Citizenship Project Lesson Plan

Class: ​Kindergarten

Unit: ​Social Emotional Learning with Kimochis

Teacher: ​Olivia Leong

Objectives​: Students will learn that being a good citizen involves following rules​, such as sharing, taking
turns, and listening to others.​ Students will demonstrate active listening to the read aloud ​Huggtopus
Makes Way for Play​ by asking and answering questions with oral sentence frames and occasional
prompting and support.

Prior assessment:
This unit will teach students good citizenship skills through the use of Kimochis. Earlier in the school
year, students learned about the different feeling pillows and sorted them into “feelings that make your
body feel good” and “feelings that make your body feel bad.” This lesson will introduce the Kimochi
character Huggtopus. Students will learn about the feelings excited, silly, and frustrated. Students will
learn about good citizenship skills like sharing and taking turns.

Purpose:
1. Students will be able to understand that being a good citizen involves following rules, such as
sharing, taking turns, and listening to others.
2. Students will be able to demonstrate active listening to the read aloud ​Huggotpus Makes Way for
Play​ ​by asking and answering questions with oral sentence frames and occasional prompting and
support.
3. Student will be able to ask and answer questions about key details in the text, ​Huggtopus Makes Way
for Play.
4. Students will be able to describe the relationship between illustrations and the story in the read aloud,
Huggtopus Makes Way for Play
5. Students will be able to contribute to class and partner discussions about feelings and the read aloud
by listening attentively, following turn-taking rules, and asking and answering questions.
6. Students will learn that it’s ok to have certain feelings that makes them feel sad or mad inside but it’s
not ok to be mean to others (ex: it’s ok to be frustrated but it’s not ok to be mean).

History/SS Standards
● K.1 Students understand that being a good citizen involves acting in certain ways.
i. Follow rules, such as sharing and taking turns, and know the consequences of breaking them

ELA Standards:
● RL.K.1 With prompting and support, ask and answer questions about key details in a text.
● RI.K.7 With prompting and support, describe the relationship between illustrations and the story in
which they appear (e.g., what moment in a story an illustration depicts).

ELD Standards​:
● K.I.B.5 Listening actively to spoken English in a range of social and academic contexts. [Expanding]
Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and
answering questions with oral sentence frames and occasional prompting and support.
● K.1.A.1 1. Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics [Expanding] Contribute to class, group, and partner discussions by
 listening attentively, following turn-taking rules, and asking and answering questions.

SJ Standards
● ID.K-2.4 I can feel good about myself without being mean or making other people feel bad.

Materials​:
1. Huggtopus plush
2. Huggtopus’s favorite items cards: number 8, color pink, picture of xylophone, picture of bubblegum
3. Feeling pillows: silly, proud, excited, frustrated
4. Huggtopus Make Way for Play​ book by Ellen Pritchard Dodge and illustrated by Hanako Wakiyama
5. Huggtopus coloring sheet (class set)
6. Projector and screen

Duration​: 30-40 minutes

Assessment:
Formative Assessment: Student answers to questions about moments when they felt certain feelings (silly,
frustrated, excited) shows understanding of feelings. Student answers to questions throughout the read aloud
demonstrate active listening skills. Student answers to questions about how to be a good friends demonstrate
understanding of good citizenship skills. Student use of “not now” signal and phrase during role play
activity shows that they understand how to ask for more space when needed.
Summative Assessment: Student use of “not now” signal and good citizenship skills during daily activities in
the classroom shows understanding of good citizenship skills.

Anticipatory Set: (7-10 mins)

Introduce Huggtopus to students. Tell students “Huggtopus loves smiles and hugs. She is affectionate
and strong but sometimes she gets a little carried away with her big, friendly personality. Huggs
always means well,but she has to learn about respecting others’ boundaries.” Show students pictures
of Huggtopus’ favorite things (color, number, food) and feeling pillows (excited, silly, frustrated,
proud) and explain each one:
● Excited: Tell students that she is excited to meet everyone. Ask students to show on their face if
they are excited to meet her
● Silly: Tell students Huggtopus feels silly most of the time. Ask students to show what silly looks
like on their faces.
● Frustrated: Tell students that Huggtopus feels frustrated when her friends don’t feel silly or
happy. Does anyone remember what it means when you feel frustrated? Frustrated is how you
feel when something is hard. Can you make a frustrated face? Think about a time when you felt
frustrated?
● Count Huggtopus’ legs out loud with students. Ask students “Is Huggtopus different from other
octopuses? How? Is it ok that Huggtopus is different?” Point to Proud feeling pillow and tell
students Huggtopus feels proud because she has six legs.
Pass Huggtopus around the circle, using “One, two, hug, pass” chant for each student. Read book
Huggtopus Makes Way for Play​ out loud to students, stopping to ask questions about key details
throughout.
Instructional Sequence (Include time allotted for each):
Input
Key vocabulary words are feeling words like silly, excited, and frustrated. Teacher will activate
background knowledge by reviewing silly, excited, and frustrated feeling pillows and the meaning of
those feelings. Teacher will ask students to think of a connection to self with each feeling pillow.
During read aloud, students will need to actively listen to the read aloud ​Huggtopus Makes Way for Play.
After the read aloud, students will need to discuss their personal connection and ways to be a good
friends with partners. During partner discussion, students will listen attentively, follow turn-taking rules,
and ask/answer questions.

Modeling​ (10-15 mins)

Hold the frustrated feeling pillow and tell students “Sometimes when we want to play with our friends,
we get a little carried away and don’t give others enough space. We can get frustrated that our friends
don’t want to play but we need to be respectful of others’ personal space. Tell students, “Huggs is so
excited that she forgets to check if she is paying attention to her friends’ personal space.” Use other
student or adult as an example. Put Huggtopus close to that person and ask students “Did it look like
[person’s name] liked that? How do you think they were feeling?” Show the students the “Not now”
signal (pointer finger in between Huggs and yourself) and teach them the oral sentence frame “I like you
but not now, Huggs.” Remind students to be kind by using an inside voice and not pointing right in
someone’s face. Tell students “This is the signal you can use to tell your friends who can get too close
that you like them but you need some personal space right now.” Call on volunteer. Student gets to be
Huggs’ friend and teacher moves Huggs too close to student. Student practices the “Not now” signal.
After student uses signal and phrase, teacher makes Huggs say “Sorry I will give you some space.”
Practice with a few more students. Call on volunteer for students to take turns being Huggs and Huggs’
friend.

Checking for Understanding

Student use of “not now” signal and phrase during role play activity shows that they understand how to
ask for more space when needed. During partner discussions, student answers to questions about
moments when they felt certain feelings (silly, frustrated, excited) shows understanding of those feelings.
During partner discussions, student answers to questions about how to be a good friend will show
understanding of ways to be a good citizen.

Questioning Strategies
Before reading the book, teacher activates background knowledge by asking students about the feelings
silly and frustrated.
Throughout the book, ​Huggtopus Makes way for Play​, teacher asks students about the characters
During role play activity, teacher asks class “How do you think [name of person] feels? Do you think
they like it when Huggs is in their personal space?”
When students are finished working on their Huggtopus coloring sheets, teacher asks them, “How does
Huggtopus feel?”
Teacher asks students to make a connection to self (ex: describe moments when they felt silly or
frustrated) and discuss with a partner: “When was a time when you felt frustrated?” and “When was a
time when you felt silly?”
Closure​:​ (10-15 mins)
Call students back to their seats. Pass out Huggtopus coloring sheets. Tell students that Huggtopus
teaches us that it’s ok to be silly but sometimes we need to be respectful of others. Project teacher’s copy
of worksheet and write “Silly” on the bottom. Instruct students to write “Silly” on their worksheet. Pass
out crayons for students to color Huggtopus. Collect worksheets to hang up around the classroom.

Small Group Discussion

Call half the class (Cube group) to the carpet while the rest of the class works at their desks. Review the
feelings silly and frustrated. Teacher asks students to think about a moment when they felt silly or
frustrated and gives them PRT time (personal reasoning time) to think about their answer. Students turn
to a partner and use oral sentence frames to ask and answer questions. First, Partner 1 asks “When do you
felt frustrated/ silly?” and Partner 2 says “I feel silly/frustrated when…” Then, partners switch roles.
Teacher calls on some students to share some responses to the rest of the group. Teacher rereads part of
Huggtopus Makes Way for Play to smaller group and points out the illustrations. Teacher asks students
“How do you think Huggtopus’s friends feel in this picture? Why do you think they feel [feeling]?”
Teacher asks students “Is Huggtopus being a good friend in these pictures? What can Huggtopus do to be
a good friend?” Students have PRT time to think about their answer. Students turn to a partner and use
oral sentence frames to ask and answer questions (ex: “What can Huggtopus do to be a good friend?”/
“Huggtopus can be a good friend by…”) Partners switch roles and teacher calls on volunteers to share
what they discussed. Teacher tells students “Everyone feels frustrated sometimes but just like when we’re
mad, it’s not ok to be mean to others when we are frustrated.” Then, the groups switch and the other
group (Cylinder group) sits on the carpet while the Cube group works at their desks. Teacher repeats
lesson with the Cylinder group.

Next Steps:
Model the “not now” signal and phrase during daily activities in the classroom. Prompt students to use
the signal and phrase if they are in a situation where it might be useful. Praise students if they are using
the signal and phrase in a kind way with their peers.

Accommodations​:
Extra time
Warnings before transitions
ELLs can use shorter oral sentence frame during activity (say “not now” instead of “I like you but not
now”)
During the closure small group discussion portion, I worked with half the class while the other half
worked at their desks. Smaller groups allow each student to have a chance to participate, share their
responses, and get extra support in target areas. The Cubes group has EL students and students who need
more support. So we practiced saying the question/response oral sentence frames to our partners. These
students made a personal connection to a time when they felt silly and we discussed what frustrated
meant. The Cylinder group is made of higher students so we discussed silly/frustrated, made a personal
connection to a time when they felt silly, and they were also able to discuss a time when they felt
frustrated. The Cylinder group is also working on actively listening and repeating what their partner told
them.