RESPECTING BELIEFS AND OPINIONS - Amazon Web...

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

http://www.RandomActsofKindness.org/

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.

http://posters.randomactsofkindness.org/RAK_kindness_posters_8.5x11.pdf


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

materials.randomactsofkindness.org/RAK_Kindness_Tool_Kits_2014_v2.pdf



materials.randomactsofkindness.org/RAK_Focusing_Strategies_2014.pdf

materials.randomactsofkindness.org/RAK_Problem-Solving_Strategies_2014.pdf



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


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?

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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


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?

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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


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.)

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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


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


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


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


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


1. Focusingononeareaoftheprojectsuchasresearchingaresourceandlistinghelpfulfactsorwritingdownfactstheyhaveresearched.

2. Beingencouragedtoparticipateeveniftheyareuncomfortablespeakinginfrontofpeople;makesureeveryonehasanopportunitytoshareinformationthatfeelsimportanttothem.

3. Writingtheinformationforthedebateonachartoronnotecardsfortheirteamtoreferenceduringthedebate.

ACTIVITY


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


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


Projectservesasevaluationforthisactivity.

EVALUATION


1. Followingtheaccommodationsthatyoucommonlyuseduringwritingprojects,suchasareportguidetohelpstructuretheresearchproject.Foranexample,seetheresearchguideintheHowCanIBeKind?Grade2lesson.

2. PresentinginformationonaPowerPointiftheystrugglewithwritinglongerreports;theymayneedinitialsupporttosetuptheprojectbutcanoftenworkautonomouslyafterthat.

ACTIVITY


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)


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


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

of18© 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:___________

of18© The Random Acts of Kindness Foundation, 2014 | Respecting Beliefs and Opinions, Grade 4

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

http://www.corestandards.org/

of 18© The Random Acts of Kindness Foundation, 2014 | www.RandomActsofKindness.org

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

http://www.RandomActsofKindness.org/

http://www.p21.org/

http://casel.org/

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