Lauren Walker, Kathy Ruiz, Victoria Bragg, Meryl Machado, & Ruth Storch EED 511: Elementary Principles

of Curriculum Development Self (S1) 2nd Grade Living Curriculum: Respecting Ourselves Our ultimate goal is to help students develop self-respect. Students will be able to define respect. Students will illustrate how they respect themselves as individuals by creating a selfrespect plan collage. (OR) Students will create a digital comic book about a superhero who draws his or her ability to be respectful.

Goal/Outcome

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (2.RL.2) Describe how characters in a story respond to major events and challenges. (2.RL.3) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (2.W.4) Strand 3: Civics/Government: Concept 4: Rights, Responsibilities, and Roles of Citizenship: The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nations history PO 1. Discuss examples of responsible citizenship in the school setting and in

stories about the past and present. Strand 3: Civics/Government: Concept 4: Rights, Responsibilities, and Roles of Citizenship: The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nations history PO 2. Describe the rights and responsibilities of citizenship:elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated. What does respect mean to me How can you show respect for yourself? Why is it important to respect other people? Anticipatory Hook: Students listen to Arethra Franklins song Respect and sings in with the chorus. Each group is then designated a letter (R, E, S, etc.). Groups talk about what they think that letter means to them when they listen to the song. Whole group feedback and discussion what repect means to them personally. Introduction to New Material Engage: Watch a short video showing two students who interact disrespectfully, and then respectfully. Give students a sticky note to write a comment about it. Prior Knowledge What is respect? Students share what they think respect means. What are examples of respecting others? Start a bulletin board about Ways I Respect

Essential Questions

Learning Structures/Activities

Myself. Each student lists ways they respect themselves and they display them on a bulletin board. They may have 1 or as many as youd like. They can be all from 1 brainstorm, or they can change them as they think of new ideas. Discuss the idea of respecting yourself What do you do that takes care of you? What do you do that makes you feel good? What do you do that makes you feel responsible? What do you do that makes you feel important? What do you do that makes you feel powerful/in control of yourself? Define Respect Make a class definition of respect based on the discussion of ideas. Write definition on the board. Respect Yourself Using our definition of respect, what does it mean to respect yourself? Activity 1: Yoko by Rosemary Wells. 1. Complete K of KWL chart of what students Know about Respect and what they Want to Know 2. Read the book, pausing to give students time to reflect on the story. Ask students to do a ThinkPair-Share with a partner to discuss how Yoko feels when the other students scoff at her sushi. 3. After reading the book, have students reflect orally on the elements of respect within the story. How did Yoko show respect for herself? How could the other students have shown more respect to her? Complete the L of What they Learned about respect using the Yoko story. Assessment Option 1: Self-Respect Plan Collage

Students will create a collage of ways that they plan to show themselves self-respect while considered the following questions: What does respect mean? How do I respect myself? How do I plan to show myself respect? How will I take good care of myself? What are my personal goals for respecting myself? Students will create the collage using cut-outs from newspapers and magazines, drawings, and other materials. After students have developed their collages, they will be split into two groups. Half the class will do a museum walk around the classroom, while the other half will stand by their collages to answer any questions. After fifteen minutes, the students will switch roles. Assessment Option 2: Superhero of Respect What do superheroes teach us about respect? Students will create a short comic strip about a superhero that draws powers from his ability to be respectful (or kind, peaceful, etc.). Students will participate in the museum exhibit along with students who chose the collage option. -BrainPop video on respect -BookYoko by Rosemary Wells (1998) -Smartboard presentation for the book Yoko -Magazines, newspapers, ads, etc. -Scissors -Glue -Coloring utensils -Comic strip layout examples attached to lesson plan -Posterboard or large sheets of paper (1/student)

Resources/Materials

Assessments

Students will be monitored and assessed according to participation, contribution, and attitude during group discussions and activities. In addition to these aspects, students will be scored on their self respect plan for time management and ability to focus on the task.

Collage

Superhero of Respect

Rationale

It is vital for students to have an understanding and appreciation for themselves before they can understand and appreciate others. They need to learn how to respect themselves and what it even means to take care of their bodies and their minds. They need to understand what respects means to them personally and why it is important to have respect for others and how to even do this. Without this crucial component to their individual structure they cannot begin to function within society as whole. It is our job as the teacher to provide this outline as perceived in Henderson and Gornicks curriculum building process (2007). Through this lesson and unit students can be introduced to the design and plan of being a respectful individual (Henderson and Gornick, 2007). It is hoped that through this lesson, students will construct confidence in themselves as an individual and as someone who can be successful academically. By establishing this detail at the beginning of the unit, the concept will continue to be constructed through future lessons.

Works Cited Henderson, J. G., & Gornik, R. (2007). Transformative curriculum leadership. Upper Saddle River, NJ: Pearson Education, Inc. Rischer, Andres D., (2008). Management Strategies Help to Promote Student Achievement. The Education Digest, 47-49.