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| RESPECT |
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Quote of the Month: You can easily judge the
character of a man by how he treats those who can do nothing for
him. - Johann Wolfgang |
| Power Line |
| This interactive survey
activity from Vicki Hannah Lein focuses on realizing and accepting
others' differences as well as being content with our own opinions.
Students will be asked to get up and find their spot in the Power
Line after you explain the directions. |
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You will need a space where all students can
stand up and make a straight line from one end of the room to
the other.
One end of the room represents "I love
it!" and the other side stands for "I strongly dislike
it!" Any area in-between is that degree of like or dislike
toward the survey item. Start with some easy prompts like:
broccoli, rollerblading, thunder storms. With each new survey
item, kids are moving up and down the Power Line. As they
move toward the side which best describes how they feel about
that item, they have to discuss with the people around them to
find out if that's exactly where they fit. For example, someone
who loves broccoli might move to the other end of the room when
thunder storms are surveyed. Then they talk to the people
around them to see which of them dislikes thunder storms more
so they can see if they should stand to their right or their left.
Another student whose opinions aren't as strong might stay close
to the middle for all of the initial things surveyed.
After each survey, ask one student toward the
"love it" part of the line to explain why they love
that thing. The whole class should listen to what that person
says. Before going on to the next survey, choose someone
who is standing in the "dislike it" spot and find out
what their story is. And then someone in the middle if time
permits. Students start to realize that they all have different
background experiences that form their opinions. They will
also see that they are indeed different from one another and no
one stays in any one spot for very long - not even best friends!
Next, move the survey items up a notch.
Try items like: willing to sing a cappella right now, would give
all of his lunch money to someone who forgot theirs, would run
for student council. These survey questions can be modified
to fit the needs of your classroom. If you're studying the
Civil War, for example, you might say, "if you see yourself
siding with the north go to the right and if you are more likely
to have sided with the south go to the other end."
Then discuss, making sure that no judgements are put on the students'
opinions.
After you feel that enough surveys have been
taken, settle students back into their seats and steer them through
a discussion about what they learned while taking the Power Line
surveys. Be sure they come to the conclusion that one's
spot in the line changes depending on the different surveys taken.
Remind students that just because someone doesn't agree with them
doesn't mean that they are wrong. Everyone has a story and
consequently a reason to feel what they feel. This gives them
a right to their opinions, not good or bad, just different! Power
Line is a great way to find out more about your students and help
them get to know and appreciate one another better.
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| Can I Quote You? |
| The book Stellaluna
concludes with a simple yet profound thought when Stellaluna's
adopted bird brother asks, "How can we be so different and
feel so much alike?" Like this little bird Flitter, children
are so full of curious wisdom. |
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In this activity, you will capture their thoughts
about respect by making a picture frame to preserve and display
them. Prompt students to talk about respect by asking things
like, "What does respect mean to you?" or "How
does respect sound?" or "What does respect feel like?"
Have them answer aloud and, as they come up with something solid,
repeat it back to them. Have them copy their quote on a piece
of notebook paper or into their journal. They can display their
quotes using a hand-made picture frame.
To create a picture frame, you will need:
6 craft sticks, glue, magnetic strips, a sharpee
marker, colored paper (cut into squares the size of your craft
sticks)
Have the students write their quotes on the
squares of paper. Glue 2 craft sticks on the left and right sides
of the quote paper to start a frame. Take 2 more sticks
and glue those on top of the two sticks to complete the square
frame. Add a thin strip of magnet to the right and left
craft sticks to display frames on the refrigerator or a filing
cabinet.
Using the Sharpee, have the child (with teacher
assistance as needed) write the six pillar words on their craft
sticks. If you have colored sticks, you can use them to match
up the pillars with the corresponding color (note that responsibilty
and citizenship are switched on the attached student sample).
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| Brush Up On Respect |
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For this activity, you will need a tube of
toothpaste, a 4X6 index card, a popsicle stick, and a toothpick.
Draw a big black "R" on the 4X6 card.
Ask students what the R might stand for and they'll eventually
say RESPECT.
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So we talk about what respect sounds and looks
like when it comes out of our mouths: the words, the tone, the
facial expressions, the body language. Tell students we're
going to brush up on our respect by covering that R with toothpaste. A
volunteer takes the tube and squeezes paste out of it to completely
cover (as if to paint) the R. As they're covering it, make
a connection to fresh breath and speaking good words, using good
manners, using a respectful tone of voice.
After the student has hidden the R under the
paste. say that you've made a terrible mistake, that this black
R actually stands for RUDE, so your volunteer needs to take it
back by putting the toothpaste back into the tube. They'll
try, but it won't work. Offer them a popsicle stick or toothpick
to keep trying, all the while discussing how it's impossible to
take disrespectful, hurtful rude words back. Follow up by
discussing the steps you could take to fix RUDENESS if it happens
and role play how to give a genuine apology. (This idea is adapted
from a Tom Jackson Activities That Teach book).
This activity also lends itself to teaching
"I" statements as a strategy for when someone is rude
or disrespectful to us. Have the students practice using this
formula: I feel ________ when you _____________. I need ________________.
It's very empowering, for example, when a child is able to look
someone in the eye and say, "I feel hurt when you call me
names. I need you to stop."
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| Be A Buddy, Not a Bully |
| As we leave our Trustworthiness
Pillar and march on to the Respect Pillar, students will come
to my office for a guidance lesson that will actually combine
the two. The lesson, entitled "Buddy, Bully or Bystander?"
will start by asking the students to tell me about a time they've
been a buddy, followed by a time they might have been a bully. |
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We will then make a T-chart to visually categorize
buddy behaviors and bullying behaviors. After hearing in their
own words what students think constitutes bullying, we'll also
talk through the role of the bystander and role play what we might
do differently the next time an opportunity to intervene and be
a buddy rather than a bystander presents itself.
I'm so excited about this opportunity to empower
our students to process their feelings, think through their behaviors,
and Be A Buddy, Not A Bully.
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| Stellaluna |
Stellaluna by Janell Cannon
Harcourt Brace & Company: Orlando, FL |
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Simple Synopsis: In this delightful tale
about a baby fruit bat that is separated from her mother and finds
her way into a nest of birds, little Stellaluna learns many lessons
about the customs and rituals of birds as she adapts to her new
family. From the frustration of having eat give up fruit for bugs
to the embarrassment of learning to land gracefully on a branch,
our book's hero learns to respect the bird behavior, rituals,
traditions and culture. Flitter, Stellaluna's adopted bird brother,
beautifully summarizes the book's theme when he asks, "How
can we be so different and feel so much alike?"
Read aloud being sure to share the brilliant
illustrations. Use the following or similar questions to discuss
after sharing the story:
1. In what ways did Stellaluna's mother act
responsibly to care for her baby?
2. How is Stellaluna forced to be open-minded?
3. In what ways could Mama Bird be more open-minded?
4. What does perseverance mean? Tell how Stellaluna showed perseverance.
5. Why did Stellaluna have to promise to abide by the rules?
6. Give an example of loyalty in this story.
7. How do you think it felt when Stellaluna realized that she
was hanging upside down? Does it ever seem like her whole world
has turned upside down?
8. Do you think it's important to respect the ways of others even
if they're different from yours? Why?
9. Despite many differences, Stellaluna came to really care about
her bird family. What can we learn from her about acceptance and
respect?
10. What do you think it means to "agree to disagree?"
11. Do you have friends that are different from you in some way?
Have your differences ever caused problems? How did you resolve
such problems?
12. Are there some people that you don't know well but that you
assume you could never be friends with? Why?
13. Have there been times when you've done something just because
everyone else was doing it? Does going with the crowd and blending
in make life easier?
14. Have there been times when you felt you had to go against
the crowd and do things your own way? What happened?
15. Encourage students to write a reflective point-of-view essay
with a prompt that goes something like this:
Stellaluna learns a great deal about being
a bird through this sweet little tale. Have your students imagine
that they are Stellaluna. What must it really have been like?
From the loss of her mother to her abrupt introduction into the
world of her feathered friends, Stellaluna has a lot of adjusting
to do. As Stellaluna, your students will write a first-person
essay, detailing their experiences crossing cultures and describing
their reactions to and feelings about their journey.
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| A Bad Case of Stripes |
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A Bad Case of Stripes
by David Shannon
Scholastic, Inc.: New York, New York
Simple Synopsis:
Camilla Cream wants so desperately to fit in that she is willing
to deny herself what she craves - lima beans, for example, - in
order to conform. Her attempt to be popular and to please others
backfires when she breaks out in a bad case of Stripes, Stars,
and Purple Polka Dots. Baffling doctors and sending the media
into a frenzy, Camilla's weird disease becomes so extreme that
she finally blends into the walls of her room. Will lima beans
save her?
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There is so much depth in this colorful little
story about Camilla Cream. Before you read, you might brainstorm
types of foods that students like and make a list to show the
variety of likes among the class. Process with them how different
each of our tastes are. Does everyone like all of the food on
the list? Find out if they like lima beans, then ask if they would
be willing to try them. You might even want to have lima beans
as a visual that you could have each child plant after the lesson.
The story may need to be read aloud two or
three times in order to completely grasp its genius.
Following the reading(s), discuss using probes
like these:
1. What might make someone worry about what
other people thought of him/her?
2. Why did Camilla try on 42 outfits on the first day of school?
Tell about a time when you just couldn't decide what to wear.
What were you thinking and feeling?
3. What does saying the Pledge of Allegiance have to do with respect?
4. What would you do if you saw Camilla Cream come to school in
Stripes?
5. If you were the principal, would you ask Camilla to stay home?
What would you do instead?
6. If you were the teacher, what could you do to help Camilla?
What could you do to help the other students understand and accept?
7. Were the students bullying Camilla? Explain your answer.
8. Why won't Camilla just ask her dad for some lima beans?
9. Why couldn't the Experts and Specialists help Camilla?
10. Why did Camilla lie to the Old Lady about not liking lima
beans at first? Is it ever okay to lie?
11. What did Camilla learn after she found her real self?
12. What do you think the author is trying to say to the reader
in this story?
Use these suggestions for follow-up and enrichment:
1. Let's Define Popular
Ask students in a large group to define the
word popular. Write their definitions on the chalkboard. Have
a student check a dictionary and see what it has to say. Then
make a list of the characteristics or traits that they think makes
someone popular. The teacher can ask for volunteers to share ways
in which they personally may or may not fit into this list. Discuss
the pros and cons - or benefits and burdens - of being popular.
Ask them if someone needs to be popular to fit in at your school.
Ask them if popular people always make good leaders.
2. A Character Quilt
You will need:
Crayons, markers, gel pens, or paints
A sheet of paper or card stock
Camilla's stripes set her apart despite her
desperate need to fit in. How are your students unique? Have you
students illustrate a picture that shows an aspect of them - a
gift, a talent, an activity - that sets them apart from the masses
and makes them unique. As they are drawing, review aloud the Six
Pillars of Character and remind them of their right and duty to
stand up for what they believe regardless of the price. Allow
students to share their work aloud before displaying them to reinforce
the concept of respect for autonomy. Put them all together like
patchwork on the wall to make a Character Quilt to represent your
class.
3. Rappin' Review
Let's review the story with a rap. Have the
students set the beat with a pat on the left leg, a pat on the
right leg, and a clap to get a boom, boom, ching rhythm going.
Students should be given a copy of the rap and can repeat after
the teacher line by line once through, then everyone can perform
the rap in unison.
The Respect Yourself Rap
Camilla Cream loved lima beans,
but no one else did, if ya know what I mean.
She wanted to be popular in class and so
Camilla Cream chose to just say no.
She looked at herself on that first day of
school,
'cause she really really wanted to be cool.
She screamed at what she saw - Oh, YIKES!
Her body was covered with colorful stripes.
The kids at school got quite a laugh,
then the Stripes became Stars on their behalf.
The Experts just couldn't figure it out
and a media frenzy came about.
Camilla's parents didn't know what to do,
and even the Doctors didn't have a clue.
But a kind old lady came Camilla's way
and hoped that she could save the day.
She gave Camilla some lima beans.
She first said no, if ya know what I mean.
But when she finally ate 'em, it felt oh so good.
She didn't care if they teased her like she feared they would.
So the point of the story is this, you see:
Respect your individuality.
Just take a stand, to yourself be true -
so others will trust and respect you, too.
If students like this activity, have them test
their creativity by writing a rap of their own. Encourage them
to write about something with a character theme, using the Six
Pillars of Character as a guide.
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Character Counts at Westwood! One pillar at a time, we are laying the foundation
for a lifetime of good character choices. It is our goal to build
'value-able' citizens who will eventually become tomorrow's leaders.
The Six Pillars of Character are integrated into everything we
do.
We hope that the following list will help
you acquaint yourself with the Pillars and what they encompass
so that you can help us by reinforcing them at home.
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Westwood Pledge
I will make good choices today.
I will respect myself, my teachers, and
others.
And give my best effort in all I do.
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| Trustworthiness February / August |
| Trustworthy students.
. . . . |
- are honest; don't deceive, cheat, or steal.
- are reliable and do what they say they'll
do.
- have the courage to do the right thing.
- have a good reputation.
- are loyal - stand by their family, friends
and country.
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| Respect September / March |
| Respectful students.
. . . . |
- treat others with respect, follow the Golden
Rule.
- are tolerant of differences.
- use good manners, not bad language.
- are considerate of the feelings of others.
- don't threaten, hit or hurt anyone.
- deal peacefully with anger, insults and disagreements.
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| Responsibility October / April |
| Responsible students.
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- do what they're supposed to do.
- persevere and keep on trying!
- always do their best.
- use self-control and are self-disciplined.
- think before they act and consider the consequences.
- are accountable for their choices.
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| Fairness January / July |
| Fair students.
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- play by the rules, take turns and share.
- are open minded and listen to others.
- don't take advantage of others.
- don't blame others carelessly.
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| Caring December /J une |
| Caring students.
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- are kind and compassionate and show they
care.
- express gratitude.
- forgive others.
- help people in need.
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| Citizenship November / May |
| Good Citizens.
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- do their share to make their school and community
better.
- cooperate.
- stay informed and vote.
- are good neighbors.
- obey laws and rules and respect authority.
- protect the environment.
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