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Page 1 of 18© The Random Acts of Kindness Foundation, 2014 | www.RandomActsofKindness.org
QUESTIONS? CONTACT: [email protected]
GRADE 4
Objective: Students will be able to:• Identifythedifferencebetweenfactandopinionand
explorehowtoexpressfactsandopinionsinkindways.• Describehowpeopleformkindideasandbeliefs,how
friends,familyandcommunitiesinfluenceideasandbeliefs,andhowtorespectotherpeople’sbeliefsandopinions.
• Discusshowcultureandtraditioninfluencepersonalandfamilydevelopment.
Kindness Definition: Kindness means being friendly, generous or considerate to ourselves and others through our words and actions.
Kindness Concepts:Fairness,Integrity,Respect
RESPECTING BELIEFS AND OPINIONS
Freeze!Fact/OpinionActivity,pp.3-6(25 minutes)
• IsitFactorOpinion?skits,twocopies:oneforteacher,anothercutapartforgroups
• RAK Journals
LESSON ACTIVITIES LESSON MATERIALS
UnderstandingEachOther’sBeliefsandValues,pp.7-8(40to45minutes,longerforoptionalwritingactivity)
• Understanding Beliefs and Values Interview Sheet, one for each student
• RAK Journals
DebatinganIssueActivity,pp.9-11(multidayproject)
• Debate Research Sheet, one for each student• Researchmaterials(books,magazines,websites,
etc.)fordebatetopicsasdeterminedbyclass• Computerlabforresearch• RAK Journals
HistoryActivity,pp.12-13(5to15minutestoexplain,multi-dayproject)
• Booksorwebsitesforresearchonfamouspeoplefrom the Civil Rights Movement, U.S. history or world history whose beliefs and values have influencedothers.
HumanRightsCeramicTileProject,p.14(multi-dayactivity)
• Research from History Activity• Blankpaper,cutin4x4sections• 4 x 4 ceramic tiles• Teacher-createdtileassample• Permanentmarkers
HomeExtensionActivity,pp.15-16 • TakeHomeActivity,onesheetperstudent
Page 2 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
• Theactivitiesinthislessonfocusonacentralthemeandconnecttodifferentcurriculumareas.Lessonactivitiesuseavarietyofmodalitiestoaddressdifferentlearningstylesandbuildoneachother.
• Eachactivityincludesevaluationquestionstohelpdeterminehowwellstudentshaveinternalizedthelessonobjective.Youcandiscussthequestionsasaclass,havestudentsworkwithapartnerorasmallgroup,orhavestudentswriteresponsesintheirRAKjournal.
• TheactivitiesalsoincorporatekeyKindnessConcepts,whichcanbeintroducedbeforeteachingthelessonorastheconceptsarediscussedinthelesson.ConsiderdisplayingtheKindnessConceptPostersduringtheunit.SeetheRAKTeacherGuideforinformationaboutusingKindnessConceptstocreateahealthyclassroomenvironmentandhelpstudentsdeveloppro-socialbehaviors.
• Eachactivityincludestipsforhowtoadaptthecurriculumtomeettheneedsofdiverselearners.• TheKindnessToolKitisanotherwaytomeettheneedsofdiverselearners.SeetheRAKTeacher
Guideforhowtocreateandusethistoolkit.• RAKalsohasdevelopedFocusingStrategiesandProblem-SolvingStrategiestohelpstudentsbetter
regulatetheiremotions,thinkthroughchallengingsituations,andbuildhealthyrelationships,friend-shipsandcommunity.SeetheRAKTeacherGuideformoreinformationaboutincorporatingthosestrategiesintothelesson.
• Revisitingthetopicsorquestionsraisedduringdiscussionsregularlywillexpandstudentunder-standingoftheconcepts.Scriptedexplanationsareprovided,butfeelfreetouselanguagethatfeelsnaturalforyou.
• Thislessonincludesahomeextensionactivity,whichcouldbesenthomeatanypointduringtheunit.However,itmightworkbestaftertheUnderstandingEachOther’sBeliefsandValuesActivity.
• TheCommonCoreStandadsmetinthislessonarelistedaftertheactivitytitle.CASELCoreCom-petenciesand21stCenturySkillstaughtarereferencedattheendofthelesson.Keyisprovidedonpages17-18.
• ThelessonsalsomeetColorado’sComprehensiveHealthstandards,whichwereusedtocreatethelearningobjectives.RAKisheadquarteredinColoradowherethelessonshavebeenextensivelypilotedandreviewed.
LESSON NOTES
Teachersays:“Today we are going to talk about respecting beliefs and values and how we can express opinions in respectful ways. What would it look like in our classroom if we always respected each oth-er’s opinions and beliefs?”Allowtimeforstudentstorespondanddiscuss,eitherasaclassorinsmallgroups.YoucanalsousethistimetointroduceKindnessConcepts(fairness,integrity,respect)andcreatecommunitydefinitionsfortheseconceptsorsharethedefinitionslistedbelow.ConsiderusingtheKindnessConceptPostersforfairness,integrityandrespectasawaytoreinforcelearning.
SUGGESTED INTRODUCTION TO UNIT
RESPECTING BELIEFS AND OPINIONS
VOCABULARY WORDS FOR UNIT
Fairness: Treatingeveryonethesame.Integrity: Doingwhatisrightevenwhennooneiswatching.Respect: Treatingothersasyouwouldliketobetreated.
ACTIVITY
Page3of18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
FREEZE! FACT/OPINION ACTIVITY (25 minutes)
1. Beforeclass,cutapartthe“IsItFactorOpinion?”skits.
2. Explain:“We are going to do an activity where we have to figure out whether people are stating facts or opinions, and saying them in a kind or unkind way. I will need two or three students to read a part in the short skit. These volunteers and I will read a few sentences. Then I will say “FREEZE!” and the volunteers will freeze. I will ask the class to think about which character in the skit said a fact, who stated an opinion, and whether the opinion was kind or unkind.”
3. Thensay:“To help in this activity, can someone explain the difference between a fact and an opinion?”Allowstudentstorespond,makingsuretheyareclearaboutthisdistinction:Fact: Informationthatistrueandcanbeproven.Opinion:Abelief,judgmentoropinion.
4. Askforvolunteerstohelpwitheachskit.Handtheskittothevolunteerswhoareparticipatingandletthemreadthroughtheirpart.Whenyouaskthequestions,thestudentsparticipatingintheskitwillnotanswerthequestionsforthatskit.Encouragethemtoactouttheirpart.
5. Anotheroptionwouldbetohavestudentswritetheirownskits,actthemout,andhavetheirclassmatesdecidewhatisfactandopinionintheirskit.
6. Aftercompletingtheskits,askthefollowingquestions:1) In the skits, some characters said kind opinions and others unkind opinions. If someone struggles
with a sport, an instrument or with what you are learning in class, how can we talk to them kindly?2) If someone believes something different from you, how can you respect his or her opinion? (Possible
answers:Listenwithoutinterrupting,Agreetodisagree,Trytoaskquestionstohelpyouunderstandwhattheyaresaying)
3) What can you say or do if someone shares an unkind opinion with you?4) How can respecting other people’s beliefs and values impact our community?(Writeanswersonthe
board.)
• IsitFactorOpinion?skits(p.4-6),twocopies:oneforteacher,anothercutapartforgroups
• RAK Journals• KindnessConceptPostersforIntegrity,Respect
LESSON MATERIALS
DESCRIPTION
HavestudentswritearesponseintheirRAKJournalstothefollowingquestion:“Explain how this week you can use facts and opinions in a respectful way when you disagree with someone.”
EVALUATION
Common Core: CCSS.ELA-Literacy.SL.4.1, 1b
STANDARDS MET
TIPS FOR DIVERSE LEARNERSStudentsmightbenefitfrom:
1. Referencingthedefinitionsforfactandopinionduringthediscussion.
2. Turningandtalkingtoapartnerbeforeansweringthequestionsaftereachskit.
3. Writingresponsestothequestionsontheboardtohelpstudentswhotakemoretimetoprocessthings.
ACTIVITY
Page 4 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
IS IT FACT OR OPINION? SKITS
SKIT #1: NEW BACKPACKTeacher:Taniquagetsanewbackpack,andbringsittoschool.
Taniqua (walking up to her friends):Hieverybody!Howareyoutoday?
Josefina:Hey,Taniqua,yougotanewbackpack!
Taniqua:Idid.I’mreallyexcitedaboutit.
Kisha:Thatislastyear’sstyle...itisnotcoolatall.
Teacher:FREEZE!• Who says a fact, Josefina or Kisha?(Josefina)• Who says an opinion, Josefina or Kisha?(Kisha)• Is it a kind opinion or an unkind opinion? Why?• What could Kisha have said instead?
**************************************************************************************************************************
SKIT #2: PLAYING BASKETBALLTeacher:Antoinelikesplayingbasketball.Hetriesveryhard,buthestrugglestogettheballintothebasket.
Antoine:IwishthatIcouldplaybasketballbetter.
Lamar:Antoine,youactuallygotfourpointsinourlastgameandyourdefensehelpeduswin.
Sam:Yourattitudeisthebest,Antoine!Iwisheveryonewouldgetasexcitedasyoudowhenweplay!
Teacher:FREEZE!•Who is stating a fact, Lamar or Sam?(Lamar)•Who is stating an opinion, Lamar or Sam?(Sam)• Is it a kind opinion or an unkind opinion? Why?
ACTIVITY
Page 5 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
SKIT#3:FOODSFROMOTHERCOUNTRIESTeacher:VadimisfromRussiaandoftenbringsborschtandotherRussianfoodforlunch.
Amy:Vadim,whatareyoueatingtoday?Itlookslikeasoup.
Vadim:Borscht,itisaspecialsoupmadefrombeets.
Maia:Thatlooksreallyweird.Iwouldnevereatthat.
Teacher:FREEZE!• Who is stating a fact, Amy or Maia?(Amy)• Who is stating an opinion?(Maia)• Is it a kind opinion or an unkind opinion? What makes it unkind?• What could Maia have said instead?
**************************************************************************************************************************
SKIT #4: MAKING COOKIESTeacher:Libbylikestocook,andshelikestotrynewrecipesinherownway.
Libby:Mom,canwebakesomecookies?
Mom:Lasttime,youforgottoputsugarinthecookies.Weshouldrememberthistime!
Jalen (her brother):Ugh,theytastedawful!Youareaterriblecook,Libby.
Teacher:FREEZE!•Who is stating a fact, Mom or Libby?(Mom)•Who is stating an opinion?(Jalen)• Is it a kind opinion or an unkind opinion? Why?•What could Jalen have said instead?
ACTIVITY
Page6of18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
SKIT #5: GETTING A NEW PETTeacher:Thisoneisgoingtobetricky,solistencarefully.TheLopezfamilywantstogetapet,buttheycan’tagreewhatisthebestpetfortheirfamily.
Martina:Ireallywantadog,becausetheyliketofetchandplaycatch.Theyaremyfavoritepets.
Angelica:Catsarefurryandsoft.Ireallyliketoholdtheminmylap.
Rafael:Fisharethebest,becausetheyswimandarereallyquiet.Theyaretheonlypetforus.
Teacher:FREEZE!• Who is stating a fact, Martina, Angelica or Rafael? What are the facts in the sentence?• Who is stating an opinion? What are the opinions in the sentence?(Theyallare!)• Is it a kind opinion or an unkind opinion? Why? (Theyarestatingtheiropinionsandfactsinavery
politeandkindway.)
**************************************************************************************************************************
SKIT#6:HELPINGAFRIENDTeacher:Thisoneisalsotricky.Inmusicclass,thestudentsarelearninganewrecorderpiece.
Marcie:Fiona,youareplayingthewrongnotes!Youaremessingusallup.
Fiona:Iamtryingtoplaythenotesright,Marcie.Idon’tknowwhyyouarealwayssomean.
Heather:Fiona,wouldyouliketocometomyhouseafterschoolandIcanteachyouthenotes?Someofthenotesarekindoftricky,andIwouldliketopractice.
Teacher: FREEZE!•Who is stating a fact, Marcie, Fiona or Heather? (Theyallare!)•Who is stating an opinion?(Theyallare!)• Is it a kind opinion or an unkind opinion? Why?(Marcieisstatingfactsandopinionsunkindly,while
Heatherisstatingfactsandopinionsinakindway.)•What could Marcie have said instead?
ACTIVITY
Page7of18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
UNDERSTANDING EACH OTHER’S BELIEFS AND VALUES(40 to 45 minutes, longer for optional writing activity)
1. DistributetheUnderstandingBeliefsandValuesInterviewSheet.Pairupstudentsorallowthemtochooseapartner,ifyouprefer.
2. Explain:“We are going to interview another person about who they live with, their traditions, values and beliefs and write their responses on the interview sheet.”
3. Afterstudentsintervieweachother,havepairsjoinintosmallgroupsofsixoreight.Havestudentsshareatleastthreethingsaboutthepersontheyinterviewedwiththeirsmallgroup.
4. Thensay:“We learn many of our values and beliefs from our family or the people we live with. We all have some values and beliefs in common and we may have others that differ from each other. Our class includes people from different cultures, languages, races, and backgrounds. That kind of variety can make our lives more interesting, as long as we can get learn ways to appreciate our differences and get along with each other. And to do that we have to respect each other’s beliefs and values.”
5. Askthefollowingquestions:1) What do you think would be a healthy way to respond to someone who has a different opinion, value
or belief than you?(Suggestthefollowingifstudentsdon’tsuggest:Don’tinsultpeopleormakefunoftheirbeliefs,values,traditionsoropinions;Listentoothersastheydiscusstheiropinionorbeliefs;Valueotherpeople’sopinions;Beconsiderateofwhysomeonelikesordislikessomething.)
2) Do you think it is important to respect other beliefs and opinions? Why or why not?3) How can you respect other people’s beliefs and opinions?
6. Optional Writing Extension:Havestudentsusetheinterviewsheettowriteanessayaboutthestudenttheyhaveinterviewedusingyourschool’s4thgradewritingrubric.
• Understanding Beliefs and Values Interview Sheet (p.8),oneforeachstudent
• RAK Journals• KindnessConceptPostersforIntegrity,Respect
LESSON MATERIALS
DESCRIPTION
Discuss(orhavestudentswritearesponseintheirRAKJournals):“What did you learn from this activity about how to respect each other’s beliefs and values?”
EVALUATION
Common Core: CCSS.ELA-Literacy.SL.4.1, 1b, 2, 4; CCSS. ELA-Literacy.W.4.2; CCSS.ELA-Literacy.W.4.4;CCSS.ELA-Literacy.W.4.5
STANDARDS MET
TIPS FOR DIVERSE LEARNERSStudentsmightbenefitfrom:1. Workingwithabilingualvolunteerorparawhocouldfacilitatetheinterviewsandtranslatekeywords.2. Providingagraphicorganizerforthosestudentswhoneedthisstepasapre-writingstrategy.3. Choosingthreetofivequestionsratherthanallseveniftheinformationisoverwhelming.
ACTIVITY
Page 8 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
UNDERSTANDING BELIEFS AND VALUES INTERVIEW SHEET
Directions:Interviewanotherpersonabouttheirculture,values,beliefsandopinions.
1.Wherewereyouborn?
2.Doyouknowwhereyourancestorscamefrom?Ifso,where?
3.Whattraditionsdoyouhaveinyourfamilyorthepeopleyoulivewith?
4.Whatdoyoubelievein?
5.Whatdoyouvalue?
6.Whatareyourtalentsandstrengths?
7.Whatdoyouthinkmakesyouunique?
Interviewer:__________________________________________
PersonBeingInterviewed:_____________________________
ACTIVITY
Page9of18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
DEBATING AN ISSUE ACTIVITY (multi-day project)
1. Havestudentsdetermineatopictheywouldliketodebate.Studentscouldfocusonsomethinglike:• Studentsshouldwearuniforms.• Sodapopshouldbesoldincafeterias.• Bicyclistsshouldnotberequiredtowearhelmets.• Kidsshouldnotbeallowedtohavecomputersintheirrooms.• Chewinggumshouldbebannedatschool.• Kidsshouldbeallowedtospendtheirallowanceanywaytheywant.• Kidsshouldbeallowedtoeatjunkfood.
2. Ifyoufeelyourstudentsareready,youcouldhavethemdebatealocal,stateornationalpublicpolicyissue.
3. Dividetheclassintotwoteams,assigningoneteamtodebateforthetopicandoneteamtodebateagainstit.Explaintostudentsthatiftheyareassignedtodebateasideofthetopictheydon’tagreewith,theycanstilldebatethatside.Itispartofthelearningprocess.
4. Havestudentsdiscussanddeveloptherulesforthedebate.Suggestthefollowingrulesiftheyarenotmentioned:nopersonalinsults,noputdowns,noemotionalappeals(suchas“Ifyoudon’tagreewithme,I’mgoingtocry!”),everyoneneedstodotheirfairshareofresearch,everyoneneedstotrytheirbest,studentsneedtobekindeveniftheydisagree.
5. Thensay:“In a debate, people use logical reasoning to argue their points and it is important to be able to tell the difference between fact and opinion. We talked about fact and opinion in an earlier activity. Can anyone explain the difference to the class? What does it mean to use logical reasoning?”Allowstudentstorespond.
6. HandouttheDebateResearchSheetandexplainthattheyshouldanswertheGatheringInformationquestions.
7. Aheadoftime,reservetimeinthelibrary/computerlabforresearch.Explaintothestudentsthattheywillneedtoresearchbothsidesoftheissuebecauseknowingtheotherside’sargumentswillhelpthemtofigureouthowtocounterthosearguments.Tellthemtowritedownwhattheyfindoutontheirresearchsheet.Remindthemtocitesourcesfortheirinformationonthesheetaswell.
8. Askeachteamtochooseorelectateamcaptain.Usingtheirresearch,haveeachteamplananddiscusstheirarguments.Theyneedtodecideonimportantpointstheythinktheyneedtocoverfirst.Theyalsoneedtoguesswhattheopposingteam’sargumentswillbe.Thenhaveteamsdecidewhowillspeakfirstfromtheirteam.
• DebateResearchSheet(p.11),oneforeachstudent
• Researchmaterials(books,magazines,websites,etc.)fordebatetopicsasdeterminedbyclass
• Computerlabforresearch• RAK Journals• KindnessConceptPostersforIntegrity,Respect
LESSON MATERIALS
DESCRIPTION
Common Core: CCSS.ELA-Literacy.RI.4.1, 2, 3; CCSS.ELA-Literacy.W.4.2, 4, 5, 7, 8, 9; CCSS.ELA-Literacy.SL.4.1, 1a, 1b, 2, 3, 4, 6; CCSS.ELA-Literacy.L.4.1
STANDARDS MET
ACTIVITY
Page 10 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
Discuss(orhavestudentswriteresponsesintheirRAKjournals):1. Was it difficult or easy for you to debate an issue?2. Did you feel respected during the debate?3. What did you learn about researching and debating an issue through this activity?
EVALUATION
9. Setuptheclassroomforthedebate.Eachteamshouldsittogetherontheirrespectivesideoftheclassroom.Inviteotherteachersorparentstohelpjudgeandmoderatethedebate.Atimekeeperwillkeeptrackofthetimeofthespeeches.
10.Askthestudentwhowillspeakfirsttogiveathree-minuteopeningspeechsupportingthetopic.Asktheopposingteamtogiveathree-minuterebuttalspeechopposingthetopic.Thengiveotherstudentsfromtheteamachancetospeak,followingthespeakingandrebuttalformat.
11.Halfwaythroughthedebate,provideabreaksostudentscanworkontheirargumentswithintheirteams.Aftereveryoneisfinished,themoderatorsandjudgesmayaskthestudentsquestionsanddecideonthewinningteam.
Toextendthisactivity,havestudentsdiscusswhatitmeanstohavefreedomofspeech.Askthefollowingquestions:
1. Does freedom of speech mean that people can always say whatever they want?2. Can stating facts or opinions infringe on someone else’s rights and freedoms?3. What would it feel like if someone told you that you didn’t have a right to speak?4. What does it mean to state facts and opinions fairly in a society and how does that enrich a
community?
EXTENSION DISCUSSION ACTIVITY
TIPS FOR DIVERSE LEARNERSStudentsmightbenefitfrom:
1. Focusingononeareaoftheprojectsuchasresearchingaresourceandlistinghelpfulfactsorwritingdownfactstheyhaveresearched.
2. Beingencouragedtoparticipateeveniftheyareuncomfortablespeakinginfrontofpeople;makesureeveryonehasanopportunitytoshareinformationthatfeelsimportanttothem.
3. Writingtheinformationforthedebateonachartoronnotecardsfortheirteamtoreferenceduringthedebate.
ACTIVITY
Page 11 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
DEBATE RESEARCH SHEET
Directions:Usethequestionsbelowtoguideyourresearchonthedebatetopic.Usethebackoranothersheetofpaperifyouneedmorespace.
DebateTopicStatement:__________________________________________
Whatsideareyoudebating(fororagainst)?_________________________________________
Gathering Information
1.Whatdoyouknowaboutthistopic?
2.Whatmoredoyouneedtolearnthistopic?
Library/Computer Research
1.Findatleastthreesources(websites,articles,books,etc.)andlistbelow:
a._________________________________________________________________________
b._________________________________________________________________________
c._________________________________________________________________________
2.WhataretheargumentsandsupportingfactsFORthistopic?
3.WhataretheargumentsandsupportingfactsAGAINSTthistopic?
4.Whatimportantpointsshouldyourteammakeduringthedebate?
5.Onthebackoraseparatesheetofpaper,writeanopeningargumentthatyouoryourteamcoulduseinthedebate.
Name:______________________________________________
ACTIVITY
Page 12 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
HISTORY ACTIVITY (5 to 15 minutes to explain, multi-day project)
1. Beforebeginningthisproject:1) FindhistoricalleadersfromtheCivilRightsMovement,otherUnitedStatesmovementsorfromother
countrieswhoseopinionshaveinfluencedothersandledtosocialchange.Assignstudentsaleaderorallowthemtochoose;theycouldworkaloneoringroups.
2) Gatherbooks,articles,andwebsitesontheseimportantpeople.3) Setatimelinewithduedates.4) Determinewhattypesofprojectsstudentscancreate.Ideasinclude:awrittenororalreport,making
adiorama,writingaplay,creatingatimeline,posterboard,orPowerPoint,makingamovie,etc.2. Say:“Throughout history, there have been leaders like Martin Luther King Jr., Casar Chavez, and
Gandhi who did not like that others were treated unfairly and decided to peacefully fight for human rights. Can anyone tell me what human rights means?” Allowstudentstorespondandwriteresponsesontheboardoronasheettouseduringthetileproject(seep.14).Thensay:“Human rights means that we are born free and equal and should be treated the same whether we are male or female, no matter our race or how much money we have. It means we have the right to say what we think. It means that we have a right to go to school. It means that people should treat us with respect and kindness and that we should treat others that way too.”
3. Thensay:“We are going to spend the next few weeks researching and preparing a project on a person from history who changed the lives of other people as they worked for human rights. Their ideas and opinions made their communities places that were more fair and equal.”
4. Presentdeadlinesforprojectstothestudents.Havestudentsdecidehowtheywanttopresenttheinfor-mationabouttheirperson:ashortwrittenororalreport,adiorama,aplay,aposterboard,aPowerPoint,amovie,anartproject,etc.
5. Astheyworkthroughtheirproject,makesuretheyarefollowingtheclassroomwritingprocess.Allowopportunitiesforpeerreviewoftheprojectbeforeitiscomplete.
6. Oncestudentsfinish,havethempresentprojectstotheclassanddisplaythemaroundtheclassroom.
• BooksorwebsitesonfamouspeoplefromtheCivilRights Movement, U.S. history, or world history whose beliefsandvalueshaveinfluencedothers.Somepossiblepeopleinclude:
o Civil Rights Movement: Martin Luther King Jr.,MartinLutherKing,Jr.;RosaParks;FredShuttlesworth; John Lewis; Malcolm X; Thurgood Marshall;andRalphDavidAbernathy
o Other US History: Cesar Chavez, Clara Barton, Jane Addams
o (World History) Gandhi, Mother Teresa, Dalai Lama,MalalaYousafzai,AnneFrank
• KindnessConceptPosters:Fairness,Integrity,Respect
LESSON MATERIALS
DESCRIPTION
Common Core: CCSS.ELA-Literacy.RI.4.1, 2, 3; CCSS.ELA-Literacy.W.4.2, 4, 5, 7, 8, 9; CCSS.ELA-Literacy.SL.4.1, 2, 4, 6; CCSS.ELA-Literacy.L.4.1
STANDARDS MET
ACTIVITY
Page13of18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
Projectservesasevaluationforthisactivity.
EVALUATION
TIPS FOR DIVERSE LEARNERSStudentsmightbenefitfrom:
1. Followingtheaccommodationsthatyoucommonlyuseduringwritingprojects,suchasareportguidetohelpstructuretheresearchproject.Foranexample,seetheresearchguideintheHowCanIBeKind?Grade2lesson.
2. PresentinginformationonaPowerPointiftheystrugglewithwritinglongerreports;theymayneedinitialsupporttosetuptheprojectbutcanoftenworkautonomouslyafterthat.
ACTIVITY
Page 14 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
1. Explain:“As you learned from your research, there are famous people who have wanted others to be treated fairly and wanted people’s beliefs and opinions to be respected. They fought for human rights.”
2. Thencontinue,holdingupyoursampletileasyouspeak:“You have two options for your tile: 1) You can write or draw how you can be kind and respect others’ beliefs and opinions OR 2) You can write and draw what the famous person you learned about did or said to help others or bring them together. You can reference your history project for ideas for Option 2.”
3. Holduptheblankpieceofpaper:“You will use this blank piece of paper to draft an idea for your tile. Think carefully about what you are going to write and draw and how you will fit it in the space. You will write your name, date and class on the back of the tile. You can make as many drafts as you want!”
4. Allowenoughtimeforstudentstoplanandrevise;providedirectionasnecessary.Havestudentsdis-cusstheirdraftwithapartnerorinsmallgroupsandallowtimetorevise.
5. Whenstudentsfinish,distributethetilesandmarkers.Remindthemthattheyonlygetonetile,sotheyshouldcarefullycopythefinaldraftoftheirprojectonthefrontofthetileandwritetheirnameontheback.
6. Havestudentspresenttheirtiletotheclassandexplaintheirideas.
DESCRIPTION
Presentationofthetilesservesasanevaluationforthisproject.EVALUATION
ART EXTENSION: HUMAN RIGHTS CERAMIC TILE PROJECT(multi-day activity)
TIPS FOR DIVERSE LEARNERSStudentsmightbenefitfrom:
1. Workinginsmallgroupstodiscusswhattheyshouldwriteanddrawontheirtile.
2. ReferencingthehumanrightsdefinitionsandphrasesfromtheHistoryActivityastheyplantheirtile
3. Beingguidedinhowtodividethespaceintowordsandtext.
LESSON MATERIALS STANDARDS METCommon Core: CCSS.ELA-Literacy.SL.4.1, 6; CCSS.ELA-Literacy.W..4.4; CCSS.ELA-Literacy.L.4.1
• Research from History Activity• Blankpaper,cutin4x4sections• 4 x 4 ceramic tiles• Teacher-createdtileassample• Permanentmarkers• KindnessConceptPosters:Fairness,Integrity,
Respect
ACTIVITY
Page 15 of 18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
HOME EXTENSION ACTIVITY
TakeHomeActivity(p.16),onesheetperstudentMATERIALS
1. HandouttheHomeExtensionActivitywiththereturndatefilledout.
2. Explaintostudentsthatforthisactivity,theywillbeinterviewingaparent,guardian,agrandparent,anauntoruncle,otherrelative,orapersontheyadmire.
3. Aftertheycompletetheirinterview,havestudentswriteaparagraphortwoaboutthispersonusingyourclass’4thgradewritingrubric.
4. HaveaCelebrateYourCulturedayinyourclass.Havestudentsinvitetheirspecialpersontoschoolandscheduleatimetoshareaboutwhotheyare.Havestudentssignuptobringaspecialfoodthatispartoftheirheritageortheheritageofthepersontheyadmire.Youcouldalsoinviteaguestspeakertotalkabouttheirculturalheritage.
DESCRIPTION
Page16of18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4
RESPECTING BELIEFS AND OPINIONS:
HOME EXTENSION ACTIVITY
AspartoftheRandomActsofKindnessprogram,wehavebeentalkingaboutouropinionsandbeliefs.Chooseonepersonwhomyouadmire(aparent,guardian,aunt/uncle,grandparent,orotherrelative)andinterviewthatperson.Youcanwriteyouranswersbeloworonanotherpieceofpaper.Afteryoucompletetheinterview,youwillwriteaparagraphinclassabouttheperson.
Nameofpersonbeinginterviewed:________________________________________________
1.Wherewereyouborn?
2.Doyouknowwhereyourancestorscamefrom?Ifso,where?
3.Whattraditionsdoyouhave?
4.Whatdoyoubelievein?
5.Whatdoyouvalue?
6.Whatareyourtalentsandstrengths?
7.Whatdoyouthinkmakesyouunique?
Name:__________________________________ Pleasereturnby:___________
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COMMON CORE STANDARDS (www.corestandards.org)1. Reading: Informational Texts
• CCSS.ELA-Literacy.RI.4.1:Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
• CCSS.ELA-Literacy.RI.4.2:Determinethemainideaofatextandexplainhowitissupportedbykeydetails;summarizethetext.
• CCSS.ELA-Literacy.RI.4.3:Explainevents,procedures,ideas,orconceptsinahistorical,scientific,ortechnicaltext,includingwhathappenedandwhy,basedonspecificinformationinthetext.
2. Writing• CCSS.ELA-Literacy.W.4.2:Writeinformative/explanatorytextstoexamineatopicandconveyideas
andinformationclearly.• CCSS.ELA-Literacy.W.4.4:Produceclearandcoherentwritinginwhichthedevelopmentand
organizationareappropriatetotask,purpose,andaudience.• CCSS.ELA-Literacy.W.4.5:Withguidanceandsupportfrompeersandadults,developand
strengthenwritingasneededbyplanning,revising,andediting.• CCSS.ELA-Literacy.W.4.7:Conductshortresearchprojectsthatbuildknowledgethrough
investigationofdifferentaspectsofatopic.• CCSS.ELA-Literacy.W.4.8:Recallrelevantinformationfromexperiencesorgatherrelevant
informationfromprintanddigitalsources;takenotesandcategorizeinformation,andprovidealistofsources.
• CCSS.ELA-Literacy.W.4.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
3. Speaking & Listening• CCSS.ELA-Literacy.SL.4.1:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,
ingroups,andteacher-led)withdiversepartnersongrade4topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.
• CCSS.ELA-Literacy.SL.4.1a:Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationandotherinformationknownaboutthetopictoexploreideasunderdiscussion.
• CCSS.ELA-Literacy.SL.4.1b:Followagreed-uponrulesfordiscussionsandcarryoutassignedroles.• CCSS.ELA-Literacy.SL.4.2:Paraphraseportionsofatextreadaloudorinformationpresentedin
diversemediaandformats,includingvisually,quantitatively,andorally.• CCSS.ELA-Literacy.SL.4.3:Identifythereasonsandevidenceaspeakerprovidestosupport
particularpoints.
STANDARDS KEYACADEMIC SUBJECT KEY
Character Education
Reading, Writing and Communicating
Science
Mathematics
Social Studies
Visual Arts
Drama and Theatre Arts
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QUESTIONS? CONTACT: [email protected]
• CCSS.ELA-Literacy.SL.4.4:Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatanunderstandablepace.
• CCSS.ELA-Literacy.SL.4.6: DifferentiatebetweencontextsthatcallforformalEnglish(e.g.,presentingideas)andsituationswhereinformaldiscourseisappropriate(e.g.,small-groupdiscussion);useformalEnglishwhenappropriatetotaskandsituation.
4. Language• CCSS.ELA-Literacy.L.4.1DemonstratecommandoftheconventionsofstandardEnglishgrammar
andusagewhenwritingorspeaking.
OTHER STANDARDS MET1. 21st Century Skills (www.p21.org)
• Learning and Innovation Skillsa. CriticalThinking:Reasoneffectively,makejudgmentsanddecisions,solveproblemsb. Communicateclearlyandcollaboratewithothersc. CreativityandInnovation:Thinkcreativelyandworkcreativelywithothers
• Life and Career Skillsa. InitiativeandSelfDirection:Managegoalsandtime,workindependently,beself-directed
learnersb. SocialandCross-CulturalSkills:Interacteffectivelywithothersc. ProductivityandAccountability:Manageprojectsandproduceresultsd. Responsibility:Beresponsibletoothers
2. Social and Emotional Standards (casel.org)• Self-awareness• SocialAwareness• RelationshipSkills
STANDARDS KEY