Katie Zambito

What Standards (national or state)

relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just
one: theyd never get through them
all.)

Lesson Content
SS.1.C.2.4- Show respect and kindness to people and animals.
SS.1.C.2.1 Explain the rights and responsibilities students have in the school community.
SS.2.C.2.2 Define and apply the characteristics of responsible citizenship.
LAFS.K12.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
LAFS.K12.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
NCSS Theme IV: Individual Development and Identity- Social studies programs should include experiences that
provide for the study of individual development and identity.
NCSS Theme V: Individuals, Groups, and Institutions- Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
NCSS- X. Civic Ideals & Practices Social studies programs should include experiences that provide for the
study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:
b. identify examples of rights and responsibilities of citizens;
j. recognize and interpret how the common good can be strengthened through various forms
of
citizen action.

Katie Zambito
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and our
objective, will students understand
when they finish this lesson?)

Objectives- What are you teaching?

(Student-centered: What will students
know and be able to do after this
lesson?

Rationale
Address the following questions:

Why are you teaching this

objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered your
objectives?
Address the following:

Students will understand the methods that can be used to resolve conflict in group settings while demonstrating
respect and kindness.
This is an important concept for students to understand because many conflicts will occur within their lives and
they must learn how to solve problems in group settings. Students must learn to demonstrate respect and
kindness when interacting with other people. When conflicts arise, students must learn to solve their own
problems without getting an adult involved. Many students tattle on other students which can be prevented if
students learn to resolve conflicts in group settings without having to have a teacher intervene in the situation.
Students must recognize kindness and respect and ways that they can show these traits throughout each day to
other students, family members, teachers, and other peers.
- Given explicit examples of 'fair' and 'just' methods of resolution, students will be able to explain how decisions
can be made and how conflicts can be resolved using fair and just methods.
- Given explicit definitions of respect and kindness, students will be able to explain respect and kindness with
the use of personal examples/statements.
- Given personal examples from the teachers perspective, students will be able to collaborate with their peers to
converse about personal conflicts and how to approach the situation and come up with a solution.
First grade students must learn to show respect and kindness through the use of examples and non-examples.
First graders must learn to interact with other people on a daily basis by showing respect and acting in
appropriate ways. This understanding will help students build relationships with their peers as they learn to
properly communicate with each other and address issues in a manner that leads to an attainable solution.
Students must understand that respect and kindness should be displayed throughout each day in order to reduce
the amount of conflicts that occur. As students understand the concept of respect and kindness, they will be able
to reflect on their personal contributions to limiting the chance of conflict occurring. Students must understand
the methods that can be used to resolve conflict in group settings while demonstrating respect and kindness. This
is important for students to learn because they will come into conflict with people on a regular basis. These
conflicts can be resolved easily if students understand how to be kind and respectful to other people.
- Formative assessment:
Students will turn and talk with a partner about the difference between a peacemaker and a peace breaker. The
teacher will informally assess student mastery levels by circulating the classroom and documenting students
thoughts/remarks. Students will discuss their thoughts with their partners and record their thinking on a chart in
their notebooks. The students must make a list of 3-5 words that describe a person that is a peacemaker and 3-5

Katie Zambito
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach this
material?

words that describe a person that is a peace breaker.

Peacemaker

Peace breaker

A piece maker tries to solve problems.

A peace breaker creates problems.

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

- Summative assessment:
Students will create a representation of themselves with the use of speech bubbles, paper, and other materials
provided by the teacher. Students will use speech bubbles to write 1-2 sentences based on things they might say
as a peacemakers, or when/how they are peacemakers.
Respect- A feeling of deep admiration for someone or something elicited by their abilities, qualities, or
achievements.
Kindness- The quality of being friendly, generous, and considerable.
Rights- That which is morally correct, just, or honorable.
Responsibilities- The state or fact of being accountable for a specific duty.
Citizen- an inhabitant of a particular town or city that fulfills specific roles.

What background knowledge is

necessary for a student to

-Students must know some characteristics of "good" citizenship.

Katie Zambito
successfully meet these objectives?

- Students must understand the purpose of rules and laws in schools and in the community.
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content?

- Students must know how to properly fill in a chart.

- Students must know how to explain their thinking in writing in order to write a letter to 'David'.
-The teacher can ensure that students' have this previous knowledge by analyzing prior
lessons/assessments based on these topics. The teacher can briefly refresh students memories on these
topics by asking open-ended questions and analyzing their responses.
To be kind, one must lower their standards or not expect the best from other people.
Kindness is only critical for leadership greatness.

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Lesson Implementation
Guided Release: Students will begin by answer the open ended question, "Does anyone know what is respectful
means?" and then lead into the question, "What does it mean to treat someone or something with respect?".
Students will discuss their thinking and share their thoughts and ideas with a partner and then with the class.
Students will then practice active listening to the read aloud story (No, David!). Students will pause and reflect
throughout the story with the use of turn and talks. Students will respond to probing questions that the teacher
poses in relation to behavior, respect, and kindness. Students are then released to discuss the traits of a kind and
respectful person before beginning the formative and summative assessments.
The teacher will model the activity by giving personal examples of respect and kindness. The teacher will also
model how to properly address the letter to David and fill in the missing components of the letter.

Step-by-Step Plan
(What exactly do you plan to do in

Engage (open-ended question), Explore (read aloud story and read aloud letter), Explain (teacher agreeing and
disagreeing with student responses throughout turn and talks and group work), Extend/Elaborate (evaluating the
T-chart to ensure student mastery), Evaluate (drawing a self image of being respectful with accurate statements
in the speech bubbles).
Time
Who is
responsible?

Katie Zambito
teaching this lesson? Be thorough. Act
as if you needed a substitute to carry
out the lesson for you.)

5 min.

Teacher

-Teacher will introduce the lesson by reading the book "No, David" (by: David
Shannon) to build familiarity with the topic.

2 min.

Teacher

- Teacher will explain that David wrote a letter to the class. The students will first be
asked to think about some of the things that David does in the book.

2 min.

Teacher &
Students

- The students will share their thinking with the class to revisit the misbehavior that
David expressed in the book.

2 min.

Teacher

- Teacher will explain that when David acts in these ways that he is being a "peace
breaker". The teacher will provide other examples of actions that could be considered
"peace breaker" actions.

2 min.

Students

- Students will turn and talk with their partner to discuss an example (personal or from
the story) about being a peace breaker.

3 min.

Teacher

- Teacher will model the t-chart formative assessment piece that students will
complete in their social studies notebook identifying words that describe "peace
makers" and "peace breakers".

7 min.

Teacher &
Students

- Students will work with a partner/small group to complete the t-chart with 3-5 words
to describe each term. The teacher will circulate the classroom to informally assess
students understanding while working (formative assessment).

1 min.

Teacher

- Teacher will read aloud the letter that David wrote to the students.

3 min.

Teacher

- Teacher will present and explain the behavior chart that represents David's behavior.

8 min.

Students

- Students will be placed in small groups (3-4 students) to discuss the behavior chart
and begin to brainstorm a response to David's letter that indicates a solution to his
behavior problems.

Where applicable, be sure to address

the following:

What Higher Order Thinking

(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?

Katie Zambito
- Teacher will provide students with a format of a letter to write David a response.
N/A

Teacher
- Students will write a letter back to David.

What will you do if

What will you do if

Meeting your students needs as

people and as learners

8 min.

Students

10min.

Students

- Students will turn in the letter and begin the summative assessment (creating a self
representation with the inclusion of speech bubbles with sentences describing them
self as a peace maker, or a situation in which they were a peace maker).

a student struggles with the content?

Students that struggle with the content will be paired with students who finish early to help them. The students
who finished early will be able to help the struggling students by giving them ideas, and guiding them to
finishing their project. The teacher in the room will also be walking around to help the struggling students in the
classroom.
a student masters the content quickly?
A student that masters the content quickly will be encouraged to elaborate on the responses of being a kind and
respectful person. The student can also go back and check their work for spelling mistakes, legibility, and neat
hand writing. The student can also demonstrate a visual representation of a comparison between a respectful
person and a disrespectful person to express the differences.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
- This lesson connects to the interests and cultural backgrounds of the students in the classroom because they all
can share different experiences of being kind and respectful. The students in the classroom come from a variety
of cultures and backgrounds that may have different definitions of respect. The students are all able to learn
from one another and express/accept different cultures and beliefs in the classroom.
If applicable, how does this lesson connect to/reflect the local community?
- This lesson connects to the local community because the students will be reading, listening, conversing, and
analyzing material based on kindness and respect. It is important for students to recognize that this lesson
applies to their everyday life and they are able to help make the school and community a better place by express
these characteristics.
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?

Katie Zambito
- Students that need an additional challenge during this lesson will focus on their writing conventions as well as
adding detail to their work. Student enrichment can be provided by allowing students to create a visual nonexample of respect. For example, after the student completes the summative assessment based on a self
reflection of respect with speech bubbles, the student can create the opposite representation by visually
representing a person that is disrespectful.
How will you differentiate instruction for students who need additional language support?
- Students who need additional language support will be able to write in their home language and express their
thoughts in English. This will allow the student to finish their work with an ample amount of time as well as
express their home language in writing while explaining their thinking in English.
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique learners.)

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used. This
can also include people!)

Flexible grouping for turn and talk activities as well as other sharing activities in order to foster conversations
between partners and small groups.
ESOL (Spanish)- This student will be assisted by the ESOL specialist throughout the lesson and activity. This
student will have an additional copy of the text (No David!) in their native language (Spanish). This student will
also be able to demonstrate their learning using their native language (document assessment in Spanish). This
student can also use verbal interactions to show their understanding of the concept.
ESE- This student will be provided with a personal list instructions to follow the lesson to assist the student if
they were unable to properly hear and understand the directions. This will allow the student to read the
information while listening to prevent any misunderstandings of the expectations for the lesson and activity.
This student will also be seated towards the front of the classroom in order to hear the instructions as the teacher
speaks in the front of the room. The teacher will use proximal control throughout the lesson by standing next to
the student while giving informal hints, directions, and reminders. This will allow the student to hear the teacher
better than if he/she was across the room from the speaker. This also allows the student to ask for clarification
when the teacher is done speaking as the teacher 'checks in' with the student after speaking to the class.
- The book "No, David!" by David Shannon (in English and Spanish)
- Student Social Studies notebooks
- Speech bubbles, paper, scissors, glues, etc. for students to complete the summative assessment

Katie Zambito

Resources:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/70420