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Learning Module Activity Guide
Community 1
Character EducationDiversity
Visual Learning Tools
PK-2 SoCiAL StuDiES
Visual Learning Tools
Learning Module Activity Guide
Community 1
Character EducationDiversity
PK-2 SoCiAL StuDiES
Learning Activities developed by
Keys to Learning, LLC
© 2010 Varitronics®, A Brady Business. Brady Worldwide, Inc. All rights reserved.
Printed in the United States of America.
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c o n t e n t s
Table of Contents
the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . . . .4
overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity 1: everybody is Different, everybody is the same . . . . . . . . . . 6
Activity 2: Working together . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 3: R-e-s-P-e-c-t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Activity 4: What does character mean? . . . . . . . . . . . . . . . . . . . . 12
Activity 5: character traits . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Activity 6: Kindness is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Activity 7: How to Handle a Bully . . . . . . . . . . . . . . . . . . . . . . . 18
Activity 8: the Role of Rules & conflict Resolution . . . . . . . . . . . . . . 20
Activity 9: Proud to Be Polite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity 10: citizens of the community . . . . . . . . . . . . . . . . . . . . 24
Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
4
The FOUNdATION OF VArIQUeST LeArNINg MOdULeS
VariQuest supports educators by providing countless opportunities to introduce a variety
of visuals and hands-on manipulatives into their classrooms. The use of visuals in the
classroom helps students understand and retain information, specifically abstract concepts.
Visuals can also help bridge the gap for students who struggle with vocabulary and/or language
barriers. hands-on manipulatives create learning experiences in which students interact with
knowledge kinesthetically. research shows that exposing students to a variety of learning
experiences, including visual and kinesthetic, will increase student retention and help students
learn to construct meaningful knowledge from information. The VariQuest Visual Learning Tools
enhance classroom teachers’ ability to provide learning experiences that meet the learning styles
of all students.
The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools
with lessons and activities that incorporate visual and hands-on learning strategies to reinforce
basic skills and provide fun and motivational activities that will supplement your school’s
curriculum. For best practices and additional information on how to customize VariQuest posters,
banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation
guide prior to use.
For the following learning activities, use construction paper for all cutouts unless otherwise
specified. Pre-laminating construction paper using a cold laminator adds durability to cut out
letters, shapes, numbers and collections.
5
COMMUNITy 1 OVerVIeW
In this module, children will use reading and writing skills to demonstrate understanding of the
rights and responsibilities of being a good citizen. Children will identify personal attributes and
characteristics and expand their vocabulary skills to include words that describe their best selves:
unique, caring, polite, cooperative, respectful, responsible, etc. The class will understand the role
of rules and laws in daily life in and outside the classroom, and participate in activities to better
their school and community. Children will learn strategies for peaceful conflict resolution. They will
understand what bullying is and strategies that could help if they are confronted by a bully. The
learning activities in this VariQuest Learning Module are designed to meet educational standards in
innovative and creative ways. Before turning to the learning activities, familiarize yourself with general
information that will guarantee ease of use and flexibility.
ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making
observational assessments of students’ abilities related to the objectives outlined in the learning
activities. It is recommended that you make a copy for each student to guide your ongoing informal
assessments, making anecdotal notes on the back when appropriate.
VArIQUeST CONTeNTyou will find a complete list of all of the content included in this module between the rubric
and Work Order template. The content Id #s (ex. VIS001) for content referenced in the learning
activities are listed in the materials section for each activity and are color-coded to help distinguish
between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and
collections for the Cutout Maker (gold).
WOrK OrderSyou will also find a work order template on the last page of the Activity guide. This template can
be photocopied and used for placing orders for customized VariQuest posters, banners, stickers,
awards, cutouts and bulletin boards. It is designed to be submitted to the primary user of the
VariQuest Visual Learning Tools by those who may not have direct access to them.
A c t I V I t y o n e
6
ACTIVITy ONe
Everybody is Different, Everybody is the Same objectives Children will identify personal attributes common to all people, such as
physical characteristics and differences.
Materials
Preparation edit Word Wall by changing the title to read: All Children.
Print and display.
Cut out Bulletin Board diversity 1 custom-sized to 40”
wide. Cut out a second set of large puzzle pieces and
kids only so that there is a puzzle piece and kid cut out
for each child in the class. Note: two sets of the large
puzzle pieces accommodate a class of 30 children.
Create a bulletin board display using the letters and small
puzzle pieces to spell out the title: Celebrating Diversity.
Identify home nations of immigrant children in the class
and be sure their nations’ flags are among the cutouts in this collection.
If appropriate flags are not in the collection, add them to the bulletin
board display.
Place large puzzle pieces and kids, unconnected, on a table in front of
the bulletin board.
Cut Kids out of cardstock, one for each small group.
POSTer MAKer:
Word Wall: BAN033 (Basic)
AWArdS MAKer:
I am Unique Sticker: StK050
CUTOUT MAKer:
diversity 1 Bulletin Board: BBD077
Kids: PPL145
OTher:
Large envelopes or bowls
12” x 18” construction paper
Tape or glue
Mural paper
Writing materials
Word WallBAN033
I am Unique Sticker StK050
diversity 1 Bulletin Board
BBD077
Kids PPL145
Whole class
display the bulletin board title and flags. read the title, Celebrating diversity.
Point out the different colors of the letters, noting that they are white, black,
and tan. explain to children that the word diversity means differences.
Ask children to suggest differences among the people in the class, such
as skin, hair and eye color, gender, children and teachers, and so on. echo
their idea and add a similarity for each difference. For example: “Tamara
has brown eyes and Kyla has blue eyes. And Tamara and Kyla are both
girls or friends, (or sitting at the same table, both have brown hair, or any
other similarity”).
Then say, “Now let’s focus on similarities, how things are alike.” how are
all children alike? display the All Children word wall. For each suggestion
of similarities children volunteer, invite a child to the table near the bulletin
board to connect two puzzle pieces, then write their name on a kid cutout
and glue or tape it onto one of the pieces. For example, a child might
suggest that all children like to play. Then ask the class to raise their hands
if they like to play. reinforce the similarity by saying, “yes, all children like to
play.” Write like to play on the word wall.
repeat until all children have connected a puzzle piece and written their
name on a kid cutout. display the two completed puzzles next to each
other on the bulletin board.
cooperative Groupsdivide children into small groups. give each group a Kids cutout, mural
paper, and drawing materials. have children color and decorate the eight
kids on the cutout. Then have each group pick a phrase from the word
wall to illustrate for their mural. help children tape the Kids cutout to the
top of the mural and write a sentence for their picture beginning with All
children ___________.
Then have children sign their names to the bottom. display murals around
the classroom or hallway.
7
eVeRyBoDy Is DIFFeRent, eVeRyBoDy Is tHe sAMe
MoDIFIcAtIon
have children dictate a phrase for their
part of the mural. Write their words
lightly in pencil for them to trace.
extensIon
have children write a story about
what all the children are doing on their
group’s drawing.
8
A c t I V I t y t W o
ACTIVITy TWO
Working Together objectives Children will understand the rights and responsibilities of being a good
citizen including cooperation and helpfulness.
Children will understand and explore ways all children are alike and
what it means to be a friend.
Materials
Preparation edit Word Wall by changing the text to read: Friends.
Print and display.
Cut out assorted Boy and girl shapes, custom-sized to
8”, so that there are two for each child in the class and
place in a large bag.
Cut out 2-3 of each of the following titles: Consideration
1, Cooperation 1, Friendship 1, helpful 1, and Kindness
1, custom-sized to 11”- one for each pair of children.
Place in a separate bag.
8
POSTer MAKer:
Word Wall: BAN033 (Basic)
edited Word Wall from Activity One
CUTOUT MAKer:
Boy 1: PPL127
Boy 3: PPL151
Boy 4: PPL152
Boy 5: PPL153
girl 1: PPL129
girl 3: PPL154
girl 4: PPL155
Considerate 1: SAE075
Cooperation 1: SAE076
Friendship 1: SAE080
helpful 1: SAE082
Kindness 1: SAE084
OTher:
2 large bags
Art paper
Markers and Crayons
glue
Word WallBAN033
Boy 1 PPL127
Boy 3 PPL151
Boy 4 PPL152
Boy 5 PPL153
girl 1 PPL129
girl 3 PPL154
girl 4 PPL155
Considerate 1 SAE075
Cooperation 1 SAE076
Friendship 1 SAE080
helpful 1 SAE082
9
W o R K I n G t o G e t H e R
Whole class
review the word wall from Activity One, rereading the list of things that
make all children alike. Circle friends on the chart. Ask children what it
means to be a friend. List children’s ideas as sentences on the Friends
word wall.
Lead them to include the concepts of consideration, cooperation,
helpfulness and kindness. Ask children to suggest examples of how
friends help each other and how friends cooperate, etc... Add their ideas
to the Friends word wall (examples include: Friends play together. Friends
help each other. Friends like the same games. Friends laugh together.)
Partnershave children work in pairs and tell them that they will each pick two
cutouts of children from one bag and a theme word from another bag for a
picture. give them a large piece of art paper and drawing materials. have
each child choose two cutout children from the first bag at random. Then
pick a theme (Friendship, helpful, Cooperation, etc…) from the second
bag for each pair to use.
help children tape or glue the theme word to their art paper. have
pairs work cooperatively to illustrate a picture using their four children
cutouts to display their theme. have children write a sentence to go
with their drawings. They can use sentences from the word wall or
make up their own.
MoDIFIcAtIon
Pair children with partners who are
more proficient. have children dictate
a sentence to an adult for their
pictures or use a sentence from the
word wall. When children dictate to an
adult, write children’s words lightly in
pencil for them to trace.
extensIon
have children use one or more of the
theme words in the sentence they
write for their pictures. For example:
good friends cooperate when playing
together by taking turns with toys.
9
Kindness 1 SAE084
10
A c t I V I t y t H R e e
ACTIVITy Three
R-E-S-P-E-C-T objectives Children will understand the role of rules and laws in daily life.
Children will explain ways that respecting themselves and others makes
their school and community a better place.
MaterialsPOSTer MAKer:
respect: RCG023
Character ed respect: ViS010
Classroom expectations: ViS014
AWArdS MAKer:
I am respectful Sticker: StK045
Preparation Print and display respect and Character ed respect posters.
edit the I am respectful Sticker by changing the “Student Name” text
box to show each child’s name using the “Add Name List” feature. Add
a graphic, then print one for each child.
Note: this part of the preparation will be done after Part 1 of the activity.
edit the text of the Classroom expectations poster to reflect the
expectations that the children came up with during Part 1 of the activity,
and print. Be sure to change the text to the name of your classroom at
the top.
respect RCG023
Character ed respect ViS010
Classroom expectations ViS014
I am respectful Sticker StK045
11
R - e - s - P - e - c - t
PARt 1 Whole classremind children that when they work in groups, the key to getting along is
r-e-S-P-e-C-T, respect. Tell them that when we respect others, we listen to
what they say whether we agree with them or not. explain that the opinions
of others must be respected in order for everyone to get along.
display the respect poster and have children read the word reSPeCT
vertically and then each horizontal line. Talk about the people that children
show respect to every day (classmates, teachers, adults, parents, people
in shops, grandparents, babysitters, police, etc).
display the Character ed respect poster, beginning with the golden rule.
Ask children to tell what they know about the golden rule (treat others
as you wish to be treated). Ask volunteers to give examples of the golden
rule. read each line and discuss as needed.
Brainstorm a list of classroom expectations that would ensure that all
children in class feel respected. Pick the top eight expectations and record
them on a piece of paper.
PARt 2 Whole classedit the Classroom expectations poster to reflect the
top eight expectations that were agreed upon by the
class. Show the children the poster the next day and
explain that they will sign this poster, like a contract,
to show that they promise to follow the classroom
expectations.
hand out I am respectful stickers to each child after they sign the
Classroom expectations poster. have children explain to a family member
at home what respect means.
MoDIFIcAtIon
Make an 8 ½” x 11” copy of respect
poster: VIS023. Cut it into horizontal
strips and have children put it back
together to spell “respect” vertically.
read the words together and think of
an example of how to be respectful for
each category of respect (each other,
self, property, environment, children,
and teachers).
extensIon
have children write their own
“respect” vertical poems. encourage
them to illustrate their work.
12
A c t I V I t y F o u R
ACTIVITy FOUr
What does Character mean?objectives Children will understand the rights and responsibilities of being a good
citizen.
MaterialsPOSTer MAKer:
Character Principles Banner: BAN028
AWArdS MAKer:
good Character Sticker: AWD019
CUTOUT MAKer:
Font letters: A-Z
OTher:
Poster and art paper
drawing materials
Tape
Preparation Print and display Character Principles Banner.
Print good Character Sticker, one for each child.
Cut out capital letters for the words “gOOd ChArACTer,” and one
set of letters for each small group.
Character Principles Banner
BAN028
good Character Sticker
AWD019
Font letters A-Z
13
WHAt Does cHARActeR MeAn?
Whole classremind children of the term character when referring to the people or
animals in books. Ask children how they find out about characters in books
(they learn about characters by how they act and what they say). explain
that the same goes for people in real life. People learn about your character
by how you act and what you say, and so it is important to be kind and
honest, and to do the right thing.
display and read Character Principles banner. discuss terms such as
reliable, honest, and trustworthy. have children share times when they have
exhibited these traits.
cooperative Groupsgive each small group capital letter cutouts for the word “gOOd
ChArACTer,” art paper and drawing materials. reread the vertical poem.
have children glue or tape the letters down on their art paper. Then have
each group come up with a definition and write it out on their posters. have
groups work together to illustrate their poster.
Pass out good Character stickers to children who exhibit good character
traits in the upcoming days and weeks.
MoDIFIcAtIon
have children dictate their definition of
character to an adult. have them write
it on the paper for the child to trace.
extensIon
have children write a new sentence
using words that start with the letters
from the word “ChArACTer” in the
sentences, similar to the Character
Principles banner.
14
A c t I V I t y F I V e
ACTIVITy FIVe
Character Traitsobjectives Children will understand the rights and responsibilities of being a good
citizen.
Children will understand the role of rules and laws in daily life.
MaterialsPOSTer MAKer:
6 Pillars of Character: ViS002
Character Caring: ViS007
Character Citizenship: ViS008
Character Fairness: ViS009
Character respect: ViS010
Character responsibility: ViS011
Character Trustworthiness: ViS012
Preparation Print and display 6 Pillars of Character poster.
Print and display Character posters: Caring, Citizenship, Fairness,
responsibility, respect, and Trustworthiness, leaving the graphic
boxes blank. Print one 8 ½” x 11” copy of each.
6 Pillars of Character ViS002
Character Caring ViS007
Character Citizenship ViS008
Character Fairness ViS009
Character respect ViS010
Character responsibility
ViS011
Character Trustworthiness
ViS012
15
c H A R A c t e R t R A I t s
Whole class
display the 6 Pillars of Character poster and other Character posters.
Talk about the meaning of each character pillar: trustworthiness, respect,
responsibility, fairness, caring, and citizenship. discuss how these pillars
of character “hold up” a person’s sense of self and help make him or her
a strong, solid and sturdy part of the community, like a strong, sturdy,
solid building.
read through the list of examples for each character trait poster. Tell
children that they will be putting on skits to demonstrate each of the
character traits.
cooperative GroupsBreak up the class into six small groups. randomly distribute the six
individual copies of the Character posters (Character Caring, Character
Fairness, Character responsibility, Character Citizenship, Character
respect, and Character Trustworthiness) by giving one to each group. Tell
children not to share their character trait with the other groups.
have children work together to come up with a short skit to demonstrate
one of the character traits. give children 5-10 minutes to come up with a
skit, then have them perform the skit for their classmates. Challenge the
class to guess which character trait the group is demonstrating. Make sure
to have the character posters on display for children to reference.
MoDIFIcAtIon
have children select one of the
character posters and draw an
illustration for it.
extensIon
have children create a character
traits board game using game Board
Square: SIW039 (Basic). First have
them select a start and an end to
the game board and label those two
squares. They will then come up with
examples of good character traits
(ex. Matt helped a classmate pick up
her books when they fell out of her
locker.) and poor character traits (ex.
Lily dropped her garbage from lunch in
the hallway and left it there.) and fill in
the remaining squares. They will need
to come up with rules that explain how
to play (ex. every time you land on a
good character trait, you move forward
three spaces. every time you land on
a poor character trait, you move back
two spaces.) encourage them to get
creative and add free spaces, bonus
cards or other additions to the game.
16
A c t I V I t y s I x
ACTIVITy SIX
Kindness is . . .objectives Children will describe and demonstrate the characteristics of
responsible citizenship including acceptance and tolerance for others,
kindness and fair play.
Children will compare positive character traits with negative traits
demonstrated by bullies.
Materials
Preparation edit 2 Column Comparison Chart by removing the word “Compare”
and the graphic and changing the text so that Column 1 Topic reads:
“Is” and Column 2 Topic reads: “Not.” Print five copies of the poster.
Cut out each of the following titles: Kindness
1, Fairness 1, Acceptance 1, helpful 1, and
respectful 1, custom-sized to 11”. Tape them
to the top of each two-column poster.
Cut out Flap Facts 2, custom-sized to 10”- five
for each child.
POSTer MAKer:
2 Column Comparison Chart:
oRG001 (Basic)
CUTOUT MAKer:
Acceptance 1: SAE072
Fairness 1: SAE079
helpful 1: SAE082
Kindness 1: SAE084
respectful 1: SAE088
Flap Facts 2: SiW182 (Basic)
OTher:
Writing and drawing materials
Tape or glue
Magazines
Scissors
2 Column Comparison Chart
oRG001
Acceptance 1 SAE072
Fairness 1 SAE079
helpful 1 SAE082
Kindness 1 SAE084
respectful 1 SAE088
Flap Facts 2 SiW182
17
K I n D n e s s I s . . .
MoDIFIcAtIon
give children Kindness 1, Fairness
1, Acceptance 1, helpful 1, and
respectful 1 cutouts and drawing
paper. have them illustrate an
example for each, then tape the
correct title to the drawing.
extensIon
On a separate piece of paper, have
children write a sentence for each
picture they draw in their flap book.
Whole classUse this activity to compare and contrast behaviors and get a sense of
children’s experiences with bullying. display the Kindness poster with two
columns. have children read the word KINdNeSS at the top of the poster.
Then, read the word “is”. Ask children what it means to be kind and record
their ideas on the left column (letting everyone play; sharing food with
someone who is hungry, being nice to a friend’s younger brother; helping a
neighbor carry a heavy bag).
After reviewing column one, ask children, “What is the opposite of
kindness? What are some examples of behavior that is not kind?” List
children’s ideas in the right column (teasing, hitting, stealing from, and
bullying).
Over the next few days, repeat for Fairness, Acceptance, helpful, and
respectful. After listing examples of positive behaviors, ask children to give
examples of behavior that is NOT fair, accepting, helpful or respectful.
center Activitygive children Flap Facts cutouts and have them write KINdNeSS across
the top, then IS on the front of one flap and NOT on the front of the other
flap. Also give children drawing materials. have children lift the flaps and
illustrate one or more examples of acts of kindness and the opposite under
the appropriate flap.
repeat, having children illustrate Flap Fact cutouts for the other words
about kindness: Fairness, Acceptance, helpful, and respectful. As
children work, circulate around the room, talking to children to assess their
experiences with bullies.
18
A c t I V I t y s e V e n
ACTIVITy SeVeN
How to Handle a Bullyobjectives Children will understand the role of rules and laws in daily life.
Children will learn appropriate actions to take when they are being
bullied or see someone being bullied.
Materials
Preparation Print and display Anti-Bully Notice poster.
edit the 2 Column Comparison Chart by changing
“Compare” to read “how to handle a Bully” and
Column 1 Topic to read: “What bullies do…” and
Column 2 Topic to read: “What you should do…”
Print and display.
edit the I am Brave Sticker by
changing the “Student Name” text
box to show each child in the class’
name, using the “Add Name List”
feature. Add a graphic, then print one
for each child.
Cut out Circle Word Bubbles, two or more for each child.
Anti-Bully Notice SCH004
2 Column Comparison Chart
oRG001
I am Brave Sticker StK035
Circle Word Bubble WRi052
POSTer MAKer:
Anti-Bully Notice: SCH004
2 Column Comparison Chart:
oRG001 (Basic)
AWArdS MAKer:
I am Brave Sticker: StK035
CUTOUT MAKer:
Circle Word Bubble: WRi052 (Basic)
OTher:
drawing and writing materials
Tape or glue
Art paper
Plastic prop or sunglasses
19
HoW to HAnDLe A BuLLy
MoDIFIcAtIon
Write cloze sentences on drawing
paper for children to complete and
illustrate:
When a bully ____________________ ,
I _______________________________ .
extensIon
give children an 8 ½” x 11” copy of
Four event Sequence Chart: Org002
(Basic) to illustrate a scene between a
bully and themselves. Also give them
word bubbles for each panel. have
them label the panels 1-4. Then have
them write a story about the scene
using sequencing words: first, next,
then, and finally.
Whole classremind children of other activities that focus on being good citizens,
helpful, friendly, cooperative members of the class, getting along, and
being tolerant and accepting of others. Tell children that today they will
learn what to do when people are the opposite.
have two children act out a scene for the class. Tell children that when you
say, “Cut,” they are to stop. Assign A or B to each child. give child B the
glasses to wear. Then whisper the following directions to them: “A is the
bully and makes fun of B because he or she is wearing glasses.” have the
class watch and listen carefully as the children improvise a scene.
discuss the scene, including how the volunteers felt while acting it out and
strategies for how to handle a bully situation. repeat with other improvised
scenes, using incidents from your classroom or observations on the
playground. Invite new volunteers to participate. hand out “I am Brave”
stickers to volunteers.
read through the Anti-Bully Notice. display and read the edited 2 column
“how to handle a Bully” chart. Talk about what bullies do. record
children’s ideas on the chart. Across from each action that a bully does,
brainstorm how to respond. reinforce children’s feelings, letting them
know that bullies can be scary. emphasize that the things children can do
when faced with a bully take courage. Walking away, ignoring, and yelling
for help all take courage. you have to be brave to stand up to a bully.
Partnershave children pick a bully situation from the Whole Class activity. hand out
drawing paper and have them draw an illustration, then give children two or
more circle word bubbles cutouts to write what the bully says and what they
say back and tape or glue them to their pictures. have volunteers share their
work with the class. When they read what the children in their pictures say,
encourage them to use the appropriate tone of voice, or volume.
20
A c t I V I t y e I G H t
ACTIVITy eIghT
The Role of Rules & Conflict Resolution objectives Children will understand the role of rules and laws in daily life.
Children will learn and practice fair ways for groups to make decisions
and to resolve conflicts.
Materials
Preparation Use the Classroom expectations poster created in Activity Three, or
edit the text of the Classroom expectations poster to change the name
of the classroom at the top and print.
edit and print Word Wall with title: Who goes First?
Cut game Spinner out of cardstock, custom-sized to
largest possible on page. Assemble spinner by putting a
brass paper fastener through the hole in the spinner and
at the center of the circle. Write the numbers 1-3 on each
of the spaces on the spinner circle. Make 5-8 spinners
for use in the Partner activity and other classroom games
or activities.
POSTer MAKer:
Classroom expectations: ViS014
(from Activity Three)
Word Wall: BAN033 (Basic)
CUTOUT MAKer:
game Spinner: SiW041 (Basic)
Font letters: A-Z
OTher:
Index cards
glue or tape
Shoe box or bag
Small brass paper fasteners
Board games
game Spinner SiW041
Word WallBAN033
Classroom expectations ViS014
Font letters A-Z
21
tHe RoLe oF RuLes & conFLIct ResoLutIon
MoDIFIcAtIon
have the alphabet somewhere on
display in the classroom for children
to reference when choosing alphabet
cards.
extensIon
Challenge children to come up with
two or more other ways to decide who
goes first. give them large pieces of
art paper, titled: More Ways for Who
goes First. have them list and illustrate
their ideas. Then have them present
their ideas to the class. If the whole
class agrees, add one or more of the
new ideas to the class Who goes
First? word wall.
Tip: cut half of the spinners out of one color cardstock and the other
half out of another color, then assemble the spinners using different
colored circles and arrows.
Cut three or more sets of upper case letters A-Z out of cardstock. glue
or tape to index cards and place each set in a separate shoebox or bag.
Whole classdisplay and review Classroom expectations poster with children. Talk
about each rule and why it is important.
Tell children that one way to help the classroom and playground run smoothly
so that everyone can learn and have fun, is to have a fair way to figure out
who goes first for games and activities. Brainstorm ways to make going first
fair. List children’s idea on the chalkboard. Select their best ideas to list on the
Who goes First? word wall. Then introduce using the spinner and alphabet.
Spinner:
First, they must decide high or low, then each player spins the spinner. If
the group picked high, the person with the highest number goes first. If the
group picked low, the person with the lowest number goes first.
Alphabet cards:
First, they must decide “A” or “Z”, then each player picks a card. If the
group picked “A”, the person with the letter closest to “A” goes first. If the
group picked “Z”, the person with the letter closest to “Z” goes first.
Add Spinner and Alphabet cards to the Who goes First? word wall.
cooperative Groupsduring free time, let children select
a board game and either a spinner
or a set of alphabet cards. have
them play the board game, using
the spinner or alphabet cards to
decide who will go first.
22
A c t I V I t y n I n e
ACTIVITy NINe
Proud to Be Polite objectives Children will understand manners and polite language and the effect
they have on others.
Children will identify situations where good manners and polite
language are appropriate.
MaterialsPOSTer MAKer:
Proud to be Polite: AWD063
CUTOUT MAKer:
Circle Word Bubble: WRi052 (Basic)
OTher:
Chart paper
Magazines
Scissors
Tape or glue
Preparation Print Proud to be Polite stickers, one for each child.
Cut out Circle Word Bubbles, one for each child.
Collect magazines that have photographs of people interacting politely.
Proud to be Polite AWD063
Circle Word Bubble WRi052
23
PRouD to Be PoLIte
MoDIFIcAtIon
Invite children whose native language
is not english to make a bi-lingual chart
for the class. (enlist the help of bi-
lingual, multi-lingual school colleagues
or children’s families as needed). have
children share their charts and review
the words in a language other than
english. display their charts.
English Spanish
please por favor
excuse me pardón
thank you gracias
you’re welcome de nada
have them complete the small group
activity, using their native language in
the word bubbles.
extensIon
have children come up with a situation
in which they would use good manners,
for example, eating dinner. have
children list as many important manners
to remember as possible (chew with
your mouth closed, place your napkin
on your lap, ask to be excused from
the table). Invite them to give a short
presentation to the class on how to use
good manners.
Whole classCall the class to attention, saying, “Class, may I please have your
attention? I see that you are all looking at me. Thank you for paying
attention.”
List the polite phrases on the board: please and thank you. read the
words. have children to tell when they use them. Ask, “What do people
do when you say ‘please’ or when you say ‘thank you’? do they smile?
do they frown? how does using polite language and good manners make
other people feel?”
Lead children to understand that manners and polite language show
respect for others. Tell children that when they show respect for others,
others will show respect for them. Ask, “how does being respected feel?”
(It feels good!) repeat for phrases: excuse me and you’re welcome.
If there are children in the class whose home language is not english,
invite them to teach the class how to say please and thank you in another
language. have children turn to the person sitting on their right and say
please and thank you in another language. repeat for excuse me and
you’re welcome.
Then write one of the polite phrases at the top of individual pieces of chart
paper. have the class brainstorm situations and activities to use each one.
List their ideas on the charts.
cooperative Groupsgive small groups of children one or more magazines, scissors, tape or
glue, art paper and two circle word bubbles for each child. have them find
photos of people interacting and cut them out. Then have them tape the
pictures to art paper and give each person in the photo a word bubble.
have children write an appropriate polite phrase in the bubbles. Invite
groups to share their work with the class.
Over the course of the next few days or weeks, hand out Proud to be
Polite stickers to children who use polite language.
24
A c t I V I t y t e n
ACTIVITy TeN
Proud to Be Good Citizensobjectives Children will understand that good citizens obey the law and take care
of the environment.
Children will participate in a local activity for the common good.
MaterialsPOSTer MAKer:
Character ed Citizenship: ViS008
Writing Lines: ViS259 (Basic)
AWArdS MAKer:
I am a good Citizen Sticker: StK034
OTher:
drawing paper
Preparation Print 8 ½” x 11” copies of Writing Lines, one for each child.
edit the I am a good Citizen Sticker by changing the “Student Name”
text box to show each child in the class’ name, using the “Add Name
List” feature. Add graphic and print one for each child.
Note: this part of the preparation will be done after Part 1 of the
activity. edit the Character ed Citizenship poster by adding graphics
that show students being good citizens. If possible, import pictures of
children during the community service project into the graphic boxes.
Print and display.
Character ed Citizenship ViS008
Writing Lines ViS259
I am a good Citizen Sticker
StK034
25
PRouD to Be GooD cItIzens
MoDIFIcAtIon
give children a copy of writing lines with
the sentence starter: I am a good citizen
because… written on it already, and
drawing paper. have children complete
the sentence, then illustrate it on the
drawing paper.
extensIon
Challenge children to come up with
another community service project to
participate in, such as yard work for
elderly community members.
PARt 1 Whole classTell children that they are all citizens of the school and your class. remind
them that they have responsibilities or jobs to do. These responsibilities
include learning, cooperating, playing fair, sharing, respecting others, and
so on. explain that when every citizen of the school does his or her job
and follows the rules, everyone learns, everyone has fun, and school is a
happy, safe place for all.
explain to children that good citizens obey laws, just as they obey
classroom rules. discuss littering and why we don’t throw trash on the
street. Talk about turning off lights when you leave the room to save
energy. What other good citizen actions do they do every day (crossing at
the corner, sitting quietly on a bus or in a car, holding doors for a parent
with a stroller or an older person, etc.)?
Arrange for the class to participate in a local park clean-up day. review
rules for class trips, including the buddy system, staying in line, how to
cross a street, and so on. List the rules on the chalkboard and review
before leaving the classroom.
Pass out I am a good Citizen stickers for children to wear during the event.
Be sure to take photos of children participating in the park clean-up event.
PARt 2Whole class The next day, display the Character ed Citizenship poster (with pictures
from event if possible), review the list and circle the examples of citizenship
that relate to the park clean-up project. Summarize what the class did to
fulfill community service responsibilities of good citizenship.
IndividualAfter the class trip, distribute drawing paper and copies of writing lines
and have children illustrate and write about the experience. Write sentence
starters on the board for them to use.
Create a display with the Character ed Citizenship poster and children’s
drawings and writing.
26
ADDIt IonAL ActIV It Ies
ADDITIONAL ACTIVITIES
POSITIVe ChArACTer TrAITSCut out the Character word titles: Acceptance 1: SAe072, Citizenship 1:
SAe073, Compassion 1: SAe074, Considerate 1: SAe075, Cooperation
1: SAe076, Courage 1: SAe077, determination 1: SAe078, Fairness 1:
SAe079, Friendship 1: SAe080, generosity 1: SAe081, helpful 1: SAe082,
honesty 1: SAe083, Kindness 1: SAe084, Loyalty 1: SAe085, Patience 1:
SAe086, Perseverance 1: SAe087, respectful 1: SAe088, responsible 1:
SAe089, Self-discipline 1: SAe090, Trustworthy 1: SAe091. Place them in
a bag, pass the bag around and have children pick one of the words. help
them read the word out loud, then discuss what it means. have children
give examples of how to demonstrate each trait and/or act out skits.
STAr ChArACTerSedit Character education Banner 3: BAN056 to show the character traits
your class or school is focusing on. Print and display. Write children’s
names who exhibit these positive character traits on Star: MTh339 (Basic)
cutouts and add them to the banner.
reINFOrCe gOOd ChArACTerOnce you have discussed character with children, reward children
that exhibit positive character traits with awards using random Acts
of Kindness Award Sticker: AWd064 or good Citizen Award Plaque:
AWd097. recognize children who have been spotted with good behavior
by importing their picture into poster templates: Character Traits This
Week: VIS013 or random Acts of Kindness: rCg020. Spread the word
about character by printing Character Counts Bumper Stickers: BMP017
(Basic) and passing them out to parents. Ask them to discuss and
reinforce positive character traits at home.
NOTeS
26
27
R u B R I c
cate
gori
es
cri
teri
aValu
eM
inim
al
Basi
cP
rofi
cie
nt
Adva
nced
Identi
fies
sim
ilari
ties
and
dif
fere
nces
am
ong p
eople
and
unders
tands
the
concept
of
div
ers
ity.
Stu
dent
nee
ds a
ssis
tanc
e id
entif
ying
sim
ilarit
ies
and
diffe
renc
es a
mon
g pe
ople
.
Stu
dent
reco
gniz
es
sim
ilarit
ies
and
diffe
renc
es
amon
g pe
ople
.
Stu
dent
reco
gniz
es
sim
ilarit
ies
and
diffe
renc
es a
mon
g pe
ople
an
d ex
plai
ns w
hy it
is
impo
rtan
t to
embr
ace
dive
rsity
.
Stu
dent
reco
gniz
es
sim
ilarit
ies
and
diffe
renc
es
amon
g pe
ople
, exp
lain
s w
hy it
is im
port
ant t
o em
brac
e di
vers
ity a
nd g
ives
re
al li
fe e
xam
ples
.
unders
tands
and
dem
onst
rate
s posi
tive
chara
cte
r tr
ait
s.
Stu
dent
doe
s no
t un
ders
tand
or
dem
onst
rate
pos
itive
ch
arac
ter
trai
ts.
Stu
dent
can
nam
e an
d ex
plai
n po
sitiv
e ch
arac
ter
trai
ts. d
emon
stra
tion
of
thes
e tr
aits
is in
cons
iste
nt.
Stu
dent
und
erst
ands
an
d de
mon
stra
tes
posi
tive
char
acte
r tr
aits
co
nsis
tent
ly.
Stu
dent
und
erst
ands
and
de
mon
stra
tes
posi
tive
char
acte
r tr
aits
con
sist
ently
an
d ex
plai
ns h
ow th
ese
trai
ts im
pact
soc
iety
at
larg
e.
unders
tands
and
dem
onst
rate
s st
rate
gie
s fo
r peacefu
l confl
ict
reso
luti
on.
Stu
dent
rar
ely
dem
onst
rate
s pe
acef
ul
confl
ict r
esol
utio
n st
rate
gies
.
Stu
dent
dem
onst
rate
s st
rate
gies
for
peac
eful
co
nflic
t res
olut
ion
inco
nsis
tent
ly.
Stu
dent
dem
onst
rate
s st
rate
gies
for
peac
eful
co
nflic
t res
olut
ion
cons
iste
ntly.
Stu
dent
dem
onst
rate
s st
rate
gies
for
peac
eful
co
nflic
t res
olut
ion
cons
iste
ntly
and
de
velo
ps n
ew s
trat
egie
s in
depe
nden
tly.
unders
tands
the
role
of
rule
s and
law
s in
daily
life
.
Stu
dent
und
erst
ands
the
conc
ept o
f rul
es a
nd c
an
nam
e a
few
of t
he r
ules
at
scho
ol.
Stu
dent
und
erst
ands
and
na
mes
the
rule
s at
sch
ool.
Stu
dent
und
erst
ands
and
na
mes
the
rule
s at
sch
ool
and
can
expl
ain
why
they
ar
e im
port
ant.
Stu
dent
und
erst
ands
and
na
mes
var
ious
rul
es a
nd
law
s at
sch
ool a
nd in
the
com
mun
ity a
nd c
an e
xpla
in
why
they
are
impo
rtan
t.
Identi
fies
and
dem
onst
rate
s good
manners
.
Stu
dent
doe
s no
t ide
ntify
or
dem
onst
rate
goo
d m
anne
rs.
Stu
dent
can
nam
e an
d de
mon
stra
te g
ood
man
ners
.
Stu
dent
nam
es a
nd
dem
onst
rate
s go
od
man
ners
in b
asic
soc
ial
situ
atio
ns a
nd c
an e
xpla
in
why
they
are
impo
rtan
t.
Stu
dent
nam
es a
nd
dem
onst
rate
s go
od
man
ners
in a
var
iety
of
soci
al s
ituat
ions
and
can
ex
plai
n w
hy th
ey a
re
impo
rtan
t.
tota
l:
CO
MM
UN
ITy
1 r
UB
rIC
N
ame
(Ple
ase
note
that
all
have
per
mis
sion
to re
prod
uce
this
rub
ric p
age.
)
28
COMMUNITy 1 CONTeNT LIST
c o n t e n t L I s t
Poster Maker ID name ActivitiesBAN028 Character Principles Banner 4
BAN056 Character education Banner 3 Additional
rCg020 random Acts of Kindness Additional
rCg023 respect 3
VIS002 6 Pillars of Character 5
VIS006 Character Apple
VIS007 Character ed Caring 5
VIS008 Character ed Citizenship 5, 10
VIS009 Character ed Fairness 5
VIS010 Character ed respect 3, 5
VIS011 Character ed responsibility 5
VIS012 Character ed Trustworthiness 5
VIS013 Character Traits this Week Additional
VIS014 Classroom expectations 3, 8
VIS023 Pledge to School
VIS025 School Pledge
VIS032 Try Again
VIS039 Character education Puzzle
VIS040 Character ed Stars
Awards Maker ID name Activities
AWd019 good Character Award Sticker 4
AWd063 Proud to be Polite Award Sticker 9
AWd064 random Acts of Kindness Award Sticker
Additional
AWd097 good Citizen Award Plaque Additional
STK008 Character ed Caring Sticker
STK009 Character ed Citizenship Sticker
STK010 Character ed Fairness Sticker
STK011 Character ed respectful Sticker
STK012 Character ed responsibility Sticker
STK013 Character ed Trustworthy Sticker
STK034 I am a good Citizen Sticker 10
STK035 I am Brave Sticker 7
STK036 I am Confident Sticker
STK037 I am dependable Sticker
STK038 I am Fair Sticker
STK039 I am honest Sticker
STK040 I am Joyful Sticker
29
c o n t e n t L I s t
COMMUNITy 1 CONTeNT LIST (cont.)
Awards Maker ID (cont.) name Activities
STK041 I am Kind Sticker
STK042 I am Loyal Sticker
STK043 I am Polite Sticker
STK044 I am Punctual Sticker
STK045 I am respectful Sticker 3
STK046 I am responsible Sticker
STK047 I am Thankful Sticker
STK048 I am Tolerant Sticker
STK049 I am Trustworthy Sticker
STK050 I am Unique Sticker 1
STK088 Manners Matter Sticker
cutout Maker ID name Activities
BBd077* diversity 1 Bulletin Board 1
BBd078* diversity 2 Bulletin Board
PPL055 Cane 1
PPL056 Cane 2
PPL057 Cane 3
PPL059 Cane 5
PPL060 Cane 6
PPL061 Crutches
PPL062 Crutches 2
PPL063 Crutches 3
PPL064 Prosthetic Leg 1
PPL065 Prosthetic Leg 2
PPL066 Seeing eye dog 1
PPL067 Seeing eye dog 2
PPL068 hearing Aid 1
PPL069 Scooter 1
PPL070 Scooter 2
PPL072 Walker 1
PPL075 Walker 4
PPL076 Walker 5
PPL077 Walker 6
PPL078 Wheelchair 3
PPL079 Wheelchair 1
PPL080 Wheelchair 2
PPL127 Boy 1 2
PPL129 girl 1 2
30
c o n t e n t L I s t
*Indicates Cutout Maker collection
COMMUNITy 1 CONTeNT LIST (cont.)
cutout Maker ID (cont.) name Activities
PPL141 Crutches 4
PPL142 Crutches 1
PPL143 Forearm Crutches 1
PPL144 Forearm Crutches 2
PPL145 Kids 1
PPL149 Forearm Crutches
PPL150 hearing Aid 2
PPL151 Boy 3 2
PPL152 Boy 4 2
PPL153 Boy 5 2
PPL154 girl 3 2
PPL155 girl 4 2
SAe072 Acceptance 1 6, Additional
SAe073 Citizenship 1 Additional
SAe074 Compassion 1 Additional
SAe075 Considerate 1 2, Additional
SAe076 Cooperation 1 2, Additional
SAe077 Courage 1 Additional
SAe078 determination 1 Additional
SAe079 Fairness 1 6, Additional
SAe080 Friendship 1 2, Additional
SAe081 generosity 1 Additional
SAe082 helpful 1 2, 6, Additional
SAe083 honesty 1 Additional
SAe084 Kindness 1 2, 6, Additional
SAe085 Loyalty 1 Additional
SAe086 Patience 1 Additional
SAe087 Perseverance 1 Additional
SAe088 respectful 1 6, Additional
SAe089 responsible 1 Additional
SAe090 Self-discipline 1 Additional
SAe091 Trustworthy 1 Additional
31
VARIQuest WoRK oRDeR
VArIQUeST WOrK Order TeMPLATeThis template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.
date Order Placed: __________________________________ Order #: _________________________________________
date Order Needed By: ______________________________ date Completed: _________________________________
Staff Name: ___________________________________________________________________________________________
room #: _________________________ Phone #: ___________________________________________________________
e-mail: ________________________________________________________________________________________________
special Instructions:
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