Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

Curricular Connections
Big Ideas Essential Questions
What will students remember long after the unit is over? (enduring understandings) What driving questions will frame the learning? (open-ended; connected to Big Ideas)

Language Arts:
- Stories and other texts help us learn about - How can books help us develop our
ourselves and our families. understanding about each other’s identities
- Everyone has a unique story to share. and our own?
Understand

- Through listening and speaking, we connect - How can we be great classroom citizens?
with others and share our world. - How can we make one another feel
included?
Social and Emotional - How can we create a safe and positive
classroom that celebrates everyone?
Art: - What does it mean to be a role model?
- People create art to express who they are as
individuals and community.

Core Competencies
Which core competency or competencies will be focused on in this unit?
Communication Creative Thinking Critical Thinking Positive Personal and Cultural Identity Personal Awareness and Responsibility Social Responsibility

Communication
- I can work with others to achieve a common goal
- I do my share. I can take on roles and responsibilities in a group.
- I can represent my learning and tell how it connects to my experiences and efforts.

Thinking
- I can analyze evidence from different perspectives.
- I can analyze my own assumptions and beliefs and consider views that do not fit with them.
- I use my experiences with various steps and attempts to direct my future work.

Personal and Social

- With some direction, I can demonstrate respectful and inclusive behavior.
Do

- I am aware of how others may feel and take steps to help them feel included.
- I understand that my identity is made up of many interconnected aspects.
- I can identify my individual characteristics.
- I can describe/express my attributes, characteristics and skills.
- I take action to support diversity and defend human rights and identify how diversity is beneficial
for my community.

Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be assessed.

Language Arts
- Use personal experience and knowledge to connect to text and make meaning
- Exchange ideas and perspectives to build shared understanding
Art
- Reflect on creative processes and make connections to personal experiences

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

Content
What knowledge will students learn and be assessed on?

Language Arts
- Reading Strategies
- Metacognitive strategies
Know

Art
- Personal and collective responsibility associated with creating in a safe learning environment

Integrating Aboriginal worldviews and perspectives:

Learning ultimately supports the well-being of the self, the family, the community, the land, the
spirits, and the ancestors.
- Students will be learning about each other’s’ identity and their own. This develops a deeper sense
of community within the class
Objective and rationale of the unit:

This unit is using the basis of Social and Emotional Learning to teach classroom community and
relationship building through literacy in Language Arts. Utilizing these skills, students are showcasing
global awareness through their culminating project of creating a video based on Peter Reynolds ‘Say
Something’ after learning all about the importance of using a voice – one that can be heard but uses gentle
words to uplift one another.

We want our students to be able to have a safe space to learn but we cannot do that without creating those
relationships and making sure everyone feels celebrated. This unit would be great to start at the beginning
of the year, when students are still trying to form relationships with the teacher and one another as this unit
covers celebrating your differences and your uniqueness, empathy, kindness, friendship, bucket-filling and
standing up for yourself and peers. It is my hope that through this unit, a foundation can form in the
classroom where students feel as though they have a better connection to one another and are able to more
authentically be themselves.
Potential Barriers to Success / Areas to Giving students voice and choice: how you will
Differentiate: adjust for differentiation needs

- ELL students may have trouble connecting - The books contain lots of colours and
to the lesson due to a language barrier pictures. This allows students who may not
- If students miss a class, how will they be have strong reading comprehension to be
able to catch up with their peers? able to understand the content of the book
- Some of the topics require being vulnerable. without fully reading it.
- Although the books are written by the same
author, they can be read in any order. If
students miss a class, they are able to fully
participate in any lesson regardless if they
have been absent previously.
- Making sure I create a safe space for my
students as they share.

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

UDL - Universal Design for Learning

- Choice – Students have a variety of material to work (paint, pastels, markers, crayons) Individual work,
partner, group work and classwork.
- Engagement and learning through multiple mediums - books, videos, music
- Observations: Ongoing feedback for my students so they know they are on the right track.
- Modelling: I am modelling a lot of the activities beforehand, so students know what they are supposed to do
and I even have my own examples.
- Scaffolding: Building on each part of the lesson and using that information for the next part.
- Extensions for students who are done while also having these activities divided into parts so students who
need the time do not rushed.
- Student-centered: Multiple check in’s with students to see if they understand
- ELA learners: Going over new vocabulary or words they are unfamiliar with and incorporating word walls
in case they are unfamiliar, and they can always go back and refer to it.
- Modelling understanding.
- Providing support and assistance for those learners who need it.
- Allow students to practice and front loading them when asking them to say their part in the Say Something
video. Giving them time to work on it and feel confident.

Assessment
Formative
How will information be gathered about what students already know (i.e., pre-assessment/accessing prior knowledge)? What strategies will be used to evaluate student learning
and adjust teaching? Where will students have the opportunity to share their understanding in order to receive feedback, revise and improve?
FOR Learning

Strategic questioning throughout activities: “Why did you choose to write that? How does it connect to the activity?
Thumb-o-metre to check for understanding after delivering instructions
Observations
Anecdotal Notes

Reflective
AS Learning

What opportunities will there be for students to reflect on their thinking and feelings as part of their learning? (e.g., self/peer evaluations, partner talk, goal setting, journaling, etc.)

During the “It’s Okay to Be” activity, students will be working as a group. They will engage with each other and ask
questions about each other’s ideas and identity.

Summative
How will students demonstrate their understanding of the curricular connections listed above (e.g., performance task, project, portfolio, test, etc.)? How will the assessment criteria
be communicated to or created with students?
OF Learning

- Using a rubric to mark the final activity “Be You” Todd Parr Inspired Portrait
- The culminating Say Something video.

Unit At a Glance

Lesson One: Be Different Part One

Students will explore celebrating their individuality through acceptance of others.

Planning Essentials:
• Extensions and
adaptations Hook: I will introduce the topic of diversity through drawing attention to differences and
• Aligns with similarities within the classroom. I will have four or five different statements for the class and will
ask students to stand up every time something I say applies to them. (Eg, “If you like chocolate,

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

assessment stand up.” / “If your hair is blonde, stand up.”) This will lead into the lesson theme of diversity
• Timelines and why it is important.

Lesson:
- I will read the students It’s Okay to Be Different by Todd Parr
Learning Opportunities: - Following the read aloud, the class will engage in a discussion based on our own
• Cross-curricular differences and responding to some of the pages they thought were interesting from the
connections book. Certain prompts: “How are we different from each other? How does this make us
• Aboriginal feel? Why are these similarities and differences important to have and talk about?”
perspectives
• Inquiry
Activity:
• Technology
• Place-based,
- Create a classroom book based on “It’s Okay to …”
community learning - Students will fill in the blank: “It’s okay to _____” on a sheet of paper. The accompany
• Sustainability and their sentence with a picture. Their sentence should be based on their experiences, likes,
environmental dislikes, family.
awareness - Alternative: If students want to fill in the whole sentence, they can also do that. Or
• Visual literacy students can fill in more than one blank and write a list of what they like and makes them
different.
- Example: “It’s okay to like brussels sprouts” and draw a picture of someone eating
brussels sprouts with a smile on their face.
Other Considerations: - Before letting the students go off on their own, we will discuss the activity and words they
• Differentiated can use to fill in the blanks (so students have an idea of where to start)
learning
• Student grouping
• Student voice and
Lesson Two: Be Different Part Two
choice
• Anxiety
Hook: Refresher of the previous lesson. Talking circle using the prompt: What do we remember of
the book It’s Okay to Be Different? (students are familiar with talking circle protocol, as they have
done it previously). Alternatively, students can read/show their own page from the previous lesson
with the class.

Lesson and Activity:

Cubing Activity. Teacher has pre-written cube outlines (Having them write down their own
questions is more appropriate for higher grades. To make it grade appropriate for primary, the
teacher will have already created the writing prompts). Students cut out and paste the cubes
together. Each side of the cube has a quote from the book and a follow up prompt:
- “It’s okay to eat macaroni and cheese in the bathtub” What’s your favourite food?
- “It’s okay to be embarrassed.” When have you felt embarrassed?
- “It’s okay to be proud of yourself.” When have you felt proud of yourself?
- “It’s okay to have different moms.” What does your family/close friends look like?
- “It’s okay to get mad.” Think of a time you have gotten mad.
- “It’s okay to come from a different place.” Where are you from?

Students are asked to roll the dice and answer the prompt. They are allowed one extra roll if they
do not want to answer the question. One minute maximum to answer question. The assumption in
this lesson is that students are familiar with cubing and have done it in the past.

Cubing activity is used because it is a casual way for students to talk about themselves without
having to share with the entire class. This activity builds off the previous lesson because for
Lesson #1, the students are individually writing their “It’s okay to be…” and for Lesson #2
students are sharing their differences out loud

Lesson Three: Be Different Part Three

Hook: I will compare and contrast a student and I through a Venn diagram and read my points

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

aloud to the students. This way, students can see how different we are and yet, there are still some
similarities.

Lesson:
- I will go over the Venn diagram and explain what goes into the circles (Name 1
differences, Name 2 differences and similarities.)
- I will ask the students about things and activities that they like to do and write them on the
board while we have this discussion.
- When going through discussion, there will be instances where certain ideas will be said
twice and that would be a similarity between two students.
- I will ask students where they think each of their ideas would go into the circles.
- With a partner, students will have to think-pair-share about things that make them
different or similar.

Activity:
- Each pair of students will get a Venn diagram to fill out.
- Students will discuss with another likes/dislikes/activities and things that make thing
similar or different.
- This way students will come to understand and celebrate their similarities and differences
and understand that it is okay to be different.
- Once the students are finished, I will ask each pair of students to come up to the front of
the class and share one similarity and one difference between them. (Exit slip)

Lesson Four: Be You Jigsaw

Students will express what they feel are their unique qualities which make them special.

Hook: As a class, we will read the “I’m glad to be me” poem. (I look in the mirror, and what do I
see? I see the me that no one else can be. I am precious. I am glad to be me. My hair, my face, my
personality. My size, my shape, the color of my skin, all make up me, outside and in.)

Lesson:
- I will read the students Be Who You Are by Todd Parr
- After the read aloud, I will have a characteristic (I will explain what the word means)
chart ready to fill in. I will ask the students the unique characteristics they read about in
the book and what they would use to describe themselves. (Silly, funny, unique, strong,
brave etc) and write those words onto the chart.
- Engage in discussion and ask students why they would pick a certain word to describe
themselves. Have students engage in discussion with a partner and offer their perspective
on how they would describe themselves.

Activity:
- I will show students the example of my puzzle piece and why I chose the words I did to
describe myself. I will show them the different colours I used (my favorite) and how I
decorated it to represent who I am.
- I will then get students to make their own jigsaw puzzle piece and write one main word to
describe themselves.
- Students can either use the words we have already come up with as a class if they are
unsure of where to start, or they can think of new words.

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

These pieces will be put together as a jigsaw puzzle (these pieces all make up our classroom
community) and be placed on a bulletin board so the school can see what our classroom
community consists of.

Lesson Five: Peace

Students will explore the importance of friendship, caring and acceptance.

Word Wall literacy strategy. Teacher introduces the word wall and writes a few “-ing” words
before beginning to read the book and asks students to remember at least one -ing word during the
read aloud. The Word Wall will help students become familiar with -ing words and explore
meanings behind those words. For intermediate students, brainstorm words that remind them of
peace. For younger grades, students identify words that all begin with the same letter.

Lesson:
- I will read aloud What Does Peace Feel Like by Vladimir Radunsky.
- I will ask students what words they thought of and will write them down. I will facilitate a
classroom discussion about the meaning of the words and further comprehension of the
books. (How does keeping the water blue for fish create a peaceful world? How does
listening to music help you feel peace? When do you feel peace?)

Activity:
- Teacher introduces activity. Students are creating Peace Poems using prompts provided
(Peace looks/sounds/tastes/smells/feels like …) Students are able to use the words on the
Word Wall in their poems.

Lesson Six: Feeling Good

Hook: I will play some music for the students (Happy by Pharrell Williams and Can’t Stop This
Feeling by J.T.) I will ask the students how they felt when listening to this kind of music and when
they would lesson to it (when they are feeling happy, sad, etc.)

Lesson:
- I will ask the students to come join me at the carpet where I will read “The Feel Good
book” by Todd Parr
- Once we finish reading the book, we will have a class discussion that will center around
some of the activities students enjoy that make them feel good. Some prompts: food,
music, weather, music etc.
- “How can we make sure our classmates feel good?”
- What do we do if they are not feeling good? How can you help be a good classroom
citizen.”
- “How does it feel when someone does something kind for you or compliments you? Do
you feel good?”

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

Activity:
- I will pair the students up using popsicle sticks.
- I will tell the students they will be interviewing one another (role play scenario.)
- Students will be interviewing one another and answering the questions that I will have
written out on the board:
“What makes you feel good?”
“What type of music makes you feel good?”
“What kind of food makes you feel food?”
“What do you do to make other people feel good?”
“Was there ever a time someone said something to you that made you feel good? What was
it?”
“How can you help your classmates feel good?”
- Students will be writing these answers in their journals and be drawing accompanying
pictures.
- Once students are done, we will be sharing at the carpet and they will be telling the class
about the person they interviewed.

Lesson Seven: You’ve Got Mail!

Ask the students what they learned about during the last lesson to act as a refresher.

Hook: I will ask the students if they have ever gotten anything in the mail. I will ask them how
they felt whenever they open up a card or note from someone else. Does it make them feel good?
Excited?

Lesson:
- I will read the students Ten Thank You Letters by Daniel Kirk.
- I will guide a discussion about the book. How would you feel if someone in the class
wrote you a note that said something nice about you? Would it make you feel good? I will
reference sending thank you cards to someone after getting presents, eg. something they
can relate to.

Activity:

- I will let the students know that we will be making our very own classroom mail-box
pockets where they can send one another mail.
- I will go over how this is strictly going to be used to send NICE and kind words to one
another. This will not be used to be mean to one another or make someone unhappy.
Students will be allowed to write notes to one another throughout the day (at appropriate
times) and slip them into each other’s pockets to complement them or say something to
make the other person feel good.
- At the end of every week, students can take home any notes/letters from another.

(This lesson might need to be broken down into two lessons, depending on how long the activities
take.)

1st activity:
- Students will be creating their mailbox pockets using long construction paper.
- I will help them staple the pocket, so it folds properly.
- Students are responsible for decorating their pocket with their names, so other classmates
know that it belongs to them,

2nd activity:
- Using the popsicle sticks, I will draw names and using these names, students will write a

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

thank you/compliment letter to the person whose name they draw.

- This will be their first ever mail.
- I will have envelopes and stickers for them to use as stamps.
I will show them what a real letter looks like (whose name goes on the front, address, etc.)

EXTENSION: Writing mail to different teachers in the school, pen-pals or different members of
the community – care-homes or hospitals.

Lesson Eight: Kindness Quilt

This lesson will be based around kindness within the classroom community.

Lesson:
- I will read students the book “The Kindness Quilt” by Nancy Wallace.
- I will ask the students about different acts of kindness that they saw throughout the books.
- What are some acts of kindness you can do in this classroom to help each other out? What
do you already do?
- I will discuss quilts and the different patterns and designs that they saw.
- How did the quilts look in the story? What did you notice? Were they all one colour?
Activity:

I will let the students know that we will be making our very own quilts, just like Mrs. Bloom’s
class

- I will have wallpaper, construction paper, different textured paper that students can use to
make their quilt.
- They will have a prompt to put in the middle of the quilt that reads: “Kindness is….”
Which students will have to fill out with a picture that shows an act of kindness they have
already done or will do in the future.
- Students can refer to the quilts in the book for ideas.
- There is no wrong way to make their quilt, they should each be unique to who they are.

Lesson Nine: What is Empathy

Hook: Ask the students what “empathy” means. I will try relating it in a manner that they will
understand. (Eg, If someone trips and falls, are you going to laugh at them or help them up? How
would you feel if you were in their shoes? What would you want someone to do?”
** Go over Empathy anchor chart. ** People come in different shapes and sizes, but we all

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

have the same feelings inside!

Lesson:
- I will read the students “I am human – a book of empathy” by Susan Verde.
- After the read aloud, I will lead a discussion about the book.
- “What parts of the book were you reflected in?’ / “What is important to you?” / “What
does being empathetic mean to you?”
- How can we show empathy as a class? What kinds of things can you do?
- Discuss how we all have the same feelings inside even if we are different.
- How can we let others know how we feel?

Activity:

- I will have different colored beads set up at the rainbow table, with signs that read “weak”
/ “tough” / “brave” / “shy” / “nice” etc
- Students will be assigned partners and they will have to make bracelets for those partners.
- I will have students come up group by group and pick beads that represent who they think
their partner is inside.
- Students will use those beads to make bracelets on pipe cleaners. (Will have different
sizes for different motor skills.)

Part Two: (Could turn into two lessons.)

- Students will write: “My friend is…..” and write the different representations of their
beads (Eg, “My friend is…. red for tough, purple for brave, etc.)

EXTENSION: Making bead bracelets for different members of the community – care-homes or
hospitals and sending them with notes. “You are yellow for sunshine. Purple for brave, etc.”

Lesson Ten: It’s Okay to Make Mistakes

Hook: I will write a statement on the board (Bananas are blue.) I will ask students if it is right. I
want them to point out my mistakes so I can let them know that even teachers make mistakes and
that is completely okay. It is not the end of the world if we make a mistake, we are all human. This
is why they should not be so hard on themselves.

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

Lesson:
- I will read the students “It’s Okay to Make Mistakes” by Todd Parr.
- I will guide the class through a classroom discussion about making mistakes.

- I will use the students as an example. (Some of them are really keen on spelling words
correctly that they stop themselves from trying because they might make a mistake. But
mistakes are okay! I will let them know that we are not all perfect, but it is about trying
our best.)
- Discuss what we can do if we see a classmate making a mistake. Do we make them feel
bad about it? How can we help them?

Watch this video: https://www.teachingideas.co.uk/soar

- After this video, I will facilitate a discussion and ask the following questions:
- “What happens if you give up after you make a mistake?”
- “What do you do when you are faced with a difficult task? How do you feel if you make a
mistake? “
- “What happens when you try something new? What can you do? Do you learn from your
mistakes?
- “What can’t you do yet? What can you do to help you learn how to do that thing you can’t
do yet?”

I want them to not be afraid of making mistakes.

Activity:
- In their journals I want the students to will write the things they can do on one side of their
page and on the other side they students will write what they can’t do yet but are
determined to learn.
I will ask students to come to the carpet and share their journals.

Lesson Eleven: What’s in Your Heart?

Hook: I will pass around a stone and ask students to tell me what is in their heart right now.

Lesson:
- I will read the students “In my heart” by Jo Witek.
- After the read aloud, I will guide the discussion around the different emotions in the books
and how, at one time or another, we will all have felt these different kinds of emotions.
- Prompts: “Why did you feel that way?” / “How did that make you feel?” / “Are there
certain events/places that evoke those moments?”

Activity:
- Students are filling in an activity worksheet.
- The activity worksheet prompts, “A __________ heart feels like __________” (Eg, A
happy heart feels like a puffy cloud floating in the sky.)
- Students will share what the representation of their heart after they done.

SUMMATIVE P1: Lesson Twelve: Say Something

Hook: I will have positive messages written on the board about my students.

Lesson:

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

- I will read the student’s Say Something by Peter Reynolds.

- I will lead a discussion about the message in the book (using your voice to do good.)
- How can students, as classroom citizens, use their voice to say something? How can they
implement this outside, during recess or lunch? What about the entire school community?

*** (This is going to combining everything we have learned so far about empathy, kindness,
celebrating who you are and celebrating differences and to stand up for one another in a
positive classroom community.) ****

Activity:
- Students will get a chance to use their voice and say something.
- Students will think of a message they really want to get out into their school. (Eg, follow
your heart. / Be kind to one another. / Be brave.”
- Using that message students will create a sign.

Part Two:
- I will take pictures and videos of the students holding those signs.
- I will get some students to recite lines from the book. Others I will prompt by asking them
how they “say something” within their own classroom and how others can do the same.
I will compile a video with them “saying something” by using their voices and words to be heard

This video will be made to show at a school assembly – so the student in my classroom can say
something to inspire the rest of the school to say something.

SUMMATIVE P2: Lesson Thirteen: Be You

Students have been learning about being themselves and a community and now they can put that
together.

Hook: Refresh their memory about Todd Parr’s “Be You” book before starting the lesson.

Summative activity: Self Portrait art with write up

1. Create self-portrait (in Todd Parr character style of bright) on bright coloured paper using
paint and markers, to identify the characteristics or features that make them unique or
different. Teacher will have a self-portrait ready-made as an example.
2. Write a few sentences for the prompt “Who am I?” (Students who struggle with writing
will explain their ideas to the teacher to write out for them)

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Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

3. Students will work in groups to discuss similarities and differences in their portraits. Each
group will explain something that they all have in common and some of the differences
and why they chose the vivid colors to represent themselves as parts of their personaility
4. Portraits will be hung in the classroom under heading “Peace is Being Who You Are”

Assessment:
Students will have 3 different colored sticky notes and go around and write 3 different
compliments on one another’s portraits as an exit slip. This will show the kindness, support and
community building we have been learning to do in this class.

** I will show students the video we made from the lesson prior to end off the unit in celebration.
**

(DO CREATIVE SELF-ASSESMENT WITH THE WHOLE CLASS)

Resources/Materials

Lesson One: Todd Parr It’s Okay to Be Different, Sheet paper, coloring supplies (markers, pastels, paint)

Lesson Two: Todd Parr It’s Okay to Be Different, cubing outlines photocopied for the class.

Lesson Three: My Venn Diagram example, venn diagram sheets, pencils

Lesson Four: Be Who You Are by Todd Parr, characteristics chart, jigsaw example, jigsaw pieces, amrkers, pencil
crayons, pom poms, decorations

Lesson Five: What Does Peace Feel Like by Vladimir Radunsky, word wall, poetry worksheet

Lesson Six: Music, The feel good book by Todd Parr, journals

Lesson Seven: Ten Thank You Letters by Daniel Kirk, construction Paper, envelopes, markers, pencils, stickers

Lesson Eight: Construction paper, The Kindness Quilt by Nancy Wallace, wallpaper/textured paper, glue, “Kindness
Is…” sheet, scissors, markers

Lesson Nine: I am human – a book of empathy by Susan Verde, pipe cleaners, beads, anchor chart, journals

Lesson Ten: “It’s Okay to Make Mistakes” by Todd Parr, video “Soar” – IPad, journals and pencils

Lesson Eleven: In My Heart book by Jo Witek, stone, worksheet

Learning Services, SD #40 DRAFT L Kim, J Angiola

Teacher: Anisha Badesha Unit Title: Building Classroom Community: Say Something Grade:K

Lesson Twelve: Say Something by Peter Reynolds , construction paper, decorations, IPAD

Lesson Thirteen: Todd Parr Be Who You Are, bright colored paper, tempera paint, black markers

References

Abby. (2012, January 01). We all fit together. Retrieved March 31, 2021, from
http://slp123.blogspot.com/2012/10/we-all-fit-together.html

Beck, C. (2021, February 16). Empathy bracelet activity. Retrieved March 31, 2021, from
https://www.theottoolbox.com/quick-as-cricket-activity-teach-empathy/

Fox, M. (1970, January 01). Kindergarten kindness Quilt. Retrieved March 31, 2021, from
http://foxinsmocks.blogspot.com/2013/08/kindness-quilt.html

Stephens, C. (n.d.). In the Art Room: Self portrait Mural inspired by Todd parr, Part 1. Retrieved March 31,
2021, from https://cassiestephens.blogspot.com/2015/10/in-art-room-self-portrait-mural.html

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