathematic and scientific breakthroughs that changed the world. Stephen Hawking had a disability called ALS that left him paralyzed and wheel-chair bound and was both a physicist and a best-selling author.
• Do people with disabilities need help with things?
  • Not necessarily. Everybody needs help with things sometimes, but we don’t want to assume that they need help just because they have a disability. If people assume that you need help, it might make you feel like a baby and that doesn’t make you feel good. Instead, make sure you ask if you think someone might need help! You can ask people with disabilities to help you with things too!
• How can we support our friends with disabilities?
  • Be a good friend to them and include them in your friendship groups and activities
  • If they need help, ask them, but don’t assume that they need help
  • Appreciate and respect their similarities and differences

Explain that today they you will be reading a true story about a girl with Autism who overcame many obstacles and became a famous scientist and researcher.

Read: The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca.

Afterward, ask students to complete one or two of the following activities found here:

https://www.teacherspayteachers.com/Product/The-Girl-Who-Thought-in-Pictures-Different-Not-Less-3332489

Day 2:

Ask several students to share what they learned during the previous guidance lesson with the class.

Remind students that disabilities are just one of many differences that make us special and unique. Explain that not all differences are disabilities. For example, dwarfism is not a disability, although people with dwarfism may have health issues that ARE disabilities. Note: A teacher at my school gave me permission to use her disability as an example, but please do not use an example at your school without asking this person’s permission. You are welcome to use my example. I shared with students that one teacher at our school has a disability, but that many of us would never know unless she told us! Explain that it was important that I asked for her permission before sharing this because she must respect the privacy of others and let those people share that information if/when they choose to. One difference this teacher has is albinism, but that this is only a difference and not a disability. However, people with albinism are often blind, which is a disability. This teacher is legally blind, but she can see well enough to do most things at school without any help, with the exception of reading small print.

Explain that like this teacher, some people with disabilities need a little extra help in order to do the same things that the rest of the teachers do at school. For example, when this teacher was little she was allowed to have special tools and special books that allowed her to read at school. Some students with disabilities are allowed to take longer to finish tests or have certain things in class that help them to pay attention that other students may not be allowed to have.

• Is it fair for students with disabilities to get extra time on a test or special opportunities that other students don’t get?
  • Yes! This allows students to have a level playing field where they are able to have just as much of a chance as other kids
  • Consider using the following image to help illustrate equality vs. equity: https://www.google.com/search?q=equality+vs+equity&rlz=1C1GGRV_enUS792US792&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiijZXJgN_gAhWDnFkKHWIzAL0Q_AUIDigB&biw=1024&bih=576#imgrc=5FCd5q8ddoChKM:

Tell students that you are going to explore a variety of differences in a book called Not Too Big, Not Too Small.

Read the following online book: http://www.udprogram.com/a-little-story-book

Pass out the following worksheet (link found below) to each student. Explain that all people share similarities and differences with every person on Earth. Ask students to think about what makes them unique and have them include those traits on their paper. When they are finished drawing themselves, allow them to color all the people on their paper. If time allows, ask students to share their drawing and what makes them different. https://elementarycounselorrealitieshome.files.wordpress.com/2019/02/86a3c-celebratecolorlayout.pdf

Of course kids love any activity that involves candy, especially sour patch kids! I was able to secure a very large bag on Amazon for about $20 which left me with more than enough for the 450 or so students I serve at my school. It is so helpful for our students to have a basic understanding of perseverance for us to later reference when we are discussing hard work, school success, college readiness, etc.

Lesson Title: Perseverance

Grade(s): K-5

ASCA Standards:

• A:B2.6 Understand the relationship between classroom performance and success in school
• PS:A1.3 Learn the goal-setting process
• PS:B1.10 Identify alternative ways of achieving goals
• PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills

Learning Objectives:

• Students will be able to define perseverance and list three ways they can use perseverance to successfully reach a goal

Materials:

• Sour Patch Kids Candy (enough for each child to have 1)
• Technology to show the following video: https://www.youtube.com/watch?v=pWp6kkz-pnQ
• Printable Handouts:

Grades K-1: https://www.teacherspayteachers.com/Product/Dont-Give-Up-Sesame-Street-Bruno-Mars-2295552

Grades 2-5:
https://www.sunnydayfamily.com/2018/02/persistence-activities.html

Lesson:

Start by handing out 1 sour patch kid candy to each student. Tell them not to eat them until you say. Ask them if they know what happens when they eat a sour patch kid. Call on them until someone says “First it is sour, then it is sweet.” Then tell them to pay attention to what happens when they eat one. After they eat it and say how sour it is, explain that stuff in their lives is very similar. Many things start off very sour or difficult, but the reward is so sweet and worthwhile.

This week we are learning about Perseverance.

Define perseverance: Trying over and over even when it is difficult.

Show students the following video on perseverance and tell them to pay attention to some of the ways Bruno Mars tells us that we can practice perseverance: https://www.youtube.com/watch?v=pWp6kkz-pnQ

          Discussion:

• How can we use perseverance to succeed?
  • Studying for tests to get good grades
  • Getting good grades to graduate high school and college
  • Working out to become strong
  • Climbing a mountain to see the top
  • Practicing a sport to get good at it
• Why should we use perseverance?
  • So that we don’t give up
  • So that we can succeed
  • To be a good role model
• How can we get better at using perseverance?
  • Stay positive (happy thoughts)
  • Positive self-talk
  • Encouraging others
  • Set small goals within a big goal
  • Give ourselves rewards
  • Compete with our past self or others (when helpful and done with kindness)
  • Ask someone to help us stay accountable
  • Asking others for help
  • Don’t let failures get us down

Grades: K-1: Hand out the following worksheet to each student: https://www.teacherspayteachers.com/Product/Dont-Give-Up-Sesame-Street-Bruno-Mars-2295552

Ask students to think of at least one thing that requires them to have perseverance in order for them to reach their goals.

At the end of class, ask students if they would like to share what they wrote/drew.

Grades 2-5: Hand out the following worksheet (Page 1 of the pdf) to each student (you can access this worksheet (Perseverance Activity Pack) found near the bottom of the page by adding it to your cart and checking out, but it is totally free):

https://www.sunnydayfamily.com/2018/02/persistence-activities.html

At the end of class, ask students if they would like to share what they wrote/drew.

This is a great lesson to do in February during Black History Month! The story used in this lesson really moved many of my students and the papers my students produced pulled big time on my heart strings. Many students wrote about the impact that their teachers, family, and friends have on the world and it was very encouraging for me to see the difference being made and the work being done to make our world a better place.

Lesson Title: Change Agents

Grade(s): K-5

ASCA Standards:

• PS:A1.4 Understand change is a part of growth
• PS:A2.1 Recognize that everyone has rights and responsibilities
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

Learning Objectives:

• Students will be able to define what a change agent is
• Students will be able to identify a change agent is in their life and why change is important
• Students will be able to explain why we must appreciate and respect differences

Materials:

• Technology to read Henry’s Freedom Box https://www.youtube.com/watch?v=yZ2FAzDjK-o
• Papers
• Pencils

Lesson:

Discussion:

• Why do we learn about history?
  • It’s important that we learn about history so that we can ensure that we never repeat the history over again.
• Why do we learn about important people in history?
  • Because they were “change agents” and they changed history
  • So that we can learn how to gain some of the positive qualities of being a change agent

Watch/Read Henry’s Freedom Box by Ellen Levine. https://www.youtube.com/watch?v=yZ2FAzDjK-o

Ask students to share their thoughts and feelings after reading/playing this story.

Discussion:

• Who in this story stood up for Henry and for equality/freedom for all people?
• Who could have stood up for Henry and for all other black people but didn’t?
• What makes people decide to stand up for something?
• Why do people choose to not stand up for important things?
• Is standing up for what we believe in easy? Important? Why?

Explain that there are many ways that we can show bravery and stand up for something. Ask students to think about ways that they can stand up for something in their lives. Allow them to discuss ways to stand up for something in a group.

Ask students to share their ideas (consider writing these on the board):

• Stand up for bullying by helping kids avoid bullies, get help from an adult, and stand up to bullies.
• To tell the truth when someone lies.
• Peaceful protests and movements
• To join student council or make/join another group that helps make positive changes.
• Tell students that what they are doing/saying is not kind.
• If there is a negative trend in your family to break this trend. For example: being the first to graduate high school.

Activity:

Grades K-1:

Ask students to think of one person that they know and admire who is a change agent, meaning that they have stood for what is right and made positive changes in this world! Tell them that they are going to draw a person that they admire and who is a role model to them. They will draw the following:

1. A picture of a person who is a change agent
2. A picture of that person doing something that can/did change the world

Grades 2-5:

Ask students to think of one person that they know and admire who is a change agent, meaning that they have stood for what is right and made positive changes in this world! Tell them that they are going to write about a person that they admire and who is a role model to them. Ask the students not to write about a historical figure or celebrity, but someone they know personally. They will include the following:

1. The person I admire who is a change agent is _________.
2. What “change agent” qualities does this person have?
3. How can/did this person change history?
4. How might this person motivate/help you to be a change agent?

Consider writing these points on the board to help the students as they write and give an example.

Closing discussion:

• What are some of the qualities of people you admire?
• How do these people act in difficult situations?
• How can you be like the people you wrote about and make change?

This is by far one of my favorite lessons of all time. Students are always so excited to read the next book since we split this series up into 3 days. I was able to witness a group of students fall in love with this series during my internship under an amazing school counselor who inspired me immensely in my journey of becoming a school counselor, so this lesson has a special spot in my heart. I hope your students love it as much as ours!

Lesson Title: Anti Bullying Series – Weird!, Dare!, & Tough! books

Grade(s): K-5

ASCA Standards:

• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.6 Know how to apply conflict resolution skills
• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
• PS:B1.8 Know when peer pressure is influencing a decision
• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help

Learning Objectives:

• Students will be able to identify what is and is not bullying behavior
• Students will be able to list at least 3 ways to avoid or handle bullying situations

Materials:

• Weird!, Dare!, and Tough! book series by Erin Frankel

Lesson:

Day 1: Explore what bullying is and isn’t on the board. Write:

Conflict	Rude	Mean	Bullying
Occasional	Occasional	Once or Twice	Is REPEATED
Not planned; in the heat of the moment	Spontaneous/unintentional	Intentional	Is planned and done on purpose
All parties are upset	Can cause hurt feelings; upset	Can hurt others deeply	The target of the bullying is upset
All parties want to work things out	Based in thoughtlessness, poor manners or narcissism	Based in anger; impulsive cruelty	The bully is trying to gain control over the target
All parties will accept responsibility	Rude person accepts responsibility	Behavior often regretted	The bully blames the target
An effort is made by all parties to solve the problem			The target wants to stop the bully’s behavior, the bully does not

Emphasize that bullying is REPEATED, UNWANTED, AGGRESSIVE, AND HAS AN INBALANCE OF POWER.

Read the following situations and have students determine whether or not it is bullying based on the parameters written on the board:

• Someone in your class told you that you can’t play with him/her today.
  • This is NOT bullying, this is rude behavior.
• You and your best friend get into an argument over who gets to play goalie during soccer. Your best friend tells you that he/she won’t be your friend anymore and you tell him/her that he/she is a bad goalie.
  • This is NOT bullying, this is a conflict.
• Stuart trips you every day as you walk to your desk. He yells names at you during recess and spread five untrue rumors about you to the whole school. He has taken items that belong to you two times.
  • This IS bullying.
• Your classmate makes fun of you for wearing new shoes by saying they are ugly. She kicked dirt at your shoes and made them dirty. She later apologized and asked for you to forgive her.
  • This is NOT bullying, this is mean behavior.

Activity:

1. Read the Weird book.
2. Do the activity in the following link in groups of 4: https://www.superteacherworksheets.com/bullying/bullying-story-spelling-test_SPELL.pdf?up=1466611200

Day 2: Discuss and write on board:

Bullying can be:

PHYSICAL: hitting, kicking, tripping…

VERBAL: name calling, mocking, racial comments, rumors, inappropriate remarks…

SOCIAL/RELATIONAL: excluding others, humiliating, graffiti aimed at others, putdowns

CYBER BULLYING: spreading rumors or saying hurtful remarks online or via text

Read: Dare

Activity:

Break class up into 4 groups and provide each group with a form of bullying: physical, verbal, social/relational, and cyberbullying. Ask each group to develop a skit/play that illustrates the type of bullying assigned to them to present to the class. Ask the groups to include a positive solution for the victim to overcome the bullying.

Day 3: Discuss – Why do people become bullies?

• Feeling powerless in one’s own life
• Someone else is bullying them
• Jealousy or frustration
• Lack of understanding or empathy
• Looking for attention
• Mimics behaviors of family
• Bullying behavior gets rewarded
• Inability to regulate emotions

Explain to students that it isn’t just the victim that experiences the problem, but so does the bully! One study found that if we track the lives of both the victim and the bully, both are more likely to have serious, lasting problems than those who were not bullied or a bully.

Read Tough.

Activity:

1. Provide students (grades 2-5) with the following worksheet to measure their understanding of this topic:

https://www.worksheetplace.com/mf_pdf/Down-with-Bullying-Worksheet.pdf

• If time allows, allow students to work in groups to make posters to hang up around the school about bullying. Have the students write a word that goes down (the name of their school or use the words DARE, WEIRD, and TOUGH as listed in the back of the book) and have the students find words that can go horizontally that also use that first letter. This will look similar to a crossword puzzle. Younger grades can simply draw pictures or decorate a poster with an anti-bullying theme.

Providing the opportunity for students to share some of their experiences with other students not only helps develop relationships between students, but it also allows students to put themselves in the place of someone else’s shoes/perspective. I like to use this activity before or after a unit/lesson on bullying as empathy is an important part of preventing and intervening in bullying behaviors.

Lesson Title: Empathy

Grade(s): K-5

ASCA Standards:

• PS:A2.2 Respect alternative points of view
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior

Learning Objectives:

• Students will be able to describe what empathy is and why it is important

Materials:

• Technology to present the following video(s): https://www.youtube.com/watch?v=9_1Rt1R4xbM
• https://www.youtube.com/watch?v=PT-HBl2TVtI
• https://www.youtube.com/watch?v=ObYLerYbzts

Lesson:

Introduce the lesson by playing the following video from Sesame Street about Empathy: https://www.youtube.com/watch?v=9_1Rt1R4xbM

Define empathy:

• Empathy is the ability to understand someone else’s feelings, experience, etc.
• Putting yourself in someone else’s shoes (explain this saying and that it does not actually mean wearing someone else’s shoes)
• This is kind of like a detective trying to understand someone else’s reasons and motives for something

Discuss why empathy is such an important part of having good relationships and understanding the world

• You will be able to respond better to others and maintain better relationships
• You will understand how to comfort others
• You can better explore other perspectives and ideas

Activities:

Have students sit face to face with a partner.
Let both partners know that they will share a time when they felt scared. Give them 30-60 seconds of quiet time to think about the story they want to share.
Ask each pair to decide on the first speaker and let them know they will have 1-2 minutes to share their story.  Prepare the listeners by reminding them to quiet their bodies, make eye contact, and pay attention to the details that their partner shares.

• Practice cognitive empathy

Ask speakers to share their story. When they are finished, ask the listeners to give their partners their responses to these questions:

• How would you paraphrase (describe in your own words) the situation that your partner is dealing with in this story?
  • What details made this situation so scary?
  • What was the moment in the story when your partner felt most afraid?

Ask the speakers to reflect on their partner’s retelling of their story. Ask them to give their listening partner their responses to these questions:

• Did your listener describe the situation accurately? If not, can you clarify their understanding?
  • Did your listener understand the details that made this situation so scary? If not, can you clarify their understanding?
  • Did your listener understand the moment that most frightened you? If not, can you clarify their understanding?
• Practice emotional empathy
  Confirm that all partnerships have clarified their understanding. Now ask the listeners these self-reflective questions to help them practice emotional empathy:
  • Have you ever felt as scared as the speaker was in their story?
  • How did your fear feel inside your own body at that that time?
  • Can you imagine how the speaker felt inside their body during their story?
  • Can you remember that same feeling and feel it now?
• Practice compassionate empathy
   Lastly, ask these questions of the listeners to help them integrate cognitive and emotional empathy and practice compassionate empathy.
  • Now that you understand your partner’s point of view and can feel how they felt at the time, what might you have done at the time to make them feel better?
  • What could you do now to make them feel better?
  • Do it!

 
Switch roles and repeat!
Once students have completed the pair share, reconvene the class as a circle. In a go-round (using a talking piece, if you have one), invite students to respond to these questions:

• What do you understand about your partner, and his or her life, that you didn’t understand before this activity?
• What did you learn about yourself by doing this activity?
• How can you practice empathy in your own life?

You may also share the following videos to further explore the topic:

Watch: https://www.youtube.com/watch?v=PT-HB12TVtI

Watch: https://www.youtube.com/watch?v=ObYLerYbzts

A kindergarten teacher at my school asked me if I could do a guidance lesson on this topic, as it was coming up again and again in her classroom. It is hard to think of a better lesson than using the Boy Who Cried Wolf story! My class was most excited about the opportunity to act out the different scenerios. My students love acting as it allows them to teach their classmates, to get up out of their seats, and it gives them an opportunity to be a little bit silly and laugh (especially if you ask them to show you what we SHOULD do and show you what we SHOULDN’T do). I hope your classes enjoy this lesson as much as mine did!

Lesson Title: Honesty

Grade(s): K-5

ASCA Standards:

• A:A3.1 Take responsibility for their actions
• PS:A1.2 Identify values, attitudes, and beliefs
• PS:B1.2 Identify consequences of decisions and choices

Learning Objectives:

• Students will be able to define honesty and provide examples of honest and dishonest behavior
• Students will be able to determine honest responses to situations and why honesty is important

Materials:

• Access to the following free read-aloud: https://www.youtube.com/watch?v=QFD4KoyXuu8
• Optional: Printable worksheet (Honesty Family Connection) from the following website: http://characterfirsteducation.com/c/curriculum-detail/1951185

Lesson:

Start by introducing a story called The Boy Who Cried Wolf. Explain that they may have heard this story before, but that it is a very good one for the special topic that we are going to discuss.

The following link is a free read-aloud of the story:

Discussion:

• The boy in this story lied two times because he was bored. What happened when he really needed help the third time?
  • People didn’t trust him and didn’t come to help him.
• What does the word honest mean?
  • Honesty is telling the truth without lying, tricking, or exaggerating.
• Is it easy or difficult to be honest?
  • Easy because it is the right thing to do and you don’t have to try to remember your lies.
  • Difficult because sometimes we will get in trouble if we tell the truth.
• Why is honesty important?
  • We may lose the trust of our friends if we lie.
  • People may stop believing us.
  • We may lose friends, relationships, jobs, etc. if we are not honest.
  • We need to be able to trust people when they say things. For example, we trust that a police officer will help us if we are in trouble. We trust that a doctor will help take care of us if we get hurt or sick.
  • It makes the world a better place.

Activity:

1. Split the students into groups of 3. Explain that each group is going to be presented with a situation for them to act out to the class. Explain that the students must show read the situation to the class, then they must act out the situation with an honest response to each situation.
   1. Your teacher gives you a special prize for getting the best grade on a difficult test. When your teacher hands the tests back, you realizes that she gave you someone else’s test who received the highest score.
   1. You are supposed to wash the dishes on Tuesdays as one of your chores. You want to tell your sister to do them for you.
   1. You forgot to study for your test and you don’t know any of the answers. You can see the answers on the person’s paper next to you.
   1. You find a $20 bill on the floor in your classroom. You really want to keep it because that’s how much a new video game that you want costs.
   1. Your friends tell you that you should download this cool app onto your phone. The app says you must be 13 years old to download it, but you’re too young.
   1. You are buying two toys at the store, but the cashier only charges you for one toy.
   1. Your parents tell you that you must put your phone on the counter every night before bed. Your parents go to bed before you so you know that they won’t check if your phone is put where they asked you to put it.

Discussion:

• How does it feel when someone lies to you?
  • We may feel sad, mad, or betrayed.
  • It makes us worried that we can’t trust them anymore.
• Why are lies so wrong?
  • It hurts friendships and relationships.
  • It can make a big mess of things
  • People might not trust you anymore
  • You may tell one lie, but then have to tell another to cover up that lie, and another and another…
• How can we do what’s right if we already lied?
  • We can tell the person that we hurt that we are very sorry and apologize to that person.
  • We can explain why what we did is wrong and why it won’t ever happen again.
  • We can try to fix the lie by doing what is right. For example, if we took money, we can return the money to the rightful owner. If we told a lie to a friend, we can go tell them the truth.

The following website has several additional activities, including a worksheet that is great to measure and collect data on student’s knowledge of honesty (Honesty Family Connection): http://characterfirsteducation.com/c/curriculum-detail/1951185

This lesson ranks as a favorite of both staff members and students alike! Students have to be patient a LOT, whether they are at home or at school, and student’s often tell me that they are really bad at being patient. This lesson will definitely fill your entire block of time with your students and will leave them with lessons that stick with them. I hope that this lesson helps the patience in your students to flourish! It’s worth a try 😉

Lesson Title: Patience

Grade(s): K-5

ASCA Standard(s):

• A:A1:5 Identify attitudes and behaviors that lead to successful learning

Learning Objectives:

• Students will be able to define, provide examples of, and model patience

Materials:

• 4 – 6 plastic spoons
• Cotton balls (at least 4 but you will likely need extra)
• Access to the following free read-aloud:
  https://www.youtube.com/watch?v=t_bKqYUc-2M

Lesson:

Write the word patience on the white board.

Discussion:

• What does the word patience mean?
  • Patience means waiting while staying calm. It also means that you wait without complaining or asking over and over again.
• Tell me about a time you had to be patient at home
  • Completing chores
  • For family to get ready
  • For dinner to be ready
• Tell me about a time you had to be patient at school
  • For others to complete test
  • To be called on when I raise my hand
  • Waiting in line for lunch
• Why is being patient so difficult?
  • I want something now
  • I don’t like waiting
  • I have to be patient so often
  • I don’t know if it will ever happen

Activities:

1. Start by reading/playing The Carrot Seed or another book about patience https://www.youtube.com/watch?v=t_bKqYUc-2M

Discussion:

• What is the take away of this book?
  • When you work towards something, you have to believe in yourself and be patient.
  • Patience pays off.
• What is it like to have people doubt you? Do you let it stop you?
  • Difficult, no or you will miss out on all potential benefits. If the boy stopped believing in himself and overcome the doubt he would have stopped watering and tending to his plant and it would have never been able to grow into a humongous carrot.
• How did his patience pay off?
  • He grew an extremely large carrot and proved everybody wrong.
• Break up the students into groups of about 5. Tell the students that you are going to test them on their patience. Explain that you will give them a topic to discuss as a group. The students must provide their answer/opinion without interrupting another student. If the teachers sees any two students in a group talk at the same time, they lose.

Topics:

• Favorite color
• Greatest fear
• Favorite joke
• Dream job/career
• Favorite animal
• How many states have you visited

Discuss how patience takes practice and is such an important thing to learn. Explore how we need to be patient in order to get a job (if we interrupt someone who is interviewing us they won’t hire us), to babysit little kids, and with parents in order to have privileges (games, rewards, etc.).

• Tell the students that we will now practice patience using a game they may have played before: The quiet game! Tell the students you will test them to see if they can be patient and quiet for 1 minute. Use a timer that only you can see to further test their patience.
• Tell students that we will practice patience with one more activity. Break up the students in 2 – 3 large groups. Explain that each team will have to take turns walking from one spot to another and back without letting the cotton ball fall off the spoon. If the cotton ball falls off the spoon, that team player must start back at the beginning. This is a race to see which team can have every team player complete this mission.

Closing discussion:

• The team that walked too quickly wasn’t patient had to start over and slowed down their entire team. The patient team that was slow and steady won the race!
• How can we be patient today in our lives? Why is it important
  • In lines, raising hands, playing sports, completing sports, helping kids younger than them, completing homework, etc.
  • We will be more successful and have more positive relationships with those we demonstrate patience with.