Lesson Class #1: Kindness Course Health 3
Title/Focus
PROGRAM OF STUDY OUTCOMES
GLO:
● Relationship Choices: Students will develop effective interpersonal skills that demonstrate
responsibility, respect and caring in order to establish and maintain healthy interactions.
SLO:
● Students will develop strategies to build and enhance friendships
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
● Demonstrate what kindness means (Understanding)
● Compose a journal entry based on the lesson topic (Creating)
MATERIALS & EQUIPMENT
● Book: When We Are Kind
● Student journals
● Pencils
● Colouring tools
● Mini whiteboard (1)
● Dry erase marker (1)
PREPARATION & LOGISTICAL CONSIDERATIONS
● Bring in book When We Are Kind
● Find out where to get students’ journals
● Note where to get a mini white board and a dry erase marker
PROCEDURE
Introduction Time
● At the beginning of health class, ask students to quietly head to the carpet 1:30-1:31
area and sit down for a read aloud 1 min
● Head to carpet area with students with book When We Are Kind
Body Time
Introduce the ● Once at the carpet area, show students the cover of the 1:31-1:35
book and the book
author ● Introduce book to students:
○ This book is called When We Are Kind
○ What does kindness mean?
○ This book is written by Monique Gray Smith, 4 min
she is an Indigenous author
○ Does anyone know who the Indigenous people
of Canada are?
■ Indigenous people are the first
inhabitants of this country. There are
three groups of Indigenous people here
in Canada: First Nations, Metis, and
Inuit. We are living on their land right
now. Lethbridge is on the Blackfoot
Confederacy traditional territory.
■ Here they are having a drum circle and
in Indigenous culture, the drum
represents Mother Earth’s heartbeat.
They have drum circles as a way to
unite their community and connect with
others
Read a loud to ● Read book to class 1:35-1:43
class and prompt ● Stop periodically to talk about the picture
class discussion ○ I’ve seen a lot of sharing like this in our class
on kindness before 8 min
○ Raise your hand if you have a dog
○ Raise your hand if you have a cat
● At the end, on the back cover, ask students:
○ What does kindness mean to you?
● Have students share what kindness means to them
○ Call on 3-4 students to answer
Students write ● Tell students that they are expected to write about a 1:42-1:58
and draw about time they have been kind to others or when someone
kindness else has been kind to them, and mention how they felt
about that experience 15 min
● Draw an image along with the journal entry and colour
it
○ “I will write some questions of the board for
you to use as a guide for your writing”
○ Call on 3 students to give an example of “I am
kind when ___.”
○ Record on chart paper as examples
● Pass out student journals and ask them to either go
back to their desks or they can find a seat somewhere
in the class and work on this activity quietly and use
their indoor voice
● Head to the white board and write prompt questions for
students to answer in their writing
○ I feel ____ when _____.
○ I am kind when ______.
● Tell students if they finish the activity early, they can
take a book from their bookbox and read quietly at
their desks
● Walk around and observe/assist
Closure:
Ask students to head back to their desks
Ask students to share what they wrote and their
drawing to the class
Conclusion Time
● At the end of the lesson, ask students to hand back their journal to me (or put 1:57-2:00
their journal back in the right box if they know where that is)
● Ask students to head back or sit at their desk quietly, and wait for 2 min
instructions on the next lesson
Assessment
● Students’ journal entries (formative)
Additional Notes:
● After every student has gotten their journals and have found a place to write, find Benson and
ask him if he would like some help writing out his journal entry
○ Have him tell you what his idea is and write that on a mini whiteboard for him to
copy down
● Ask Jude if he needs assistance with writing as well
Reflection:
