In this learning module, year 1 and 2 students explore values of respect, responsibility, tolerance and honesty, and Glasser's Choice Theory. They develop their unit/class code of cooperation and learn about growth mindset.
Relationships, Social Skills, Literature, Cooperation, Belonging.
PERSONAL and SOCIAL CAPABILITY: Level 2
Self-awareness - Typically by the end of Year 2, students:
Recognise emotions
Recognise personal qualities and achievements
Understand themselves as learners
Develop reflective practice
Self-management - Typically by the end of Year 2, students:
Express emotions appropriately
Develop self-discipline and set goals
Social awareness - Typically by the end of Year 2, students:
Contribute to civil society
Understand relationships
Social management - Typically by the end of Year 2, students:
Communicate effectively
Work collaboratively
Make decisions
Negotiate and resolve conflict
Develop leadership skills
ETHICAL UNDERSTANDING: Level 2
Understanding ethical concepts and issues - Typically by the end of Year 2, students:
Recognise ethical concepts
Explore ethical concepts in context
Reasoning in decision-making and actions - Typically by the end of Year 2, students:
Consider consequences
Exploring values, rights and responsibilities - Typically by the end of Year 2, students:
Examine values
Explore rights and responsibilities
Consider points of view
Report Outcomes???
identify personal interests, skills and achievements, and strategies to support their learning
Learning Intention: To understand what needs we have and why they are important.
Success Criteria:
1. We all like to have fun! In a Think-Pair-Share, discuss what is the most fun thing that you do at school. Remember to think first, before you speak. Then make sure you listen to your partner.
Now discuss, what you do for fun when you are not at school. It could be at home, at a park or an activity that you do.
Draw a picture in the boxes that show you having fun at school and outside of school.
| Fun | Freedom |
Belonging |
I can do | Survival | |
|
School |
|||||
|
Outside of school |
2. Now think about where you have Freedom to choose an activity that you like to do. Draw pictures in the Freedom boxes.
3. Next is Belonging. When do you feel that you are part of group that you belong to at school? It could be in your maths group or when we all sit on the floor to listen to a story. When do you feel that you belong at home? Draw pictures in the Belonging boxes.
4. Now think about things you can do at school? At home? Draw pictures in the I can do boxes.
5. Last is survival. You need food and water and you need to feel safe and healthy to survive. Draw a picture of you eating at school and at home.
Circle Time Reflection
Which is your favourite? Why?
Purpose: The purpose of this update is to engage students in the learning module and to introduce/revise needs and choices of Glasser's Choice Theory that underpins the behaviour management at Gordon Primary School.
Teaching Tips
While most students would have been introduced to Gordon Gold and Glasser's needs, they are still developing their understandings. Focus on making this an engaging activity for students without too much explanation of each need; the rotations in 1.2 will unpack each need in detail.
Also use Cooperative Learning/Kagan Structures and Circle Time as much as possible throughout the module to emphasise group and individual cooperation.
Learning Intention: To understand each of our individual needs.
Success Criteria:
1. Love, belonging and connectedness
Circle Time
Text: "Say Hello" by Jack and Michael Foreman
Think-Pair-Share: How does the dog feel at the beginning of the story?
Activities/games
Let's make a class display of everyone in our class. Draw a picture of yourself and write your name under it. Then glue it to the class display. At the top, write "We all belong to Wattle".
Rolling Ball Game
Sit on floor and a ball is rolled from child to child. The child rolling the ball has to give a compliment to the person they are rolling the ball to. The one who receives the compliment says, "Thanks, ........." That child pays a compliment to another child and rolls the ball to them.
Being Friendly Game
Start with each child passing a gentle friendly hand shake around the circle, one at a time, accompanied by a smile and eye contact.
Then each child selects a card in the circle and says whether it is a friendly thing to do or not.
Reflection at the end of the activity in Circle Time
In a Think-Pair-Share, match some of the ideas about love, belonging and connectedness to the activities listed below.
Some of the listed activities may show more than one of the needs. Which activity showed love? Which activity showed connectedness? Which activity showed belonging?
Which card showed belonging, love and/or connectedness?
Now discuss what happens when the need is met/is not met?
Imagine you are the boy in the story. Draw a before and after picture of how you feel when your need is not met and then after the need is met. Label the feeling.
2. Fun and enjoyment
Circle Time
Text: "The Book with No Pictures" by B.J. Novak
Think-Pair-Share:
Activities/games
Singing and Reading with Attitude
Let's sing some songs you know such as Humpty Dumpty and read some stories that you have read in Bluebell. You can sing/recite them with different voices - happy, sad, excited, fast, slow, angrily, stop/start. Have fun!
Sculptures
Move around the room. When the music stops, put your body into a funny position and pull a funny face. Then freeze until the music starts again. Repeat 5-10 times.
Musical Mats
This is a bit like musical chairs. Start with everyone standing on a some mats (door mats or carpet squares) in the centre of the room. As the music plays, dance around the room. When the music stops, everyone needs to stand on a mat. Take a mat away. The next time, you will have to bunch up as the game stops as soon as one person cannot fit on one of the mats. You have to work together to make sure everyone can fit.
Reflection at the end of the activity in Circle Time
Think about the Musical Mats game. What did you have to do to make sure the game was fun and safe? What happens if a game is not safe for everyone?
Now let's discuss what happens when the need is met/is not met?
Do we have to play games to have our need for fun and enjoyment met?
Can doing school work be fun and enjoyable?
3. Freedom (from and to)
Circle Time
Text: (story about red-headed boy)
Think-Pair-Share:
Activities
There will be four stations and you will have the freedom to choose one of them:
You will also have freedom from doing these activities by talking to your teacher about another activity that you would like to do.
Reflection at the end of the activity in Circle Time
Think-Pair-Share:
Now discuss what happens when the choise/freedom need is met/is not met?
4. I can do
Circle Time
Text: "Austin's Butterfly".
First look at the two pictures of the butterfly in the first shot in the video.
Think-Pair-Share: Who do you think is the better artist? Why?
Now watch the video.
Think-Pair-Share:
Activities/games
Reflection at the end of the activity in Circle Time
In a Think-Pair-Share, let's match some of the ideas about growth and power to the activities.
Some activities may show more than one of the needs.
Now let's discuss what happens when the need is met/is not met?
Draw a before and after picture of how you feel when your need is not met and then after the need is met.
Final Activity
Think-Pair-Share: In your final rotation, consider what rotation you enjoyed the most.
Discuss your choice. What need is being met?
What is your most important need?
Needs - The Chair
Now let's look at a picture of a chair.
.png?Expires=1713953501&Signature=FfJ9cbwK7L0E4R54hqrCYaQZXCaPeoMKT59ypyZrQmrMO0Qh4i9HoTNhH0ZuFeOPYoBcucPcxhL9TFDJF5E4CTzuUGunuLDP2S4dc1gQNyF~scXWaUySrLGNmY9sra~hfo5zel2RCug-a26Femp3Nz5Ybl~sTYGmr0oBQ6ldEjOpULrFXKIyY0xJAa2UP~EHjX3N0tRWGoR81aQW9ORHmev95R0DIB-lbh8oRyjVzVtxZTg6vUdVYWa4Qi1WdxbOvcy534qsHouI56Qp1rdYQSPzz~Sk2pHHk40A1F-VIFrGcU8kySnV8yIZ0WANNLt5-f-J71zVn9IVlCvxVSo0gA__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Imagine that the seat of the chair is helping you to survive. The seat of the chair makes you safe and healthy and you have food to eat.
Now let's think about the legs of the chair. These are the other things that you need.
Chair Legs
1. love, belonging and connectedness
2. fun and enjoyment
3. choice/freedom
4. growth
Think-Pair-Shares:
Purpose: The purpose of this update is for students to work with the four teachers in the Wattle unit as they explore each of the needs of Choice Theory in depth. Each teacher teaches the same rotation 4 times. Allow additional time for the fourth rotation to complete a discussion about Glasser's chair metaphor.
Teaching Tips
Each rotation (approximately 90 minutes) follows the structure of:
Emphasise that behaviour issues are a result of a need not being met
Love, Belonging and Connectedness
For the class display, you could also use photos. It could be a class or unit belonging poster.
Prepare the Being Friendly Cards.
Explore vocabulary options with students before they label their illustrations.
Fun and Enjoyment
If you can access "The Book with No Pictures", read it yourself to the class. They will enjoy you reading it much more than the video.
Choice/Freedom
The activities in the rotation can be a model for Wet Weather Day activities.
Final Activity: Chair Metaphor
Following the fourth rotation, each teacher leads the discussion on Glasser's chair metaphor. Allow additional time for this.
In discussing individual needs, emphasise that students need balance to meet all their needs, not just one, especially fun. Taking away a leg of the leg will make it unbalanced and it might topple over.
Learning Intention: To apply my understanding of how my needs can be met.
Success Criteria:
Each week for the next five weeks, you will be able to participate in one of the following activities:
After each activity, complete a drawing of your activity and highlight the most important need that you think the activity met for you. Here is an example:
 |
|
After you have completed all of the activities, you will have 5 drawings. Place a "hot dot" on your favourite activity.
Circle Time Reflection
Let's look at the display of all of our drawings.
Think-Pair-Share:
Writing Activity
Look at the picture below and discuss what is happening. Write a story about the children playing a game of tag and how their needs are being met or not. When you have finished, re-read your story and think about the core need/s of your character or group of characters. Add that need to the title of your story.
Purpose: The purpose of this ongoing activity (it continues each week over the 5 weeks of the unit), is for students to understand their own needs and the needs of others in the class through participating in a range of activities. Teachers will also analyse the information gained to get to know their students better through the choices students make.
Teaching Tips
Set up the four rotations so that students can choose whatever activity they would like to do. Some will choose a different one each week; others will choose the same activity.
The drawings could be displayed under the headings of the needs or collected in folders - one for each need. For the latter, after the final week, lay out the drawings on desks, grouping them under each need. Get students to "hot dot" their favourites and then in a Circle Time, analyse individual and class choices.
Writing Activity
To scaffold the writing task prompt students to discuss the image of children playing tag with questions. Use a Think Pair Share strategy. Start with a character then ask:
Share some responses with the whole class. Move to another character and repeat the questions. Ask how are these two characters linked? What might they think or feel about each other?
Ask students to think about the other characters in the same way before writing a story. Explain they have the option of writing about one of the characters, some of the characters and how they are linked, or write about what they think is happening in the picture.
Learning Intention: To understand that not giving up when things are hard can help my learning.
Success Criteria
Setting goals and achieving them can be hard sometimes. If you wanted to become better at throwing a ball or roller skate, but found it too hard, would you give up? Watch this video to see what happens on Sesame Street.
Then with a partner, discuss:
The Learning Pit
Whole class discussion: When you are facing a hard problem, it's like you are in a learning pit. Look at the picture of the learning pit and talk about the words you think should go in the speech bubbles.
Then think about something that you find hard. Write that as the heading. Draw your own learning pit and add your speech bubbles. Write down things you can do to get out of the learning pit.
Now watch The Most Magnificent Thing by Ashley Spires.
Draw a picture of a learning pit. Cut out the sentence strips and paste them on your learning pit drawing.
Show your drawing to a partner. How are they the same? How are they different? Give the person positive feedback about one thing you like in their drawing.
Creative Activity
If you could make your most magnificent thing, what would it be?
Write down three steps ypou would take to create it.
| What I would do | |
| Step 1 | |
| Step 2 | |
| Step 3 |
Draw a picture of your most magnificent thing.
Think-Pair Share: What would you do if something went wrong?
Whole class reflection: Not giving up and trying hard is called "growth mindset". Why do you think having a growth mindset is important to have?
Purpose: In this update students explore "mindsets" and link it to the notion of a learning pit where challenges are faced and overcome.
Teaching Tips
There are lots of resources and images of learning pits - also see Pinterest. Select one to display in your classroom.
Support students to come up with strategies such as collaborating, asking for help, trying again etc when they draw their individual learning pits.
Use the attached learning pit template as a model for students to create their own pictures.
Learning Intention: To understand what good manners are and how they make others feel.
Success Criteria:
Let's read "Dirty Bertie" by David Roberts.
(Also see a slide presentation of the text)
Stand up - Hand up - Pair up (to music)
Purpose: To introduce the value Respect. To align with Positive Behaviours for Learning (PBL), use "be respectful".
Resources:
1. Bounce Back! Years K-2 Classroom Resources
2. Text: 'Dirty Bertie' by David Roberts (p.30 Bounce Back!)
Teaching Tips:
Use the text 'Dirty Bertie' as an engagement tool. Let the students have fun with it and respond to the text. At this stage don't use the language of respect.
Literacy
Written response
Respond to one of following of the questions:
What did you like?
What was funny?
What was one thing Bertie did that upset or offended others?
And respond to one of the following questions:
Why did Bertie stop doing most things?
Why are good manners important?
Learning Intention: To understand the different types of respect.
Success Criteria:
Activity:
Think back to "Dirty Bertie". Bertie often upsets or offends people. When he does this, he is not being respectful.
Think-Pair-Share: What are the ways that Bertie does not be respectful to others?
Let's make a class definition of being respectful.
Now look at the "Being Friendly Cards" again. You will each be given a card. Practise reading the card. If you need help to read the card, ask a friend or your teacher. When it is your turn in the circle, read your card and place it in the pile of RESPECT or the pile of NO RESPECT cards. Explain why you placed it there.
Now let's create a class book on Respect. "I am being respectful when I..."
Complete your sentence and create a drawing.
Purpose: To introduce the value of being respectful and explicitly teach students what being respectful looks like in Wattle and at home.
Resources:
1.Bounce Back! Years K-2 Classroom Resources
Teaching Tips:
Gordon Gold Values: To align with the Positive Behaviours for Learning (PBL) langauge, respect is be respectful, tolerance is be tolerant, honesty is be honest and repsonsibility is be responsible.
Record responses to the questions on the board and come up with a class definition for the two types of respect (steer towards definitions in Bounce Back!).
What is respect?
Respect means treating others the way you want them to treat you.
Respect means you have to stop and think about the feelings and rights of others.
Respect involves being polite and using good manners.
Respect means not insulting or hurting others.
Respect is looking after property and asking permission to use things that belong to someone else.What is self Respect?
Respect is also caring for yourself and being safe - this is self respect.
Self respect is speaking up when someone doesn't treat you respectfully.
Using the "Being Friendly "Cards again (see 1.2) will provide a scaffold for creating the class book. Note that being friendly is very similar to being respectful.
Literacy
Create a class book on respect (change the activity in Bounce Back! from just focusing on good manners to incorporate a deeper understanding of respect). Brainstorm answers to finish the sentence "I am being respectful when I..." Divide the class up into small groups (as needed) and have each group finish the sentence and illustrate a class 'respect' book. Link to the class Circle Time discussion about good manners from the first lesson and the definitions of respect from this lesson.
Learning Intention: To understand what being respectful looks and feels like.
Success Criteria:
Inner-Outer Circle: What are some facial expressions to show happiness? Sadness? Surprise? Anger? Boredom? Excitement? Add some gestures to excitement.
Now what facial expressions and gestures can you use to show being respectful? Show them.
What facial expressions and gestures do not show respect? Show them.
Now let's form a circle to perform some role plays.
Your teacher will demonstrate a role play with a student.
In pairs or small groups act out the following role plays being respectful for your classmates. Then repeat them not showing respect. Make sure you add facial expressions and gestures.
Reflection: How did it feel to be shown respect?
Now let's create a class T-Chart.
| + How you feel when you are shown respect | - How you feel when you are not shown respect |
Purpose: This update focuses on body language and facial expressions to communicate respect and to analyse how being respectful makes students feel good.
Teaching Tips:
Role Play - modelling: Give the student a pencil and explain to them that this is their favourite pencil.
Complete a circle time with the students following the role plays. Get them to analyse how the role plays made them feel. Complete a positives and negatives T-chart.
Learning Intention: To set a personal goal about how I am going to be respectful today in Wattle and/or in the playground.
Success Criteria:
Activity:
In a Circle Time you are going to set a goal as to how you can be respectful (to others or yourself) on the playground.
At the end of the day reflect on whether you achieved your goal. Explain how you did or did not. Why or why not?
Purpose: To have the students apply the value being respectful in Wattle and on the playground.
Teaching Tips:
Make sure the student goals are specific. For example, "I will not be mean to someone who I do not agree with on the playground."
This activity of goal setting will be repeated for all of the values that are covered in this learning module.
Reflection:
As a class, reflect on whether students achieved their goal. If not, how could they improve next time. Refer to the Learning Pit - what could help you to achieve your goal?
Learning Intention: To understand that all people are different.
Success Criteria:
Activity:
Watch as your teacher cuts up a red and a green apple. What is the same and what is different about these two apples? Record this on a Venn diagram.
Book reading: 'Whoever You Are' by Mem Fox.
Predict what the story might be about from the front cover.
Listen to the story 'Whoever You Are' as your teacher reads it to you and think about what connections you can make to the story or characters.
Share your connections in an Inner-Outer Circle.
Write about two ways you are the same as others in the class and one way you are different to others. Illustrate your writing.
Purpose: To introduce the value of being tolerant.
Resources:
1. Bounce Back! Years K-2 Classroom Resources
p.19 Circle Time: It's OK to be Different
2. Text: 'Whoever You Are' by Mem Fox
Teaching Tips
Red and green apples activity:
As you cut each apple open, ask students to identify what is the same and what is different about each apple. With students, co-construct a Venn Diagram to compare apples. Make sure that the shared component of the diagram has more than the two things.
Book reading activity
Before reading Whoever you are, ask students to predict what the story might be about from the title and cover illustration.
After reading invite students to make personal connections with the story and using an Inner - Outer circle structure ask them to share their connections. As they move to share with a new partner ask students to identifies ways they are the same as their new partner and one way they are different. Model some responses first.
Literacy Activity - Writing
Use the Inner-Outer Circle discussion as a scaffold before writing. Use template on the T drive for students to record things that are different and things that are the same.
Check-out:
Cooperative Learning structure: Stand up - Hand up - Pair up (to music): Respond to the Circle Time and text. What is one thing you learned about being different?
Learning Intention: To understand that all people are different.
Success Criteria:
Activity:
Think about the red and green apples. Some kids prefer red apples and others green but eating a red apple is just as good for you as eating a green one. Both kinds are ok. People are a bit like apples; we can look different and we can think differently but we are just as good as each other.
Let's make a class definition of being tolerant.
Let's read "Not Too Big, Not Too Small...Just Right For Me" by Jimmy and Darlene Korpai.
Circle Time and Think-Pair-Share:
Create a class chart that uses pictures and words to show what being tolerant looks like and also shows what not being tolerant looks like.
| Being tolerant is ... | Tolerance is not ... |
|
|
Purpose: To introduce the value being tolerant and explicitly teach students what being tolerant looks like in our school unit.
Resources:
1. Text: "Not Too Big, Not Too Small...Just Right For Me" by Jimmy and Darlene Korpai. The text is available to share on your IWB on the Understanding Dwarfism website.
For follow-up activities to this text, click here to go to the Workshop section of this great website.
2. Bounce Back! Years K-2 Classroom Resources
p.22 Circle Time: We Can Think Differently
Teaching Tips:
Refer back to the red and green apple activity and explain that some kids prefer red apples and others green but eating a red apple is just as good for you as eating a green one. Both kinds are ok. Use this to define what being tolerant means in our unit. Some ideas to include:
Following the text reading and the student discussion you may wish to amend or refine the class definition of being tolerant.
Use a Think-Pair-Share structure within Circle Time to discuss the text. This is to scaffold student thinking before going around the circle.
Use the text 'Not Too Big, Not Too Small...Just Right For Me' to stress the point that being different in some way is really one thing we have in common, so it is not good to use other people's differences to exclude them, tease them or treat them as though they are less important or valuable.
For the final discussion question (If Sam was in our class how would we be tolerant?) remind students that Sam needed some special accommodations so that he could participate the same as others.
Literacy Activity
After the discussion, students write and draw two things they would do to ensure Sam felt included. Have students share their work with a partner or the class.
Learning Intention: To understand what being tolerant looks and feels like.
Success Criteria:
Storytime:
Watch and listen to "This is Our House" by Michael Rosen.
Story discussion:
Role Play Activity
Inner-Outer Circle: What are some facial expressions to show happiness? Sadness? Surprise? Anger? Boredom? Excitement? Add some gestures to show excitement.
Now what facial expressions and gestures can you use to show tolerance? Show them.
What facial expressions and gestures do not show tolerance? Show them.
Now let's form a circle to perform some role plays.
Watch your teacher and some students as they do a role play.
In pairs or small groups act out the following role plays. First act out the role play showing no tolerance. Use facial expressions, gesture and voice in your role play. Then act out again showing tolerance for your classmates:
Reflection: How did it feel to be excluded? How did it feel to be shown tolerance?
Now let's create a class T-Chart.
| + How you feel when you are shown tolerance | - How you feel when you are not shown tolerance |
Purpose: To deepen understanding of the value of being tolerant and explicitly teach students what tolerance looks and feels like in our school unit and at home.
Resources
"This is Our House" by Michael Rosen
Bounce Back! Years K-2 Classroom Resources
p.24 Circle Time: Including others
Teaching Tips:
When introducing the text "This is Our House", ask students to predict the story and share predictions with a partner (this ensures all students participate). Pause a couple of times in the story and ask students to comment on how the characters might be feeling using a Think-Pair-Share.
Choose a few students to "play" footy with you. Choose some who are Raiders fans and one student who is not (who will be able to articulate their feelings to the class following the role play).
For the student role play scenarios refer to the script in the Bounce Back resource. You may wish to replace the suggested scenario with others that are pertinent for your class. Use the following vocabulary consistently and explain or define as necessary:
Literacy Activity
Using the above words, as a class define and discuss how the words are used. Using the template on the T drive, students write the word, draw it, then put it into a sentence.
Learning Intention: To set a personal goal about how I am going to be tolerant of others today in Wattle and/or in the playground.
Success Criteria:
Activity:
In a Circle Time you are going to set a goal as to how you can be tolerant of others on the playground.
At the end of the day reflect on whether you achieved your goal. Explain how you did or did not. Why or why not?
Purpose: To have the students apply the value of being tolerant in the Wattle unit and on the playground.
Teaching Tips:
Make sure the student goals are specific. For example, "I will negotiate with someone who I do not agree with on the playground."
Reflection:
As a class, reflect on whether students achieved their goal. If not, how could they improve next time. Refer to the Learning Pit - what could help you to achieve your goal?
Learning Intention: To find out what you know about being responsible.
Success Criteria:
Activity 1: Read "Horton Hatches the Egg" by Dr Seuss.
Let's complete a class chart on what the characters in the story did.
| What did Maisie, the lazy bird, do? | What did Horton, the elephant, do? | What did the hunters do? |
Think-Pair-Share: Who was the most responsible? Why?
Who was the least responsible? Why?
What is being responsible?
How are you responsible? Let's complete a class chart of all the ways that you can think of.
| How am I responsible at school? | How am I responsible at home? | How am I responsible in the community? |
Purpose: To draw on students' prior knowledge about being responsible and come to a common understanding of what being responsible is at home, school and in the community.
Teaching Tips:
Asking students to consider the most and least responsible character in a Socratic thinking activity. Getting the correct answer is not important; however, providing reasons for why one character is more or less responsible is the focus.
Use Think-Pair-Shares to involve all students in the thinking and discussion as you complete the two class charts and come to a common understanding of responsible behaviour.
Display the charts and add to the second one as you complete the activities.
Another book to look at is "Outside Over There" by Maurice Sendak.
Literacy
Students write examples of how they can be responsible and stick them into the class chart.
Learning Intention: To understand what being responsible is and how responsible behaviour contributes to make Wattle work.
Success Criteria:
I can explain that being responsible means:
Activity 1: Think-Pair-Share: How am I responsible at school?
Activity 2: Read 'Outside over there' by Maurice Sendak.
Activity 3: Think-Pair-Share: How am I responsible at home?
Purpose: To broaden students' understanding of what being responsible means by focusing on specific ways of being responsible.
Teaching Tips:
Write a letter for home and ask parents to name one or more thing their child is responsible for and can be relied upon to do well. Ask parents to share how it makes them feel when they see their child being responsible. This will be used in 4.3.
Literacy
Students add to their class responsibility chart.
Learning Intention: To understand what being responsible is and how responsible behaviour contributes to make Wattle work.
Success Criteria:
I can explain that being responsible means:
Activity 1: Read parent responses about students being responsible.
Activity 2: Draw a picture of yourself being responsible and complete the sentence starters:
Purpose: This update reinforces the previous one, deepening students' understanding of responsibility further by referring to parents' positive comments about how their children are responsible.
Teaching Tips:
If parents do not send in a comment, have a range of comments available and ask students to select one that they think applies to them.
You could also make class graphs of the things that students are responsible about at home and at school.
Literacy
Draw a picture of yourself being responsible and complete the sentence starters:
'I am responsible because I...'
It's good to be responsible because it makes me feel...
It's good to be responsible because it makes others feel...
Learning Intention: To set a personal goal about how you are going to be responsible today in Wattle or in the playground.
Success Criteria:
Activity:
In a Circle Time you are going to set a goal as to how you can be responsible on the playground.
At the end of the day reflect on whether you achieved your goal. Explain how you did or did not. Why or why not?
Purpose: To have the students apply the value of being responsible in Wattle and on the playground.
Teaching Tip:
Make sure the student goals are specific, like "I will be in the right place at the right time, which means I will be back in class on time after the bell", or "I will go to the toilet and get a drink at the first bell so I am ready for class".
Reflection:
As a class, reflect on whether students achieved their goal. If not, how could they improve next time. Refer to the Learning Pit - what could help you to achieve your goal?
Learning Intention: To understand what honesty is and how being honest helps to make Wattle work.
Success Criteria:
Activity 1: "Button, Button"
Introduction
Lying is so easy sometimes. We don’t want to hurt someone’s feelings, or it may feel easier to fib a little than to get into the whole story of what really happened. But when it comes down to it, lying is the most difficult thing anyone can do. Not only for the person hiding the truth but also for the person being lied to. We’ll see an example of this in today’s game!
Instructions
1. Sit in a circle and close your eyes.
2. Once all eyes are closed, your teacher will choose one student who walks around the circle for a bit and taps a student on the shoulder to let them know to open their eyes.
3. They will then place a button in that student’s hand.
4. Next they will turn around and count to fifteen.
5. In that time, the student with the button has the option of walking around the circle and choosing a new student to give the button to or keeping it to themselves.
6. After fifteen seconds, have the original student stand in the center of the circle and ask each student “Button, button who’s got the button?”
7. Each student will have to say no, they don’t have the button.
8. If the liar is correctly guessed, then the standing student wins. If not then the rest of the class wins.
Reflect: Think-Pair-Share:
Activity 2: Read "David gets in Trouble" by David Shannon.
Think-Pair-Share: How could David be more honest?
Activity 3: Think-Pair-Share: Discuss the following questions:
Purpose: To introduce the value of honesty and explicitly teach students what being honest looks like in our school unit.
Teaching Tips
Use a Circle Time to reflect on students' learning using the discussion questions.
Use a Timed-Think-Pair-Share to keep students focused.
Literacy Activity:
Students write about a time they were honest. First, having thinking time, share with the class or a partner. Record in writing books.
Learning Intention: To understand what honesty looks, sounds and feels like.
Success Criteria:
Listen to your teacher tell some stories.
Story 1
Anna takes Jake's ball when it is left somewhere. Jake asks her, "Did you take my ball?"
Anna says, "No I didn't take your ball."
The good puppet asks Anna, "Is that honest? Will people want to be your friend if you are dishonest?Do you feel bad about being dishonest? Will you feel better if you tell the truth and give the ball back?"
The bad puppet says, "No one will find out. Who cares about Jake? Just do what is good for you."
Think-Pair-Share: What would you do?
Anna thinks for a while and gives it back.
Story 2
Maria spills her drink on the carpet after her parent has told her not to put it on the carpet. When her parent sees it, Maria says, "Jane did it."
The good puppet asks Maria, "Is that honest? Will your parent be able to trust you to tell the truth? Do you feel bad about being dishonest? Will you feel better if you tell the truth?"
The bad puppet says, "No one will find out. Who cares anyway? Just do what's good for you."
Think-Pair-Share: What would you do?
Maria thinks for a while and then she tells her parent that she did it and she's sorry.
Story 3
Sam takes his older brother Carl's hat and loses it. Carl is upset because he cannot find it anywhere. The good puppet asks Sam, "Is that honest? How do you think Carl is feeling? Do you feel bad? Would you feel better if you told the truth?"
The bad puppet says, "No one will find out. Who cares about Carl? Just do what's good for you."
Think-Pair-Share: What would you do?
Sam thinks for a while and then tells Carl that he took the cap and he will replace it.
Reflect: Think-Pair-Share
How did it feel for Maria to tell the truth? Was it hard or easy?
How did it feel for Sam to tell the truth? Was it hard or easy?
Is it important to think of how someone is feeling? Why?
How would you feel if you were lied to?
Let's do a class Y-Chart on what being honest sounds like, feels like and looks like.
First, what did Anna, Maria and Sam say when they told the truth? Let's record some of the words in the "sounds like" section.
Next, in the feels like, let's write some words that describe how Anna, Maria and Sam felt when they told the truth in the "feels like" section. Also let's record some words to describe how Jake, Maria's parent and Carl felt when they were told the truth.
Lastly, for the "looks like" section, draw a picture of a person telling the truth to another person. It could be Anna and jake, Maria and her parent, or Sam and Carl, or a time you remember when you were honest.
Now for fun, let's read, "I want my hat back" by Jon Klassen.
Think-Pair-Share:
Purpose: To deepen understanding of the value of honesty and explicitly teach students what being honest looks, sounds and feels like.
Teaching Tips:
Bounce Back, years K-2, Pg 5. This is the "Good fairy/wizard and bad fairy/wizard" activity where you create puppets to be characters as you tell the three stories. These can be any other positive or negative characters and can be drawn as masks on paper plates that you put over your face as you assume the characters' roles.
Be sensitive to some children being afraid to tell the truth because they will be punished, including physical harm.
Literacy Activity
Do the Y-Chart as a whole class activity. As an extension, year 2 students can write a sentence about their drawings in the "looks like' section.
Learning Intention: To set a personal goal about how you are going to be honest and fair today in Wattle or in the playground.
Success Criteria:
Activity:
In a Circle Time you are going to set a goal as to how you can be honestly on the playground.
At the end of the day reflect on whether you achieved your goal. Explain how you did or did not. Why or why not?
Purpose: To have the students apply the value of honesty in Wattle and on the playground.
Teaching Tip:
Make sure the student goals are specific. For example, "I will follow the rules and not cheat when I play........ in the playground" or "I will own up when I have done something wrong like ........"
Reflection:
As a class, reflect on whether students achieved their goal. If not, how could they improve next time. Refer to the Learning Pit - what could help you to achieve your goal?
Learning Intention: To understand how the Glasser needs, Gordon Gold Values and PBL expectations all help me achieve my Quality World Picture to be successful at school.
Success Criteria:
Quality World Picture
Think-Pair-Share with a partner what does your quality world picture for success at school look like? Brainstorm what would your perfect classroom looks like? Who else would be in your picture? What will you be doing? How would you behave to achieve learning success?
Draw your quality world picture. Partner with a student from a different year group (one year 1 and one year 2 student) and discuss and underline which needs, values and expectations you need to use to achieve your quality world picture. Add the needs, values and expectations around the outside of your quality world picture.
#####Teacher to add image of her quality world classroom
Purpose: This activity explains how the school wide expectations of Positive Behaviours for Learning (PBL) help students be successful learners and how they link with the Gordon Gold Values and Glasser needs.
Teaching Tips:
It is expected that students have been learning about PBL throughout the term and will be familiar with the key ideas. Revise that the Gordon Gold Values help us make good choices in relation to our general behaviour and that the PBL expectations help us make good choices with our learning. PBL outlines 4 school wide expectations that make the expectations really clear and consistent for all teachers and students:
- Be Safe
- Be Respectful
- Be a Learner
- Be Responsible
Quality World Picture
Teacher models drawing their quality world picture for their classroom. After students draw their picture, teacher goes back to their model and identifies which needs they would meet to create their quality world picture. These are recorded around the outside of the drawing. Students then Think-Pair-Share with a partner what needs they will include in their Quality World Picture for successful learning at school. Year 2 students partner with year 1 students. They can underline and cut out which needs, values and expectations they need to use to achieve their quality world picture.Some students can write them while others will glue them around the edges.
Title: (Source); Fig. 1.1: Children (Source); Fig. 1.2: Chair (Source); Fig. 1.3a: Chess game (Source); Fig.1.3b: Children playing tag (Source); Fig. 2.1: Dirty Bertie (Source); Fig. 2.2: Children at computer (Source); Fig. 2.3: Facial Expressions (Source); Fig. 2.4: Scribbling (Source); Fig. 3.1a: Red and green apples (Source); Fig. 3.1b: Whoever you are (Source); Fig. 3.2: Not too big, not too small ... just right for me (Source); Fig. 3.4: Diversity (Source); Fig. 4.2: Messy room (Source); Fig. 4.3: Helping hands (Source); Fig. 4.4: Children playing (Source); Fig. 5.3: Children playing (Source).