Actions Affect Others: A Read4Health Lesson Plan

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Content Area(s):  
Grade Level(s):  
Grade Level Expectations:  
Comprehensive Health and Physical Education › Kindergarten › Exhibit understanding that one's actions impact others
Reading, Writing, and Communicating › Kindergarten › Communication relies on effective verbal and nonverbal skills
Lesson Plan Details
Duration: 
2 class periods
Essential Question: 

How do my actions affect others?

Can I control myself?

Can I control my behaviors by being aware of my feelings?

 

Learning Objectives/Student Outcomes: 

Students will understand:

  • Students will understand the positive and negative effects of feelings on a person's behaviors and actions.
  • Students will understand clearly expressed communication conveys thoughts, meanings and ideas.

Students will know: 

  • Students will know the impact of feelings on behavior.
  • Students will know classroom expectations for communication.

Students will be able to:

  • Students will identify the behaviors that may influence positive or negative feelings.
  • Students will speak audibly and express thoughts, feelings, and ideas clearly.
Key Topics: 

Oral Expression and Listening

Emotional and Social Wellness

Preparation: 
  • Prior to instruction, the teacher needs to acquire literature selections associated with this lesson.
  • Teacher should produce the words in the lesson in such a manner that they are large enough for the whole group to see easily. (Print out of Word for example).   Teacher might consider backing and laminating as well for future use or reference. 

Words are: curious, responsible, compassionate, trustworthy, brave, friendly, persistent, respectful, cooperative, capable, active, considerate and imaginative.

  • Teacher should develop some form of a tracking system to keep record of student observed behaviors.
  • Teacher should prepare the students for role playing and should model the expectations for this activity in the classroom.
  • Teacher may consider using this lesson at the beginning of the school year to introduce and establish rules and expectations for classroom behavior.
  • Teacher should download and copy enough copies of the worksheet for each student.
Learning Experiences and Activities: 

In this lesson, the teacher will be introducing the students to a variety of emotions/behaviors that will likely impact the classroom and children.

After reading the book, the teacher should lead a discussion about the words from the book.

  • Words are: curious, responsible, compassionate, trustworthy, brave, friendly, persistent, respectful, cooperative, capable, active, considerate and imaginative.

Discussion questions may include:

  • Requesting student examples of what these behaviors may look like and could also include role playing.
  • Teacher may ask when these emotions/behaviors would be observed and if it is okay in certain situations.
  • Students can be exposed to how to identify when they are feeling these things and how to appropriately address or react to them. 
  • Various strategies can be used and should likely be aligned with school programs and expectations.

Discuss and model communication skills:

  • The teacher may want to include some instruction on non-verbal as well as verbal communication skills.
  • Model verbal and non-verbal actions that are not congruent. Words and expressions that don't match. 

Students should be asked what it looks like to be responsible:

  • Give students examples of how to be responsible. First model, then have students practice with a partner.
    • For example:
      • A students drops a crayon. How would you respond in a responsible manner?
      • A students helps another student on the playground. How would you respond in a  positive manner?
      • Use some of the examples from the choices worksheet to practice positive responses (verbal and non-verbal).

On an ongoing basis, the students should be encouraged to keep track of when they observe other students responding to these emotions appropriately.  

Students should be encouraged to "catch" each other being good - a focus on the positive not negative.

The students can complete the included worksheet as a formal assessment as well as completing some form of writing that includes how their behaviors or responses to behavior impact others.  (How does Sally feel when I am friendly?)     

Assessment: 

Informal assessment through discussion and participation.

Formal assessment through classroom behaviors as well the worksheet and writing assignment.


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Colorado 21st Century Skills
Critical Thinking and Reasoning: 
D. Use multiple processes and diverse perspectives to explore alternative solutions
Self-direction: 
C. Demonstrate personal responsibility for lifelong learning
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