Lesson Plans For Kindness

WELLNESS PROJECTS HOSPITAL STAFF General Focus: Kindness to hospital staff members, who are caregivers themselves Audience: Hospital staff HOW-TO Since health care workers are in the business of caring for others, express kindness to your staff during Random Acts of Kindness Week. Set a booth up at each hospital entrance. Serve hot chocolate or coffee and a warm greeting. Visit the floors with a basket of kindness wishes rolled up and tied with a ribbon. Distribute them to staff and patients. Have a story contest - offering an attractive prize -- in which people can submit a story about something they did, something done to them, or something they saw someone else do. Publish the winner in the staff newsletter. During the week, send a kindness email once a day to the staff. Encourage the staff to pass the kindness on to others.

☺ Project contributed by Kelly of Morgantown, WV

1 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Memories from the Heart Submitted by Laurie – Hanford, CA

Type of Activity: Classroom/entire grade interviews senior citizens, writes an article on the senior and then combine the articles, creating a book to present to the senior center.

Grade Level: Junior/Senior High Time Frame: Three Months Materials: Pencils/notebooks Book: Wilford Gordon McDonald Partridge by Mum Fox “Tuesdays with Morrie” Film (optional)

Overview: This is an inter-generation writing project that involves teenagers and senior citizens, resulting in “Acts of Kindness” from the students that amazed and surprised the senior citizens. Enclosed is the product of several lessons that involved the 8th grade class and three senior citizens facilities in our local area. The photos from the book and the newspaper coverage confirm the change in my students attitudes through this experience. Their reverence and respect for life, senior citizens, and each other increased dramatically with this project that produced several acts of kindness for all involved.

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

This project has far reaching involvement with the community, the university, the county office of education, local publishers, and parents from the community. All participants get involved to support the acts of kindness this type of outreach provides for the seniors and students. The county office of education provides transportation to the senior facilities, and the grant funding that covers the publishing costs of the book. Part of the curriculum involves students finding out about service learning and identifying the six pillars of Character Counts!, our character education program at our middle school. This project takes place over three months and provides students with opportunities to advance their skills in interviewing, listening, speaking, writing, and publishing. Another great benefit is the connection they make with historical events that they thought occurred a very long time ago. When they speak to the people

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that lived the events and realize that they have met and connected with history, and made a difference in the process. All of the lessons involved in the development of this project align with the state’s Grade Level Standards in English Language Arts, and History. The students are constant evaluators of their writing and their changes in both the personal perception of seniors and the life in general. They did this through reflective journal writing and scoring their writing against a rubric.

Objectives: 1. To make contact in the community and present the project. 2. Discuss and practice of the way to speak to seniors that are hard of hearing and may have other issues. a. Slow speech b. Listening posture c. Wait Time d. Repeat for Clarification e. Speak loudly and slowly if needed Discuss how times change but people, feelings, emotions, dreams and disappointments are common for all people regardless of age and time in history.

Procedure: Pre-Interview Preparation 1. Find a local senior center that is willing to have students visit several times, and arrange a time for the students to visit. (make sure you arrange transportation needs with your school district.) 2. Get a list of the senior citizens from the center that are available/ willing to meet with the students. 3. Pair each student with a senior citizen in advance to save time and confusion upon arrival at the center. Pre-Interview Class Activities Quickwrite # !: What is one of the greatest gifts you have ever received and who gave it to you? Quickwrite #2: What is your relationship with the person that gave you the gift? Quickwrite #3 If you could put a memory (Time in a Bottle) that involved that gift and person what would it look like? The students share their quickwrites in their group and choose one to share with the class. As a class list, we list common feelings and elements that we heard when we listened to the quickwrites.

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1. Choose a focus as a whole class; for example we choose objects that we could focus on to help memories unfolded. I read “Wilford Gordon McDonald Partridge” by Mum Fox to get the students to evaluate the importance of objects that can focus someone on a specific memory. 2. The students also watch clips from “Tuesdays with Morrie” and read excerpts for the book regarding life and how someone may feel close to the end of their life. In class, discuss how to interview a senior citizen. Focus on the details, so when writing the article, an accurate description of the senior citizen is formed for the reader. Have the students brainstorm questions to ask. Possibility: To have students come up with interview questions as homework to bring to the interview with them. Visiting the Senior Center 1. Have students meet with the seniors. Make sure they each bring a notebook, pen, etc. 2. Remind students to be polite, speak clearly and to thank the seniors. 3. Have the students ask the seniors of a certain object that has a memory to them – this will help develop a story and memory to write about. Post Senior Center Visit 1. Have students write a couple paragraphs about the senior citizen. 2. Revise the rough drafts to include details and interesting language that will honor the senior and their life. 5. The final events include the hands history day with interaction with the objects that they have been learning about the lives of the seniors that used those objects. The seniors became the teachers to the students in during this day. 6. The last event is the greatest act of kindness; the presentation of the book to the seniors. Samples of Final Writings by Students: (The final project was spiral bound with photographs of the senior citizens and the students interacting. The text has been slightly modified in places to protect the privacy of the following individuals.) Sample #1:

Winnie By Lee-Ann Winnie has been a resident of this Senior Home for about three months. She has lived a very fun and eventful life. Winnie was born in **** on September **, 19** and is ** years young. Her family is and always was important to her. She grew up in a large family, consisting of nine children. Now, in her later years, she has five generations of children: her immediate children, one boy and two girls, eight grandchildren, eleven great-grandchildren, and nine great-great grandchildren. I was surprised. When Winnie was a young girl, she lived out in the country where there were fields of grass and flowers to play in. She loved living out in the country, especially in the springtime when everything

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was blooming. Their farm consisted of the usual horses, chickens and pigs that her family got their money from. Winnie loved her house and the land, except for the fact that they lived so far away from everything in the city. Sometimes she would ride one of her horses to get somewhere. Even though it a long ride, the view was so beautiful she couldn’t help but love it. Winnie was a young girl who loved school. It was different than it is now. They had to build their own schools. The first one built by the community had two rooms. The second school they built was a three-room school. She told me how the schools went from primer to the eighth grade. Today the eighth grade isn’t enough schooling, but back then your official education was through. It was a choice to go to high school and get a higher and better education. No school is like that anymore. Back then there were no televisions or computers. They had to make do with what they had when it came to entertainment. Winnie remembered a lot about entertainment when she was a child. She remembers all of the parties and get-togethers they had. There were swim parties, prayer meetings and ice-cream suppers. I think she really like those gatherings. An ice-cream supper was when people got together and made ice cream and enjoyed it together. Life back then was so simple, yet fun. Entertainment centered on social gatherings. Those were the days. After Winnie grew up and moved out of the house, she had to make a living. One of her jobs was at a grocery store. She worked there for a while until she got a job as a teacher. That was her favorite job. Working with kids is what she loved. At this time she had a Model T. That was “the “ car back then. Winnie loved her car and her job. She had a fun teenage and adult life. Her future was yet to come. As an adult Winnie traveled a lot. Her husband accompanied her on the trips. She went to many parks. One that she remembers most was Zion Park in Utah. While there she took pictures and toured a house that was built into the rock. The parks she went to meant a lot to her because she loved them so much. Winnie told me that she had albums full of pictures of all the parks she visited. Winnie is a wonderful, warm, and heart-felt person. I enjoyed spending time, sharing stories and just talking with her. She is almost like a great-grandmother to me. I will never forget the time I had with her and all of the stories she shared. That day was very fun, and her hugs are still with me today. She is my new friend and I will never forget that day and those hugs. Winnie is the greatest grandma of all time. Sample # 2:

Doris By Laura Doris is a resident at a Senior Center nearby. She was born into a small family. Her father, an only child, came from Ireland and moved here with his family, while her mother came from Illinois. The two were married and had twin girls, Doris, and her sister Dorothy. Doris told me that she and her sister were definitely not identical twins. Dorothy was much taller and loved to go skating, while her sister liked to sit and read a good book. Even today at the senior center, you can find Doris enjoying the pages of a good story. Now Doris recognizes how lucky she was to live in such a sheltered and wonderful family. One of the first memories Doris has from childhood was of her father and his whistle. She told me about how her father would take the metal instrument out of the cupboard by the kitchen sink, and fill it with just a little water. He would then blow into the long, thin spout to create a wonderful chirruping sound, much to the delight of the twin sisters. “We thought that was just great,” she told me. When she blew that whistle for me at the senior center, I could hardly believe how much it sounded like a bird resting in the treetops. What a clever toy!

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During the Great Depression Doris went to a junior college instead of attending a University as she always dreamed. She had a friend who was attending the University who told her stories of being extras in movies on special Saturdays. The college was the perfect setting for movies, and Doris would have loved to go, but she had to stay where she was. Eventually, she met a man who owned a forest green Mercury convertible. He loved that car and would take Doris on rides down the street. She loved trips through the fields with the manual top down and the wire wheels speeding down the road. She smiled when she remembered what a romantic ride this was. Well, the two eventually got married, and started a small family. Her two girls and their father made Doris a very happy mother. They would enjoy barbecues in the backyard and play lots of sports. Her husband loved the outdoors and made sure that his family and community received lots of it. He was very involved in the community little league and enjoyed it very much. I asked Doris if she wanted to give a little advice to our generation, and she told me, “Don’t be afraid, just got” She says that people used to be, and still are, afraid to do things. But once you do them, it isn’t really that bad at all. I have really enjoyed these trips around the community and to the senior center. I always knew that the senior citizens in our community have amazing stories to tell our generation. But I never took the time to sit down and listen to them. I’ve learned from Doris that not all of the elders had to live out in the country, trek through the snow barefoot, or make their own bread. She told me that she feels left out sometimes when the other women talk about all of the hard work they had to do on their family farms. However, I have found out that Doris is very much like me. In fact, Doris, and all of the other people that we interviewed on our trips through the community are amazing in their own way. I think it is great that our class gets to take part in preserving these people and recording their memories in a book. Sample # 3:

Lorine By Kyle Lorine has lived a very long and wonderful life. She is an amazing lady who lives at a Senior Center. About three months ago, she moved here to be closer to her youngest son, who lives nearby. She prefers to be called by her, middle name, which is Lorine. Her nickname is “Honeybunch.” She was born on March **, 19**. Lorine is the older sister of twins; a boy and a girl. When she was about thirteen her family moved. Her first school experience there was a bad one. Her parents immediately put her into a better school. The new school had a lot of students, and she did not fit in; she felt like an “outside-outsider.” This was the same school that her parents and uncle went to when they were her age. The principal there was also the same one that her parents had when they were students. Lorine’s favorite subject in school was Geography. Her first car was the one her husband courted her with. It was a 1929 Ford. They got married on June **, 19** when she was ** years old. When they got married they bought a Chevrolet. Their marriage together lasted for fifty-seven years, until her husband died of cancer, which had settled in his back. Many of Lorine’s family members have participated in some of the United States’ many wars. Her grandfather was a drummer boy in the Civil War and her father fought in World War I. One year her son came home with some terrible news. He told her he had to leave in ten days to fight in the Korean War in Japan. She was very sad that her son had to go and really did not want him to. Then, on her birthday, they took him away on a bus to leave for Japan. Luckily, he did not have to fight at all during the two years he was there. He returned home safely and brought her back a sword, a silk scarf and a lot of trinkets. A precious gift that Lorine showed me was a little glass perfume bottle. It was given to her by one

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of her granddaughters and she has kept it for many years. Her favorite hobby is reading, but unfortunately she lost that ability. She cannot see very well or read because of a stroke that she had years ago. Lorine has two sons, eight grandchildren, and four great-grandchildren. I was very amazed to find out that Lorine remembered exactly where she was when she found out President Kennedy was shot. She said that she was in a Furniture store helping her friend buy some dining room furniture. The moment will stay fixed in her mind forever. My experience with Lorine has been a great one. I was a little scared about going to meet a senior until I met her. She shares a room with another lady, and since she’s in a wheelchair, her bed takes up most of her living space. I have also learned a lot about how people use to live back in the early 1900’s.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Pay It Forward Kindness Project Submitted by Beth; Jeffersonville, IN

Type of Activity: School-wide Grade Level: Pre K-5 Time Frame: Approximately 3 months Objective: To facilitate the part of our school’s mission statement that reads “Creating positive attitudes and developing self-esteem, allowing students to become a positive force in their community.” The project will support one of the school’s goals for this year, which is to increase parent and community involvement. This project will also promote social skills and character building skills.

Materials: • Strips of paper (any color, any type) cut into paper chain links approx. 1 x 8 ½ inches • Collection boxes decorated to be taken out into the community • Lists of Random Acts of Kindness ideas (mine were taken from the activity sheets on the RAK website: www.actsofkindness.org)

Procedure:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Students, staff, parents, and community members perform kind acts, big or small, planned or unplanned. The receiver of an act is asked to pay the kindness forward by doing 2 kind acts for 2 other people. Each time a kindness is performed it is written on a strip of paper, which becomes a link in a kindness chain. Kindness chains are collected weekly from each classroom and added to a cumulative school kindness chain strung from the ceiling in the school’s halls. Grand totals are announced each week and posted on the wall wherever the chain has ended; a kindness grand total is updated on the office window. Kindness collection boxes are set out in area businesses to encourage community participation, and letters are sent to area schools to invite participation.

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Additional Kindness Activities: • Ideas for being kind are listed in the school’s monthly newsletter and parents are encouraged to develop kindness chains with their children at home. • Each classroom, the office, the assistants, the cafeteria staff, and the custodians post lists in the hall of how they plan to be kind, i.e. “The office staff pledges to be kind by….” • A banner stating “Jonathan Jennings Pledges to Be Kind” with all staff and stu dents signatures is posted in the cafeteria • “You are now entering the KINDNESS ZONE” signs are posted at school entrances • Each grade level decides on a “Kindness Project” to complete during the course of the “Pay It Forward” project. • Cumulative activities are planned for Random Acts of Kindness week to celebrate kindness and the completion of the “Pay It Forward” project • Each morning during the school-wide morning meeting students and staff sing the “Kindness Pledge” (see attached) • “Pay It Forward” school t-shirts are printed and distributed at cost • A Random Acts of Kindness Week poster contest is held • An essay contest is held; selected winners read their essays during the Teacher Talent Show kindness finale • Kindness rewards such as Random Acts of Kindness pencils, stickers, books, pins, etc. are given away as students and staff are “caught being kind”

Phase 1: Introduction of the “Pay It Forward” Volunteers were taken to be on a “Pay It Forward” project committee to oversee all activities, brainstorm, and facilitate. Introduction to Staff The project was introduced to all staff at a 15 minute “premiere”. Teachers were invited to the premiere with a movie ticket, which gave the date, time and location of the premiere. Refreshments and door prizes were available. Clips from the movie “Pay It Forward” were shown and teachers were informed on how we would be using the ideas from the movie in our school-wide project. Teachers were given lists of activities to help facilitate developing grade level kindness projects. Introduction to Students In each classroom: • Discuss kindness pledge and why we sing it each morning (sing through with preK-l)

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• Discuss what it means to be kind. Students give examples of what they can do to be kind; teacher lists on chart to be finished later “Mrs. Smith’s class pledges to be kind by….” • Play clip from the movie “Pay It Forward” of Trevor explaining his project idea • Intro the “Pay It Forward” school project • Do a kindness • Write it on a strip • Ask that person to pay it forward to 2 more people • Check back with them and write their kindness down for them if necessary • Count and join links in classroom, join with school chain on Fridays; goal is 1million acts of kindness by Random Acts of Kindness week; discuss finale activities • Read a few kindness examples from the chain already started by the office staff Introduction to Parents Parents were introduced to the program briefly during parent orientation meetings at the beginning of the school year. Follow-up information was given through the monthly school newsletter. Introduction to Community Selected students and staff members took a walking field trip with wagons full of kindness collection boxes (see the sign on the collection boxes attached) to the town’s downtown square. Students took turns at each store explaining what the project was about and asking if they could leave a collection box with some blank kindness strips and a letter explaining the project for the manager. (Hint: no one can refuse a child asking for something like this!) Additional businesses not within walking distance were asked to participate. Staff members delivered these boxes. Businesses were encouraged to connect the links and hang the resulting chain, or just leave the box sit at the register and collect completed kindness links in the collection box. A pick up date was established. (Those businesses that actually did hang their chains collected the most for us.) Churches and area clubs were included in our project. The project was presented at both the local Lion’s Club and Optimist Club.

Grade Level Kindness Projects: Each grade level came up with their own kindness project using their own ideas or those in the activity sheets previously mentioned. Preschool The preschool collected new and gently used toys and books for a local children’s home called “Noah’s Ark”. Once the toys were collected our students had a party for some of the Noah’s Ark children during Random Acts of Kindness week. Kindergarten The Kindergarten classes held a “Sharing Feast” during Random Acts of Kindness week.

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Grade One Our five first grade classrooms took turns doing kindnesses through appreciation celebrations for different groups of people in the school. Cards and treats were given by first grade classrooms on designated weeks to the following: Preschool class, cafeteria workers, day and night custodians, office staff’, special area teachers, Health Assistant and the bus drivers. All first grade students viewed a movie called Tillv the Dragon that explained kindness with a discussion following. During Random Acts of Kindness week, first grade attended a 4-H program on character education called “Character Critters”. Grade Two The second grade classrooms took turns doing bi-monthly litter patrols around the school and school grounds. In addition they did some special kindness writing projects including writing letters to a former staff member dying of cancer. Grade Three Third graders adopted two local preschools. Activities with the preschoolers were as follows: reading books and recording them on tape, writing and sending greeting cards, planting a kindness garden, making stickers for preschoolers, making kindness squares with preschoolers and turning it into a kindness quilt in a culminating celebration activity. Grade Four Fourth graders adopted the residents of an Alzheimer’s unit. Activities included: making door decorations for the holidays, making a student scrapbook to share with the residents, students corresponding through letters and greeting cards and developing a scenic scrapbook for the residents. In addition, fourth grade students collected money for the victims of the September 11 attacks on the World Trade Center. Grade Five Fifth grade students developed a school beautification project. This included securing the donation of a ship’s anchor to place in front of the school and landscaping around it. (Our mascot is a pirate.)

Culminating “Pay It Forward” Activities: Several culminating activities were planned as a finale to our projects. These culminating activities took place during Random Acts of Kindness week and the following week.

World Kindness Day On World Kindness Day, a hot air balloon was scheduled to lift off from the schoolyard. The purpose of the balloon was to “spread the seeds of kindness”. The balloon was sponsored by a local bank.

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Students helped assemble the hot air balloon. The Mayor and City Council President were presented with seeds by the Student Council. A presentation was made in which the students asked the two men to spread the seeds of kindness on behalf of our school. After the Mayor accepted the seeds, he read a proclamation for the city for Random Acts of Kindness week and the balloon lifted off. As the balloon flew away the students witnessed the “spreading” of the seeds. This was a most spectacular and awe-inspiring event, perfectly symbolic of what our project was trying to accomplish. Several items should be taken into consideration when planning an event such as this. Hot air balloons can only take off within 2 hours after sunrise or 2 hours before sunset. This event can only happen weather permitting. Several parent and community volunteers were necessary to help in the set up of the balloon and to aid in the balloon chase and packing of the balloon. The cost of the balloonist was $300.00. The Mayor and the City Council President had to sign waivers before being allowed to ride in the balloon.

Kindness Appreciation Celebration Toward the beginning of our project, the Principal and Principal Intern of our school attended an event with several political figures. A Congressman and the Governor’s wife were informed about the “Pay It Forward” project and given a copy of the letter sent out to area businesses to invite community participation. Both seemed interested in the project. Several weeks into the project, the Congressman’s local office called to ask for a collection box to be placed into their office. The Governor’s wife was contacted to see if she could speak to the students to congratulate and encourage them in their kind endeavors. Thus the “Kindness Appreciation Celebration” was born. During the celebration event, our school choir sang several songs, the First Lady talked to the student body, and certificates were presented to area business representatives for participating in our project by having kindness collection boxes in their stores. At the conclusion of the program a reception was held for all the guests and the Student Council. Several factors should be considered when planning an event such as this. The First Lady had to be scheduled months in advance. Invitations to the community participants were sent out several weeks before the event. The invitations were delivered as the kindness collection boxes were collected. Businesses were called a day or two before the event to ensure someone would be there to receive the participation certificate on the day of the event. Parent volunteers were needed to set up the reception and serve cake and punch.

Teacher Talent Show During the teacher introduction of the program, volunteers were sought to perform in a teacher talent show as a reward for the students’ kindnesses. A sign up sheet was put out 1 month into the project, which gave the teachers 2 months to plan and practice. Acts such as singing, dancing, reader’s theatre, magic, and instrumental music performed. The favorite of all the students seemed to be a lip-sync act of an INSYNC song. Twentytwo staff members participated in the show. Seven students who won the Kindness essay contest read their essays between teacher acts.

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Several factors should be considered in planning this event. Be sure there will be enough acts to pull off a complete show. It helped to have a few acts that involved the students. The more goofy the act, the more of a hit it was. Draft an MC to announce acts and keep the show going.

Additional Comments All activities were released to the press. A local press agent voluntarily put together a press release (a copy is attached). There needs to be a person designated from the school to greet the press and answer any questions. Originally we set out with a goal of 1 million kindnesses. Although this goal ended up to be a bit lofty, it was more the idea of how quickly kindness can spread when one continues to “pay it forward” that was our goal. At the end of 3 months, approximately 16,000 kindness links were attached to our chain. This included the work of our students, the community, several families and 2 other schools. This project was so successful with our students and community that the school was presented with several awards through the Mayor’s office including the Good Neighbor Award and the Good Samaritan Award. Our students did not want to stop completing and recording kindnesses. The chain continues to grow. Our most recent challenge was to have each classroom collect 100 kindnesses during the 2 weeks before the 100th day of school. The results of this challenge brought our kindness total up to 17,086.

At our school, we believe we have made a difference in the world by bringing kindness to the consciousness of everyone our project has touched. An individual can truly make a change in the world, one kindness at a time.

Kindness Pledge (Sung to the tune of “Twinkle, Twinkle, Little Star”) I pledge to myself on this day, To try to be kind in every way. To every person, big and small, I will help them if they fall. When I love myself and others too, That is the best that I can do.

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Sample Press Release: (text slightly modified to protect individual names, etc.) An Elementary Chain Gang ... KINDNESS DECORATES SCHOOL AND COMMUNITY Kindness multiplies across neighborhoods and generations. Whether forming a paper chain signifying helpful deeds or scattering seeds of kindness across acres near our town, goodness is tangible to the students at an Elementary School. Thanks to the school-wide “Pay It Forward” program, the children, staff, community members and businesses launched a campaign Sept. 4 that will culminate in Random Acts of Kindness Week Nov. 11-17. As people completed kindnesses for others, they wrote the deed on a paper link and challenged the recipients of the kindness to “pay it forward” by doing two kindnesses for two more people. The result is an astounding chain of more than 12,000 links that hangs up and down and around the halls of the school. The colorful chain is a visible reminder that simple acts of kindness have an enormous ripple effect, according the principal intern and kindness coordinator. She stretched the “Pay It Forward” concept to the northern tip of the state by inviting students at her childhood elementary school to participate and send its chain links to be added to those created by the our students and community. SEEDS OF KINDNESS The chain will be the centerpiece of next week’s activities, which will begin with the city’s mayor ascending in a hot air balloon from the schoolyard at 8:30 a.m. on Tuesday, Nov. 13. He will scatter thousands of flower seeds across the County in the event funded by a Bank. The State’s First Lady will be the guest speaker at the school’s Kindness Celebration at 1:30 p.m. on Thursday, Nov. 15. The choir of fourth and fifth graders will entertain as the afternoon recognizes community participation in the program. Forty-three businesses placed kindness collection boxes in their locations so members of the community could deposit records of their kindnesses, which students then transferred onto chain links. A Teacher/Staff Talent Show at 1 p.m. on Wednesday, Nov. 21, will turn the spotlight on 20 adults. They will entertain in a variety of ways, from line dancing to singing to magic acts to drama. Ten students also will read stories for the program that will reward students for their involvement in the kindness effort. ONGOING KINDNESS In addition to the daily expansion of the paper chain, students of all ages have immersed themselves in creative expressions of kindness for weeks. First graders have planned and hosted thank-you parties weekly since early September to honor the school’s support personnel.

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Second graders formed a Litter Patrol to keep the grounds and building clean, while third graders recorded books on tape, sent cards, made stickers, and planted a garden for children at a nearby Preschool. Fourth graders adopted residents of the Alzheimer’s Unit and also collected money for the New York City Relief Fund. Other grade levels joined the student body in collecting socks and work gloves that were sent to workers at Ground Zero in New York City. Kindergarteners will share a Thanksgiving feast in class on Tuesday, Nov. 20, and preschoolers are planning a used-toy drive to benefit residents of Noah’s Ark Children’s Village. “We believe in nurturing our children by promoting kindness in large and small ways,” Kimmel said. “Our kindness” program helps develop caring, productive citizens in an age when we all feel a stronger calling to make positive changes in our world.” PHOTO OPPORTUNITIES Contact person: Any weekday 10 a.m. to 2 p.m. Inside the school Halls lined with paper chains Tuesday, Nov. 13 8:30 a.m. Schoolyard Hot air balloon lift (weather permitting) with the Mayor spreading seeds Thursday, Nov. 15 1:30 p.m. School cafeteria Kindness Appreciation Celebration. Guest: First Lady. Student choir Wednesday, Nov. 21 1 p.m. School cafeteria Teacher/Staff Talent Show Directions Insert directions to your facility here.

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Sample Letter: Dear Community Member, I am writing to invite you to join the Elementary staff, students and community in our Pay It Forward kindness program. Our purpose is to demonstrate the extraordinary power and importance of simple human kindness by promoting the practice of kind acts, large and small, ultimately developing caring, productive citizens. Through both planned and random acts of kindness, our participants are engaged in making a significant effort toward the betterment of our world. The Pay It Forward program works like this: Step 1: An act of kindness is performed Step 2: The act is recorded on a kindness strip Step 3: The beneficiary of the kindness is asked to pay the kindness forward by doing 2 acts of kindness for 2 other people. Each kindness completed by the school learning community (recorded on the kindness strips) will become a link in our kindness chain. We are all working together toward the goal of 1 MILLION kindnesses by Random Acts of Kindness week (Nov.11-17). We believe in nurturing the realm of possibility, which exists in every one of our students. We believe that if we all work together as a community we can make this a better world. Please join us by placing our sign, kindness strips, and a kindness collection box in your business or agency. A kindness representative will be contacting you by the first week of November to pick up community kindnesses you’ve collected to add to our chain. Thank you so much for being a part of our learning community. Together we can make a difference in the lives of our young ones as well as the adults of our community. Sincerely,

Kindness Coordinator “Kindness is the golden chain by which society is bound together.” -Johann Van Goethe

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Sample Invitation: This is the information included inside of the invitation: Kindness Appreciation Celebration November 11-17 Welcome:

by the Assistant Princiapl

Songs: The 4th and 5th Grade Students * Peace Round * State Song of Indiana * God Bless America Guest Speaker Introduction: by Student Council President Special Guest Speaker: The First Lady of Indiana Presentation of Participation Certification to area businesses Reception following in the library

Pictures of the Kindness Chain:

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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RAK Week Lessons and Projects Submitted by Kathy; Charlotte, NC

Type of Activity: Random Acts of Kindness Week Celebration

Grade Level: Elementary (developed for a 2nd/3rd grade class)

Scope: Class activity, One week

Materials Used: Books: Thank You, Mr. Falker by Patricia Palocco Miss Rumphius by Barbara Clooney Stevie by John Steptoe Whoever You Are by Mem Fox

Overview: During National Random Acts of Kindness Week, my class participated in several kindness projects and lessons. The following information will explain the week’s lessons and projects. Also enclosed are student products, photos, parent newsletter, journal page, Acts of Kindness contract, Tic, Tac, Toe Kindness Activity Board and student reflections. All the Kindness Activities implemented literature books, writing and social studies skills. All lessons began with a literature book, which revolved around the theme of the kindness activity for that day. All lessons involved writing and responding to the activity and the kindness activities included citizenship social studies objectives.

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

On Friday - Class discussed What are Random Acts of Kindness? How do you show kindness to others, the Earth? We discussed how showing kindness can be contagious and hopefully others will pass it on. Teacher shared story printed in the RAK newsletter regarding the car and the tollbooth kind deed and how it was “passed on”. Teacher discussed the Random Acts of Kindness Week and went over activities and lessons for the next week. In their writing journals, students made a list of ways they could show kindness to others and their surroundings. Teacher and students discussed the importance of doing acts of kindness, naturally in hopes others will also do good deeds and they will be

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passed on. On Monday students received parent letter, Acts of Kindness Contracts and Activity Board. The parent letter included a journal page for the family to fill out and return to make a class book. Samples at the end of the document..

Procedure: Monday Students read about Veteran’s Day and teacher led class discussion regarding veterans. Students described a veteran, the character traits of veterans, and feelings for veterans. Students made cards and wrote letters to our servicemen and women. They were personally delivered to a Lt. in the United States Army whose mother works at our school. He is stationed at the Pentagon. He was in the Pentagon on September 11. The students learned the importance of our servicemen and women and how we should respect and honor them for protecting our freedom and country. Tuesday Teacher read the story Thank You, Mr. Falker by Patricia Palocco. Teacher led a discussion on our Mr. Falker showed caring and kindness to his student. Students discussed how teachers or other adults have shown kindness to them. Students identified the characteristics of teachers, coaches, parents, ministers, and other older adults who have shown caring and kindness. The kindness activity for this day was candy treats and cans of coke for teachers at our school. Students then made slogans for treats that they were giving to teachers. Students decided on “We hope this makes you snicker,” for snicker bars, and “Teachers are sweethearts,” for sweet tarts. They also made little notes for Coke cans that were also given to each teacher. The slogan read “Have a Coke and a smile.” Students delivered these treats that afternoon. Some students used their own money to buy treats. We discussed this act of kindness as well. Wednesday Teacher read the story Miss Rumphius by Barbara Clooney. Teacher led discussion on how it is our responsibility to show kindness and caring for all living things. This was the theme of the story and the main character lived her life making the world a more beautiful place. Students discussed ways they can show kindness and care for our Earth and all living things and how they can make the world a better place by doing kind deeds. Students created lists and shared with the class. Students were partnered with a classmate and cleaned the school grounds. Students collected 11 large trash bags of trash around the school grounds. Students then scattered seeds and feed birds around the schools natural area. Thursday Teacher reread the story Stevie by John Steptoe. This story is about an older boy who has to help take care of a younger neighbor. Teacher led discussion of how younger people look up to older people and the importance of being good role models. Students discussed ways in which they could be good role models to others. Students read books to a first grade class. Each student now has a first grade reading buddy whom they read to once a month as well as write letters back and forth. My students gave them bookmarks and encouraged them to keep up the good reading.

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Friday Teacher read the story Whoever You Are by Mem Fox. This book emphasizes how each person is special. Teacher led discussion on how it feels when someone compliments you and makes you feel special for who you are. Students discussed ways they could make someone feel special for who they are and for their special talents and gifts. Students traced handprints and wrote classmates, peers, teachers, administrators, parents, friends, and siblings “Pats on the Back” for doing something kind or special. Students then taped the “Pats on the Back” on the people they chose who they wanted to give a “Pat on the Back.” Students reflected on the week’s lessons and activities through a class discussion. Students followed up on their reflections by writing a brief summary of what they learned about acts of kindness and how they felt when they performed an act of kindness. Reflection samples are at the end of the document. Also during the week my class made announcements on our closed circuit morning news program encouraging schoolmates to participate in Random Acts of Kindness Week. Students read acts of kindness ideas and encouraged those who perform an act of kindness to sign a banner the students made for all students, teachers and parents to sign. The banner read, “We Performed An Act of Kindness-Pass It On!” The banner hung outside a main corridor in the school so it was accessible to all. My students made their own stickers using labels that advertised Random Acts of Kindness and passed the stickers on to others in hopes others would perform an act of kindness. Our class also received local news coverage from a reporter at our local newspaper. A copy of the news article is enclosed. My students continue to do acts of kindness and we continue to recognize each other for these acts during our daily compliment session and by filling out journal entries and Acts of Kindness Recognition forms. The journal entries are added to our class book and the Acts of Kindness Recognition forms are given to the student by their classmate who “caught them doing an act of kindness.” My students have recognized each other for holding the door for others, for opening the door for guests, for helping students who drop their trays, for picking up trash in the bathroom or cafeteria, my students play with those who they normally wouldn’t play with, they have completed chores at home without being asked and I could go on. My students have truly benefited from participating in National Random Acts of Kindness Week and are changing the world one child and one act of kindness at a time. It is refreshing to see my students naturally doing for others. We continue to do mini projects for others and look forward to celebrating Random Acts of Kindness Week in February.

(Samples of letters, worksheets and kids work below)

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Dear Parents, The week of November is National Kindness Week. Our class will be doing various acts of kindness throughout the week. Our goal is to want to naturally do acts of kindness for people, living things and our Earth every day! If you can recall an act of kindness that your child or family was involved with this year, please fill out the following form for our class book. During the year we will add other acts of kindness. Please keep us informed throughout the year so we can continue to add to our book. Your help with this project is greatly appreciated. Below is a schedule of the Acts of Kindness our class will perform. I hope your child will share his/her experiences with you. We hope our Acts of Kindness will be passed on!!! Monday: Tuesday: Wednesday: Thursday: Friday:

Write letters to veterans. Learn about Veteran's Day. Treats for School Staff. Clean up school grounds, plant seeds and feed birds. Read to first grade class. Write a "Pat on the Back" to someone special in your life.

Your child's literacy homework will also implement some Kindness activities. Thank you for your support with this special week. I am truly blessed to have the opportunity to teach your child and work with you. Sincerely,

Teacher

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___________________________________ did an “act of kindness” when ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ From: _____________________________ Here is a picture of the Act of Kindness:

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ACTS OF KINDNESS WEEK CONTRACT 1. Keep a journal of acts of kindness you perform. Tell what you did and how you feel, why did you do it? Write at least 5 entries. Illustrate one act. 2. Do at least 3 acts of kindness from the kindness grid of activities/ideas. Write in each grid the date and activity you did. 3. Find newspaper articles about citizens performing acts of kindness or good deeds and showing good character. Make a booklet of all the articles you find. 4. Make a list of books you have read where the characters have performed acts of kindness. 5. Create an acrostic poem for the word KINDNESS. 6. Design a poster illustrating an act of kindness. Include a caption. 7. Make a list of things you could do that show kindness. Include at least 10 things on your list. 8. Design a bumper sticker for Kindness Week. 9. Interview a family member or friend about kindness. Ask them questions about what kindness means to them, what do they do to show kindness, tell them about Kindness Week and tell them to pass it on!!! Write up your ques tions and answers.

Choose at least 3 activities! Be sure to practice kindness every day!! Remember we want people to pass it on, too!!

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A Time I Showed Kindness __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

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Samples of Kids’ Letters, Cards and Illustrations of Kindness:

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Sample Letter to Servicemen and Veterans:

Front of Card

Inside Card

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Making Headlines Submitted by Sabrina; Odessa, FL

Type of Activity: This lesson plan actively encourages students to do acts of kindness, and at the same time learn about geography and utilize their writing skills. It is easily adaptable to any level.

Grade Level: Junior/Senior High (done in a 7th grade class)

Time Frame: Three consecutive days

Objectives: After completing the lessons in Making Headlines, students will be able to: 1. Identify various countries. 2. Recognize an act of kindness. 3. Explain how acts of kindness are found throughout the world. 4. Write newspaper articles including the who, what, where, when, why and how of a particular event. 5. Perform an act of kindness. 6. Articulate why a given action is considered kind. The Random Acts of TM Kindness Foundation

7. Evaluate acts of kindness they and others perform.

1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

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Day 1: Students are introduced to the meaning of kindness. To begin, students define kindness. Then, students discuss what kindness looks like, feels like and then sounds like. Since the students are already studying world geography, a discussion occurs about general ways people in other countries show kindness. For example, some countries (in addition to the United States) allow refugees into their country and give various types of asylum. Furthermore, people in other countries perform more everyday acts of kindness just like us. Students are then asked to describe those acts. Homework assignment: Find a current event article about an act of kindness performed in another country. Students may use the internet, newspapers, or magazines. Then, students write a summary of the article and write a paragraph about why they think the article shows kindness. Day 2: Each student shares their article including why they believe it is about an act of kindness. Then, the student identifies the country on a world map and writes the general act of kindness exhibited on the white board. After each student explains their article, a discussion occurs about the commonalities found between the various articles. The discussion then changes to writing techniques. Students discuss how in terms of writing format newspaper articles all share common elements including the who, what, where, when, why, and how of a given topic. Homework assignment: In the next eight hours, each student must do an act of kindness, and then write a newspaper account of the act. The article must be written using newspaper article format including being written in the third person with an intriguing headline. Day 3: Students are given the opportunity to share their articles and discuss how it felt performing the act and then writing about it.

Evaluation: Newspaper articles collected and evaluated using the following rubric: (It is a given that an act of kindness occurred in order to write the article.) 1 2 3 4

Article unclear and no technical elements Article only included 2 of the technical elements Article included 34 of the technical elements Article included all technical elements (the who, what, where, when, why, and how with a headline).

Sources: Various newspapers including local papers and USA Today (www.usatoday.com) Random Acts of Kindness, The Teachers Guide 2nd Edition

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Comments: This activity engaged my students to think about their daily acts. At the same time, it gave me insight into their daily lives. Students wrote about many different acts of kindness including helping people pick up dropped items to feeding their fourteen dogs every night. As I read each article, I was able to get a clear picture of their acts. Some students chose to type their articles and set them up like a real” newspaper while others attempted to meet the minimal requirements. This activity allowed me to incorporate character education into my academic curriculum.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Pizza with the Principal & Kindness Kash Submitted by Dianne; Schiller Park, IL

Type of Activity: This program involves the entire school. Grade Level:

Grades 3, 4, and 5 regular education and special education students. Our school is a 3rd, 4th, and 5th grade center. This program could be effective at a primary center or middle school.

Goal:

To recognize and improve student efficacy, empathy, and compassion in our students.

Objectives: 1. Students will recognize the effects of their words and actions on others. 2. Students will develop personal efficacy. 3. Incidents of aggression and other negative forms of conflict resolution will decrease. 4. Incidents of kindness and other positive outcomes of conflict resolution will increase.

Overview: In the winter of 1999, we noticed that students were not getting along as well as we would expect. Instances of bullying, name calling, fighting, intimidation, and insubordination were increasing. The interventions we were using were for the most part ineffective.

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

We decided to “think out of the box.” Instead of noticing primarily the misbehaviors, we decided to focus on the good things students were doing. We designed our program and notified students and parents. Immediately, we saw a dramatic improvement. Students wanted those little yellow slips that indicated success. The Pizza with the Principal incentive was a huge hit. As time went on, we felt the need to recognize the whole school for success: clean lunch tables, no referral to the principal, good bus behavior, etc. Therefore, we added the Principals Kindness Days so that all students could be rewarded. Teachers, staff, students and parents value our Random Acts of Kindness Program. The learning environment for everyone has improved. It is friendlier, more positive, and supports student achievement.

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Materials: 1. Random Kindness Recognition Slips 2. A container for the slips in each homeroom 3. Rewards: Monthly Pizza w/the Principal Party Because many of our students are disadvantaged, we make this party special with tablecloths, party favors (usually some type of school supply), and treats to take home. The take home treats include chips, candy, cookies/crackers, etc. We want the students to be able to celebrate their success with their families. We tell them that their good behavior resulted in a celebration for the whole family. Students also take home a laminated certificate stating, This certifies that __________ performed an important act of kindness impacting the learning environment of our School. You were a role model. You provided a good example. You are important and valued. You make a difference. b. Students are recognized randomly by faculty or staff members for acts of kindness. They are given a yellow recognition slip titled: I WAS CAUGHT PERFORMING A RANDOM ACT OF KINDNESS. Students list their names, room numbers, and date on the papers. They then complete the following sentence: This is what I did. We feel that it is important that students do this part so that they have the opportunity to reflect on and internalize the effects of their kind actions on the school environment. c. Teachers have the opportunity to pull kindness slips to reward good behavior with stickers, pencils, etc. They also have the opportunity to give Kindness Kash coupons worth $0.50 redeemable at the school store. d. We have “Principal’s Random Acts” announced periodically. All students are recognized for good sportsmanship, good behavior on the playground, cooperative cafeteria behavior, etc. All students then receive a reward such as a pencil topper, ice cream treat, chips, key ring, etc.

Procedure: 1. All faculty and staff members have recognition slips. Aides take Random Kindness Recognition Slips to the cafeteria and playground along with their Discipline Referral Slips so that it is easy to recognize good behavior. 2. If a faculty or staff member notices an act of kindness, she/he may give the student a slip to fill out and deposit in her/his classroom. Acts of kindness are to be recognized randomly. 3.

Homeroom teachers keep containers for slips collected monthly. On the last day of the month, each homeroom teacher randomly selects a slip and sends it to the office. Remaining slips are discarded after all students who received a slip that month are congratulated. Students are then encouraged to begin the process again.

4. Homeroom teachers are free to use Kennedy Kindness Kash up to twice a week to recognize students. The “Kash” can be used at the School Store. 5. Selected students are invited to join the principal during a time randomly selected for pizza and other treats. At this time, they receive a special certificate of recognition and treats to share with their families.

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Expected Outcomes: Since implementing this program three years ago, outcomes have included: 1. Improved school environment: • 50% fewer referrals to the office for lunch/playground conflicts such as fighting, bullying, name calling. • Dramatic decrease in referrals for insubordination • Students are excited when they are recognized. Even the student recognition slips, although only small yellow slips of paper, are valued as a tangible sign of success. • The teachers and staff members “notice” the good behavior of students in a concrete manner resulting in more positive attitudes. 2. Improved academics • Students are more willing to help one another in class. • Students are more supportive of one another, improving cooperative learning groups, pair/share and other best practice strategies. • Students are more satisfied with school. They like coming to a place where adults catch them “being good,” Improved attitudes lead to increased effort, motivation, and achievement.

Evaluation: • Goals are set and evaluated by teachers with whole groups and individuals. • The principal tracks the number of discipline referrals over time.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Bee Kind Hearts

Submitted by Karol Ann; Manistee, MI

Type of Activity: Full school promotion of Random Acts of Kindness throughout the school and community.

Grade Level: Prepared for grades one through four, but this project could be used in all elementary grades.

Time Frame: One week. The results were so impressive that we extended it through the end of the month for a total of three weeks.

Materials Needed: * Parent letter explaining the Random Acts of Kindness program (See example #1) * Four “Bee Kind” hearts for each student (See example #2) * Large “Bee Kind” hearts to post throughout the school (See example #3) * Heavy weight string to run through the halls of the school

Preparation:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Prepare student packs to send home by running off parent letters and student “Bee Kind” hearts. Each student should receive two sheets of “Bee Kind” hearts (four hearts total) and one parent letter. Running the hearts on two different colors of pink adds a nice effect when they are hung. This also provides an additional opportunity for teaching a two-color pattern with younger students if they help you hang the returned hearts. Run additional large hearts to be posted throughout the school and classrooms as constant reminders to students to be looking for ways to “Bee Kind”. These larger hearts may be colored and cut out by students. A bulletin board in the hall announcing that the whole school is celebrating Random Acts of Kindness week is a great addition. (See example #4) Pictures of students showing random acts of kindness or suggestions for random acts of kindness that students can perform can be displayed on this board. Have the custodian or parent helpers hang heavy string down the halls throughout the building. This will be used to hang returned hearts. Just a single piece of tape works great for hanging hearts when they are returned.

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Kick-off Day: This may be done as a whole school assembly or in individual classrooms. If done as a whole school assembly, a motivational speaker on kindness, a singer, an author, or puppeteer can be used to deliver the idea of how one small act of kindness has a great impact as it spreads. If doing this in individual classrooms, read the book, “Somebody Loves You, Mr. Hatch” by Eileen Spinelli. (Available through Trumpet Club Books) This is an excellent book to use as an introduction to the domino effect of kindness extended to one person and reaching many. Before handing out the student packs to take home, discuss ideas of things that students might do to show kindness to other people. Sometimes they just don’t have any idea where to start. Discuss that the purpose of this is not to get a reward for nice things that they do for people. But they will probably get back something anyway. Then see if they can come up with the idea that their reward will be the good feeling they will get. Once students start bringing in their hearts with their act of kindness on the back, hang them on the string in the hall. Encourage them to bring in more by sending additional hearts home if they return the first four. Also have hearts available in the office for staff and parents to participate as well. Staff should be encouraged to write up hearts for students that they observe doing kind acts at school during the day.

Getting the Local News Media Involved: (See examples #4, #5, #6, #7) Get the local news media involved by writing up an initial article explaining the program and inviting the local community to also get involved. Ask if they would be willing to do a follow-up article on the effects of the program and offer to go into the homes of your students to take pictures of some of the acts of kindness that were done. If they are supportive, this brings the whole community into the program and is a great public relations story for your school, not to mention being a tremendous self-esteem builder for students who really need it. Choosing your students who need that extra attention for these pictures has potential of being a turning point for positive behavior from them.

Additional Random Acts of Kindness Activity Type of Activity: Story reading followed by a writing activity (See example #8) (If your school district uses “focus writing” developed by Dr. John Collins, this is an excellent opportunity to practice Type 3 or Type 4 writing.)

Grade Level: This activity works best with 2nd grade and up.

Time Frame: Forty-five minutes on day one followed by about fifteen minutes to a half hour writing activity on the second day.

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Materials needed: * (Greta’ s Revenge by Steven J. Simmons & illustrated by Cyd Moore (Dragonfly Books Crown Publishers * New York) * light pink construction paper (cut into about 4 or 5 inch squares) scissors, crayons, * pencil a carnation for each student in your class * writing paper

Preparation: Have each child cut out a heart from the pink construction paper square. Then have them write on it, “You are special to me.” and decorate it as they desire.

Day one activity: Invite a guest reader to come and read the book, “Greta’s Revenge” by Steven J. Simmons. (You can also read the book yourself, but it gets parents involved this way.) Discuss the message of the book. (“Whatever you chant, whatever you brew, sooner or later comes back to you!”) Decide how this might relate to the current Random Acts of Kindness celebration. Then pass out one wrapped carnation to each child and have them attach the heart that they made earlier. Give them instructions that day to pass the flower onto someone who they think needs a smile the most. Give them some suggestions; such as their bus driver, a grandparent, a neighbor, an elderly person in a nursing home, someone who has been sick or has had something sad happen to them, or a parent who has done a lot for them, etc.

Day two activity: Have a classroom discussion about passing out the flowers the previous day. Talk about the reactions of the recipients and their feelings about giving the flowers. Then have each child do a short written paragraph answering the following questions. • • • • • •

Who did you give your flower to? Why did you give it to that particular person? What was their reaction when you gave them the flower? What were your feelings after you gave them the flower? Is this something you would ever like to do again? If so, whom would you give your second flower to and why?

These paragraphs can be put into a class book for everyone to enjoy or they can be read aloud to the class individually or displayed on a bulletin board in the classroom or in the school. Whichever way it is done, it will make for a wonderful “feel good” day in class experienced by everyone. Kindness is contagious. Who knows? This may even help us to become a “kinder, gentler nation”.

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PARENT LETTER (example # 1):

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Example # 2 (for students to return to school):

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Example # 3 (Larger heart to post in the school):

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WELLNESS PROJECTS UNIVERSITY RAK WEEK The Wellness Center's Student Advisory Board at Southern New Hampshire University participated in 3 activities during February's Random Acts of Kindness Week: Board members launched the week by making Random Acts of Kindness labels and attaching them to 1000 pieces of candy that were then distributed around our campus. Each label included information about Random Acts of Kindness Week and suggested ideas for how a person could participate in the week and spread a kindness message. Later in the week, we delivered coffee and donuts to the night cleaning and public safety staff at midnight. As a final act for the week, we decided to take our efforts into the community. After locating an elementary school, we made arrangements to attend the school and do guest reading. We read to the classes at the elementary school and talked with them about Random Acts of Kindness Week as well as bringing them stickers to promote kindness.

☺ Project contributed by Sara

1 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

PROJECT LIBRARY CHILDREN'S NEW & USED BOOK DRIVE General Focus: New and Used Book Drive This project was designed to replenish, restock, add to, and update three small libraries for children. Recipients: ______ Family Shelter Community Room ______ Homeless Shelter Day Care Center ______ (youth) Club Budget: $50.00 + donations







HOW-TO A.

Preliminary Steps

1.

Met with a representative of each of the agencies. Set up drop off time and contact person. Drew up flyer asking for the donations of books. Offered to pick up books if people collecting books requested pickup in advance. Set a time and place for book drop off. Served refreshments, had music playing. Also had lots of fun counting total books: 610! Got lots of empty boxes/bags in advance for later transport. Sorted the books so that each agency got some for very young children, reading age children, and young teens.

2. 3. 4. 5. 6. B.

The Event

1. 2. 3.

Packed and delivered books the following Monday afternoon. Used no media coverage. Everyone who participated received a "pocket angel," and all received follow-up flyers outlining where the books went.

Stumbling Blocks: None. High Points: Mingled and introduced old and new friends, touched on our ability to make a difference. Most touching moment: At our last drop-off stop, little boys from the facility came out to help carry all of the new books into the area where they would be put on shelves. They seemed so pleased that someone had been thinking of them.

1 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

BOOK DRIVE (continued)

BUDGET Flyer copies/Rubber stamp Postage My own contribution of books Refreshments for drop-off

$ $ $ $

10.00 10.00 20.00 20.00

INVITATIONAL FLYER Please join me in a CHILDREN'S NEW AND USED BOOK DRIVE Three local agencies could use our assistance to restock, renew, add to, and update their children's libraries. I think we can do this, with your help…. We will be accepting donations of any children's books at: Maureen's Book Central (address & phone) If you need assistance with pick-up, please call me in advance! To drop off books, come by: Saturday, July 29, from 11:00 to 2:00 pm Please feel free to bring the kids. We will be making homemade bookmarks and serving some goodies. All books will benefit: ______ Club ______ Family Shelter ______ Home Thank you so much for your kind participation! "No entertainment is so cheap as reading, nor any pleasure so lasting." -Montague THANK-YOU FLYER WOW! What a wonderful outpouring of books we received! Everything from Gulliver's Travels to Dr Seuss and Disney! Total books: 610 - 471 new 139 used All books were sorted and delivered to the agencies on Monday, July 31st. (The kids are reading them now!) You made a terrific difference in many children's lives. The great variety 2 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

BOOK DRIVE (continued)

covered all groups from those just learning to read to teen interests. We have a special thanks to Vickie and Linda (who truly are stamping enthusiasts!) for outstanding bookmarks. With everyone's help, we totaled fifty bookmarks. Great fun was had by all. I am always grateful for your kindness. My sincere thanks…. "There is more treasure in books than in all the pirate's loot on Treasure Island." --Walt Disney

☺ Project contributed by Maureen in Fresno, CA

3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

PROJECT LIBRARY SANTA'S ELVES ARE GATHERING General Focus: Christmas Toy Drive This project was designed to provide a way for parents in need to give gifts to their children for the holidays, and to ensure that agencies not being covered by the high profile giveaways were receiving new gifts. Audience: Homeless Children Benefiting: ______ Family Shelter (homeless families) ______ Home (homeless shelter, battered women & children) ______ (inner city outreach program) Budget: $50.00 + donations HOW-TO A.

Preliminary Steps

1. I chose a location where we would get lots of walk-by traffic: a site with both a $1.00 store and a discount store on one of the busiest corners in town. 2. Made an appointment, took a preliminary flyer and met with the managers of the discount store. Told him we would invite all of our friends and relatives to spend a few dollars in his store on the Saturday prior to Christmas. In exchange we wanted to set up a table and use electric outlets in front of the store. He received corporate management approval. 3. With budget, decided to give away donuts (priced and asked for a discount, ordered in advance for pick-up the morning of event.) 4. Borrowed a 32-cup coffee dispenser, filled with water. (Bought two large water containers and took with me) and served both coffee/with Irish cream and hot chocolate/with marshmallows. 5. Made paper angel pins with rubber stamps, glitter and corsage pins from the fabric store. (see attached). 6. Bought candy canes at discount store to round out our giveaways. 7. Set up radio with cool Christmas tapes, all helpers wearing elf hats, bells on our shoes, reindeer noses. 8. Covered several large boxes with wrapping paper for toys to go into. 9. Borrowed a six-foot-long table. 10. Went to local meat market and was given enough paper to make a large sign for the event. Used felt pen to write what we were asking for and who was receiving the toys. 11. Sent out flyers asking friends to come down and spend one or two dollars on a new toy for children in our community. 12. A jazz radio station gave us public service announcements throughout the days leading up to the event. B.

The Event

1. The discount store donated $40.00 right off, (and asked us to make it an annual event). We sent angel shoppers in to purchase the items. So many people were touched by us or we by them.

1 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

TOY DRIVE (continued)

We made many new friends. 2. The results are, of course, always the high points. We got 245 new toys to give. We offered everyone we saw that morning anything on our table for a donation of one toy or change. 3. We sorted, bagged, labeled and delivered the toys the same day. 4. Each volunteer who participated in any way received a follow-up flyer letting them know the outcome of their contributions and a handmade Christmas tree with buttons and a small ornament as a thank-you Stumbling Block: After checking several times, we found that, on the morning of the event, the electrical outlets outside did not work. The manager of the discount store helped us by running a huge extension cord (that we had brought just in case) to an outlet inside. Most touching moment: Two little boys, cold and hungry, came and got hot chocolate and donuts. They talked to us about who would be receiving the new toys. I'm pretty sure they should have received some of them. BUDGET Donuts (3 dozen) Coffee/Hot chocolate/Cream/Marshmallows Styrofoam cups/Stir sticks Balloons Candy canes Angel pins 2 large waters Bells for shoes/Napkins 2 large rolls of paper Elf hats Sign

$12.00 $15.00 0 $ 4.00 $ 4.00 $ 5.00 $ 2.50 $ 2.00 $ 2.00 $ 3.00 0

(wholesale outlet) (donated) (craft hearts & corsage pins) (to decorate donation boxes) (paper donated)

INVITATIONAL FLYER Santa's elves are gathering…to host a TOY DRIVE Sat, Dec. 18th, 9:00-11:00 am (address) We need shoppers! Shop, spend $1 or $2 on a new toy, and donate. We will be in front of: (name of discount or dollar store) Benefiting: ____ Family Shelter (moms with children on the street) ____ Home (battered women's shelter) ____ (inner city outreach program for underprivileged children) We will begin delivery at 11:00 the same day. Bring your children, stop by for a moment of giving. We will be giving hot chocolate and donuts. What a great way to start (or wrap up) your holiday shopping. Your kindness will make a difference! "The laughter of a child is among the most delightful sounds of the earth."

2 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

TOY DRIVE (continued)

THANK-YOU FLYER The Toy Drive was a big success! We collected 245 new toys and had so much fun doing it. Santa's elves helped set up in front of (discount store) on Saturday the 18th. (Discount store) donated $40 worth of merchandise so we sent elf shoppers in to choose toys.) We had Christmas music, bells, and balloons, gave away over 3 dozen donuts, countless cups of coffee, hot chocolate with marshmallows, and hundreds of candy canes and angel pins. We also made several new friends! By 11:00, we were sorting and bagging toys for delivery. The caravan stopped first at the family shelter, dropping off 85 toys, puzzles, and books, and another 85 went to ____ Home. Delivery to the third site was made Monday morning with 75 new gifts for inner city children. Special thanks to:

Elves Kathy, Linda, Betty, and Judy Set Up/Tear Down Team: J., John, & David; Kevin & Pam for equipment Additional financing by: (list of contributors) Angel Shoppers: (list of shoppers)

Thank you all so much! "A simple act of kindness, like a ripple on a pond, radiates from the giver throughout eternity."

Ready-made paper heart for volunteers The heart is stamped and colored with markers and glitter on wings. The heart is 2-3/4” tall x 3” wide.

☺

Project contributed by Maureen in Fresno, CA

3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan

do

These Lesson Plans are a culmination of schoolChanging the World, One Month at a Time Submitted by Mary; Burrel, CA wide activities and classroom activities, ranging from Grade Level: 3rd-8th Grade grades K-12. Time Frame: One topic per month for the school year.

AUGUST Getting to Know You! Get Ready Objective: Hand out as many “good thought messages” as possible. Messages from students to students makes everyone feel good. It’s great to start out the year on a positive note.

Materials: Index Cards (enough for the number of students you want to reach out to.) Pens, crayons, markers stickers.

Time: Depends on grade level but usually not more than 30 minutes, at the longest.

Subject Matter: Language Arts; sentence structure, spelling skills, writing skills

Get Set Instructions: (For instructions I will use 100 as the base) If you have

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

20 students in your class, each will then receive 5 index cards. On the plain side the students are to decorate the cards. On the lined side, they are to write a positive, fun, sweet message to an unknown person. One or two sentences is plenty. All sentences should be corrected by the teacher, then copied over in ink, marker or crayon. Some students will finish faster, and they may make more cards. After the cards are done they should be seen by everyone. If you are doing a large number, you may have to do this procedure 2 or three times to acquire the total needed. Once the cards are done, decide how to disperse the cards. Here are a few suggestions:

1

• Class roll sheets from neighboring schools • Students may just hand them out at recess • Bundle them in class sets and send to each class in your school

GO! Outcome/results : Everyone feels good! Someone gets unexpected mail from someone they don’t know!

SEPTEMBER Serve a friend an Apple Get Ready Objective: Pick a local business that you would like to treat to a morning or afternoon snack. It can even be the cooks at school, or the office team on your site.

Materials: Apples, peanut butter, apple dip, carmel dip, paper plates, small disposable bowls (for the dip), knives and clear plastic wrap.

Time: Approximately 30 minutes Subject Matter: Math; fractions Health; fruit group Science; growth of an apple Literature; Johnny Appleseed - reading and understanding literature.

Get Set Instructions: Know how many people you will be serving. Wash all hands. Wash apples. Demonstrate how to cut an apple, depending on age, teacher may want to cut and core all apples prior. Allow the students to slice the quarters into edible slices. Review 1/2, 1/4, 1/8, and 1/16 - excellent Math Lesson. Everyone cuts an apple! Discuss the importance of eating fruit. Maybe even plant an apple seed and observe the tree growing throughout the year. Measure its growth monthly! Read Johnny Appleseed. After the apples are cut have the students arrange them on a plate and put a bowl of your favorite fruit dip in the center. Cover the entire plate and select a group of students to deliver it to the office, cooks or janitor for their morning break. We have done this once a week, for 4 weeks, which allowed the entire staff at the school to receive a treat.

GO! Outcome/results: The students learned about math, science and literature; they did something for others and the staff was delighted for the healthy snacks.

2

OCTOBER Treats for Treats Get Ready Objective: Provide a sweat treat for an under-privileged child. Materials: Each student needs to provide 1 bag of candy (you may want to post a note as to what you are doing, others will want to donate. The more the better!) - little treat bags, snack ziplock bags or sandwich bags will work. - orange and black yarn, (or any color will do) - spider and bat rings are cool too! - cut out small pumpkins about 2-3 inches wide. - markers

Time: About an hour, maybe 30 minutes a day for 2 days. Depends on how many bags you are filling. Subject Matter: Math; counting, dividing Language Arts; complete sentences, sentence structure Get Set Instructions: Find a mission, a children’s hospital, a low-income apartment building, a battered women’s facility or a homeless shelter. Find out how many children they are servicing at that particular time. Make sure that you have enough treat bags. (Parents are usually more than willing to help out with that purchase.) Have the students count up and divide the candies according to how many bags you have. Great for Math time! Divide the bags up so that each student has some to fill. You can put them in groups and divide the candy up or have an assembly line type process, both work well. Once the bags are full, tie them with yarn and attach a spider or bat ring for decoration. On the cut-out pumpkin write a message of kindness or a POEM of the season, (Diamond poems fit nicely). Or just Decorate them. Arrange for the c lass to deliver if possible or you the teacher may have to do that part.

GO! Outcome Results: Kids that might not be able to have candy treats will be able to feel good because someone cared about them. The students who make the bags will reinforce math skills and writing skills.

3

NOVEMBER A Time of Giving Thanks Get Ready Objective: Think about all that you are thankful for, and all of the people around the country who don’t have what you have. Collect canned food and make food baskets for those who are in need. (Aim in your own community when possible)

Materials: • • • • •

A big box for each classroom in your school Some butcher paper to wrap each box like a gift box Flyers to go to all classes to inform the parents of your project Posters to promote the event A prize for the class who collects the most cans (pop corn and soda is good!)

Time: Allow about 3-4 weeks for the collection. Have two students take a can count each Friday and graph the process. Post it in the Cafeteria.

Subject Matter: Math; graphing, dividing Get Set Instructions: Set up the dates for collection and allow about 3-4 weeks. Place a decorated box in each classroom of the school. Make sure that 2-3 students check each Friday on the classrooms progress. Graph the results as a class project. Post in the school cafeteria and on the front fence. Enlist the help of the school nurse or the community service worker; they can usually help identify those families that are in need of help. Collect the cans on the final day. Have the students sort the cans by food groups, varieties and then divide them into the boxes that have been decorated. No need for baskets. You may end up needing a few extra boxes. We usually end up servicing about 12 families with 2-3 large boxes of canned food. I usually contact our local food store and ask for a little help and they are very willing to add a small ham or chicken, a bag of rolls and gallon of milk to the baskets. Then on the last day of school, before Thanksgiving, I take 4-5 students in my van and we go deliver the baskets.

Go! Outcome/results: People who are in need feel loved and are thankful for you and your class! Your class feels great for helping others who need it and you have taught a wonderful math/graphing lesson, not to mention division and food groups! • Locally, we have a fly over and each school makes a design on the ground with its students and staff and pictures are taken from the air as a competition. Winning schools are then seen in an annual KINDNESS Calendar.

4

• We also meet at City Hall to form a chain of kindness around the Fountain of Peace. Schools from all over the county come and hold hands and sing songs. Each school brings a chain made by its students. Each link of chain has a Random Act of Kindness recorded on it. • We also have a poster contest at our school for the best Kindness Advertisement. They are all posted around the school.

DECEMBER It is Better to Give Get Ready Objective: Heighten awareness that it is better to give than to receive. Warm fuzzies have no dollar value!

Preparation: Have a bake sale or a candy sale to raise enough money for your students to each have about $5.00 each to spend. If you make more, then raise the amount accordingly. * Last year I had my class start in August, collecting coins in a big water bottle. By Dec. when we cashed it all in, they each had $20.00 to spend. Materials: Wrapping paper, ribbon, tape, cards Time: A short field trip to the local dollar store. Subject Matter: Economics; money, adding, percentages, decimals Get Set Instructions: 1. Once you have the money, decide whom you will buy gifts for. You can contact organizations who have gift-tag trees, local churches, Boys and Girls clubs, missions, home less shelters, senior centers, hospitals, children’s homes, and homes for handicapped. 2. Figure the amount each student will receive, or have them do that if they can. Arrange to go on an hour shopping spree. Some department stores will throw in extras if you tell them ahead of time what you are doing and why. In the past, some stores have matched any amount we spent. Also, one store gave us boxes and ribbons for all of the gifts. One year we were given one adult gift for every child’s that we purchased. ... If you don’t ask they won’t help! 3. Return to school and wrap the gifts. * Make sure to mark the gifts if they are gender specific! Arrange for a short trip to go and hand them out, or arrange for a potluck lunch or dinner and invite the recipients to the party. A local church might be contacted to help with the food.

GO! Outcome/results: This has been one of the most rewarding of all the activities. There are no words as to the results; just do it and see! Truly the gift of giving if enjoyed by all!

5

Ideas for RAK: • • • • • •

Raking lawns Walking dogs Babysitting free Buying someone lunch Buying someone ice cream Take someone for a walk

• • • •

Taking a child to the park Reading a story to someone Writing a letter to an elderly person Buy a book and send it to a school class room • Buy a soda for someone working outside

RANDOM ACT OF KINDNESS CERTIFICATE You, ____________________________ have just received an act of kindness. All I ask of you, is that you take a blank certificate and do an Act of Kindness for someone else. Thank you for allowing me to do something for you! I hope you have smiled and enjoyed my help today.

Signed by: ___________________________ School: _____________________________

JANUARY Coats for Kids Get Ready Objective: Collect as many coats for kids as possible. Materials: Flyers and a big barrel Time: Very little class time. Subject Matter: Weather; research, information gathering, statistics Get Set Instructions: Send Flyers home with the dates of the food drive. Have students graph the class results on a daily basis. Post it in the Cafeteria for all to see. On the final day collect the coats. Arrange with a local cleaners to clean the coats. Salvation Army is good at finding kids who need a new warm coat.

GO! Outcome Results: The community responds well to the call for warm coats, and many children who would not have a warm jacket have one because of your class!

6

Note: This is a community project that is organized annually by a local TV/Radio Station, and a Local Businesses. In total, they collect an average of 15,000 coats and then distribute them. The coats are all cleaned by a local cleaners and anyone who needs a coat may go to the cleaners and pick one up. It is called “Coats of Kids.”

FEBRUARY The month of Caring Get Ready Objective: Care about someone you don’t even know. Materials: Several boxes of cards with envelopes, post cards, writing paper, stickers, stamps, crayons, markers. A local telephone book, pencil and pen.

Time: About 30 minutes a day every day of the month. Age: 3rd grade and up, unless they dictate and you write Subject Matter: Language Arts; handwriting, and letter writing skills Get Set Instructions: Use an extra copy of the local telephone book that you can cut-up. Usually grocery stores and drug stores have extras to spare. Tear a page out and give one page to every student. Each day, for one month, they are to send a card or post card or letter to someone on that list. They need to only write 1-2 sentences and you must correct all of them. They only need to say something nice, make someone feel good, or something that will make them smile! Color and decorate the cards and envelopes. Mail them daily and see if you get any responses. Of course, make sure that the students sign them with their full names and use the school as the return address, include room number. Depending on how your school works postage, you may have to have each student bring 4-5 stamps each.

GO! Outcome/results: People all over town will receive a note or letter that will make them smile and you will giggle with the thought that someone you don’t know will get a letter from you! You may even get some Kind Notes in return. One year we got 53 response notes; it was wonderful! Note: This can be done by getting patient names from a local rest/guest home as well. The elderly are sometimes forgotten and never receive mail. Kid-made cards are really appreciated!

MARCH Gift Certificates Get Ready Objective: The class designs certificates to hand out to family and friends as they perform 5 random acts of kindness during the month.

Materials: Certificates; each student will need 10 7

Time: About 30 - 60 minutes for planning and explaining Subject Matter: Community service, social studies, writing, oral language Get Set Instructions: Discuss some jobs that might be done for friends, and neighbors. What can be accomplished? How many people can you actually help in a week, or month. It is usually better if they keep it right about 5. Some students will want to help 10 - 15 people, but time-wise, 5 usually works out best. Make a generic certificate that the students can fill-in with the job they are going to do for that special person. The catch is that for each person they present with a certificate, they have to give a blank certifIcate and it is their responsibility to do a RAK for someone else. (Did you see the movie “Pay it Forward”?)

Outcome/results: The community will be reached far beyond the boundaries of the school grounds and kindness will be spread. Students will understand the importance of helping others and giving of themselves without wanting anything in return.

APRIL Change for Kids (coin drive) Get Ready Objective: To raise money for a local children’s ward in a hospital Materials: Large plastic jars Time: About 10 minutes a week, depending on the size of your school Subject Matter: Math; adding, counting money, graphing and record keeping Get Set Instructions: Give every class in your school a big jug, pickle jar, or coffee can to collect change in. Announce that the class with the most money will be awarded with a movie, popcorn and soda party! Have a short assembly explaining why you are raising the money and that all of it will go to help the children in the hospital. Every Friday, have students, if they are old enough, or a parent collect the money from each class. Graph the amounts on a chart and post the chart in the cafeteria or hall where everyone will see how their class is progressing. Allow about 4 weeks for the drive. Send flyers home so parents will know why their children want pennies, and then they may also want to help. It’s best to take the collected change once a week to the bank so they aren’t bombarded with one large collection. Note: I have also done this as a “Kiss the Pig Contest!” I found a local farmer with a cute little pink pig, brought it in and said the CLASS with the least amount of money would all have to Kiss the Pig. The Class with the most money, the TEACHER, would have to Kiss the pig. BUT, if we reached a specific goal the PRINCIPAL had to kiss the PIG! That year we raised almost $2,000.00. But when we brought the pig back, it was huge, almost 200 lbs, and the Principal had to kiss it as well as the the 8th graders. It is a good media attraction if you want you school in the news for a positive reason.

GO! Outcome/Results: The students from my class got the entire school excited about helping the children in the hospital.

8

MAY Summer Literacy Program Get Ready Objective: To have the students of the school create, publish and distribute as many children’s books as possible for students to read over the summer.

Materials: Construction paper, crayons, markers, and pencils. An edited finished story and enthusiasm. Time: Class lesson time; 30-45 min. a day for at least 2 weeks. Consider planning, writing, editing and publishing. Subject Matter: Language arts; writing process, grammar, spelling, sequencing, plot, setting, character building. Art.

Get Set Instructions: 1. Give your class a list of 4-5 different topics. They will choose a topic to create a children’s story about. The week prior, you may want to read several different picture books and short childrens books to give them some creative ideas. 2. Give them a copy of the blank web planner and brainstorm some ideas. When the plan is in place, proceed as you would with a regular writing lesson until each student has a rough draft and a final draft of a short childrens story. It should be in final draft form. 3. Give the students several different book styles to choose from for their books. 4. Copy the stories into the books, leaving room on each page for illustrations. Keep in mind that they are for younger students. Print big and clear, nice and neat. When the printing is done, illustrate and copy over the printing with black ink. Saving the last page for “About the Author”. Write about the author, giving several truthful facts. 5. Once all of the books are done, distribute them to the lower grades, reading them to as many students as time permits. Then at the end of the school year tell the teachers to send them home with the students so that they will have books to read over the summer.

Outcome/Results: Your class will be published authors, and another class will have free books to read over the summer. Note: I have also done this right after testing as a release activity. I teamed the 6th, 7th, and 8th graders up , one on one, or in pairs, with classes K-5. Each classroom was given a topic; i.e. - clowns, dogs, circus, the sea, whales. They had 1.5 hours to plan, publish, and illustrate a short story. Then we gathered in the cafeteria and had a reading hour to hear some of them. Afterwards, the books were displayed in the library until the end of the year. We ended up with 345 short children’s books. At the end of the year we placed them in Ziploc bags and handed them out with some books that we purchased. To this day the kids remember what they wrote about, and who they wrote with. What a bonding time they had. Big and little alike!

9

PROJECT LIBRARY EASTER EGG HUNT AND BARBECUE General Focus: Easter Egg Hunt This project was designed to recreate the old time Easter egg hunts that my family had and that I had gone to over the years. The recipients were mothers and children with out homes or "special events" and living in the shelters. Audience: children and moms at the ______ Family Shelter the day before Easter Sunday. Budget: $85.00 + donations HOW-TO A.

Preliminary Steps

1. I called the current manager of the family shelter, set up an appointment, and went down to review our idea. I followed up with several calls and still found there to be some miscommunication. There was a small park next to the local mission and family shelter with barbecue pits and tables that we wanted to use. 2. Started a checklist of items we would need. Let it be known we were taking donations of candy (one person donated fifty 6" chocolate bunnies), baskets, and plastic eggs. 3. Broke the event into two different parties, one to stuff the eggs and prepare the baskets, and one to actually put on the hunt. 4. Drew up a flyer to send to all friends and volunteers. 5. Purchased larger items wholesale after pricing--candy, hot dogs, etc. See attached budget. 6. Went to look at the location to be used for both the hunt and the barbecue. (Always check: parking for volunteers, ease of unloading, gate access, etc.) 7. To make it look more festive we decided to add balloons. 8. Made up volunteer list of items to do. Prepare to hand out assignments when needed, or do it yourself if no volunteers are available. B.

For the Egg Stuffing Party:

1. Served ham cubes, cheese cubes, dips and wines to everyone that came to help stuff the plastic eggs with candy and prize slips. (We had great fun, stuffed 397 eggs, added lace to the baskets and filled with paper grass.) 2. Set up the packing of the truck the night before --all eggs, baskets, supplies for barbecue, prizes to give away. 3. Set up a caravan to leave in front of our house. They followed the truck down and hid the eggs. Had helpers for the barbecue. 1 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

EASTER EGG HUNT (continued)

4. Used no media coverage. 5. We served everyone and it felt wonderful--hot dogs, chips, cokes, cupcakes. 6. All of the children and moms enjoyed the baskets of goodies. We handed out prizes, stuffed rabbits, (used, donated, cleaned with new ribbons), jelly beans, bubbles, and kites. 7. Did a complete clean up of the area prior to leaving. Hugged all of the kids and moms as well as the staff of the family shelter. 8. Everyone who participated or donated in any way received a thank-you angel pin and a follow-up flyer detailing our results. Stumbling Block: A new staff person at the family shelter had lots of things going on at the same time. {They forgot to defrost the hot dog buns.) But we did not panic, and everything worked out okay. Good to have a backup plan just in case you should run into unexpected challenges. High Points: After arriving, hiding the eggs, placing the balloons, and starting the barbecue, the children and moms were lead through a gate into the park. At the entrance to the gate, our volunteers stood handing out the baskets and encouraging them on. The mothers asked if they might join in the egg hunt also--most admitted they had never been to one. We said YES and gave each of them baskets also. It was almost as touching to see the pleasure it brought the moms as it was to watch the children. Most touching moment: Driving away, we knew that we had touched some lives and given them the gift of a memory. BUDGET Baskets Basket grass Ribbons to dress up the baskets Rubber stamps for flyers Plastic eggs Candy for the eggs (wholesale) Wine & cheese served during egg stuffing party. Hot dogs (wholesale) Mustard/Relish, etc. (Buns provided by shelter) 48 bags of chips 50 chocolate bunnies Prizes for hunt (bubbles, kites, jelly beans, stuffed bunnies) Miniature Easter cupcakes Soft drinks

$ 10.00 $ 3.00 0 $ 7.00 $ 10.00 $ 25.00 $ 20.00 $ 8.00 0 0 $ 10.00 $ $

(+ donations)

(+ donations)

(donated) (donated) (+ donations)

2.50 4.00

2 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

EASTER EGG HUNT (continued)

Thank-you tac pin (7/8" high) for volunteers ` INVITATIONAL FLYER We have a two-part project - we would love you to share in any aspect of it. PART 1 - EGG STUFFING PARTY Friday - April 21st, 6:00 - 7:30 pm We will be stuffing plastic eggs. Wait until you see all of the eggs and candy!) Location: Maureen's house (Jelly Bean Central) "Here comes Peter Cottontail Hoppin' down the bunny trail Hippity hoppity, Easter's on its way." PART 2 - Flopsy, Mopsy, and Mr. Cottontail are inviting you to their EASTER EGG HUNT AND BBQ Saturday - April 22nd, 12:00 - 2:00 pm Where: ____ Park, at (address) Benefiting: the parents and children at the ____ Family Shelter If you would like to be a part of this childhood tradition, please meet us at: (address and phone) At 12:00 pm we will caravan together to the park We will be hiding our candy eggs and handing out baskets for the kids to gather them in, along with prizes. We will be serving hot dogs, chips, and punch. Hop on by! THANK-YOU FLYER (on pink paper) I'm tickled pink over the wonderful response to the… Stuffing Party and Easter Egg Hunt! Thank you for the kindness you have shown. We: stuffed 397 plastic eggs (of all sizes) with candy decorated 22 baskets and filled with grass barbecued hot dogs, served chips, sodas, and mini cupcakes To all of the mothers, children, and volunteers at the ____ Family Shelter. 3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

EASTER EGG HUNT (continued)

were able to hand out chocolate bunnies to all of the kids. gave away special prizes: kites, bubbles, and stuffed bunnies donated eggs and chocolate bunnies to the ____ Home. Most importantly, we had fun and did something nice at the same time. To each of you that have donated time, money, and yourself…you have my deepest gratitude. "It is one of the most beautiful compensations of this life that no man can sincerely try to help another without helping himself." --Emerson

☺ Project contributed by Maureen in Fresno, CA

4 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

PROJECT LIBRARY FEED THE HUNGRY DAY General Focus: Feeding hungry people in our locale This project was designed to bypass the middleman and hand food out with no strings attached to the poorest--the street people in our area. Audience: area in our community that houses the rescue mission and family shelter. There are two locations that serve food every day. The area has a square mile in which people live predominantly on the streets and in surrounding fields. Budget: $50.00 + donations HOW-TO A.

Preliminary steps

1. 2.

6.

I made the event a two-day project, allowing more to participate. I had advanced knowledge of this area prior to encouraging anyone to go out and serve with me. I planned a peanut butter & jelly sandwich-making party. I made a flyer, invited friends. etc. I priced items to purchase within the budget. Used wholesale for all main ingredients. Local bakery outlet worked with us for largest discount, freshest bread, donuts, etc. Asked for donations of bags of apples/oranges, etc.

B.

On the first day of the event (Saturday):

1. 2.

I covered all kitchen cabinets and low surface areas with newspaper and set up sandwich making stations. I had teams of people making & bagging sandwiches, bagging pretzels, bagging donuts. Served to our volunteers: soft drinks, ham & cheese squares, crackers, dipping sauce, chips.

C.

On the second day of event (Sunday):

1.

We loaded up the back of my pickup and drove down to an empty corner in this area, dropped our tailgate, and gave away food. We handed any leftover food through the back kitchen door of the rescue mission to be used for lunch. Used no media coverage. Only a handful of us went down for the handing out of food. Afterwards, we went and had rolls and coffee afterwards and reflected on all that we had experienced. Each person who participated received a "pocket angel" (sold in novelty shops) to

3. 4. 5.

2. 3. 4. 5.

1 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

FEED THE HUNGRY (continued)

carry in their pocket, and a follow-up flyer detailing our results and the many people touched because of their donation of time, energy, or goods. Stumbling Blocks: Some were taken aback by the suggestion of taking the food down and handing it out on the street. Try to recruit male help as well as female, be alert, put away purses and other valuables, and lock the cars. High points: Every once in a while, I find a little jelly in my kitchen and reflect on everyone working together to make 175 sandwiches. Most touching moment: None of us could really imagine what that must be like--to sleep in fields, to be without a home or any small place to call our own. BUDGET (Our goal was to make 100 sandwiches) 15 loaves of bread (discount bakery) 13 boxes of donuts 2 huge peanut butters (wholesale ) 2 huge jars of grape jelly Plastic baggies ($1.00 store) Oranges Postage for flyers Served snacks to volunteers Thank-you pocket angels Box lids to carry everything in 2 cases of small bags of chips

$ 9.00 $11.00 $11.78 $ 7.90 $ 1.00 $ 4.00 0 $12.00 0 0 0

(donated) (donated) (donated by supermarket) (donated)

INVITATIONAL FLYER Feed-the-Hungry Day is - Sunday, March 19th We have a two-step project and will gratefully accept any aspect of your giving nature. 1st Step:

Saturday, March 18th, 12:00 - 2:00 pm (address) We will be making peanut butter and jelly sandwiches, bagging them, and adding donuts for giveaway. 2nd Step: On Sunday, March 19th, at 6:30 am we will caravan down to (address or intersection). We will set up a tailgate giveaway until we run out of food. 2 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

FEED THE HUNGRY (continued)

Please feel free to bring the kids over to help make sandwiches or bag. We would also love any donations (bags of apples, oranges, boxes of donuts, etc.). Anyone who joins us in giving out the food will find it an experience of the heart you won't forget. "Don't let the uncertainty turn you around, Go on and make a joyful sound." - Jackson Browne, 1974 THANK-YOU FLYER With your kind and generous contributions… On Sunday, March 19th, many hungry people were touched by your giving hearts. In in less than 90 minutes, all of the food had been given away… 175 peanut butter and jelly sandwiches (made with love) 103 donuts 44 bags of pretzels 108 bags of chips 166 fresh oranges 115 apples 48 pieces of homemade cake Your participation in the many projects has been deeply appreciated! "Love, compassion, and tolerance are necessities, not luxuries. Without them, humanity cannot survive." -His Holiness, The Dalai Lama

☺ Project contributed by Maureen in Fresno, CA

3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

PROJECT LIBRARY THANKSGIVING CAKE DRIVE General Focus: Providing desserts for Thanksgiving dinners Audience: This project was designed to provide something special for anyone who would be spending their holiday in a shelter or in surrounding fields downtown. Benefiting: ______ Rescue Mission ______ House (homeless shelter) ______ Homeless Shelter Budget: $50.00 + donations HOW-TO A.

Preliminary Steps

1.

6.

I called each of the agencies to see when they would be serving their planned dinners. I let them know we planned to bring desserts. Checked to see who our contact would be at each location and where we would drop off the desserts. Determined cakes were the easiest, least expensive request to make of our friends. Drew up a flyer, sent invitations to friends, co-workers, etc. Went to several bakeries to ask for boxes to transport the cakes. All of the bakeries were concerned about the fact that their logo was on the box. Bought backup boxes f from discount outlet with a portion of the budget. Baked cakes, offered to pick up cakes from participants, encouraged friends to have their children bake a cake of any kind and drop it off just prior to the holiday. Used no media coverage.

B.

The Event

1. 2.

We collected 83 cakes, 3 huge sheet cakes, 2 pies, and 1 ,500 cookies. It took 3 cars and 1 truck to transport the desserts. We had a rather fun caravan of volunteers who really felt the impact of actually taking the food to the agencies. We handed 42 cakes through the back door of the rescue mission kitchen, just as the main course was being served, then to ______ House, where 16 men waited to help carry in the balance of cakes. Final stop was the homeless shelter, where we left all three sheet cakes and all of the cookies. Each person who participated in any way received a small goodie bag filled with candy as well as a follow-up flyer with results.

2. 3. 4. 5.

3.

Stumbling Block: We purchased boxes we didn't need. Most touching moment: We had cakes covering every flat surface in my apartment. Our vol1 1727 Tremont Place

Denver, CO 80202 USA

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THANKSGIVING CAKE DRIVE (continued)

unteers were lining up out in front with their cars, and we started to load. We followed each other down to the poorest, saddest area in our community. After having unloaded everything, we all stood and hugged, being very thankful for the experience. BUDGET Boxes for transporting cakes Cake mixes & frosting for four cakes Bags & ribbons for candy thank-you Rubber stamps for flyers Postage

$15.00 $ 7.00 $ 7.00 $10.00 $ 8.00

INVITATIONAL FLYER CAKE DRIVE Benefiting:

The ____ Rescue Mission and ____ House Thanksgiving dinners

If you would like to share in the joy, please buy or bake one cake of any type, size, or shape. (Let the kids bake one…anything they do will be great!) Cake Central will accept deliveries beginning Tuesday, Nov. 23, after 5:30 pm and Wednesday, Nov. 24, from 4:30 - 6:30 pm. (We will be dropping off the cakes by 8:00 pm.) (Maureen's address) We can pick up your cake if you need us to. Please call me in advance at (phone). "Show me a hobo who sleeps out in the rain And I'll show you a young man with many reasons why, And there but for fortune May go you or I." --Phil Oches, 1965 THANK-YOU FLYER May happiness touch your life today as warmly as you have touched the lives of others Wow! The kindness and support received for our Thanksgiving Cake Drive was wonderful. We had 83 cakes, every flavor, style, shape (and three beautiful sheet cakes), 2 pies, and 1500 homemade cookies. Our caravan of 1 truck and 3 cars made the first stop at the rescue mission, where 42 2 1727 Tremont Place

Denver, CO 80202 USA

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THANKSGIVING CAKE DRIVE (continued)

cakes were handed through the kitchen doors, then over to ____ House, where 16 men helped to carry the 43 cakes and 2 pies in. Last stop was the ____ Home, where all of the cookies and the largest sheet cake were left with the cook. (She was still working at 8:00 pm, getting ready for Thursday.) My sincere appreciation goes to each and every one of you who contributed. You really are making a difference in the way we take care of each other, and I am feeling blessed with such generous friends. "Thank you is not the written or spoken word, rather a transference of a piece of me to you." Love and gratitude to all. Be looking for the Christmas flyer!

☺ Project contributed by Maureen in Fresno, CA

3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

PROJECT LIBRARY ICE CREAM SOCIAL General Focus: Old Fashioned Root beer Floats Audience: Residents of Comfort Care Assisted Living Home This project was designed to do something special for my mother-in-law's 89th birthday and for the senior center residents. Budget: $50.00 + Donations HOW-TO A.

Preliminary Steps

1.

6.

Called the owner of the facility and asked permission, outlining our idea. Received her approval. Made up flyers and mailed them to all friends, relatives, etc. Arranged to purchase all needed items at wholesale cost, etc. Received a donation of straws and spoons from ice cream restaurant! I took in a copy of the flyer. Offered to pay for the straws. Lined up needed items like rubber barrel for ice, ice cream scoops, card table, gloves for volunteers to wear. Used no other media coverage.

B.

The Event

1.

Had a great time! All of the volunteers took time to talk to the residents and staff, served everyone, offered refills. We passed around a large poster board with pictures of my mother-in-law (celebrating her birthday). Hung balloons on both the outside of the home and the wheelchair of the birthday girl. Each person who participated in any way received small lapel pins as a thank-you and a follow-up flyer outlining our success.

2. 3. 4. 5.

2. 3.

Stumbling blocks: First approached the retirement home where my mother-in-law had lived for three years prior to moving on for additional care to current location. They did not want us to do the event there. Met with panel of four to explain our idea and to show prior experience. Called several times, but eventually decided to move it to the smaller location. Most touching moment: Each and every resident completely finished all of the floats and cookies. They seemed to enjoy talking to new people. It was a reason for everyone to get dressed up.

1 1727 Tremont Place

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ICE CREAM SOCIAL (continued)

BUDGET Ice Cream Cups (wholesale) Root beer Spoons & straws Cookies Postage Thank-you pins Rubber Stamps

0 $ 2.70 $ 8.00 0 $ 3.00 $13.00 $ 6.00 $ 5.00

(donated) (donated)

INVITATIONAL FLYER ICE CREAM SOCIAL We will be serving old fashioned root beer floats to: the residents of (rest home) (address) Vega _________, resident, will be celebrating her 89th birthday. We'd love to say thank-you to both the residents and the staff. Please come and say hi and Happy Birthday! When: Saturday, Sept 9th Maureen: (phone) Volunteers: meet in front of the Home Set up: 12:45 pm Serving 1:00 pm after lunch Please think about stopping by. We will need: ice cream scoopers root beer pourers servers (we'd love some kids) We will clean up and be out by 2:00 pm. Any questions, please call me! As always, your kind and generous hearts continue to inspire me. "To know how to grow old is the master-work of wisdom, and one of the most difficult chapters in the great art of living." THANK-YOU FLYER "Beautiful young people are accidents of nature, But beautiful old people are works of art." --Eleanor Roosevelt You continue to be so generous with your time and resources. We had a wonderful response 2 1727 Tremont Place

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ICE CREAM SOCIAL (continued)

to our Ice Cream Social! As always, we had many terrific people contribute to our project. We want to thank Micky, owner of the (ice cream store), who donated the ice cream, her sister Pat for making it happen, and (store) for the straws and spoons. A special thank-you to the kind volunteers who scooped, poured, and served, as well as spent time with the residents and staff of (rest home). Vega was thrilled by how special the celebration of year #89 was for her! You never know when you're making a memory…thanks for sharing in so many of mine.

☺ Project contributed by Maureen in Fresno, CA

3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

PROJECT LIBRARY HALLOWEEN GIVEAWAY General Focus: Halloween candy for trick-or-treating children Audience: This project was designed to touch some of the underprivileged and challenged children who could not get out, had no place to go trick-or-treating, no Halloween costume, etc. Benefiting: ______ School for Severely Handicapped ______ Family Shelter ______ Homeless Shelter Budget: $50.00 + donations Date of event: October 23, 1999, the Saturday before Halloween Delivery: Thursday October 29, 2000 HOW-TO A.

Preliminary Steps

1.

4. 5.

Called each of the agencies to let them know we planned to bring items to them and the date we would deliver. Asked about any restrictions. Found out who our contact would be. Followed up with a call just prior to event. Went to several local liquor stores/grocery stores and asked them to donate small brown bags. (Always offer to pay, bring a flyer, and explain your event.) Drew up a flyer and sent an invitation to every friend, co-worker, and relative. (Make up extras to have on hand.) Purchased candy at large wholesale outlet. Used no other media exposure.

B.

The Event

1. 2. 3. 4.

Placed candy in bowls Lined bowls up on tables Had friends bring children Created teams: - Curlers - curled black & orange ribbon - Stampers - stamped the bags with rubber Halloween stamps - Stuffers - walked around large table and filled the small bags with candy (and ate a few candy bars!) - Trimmers - tied the ribbon

5.

The project went great!! We filled 225 festive bags of great candy. Children who helped got to take a bag home for themselves. We served punch, popcorn, chips, and M&Ms to all the helpers. With the exception of

2. 3.

6.

1 1727 Tremont Place

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HALLOWEEN GIVEAWAY (continued)

7. 8.

the additional candy, we stayed within our budget. We delivered 100 bags to the ______ School, which were used in their school party. We delivered 75 bags to the family shelter (families with children on the street) and 50 bags to the ______ Home, a shelter for battered women & children. Everyone involved with this project had a good time and knew they had done something wonderful for others.

Stumbling Block: (not really any!) We let the children do some of the stuffing and ran out of candy before all bags were filled. My brother volunteered to run down and purchase a large bag of candy to complete project. Most touching moment: One of the mothers, who brought two boys, ages 6 and 9, spent the drive over explaining how good it feels to do something nice (and asking her boys not to pocket all the candy). After working on stamping and stuffing, the smallest boy yelled out (with charming honesty), "Hey, Mom, this does make me feel good!" BUDGET 150 bags purchased 75 bags Candy Candy Black & orange ribbon Small toys (ghost erasers) Food for volunteers Postage Rubber stamp for flyers

$ 2.00 0 32.00 0 3.00 0 10.00 7.00 0

(brown bags/grocery & liquor store) (donated) (in quantity at wholesale discount) (donated) (craft store) (donated) (punch, popcorn, M&Ms, etc.) (+ donation) (owned)

INVITATIONAL FLYER This encrypted message is an ancient one indeed… Whoever can decipher, here's a warning to take heed. The pleasure of your company is requested to appease, touch a bunch of tiny hearts… Come and join us if you please! Restless spirits will be gathering: Saturday, October 23rd 11:00 am (we'll be done in less than an hour) (address and phone) (kids welcome to help; we'll be stamping, stuffing, and curling ribbon) 2 1727 Tremont Place

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HALLOWEEN GIVEAWAY (continued)

Stuffing over 200 Halloween bags to be donated to: ____ School (severely handicapped children) ____ Family Shelter (children on the streets with mom) ____ Home (children in a battered women's shelter Serving Witch's Brew/Cider & Bagels Think about stopping by (bags of candy welcome but not mandatory), laughing with old friends, and helping lots of local children enjoy an old autumn tradition. I would love to see you….

☺ Project contributed by Maureen in Fresno, CA

3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

PROJECT LIBRARY OLD-FASHIONED VALENTINE'S DAY General Focus: Valentine's Day This project was designed to have some fun making old-fashioned Valentines with a variety of individuals confined for one reason or another. Audience: Elderly, ill Benefiting: ______ Convalescent Hospital ______ Assisted Living Center ______ Hospital (in another city) Budget: $50.00 + donations HOW-TO A.

Preliminary Steps

1.

Called each of the agencies to find out how many residents they had and if they would be receptive to our coming in with cards. Drew up a flyer and sent out invitations to friends, coworkers, relatives and church friends, outlining the ideas and asking for participation. Took discount coupons to local craft store and bought the following (using calculator to stay on budget): Pink, white, and red construction paper Doilies of all sizes Rolls of ribbon (to make small bows, etc.) Glitter, glue, buttons, small flowers Set up dining room table, card tables, coffee table Got out all scissors, pinking shears, edge cutters, hole punches Wrote simple messages on the inside like "you are loved" Put down newspaper on kitchen counters and set up glue guns and glitter areas for the kids. Had an old fashioned Valentine making party. Used no other media coverage

2. 3. a. b. c. d. 4. 5. 6. 7. 8.

B. The Event 1. 2. 3. 4.

We made 225 homemade cards. We served punch, small valentine candies, and cookies. With other volunteers, we took the Valentines to the homes and handed them out with hugs and kisses. We shipped 40 to my daughter, whose best friend is a nurse. She handed them out at their local hospital. Each person who participated received small bags of Valentine jellybeans as a thankyou and a follow-up flyer outlining our results. Each child who came was invited to 1 1727 Tremont Place

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OLD-FASHIONED VALENTINE’S DAY (continued)

make cards for Grandma and any other person. Stumbling blocks: None. (Glitter is still showing up in corners of my kitchen!) Most touching moment: Allowing the children the freedom to follow their creative streak. They were told they could not do anything these older people wouldn't love. Some had so much glitter, etc., on them that we wrote on the back "Made by Robert, 5 years old." They were all very touching. Handing out the Valentines touched our hearts as well. BUDGET Craft supplies Refreshments for volunteers (soft drinks and treats) Postage

$35.00 $10.00 $12.00

INVITATIONAL FLYER Cupid's Arrow Flies… How many years since you've made a homemade Valentine? Come and touch some lonely hearts…. To be received by patients at: ______ Assisted Living Home ______ Convalescent Hospital What: Who: Where: When: Time: Bring:

Valentine Making Party! We'll be using paper, stickers, stamps, buttons & bows, doilies, glitter, and a little love to stick it all together! (It will be easy!) We hope you'll come! Certainly bring the kids! (address) (date) 11:00 am to 2:00 pm (stay or stop by for a few minutes) Warm smile and joyful heart "Share the Love"

THANK-YOU FLYER Cupid's Arrows Touch Hearts…thanks to your kindness Valentine's Day started with cards, flowers, and a heart cake being delivered to the residents of ______ Assisted Living Home. Next, each person at ______ Convalescent Hospital 2 1727 Tremont Place

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OLD-FASHIOINED VALENTINES DAY (continued)

received a hug, a smile, and a card. Some of the cards went as far as ______ Hospital in (city, state) for every patient there. A special THANKS to all of the Valentine Helpers, especially the children who made it so much fun! "Offered freely and joyfully,these are the gifts which win and preserve the heart and bring comfort to the soul."

☺ Project contributed by Maureen in Fresno, CA

3 1727 Tremont Place

Denver, CO 80202 USA

www.actsofkindness.org

800.660.2811

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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CAUGHT! Submitted by Amy; Plymouth, NC

SCOPE OF ACTIVITY: Class-centered but can be modified to a whole school or community.

GRADE LEVEL: Written for 2nd to 5th grade, adaptable to any grade level.

OBJECTIVE: Students will be able to identify, evaluate, and acknowledge acts of kindness.

MATERIALS: Magazine pictures or photographs depicting acts of kindness, chart paper, construction paper or art board, scissors, glue, markers.

OTHER PREPARATION: Select a block of time (30-60 minutes per week works well) for your Kindness Patrol to accept complaints and interview "victims" and "witnesses." If you choose the photograph option, you may want to stage some acts of kindness and have photos developed in advance.

PROCEDURE:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

1. Brainstorm a class list of acts of kindness. Students may need some help specifying acts of kindness beyond “being nice,” so use exam ples from your class or from books. Record students’ responses on chart paper and post for easy reference. 2. Have students collect magazine pictures depicting acts of kindness, or use photos you have prepared.

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3. Provide materials for students to create “Wanted” posters (see example). 4. Place completed posters in approved areas. 5. During the time allotted, encourage students and staff to report random acts of kind ness to your students. You may have to recruit some to get started. Use the resulting interviews as a basis for discussion in your classroom, for adding to your class list, for creating new posters (possibly with photos of those caught being kind), and for recog nizing the guilty parties. Have your class decide how to reward participants, keeping in mind the value of more intrinsic rewards, such as thank you notes, certificates, hand shakes and high fives.

EXPECTED OUTCOME: The number and frequency of random acts of kindness will increase as student awareness does. The number of participants will increase by at least 50% (above the number of students in your class to begin with) within the first month of implementation.

LOCAL CHARACTER EDUCATION DIRECTIVE: Correlates with and supports the “I Care” program currently in place in our school.

EVALUATION/ COMMENTS: Evaluate by keeping anecdotal records, by informal observation, and by the growth of the kindness chart and numbers of participants. This activity also lends itself to Language Arts (writing) and Math (graphing) integration.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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The ABC’s of Kindness Submitted by Kathleen; Lacey, WA

Grade Level: First Scope of Activity: Classroom Time Frame: 30-60 minutes

Objective: To have the kids think of their own RAK ideas and at the same time, work on their writing skills.

Materials Needed: • Paper, pencil, crayons, construction paper.

Procedure: 1. Have each child choose a letter of the alphabet for this activity. (Teacher can provide colorful die-cut letters for this activity.) 2. Have each child write a sentence of a random act of kindness idea, using the letter they chose as a word in the sentence. Example: A I will share a stuffed animal with my sister B I will help my mom bring in the groceries C I colored a picture for my grandma 3. Next, have the child draw a picture that illustrates their RAK described in their letter sentence. The Random Acts of TM Kindness Foundation

4. Mount each child’s picture and sentence on construction paper and bind it to make a book!

1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Developing Kids with Character through Service Learning Submitted by Cynthia; Charlotte, NC

Grade Level:

Second

Subject: Social Studies; Student Initiated Service Learning Projects Character Traits: Leadership, Caring, Compassion, Empathy, Respect, Responsibility.

Time Needed: Varied according to project selected How/where does this lesson plan fit into the total unit? Usually toward the middle of the unit, although it is a great culminating/review project. Sometimes it can launch a unit of study by capturing student’s interest!

Materials/Resources Needed: * * * *

Paper and pencils for brainstorming Dry erase board, or chalkboard Poster board for “Action Plan”- with questions printed on it Service learning Journals

Goals: The learner will exhibit attributes of good citizenship in the classroom, school, neighborhood, and community. The learner will apply the concepts of authority, responsibility, and justice to democratic societies. The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Objectives: • Demonstrate good citizenship in the classroom and school activities. • Compare good citizenship in the classroom and school to neighborhood and community citizenship. • Identify examples of responsible participation in neighborhoods and communities.

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Procedures/Activities Introduction: During your class meeting share with the students an example of service learning. This could be from a book that features characters working together to solve a problem, from an article in the newspaper or from your own experience. After discussion, ask your students to pair with a friend and brainstorm ways that they can help others within the class. As a group chart their responses on the board. Ask the students to select a response from the chart and make an action plan on how they will carry out their project. Show the poster board with the following questions: What I would like to do, how will I do it, what barriers might I have, what resources do I need to be successful and what is the outcome? If several children wish to do the same project have them vote on a Captain for the project. Have students write in their Service Learning journals the plan of action. Support and empower students to work their plan. Action! Give the students a time frame of when their service project should be completed. Obviously the projects will be simple since the kids are initiating and doing the projects on their own. Basic project ideas include them doing something extra at home for no reward, or to help pick up trash on school grounds, etc.

Closing: Have children write in their journals how they felt about their project. Ask them to assess if the project was successful.

Assessment: * * * *

Children will write a self-assessment in their journals Number of service hours and minutes will be tracked Students are encouraged to write and illustrate a testimonial A rubric that includes the objectives can be used

** Please note this procedure will be expanded to projects for the school, neighborhood community, community at large and the world. The students might decide to hold gradelevel projects or school-wide projects.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Wall of Kindness Submitted by Mary; Martin, TN

Type of Activity: All School Grade-Level: Third – Fifth Objectives: • To give students an appreciation of performing acts of kindness for others. • To have students learn the difference between everyday “responsibilities” and acts of kindness.

Materials: • Red construction paper • Black marker • Daily tally sheets for all classroom teachers

Personnel: One project coordinator - could be guidance counselor, specialty teacher, school resource officer, etc….

Procedure:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

1. Choose a week to do this project that involves a holiday or celebration that kindness would play a part such as Christmas, Martin Luther King Jr.’s Birthday, Veteran’s Day, etc... (This is not essential but makes finding acts of kindness to perform easier if the children brave a theme to work around.) 2. Have classroom teachers lead a discussion on kindness and give examples of acts of kindness their students could perform though out the week. Have teachers explain the difference between a responsibility act and an act of kindness. For example: a regular chore is not an act of kindness but doing a chore for their mom without being

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asked would be. This discussion should be given on Friday before your Kindness Week begins. 3. Each morning, beginning on Monday, students will come into their classroom and report any acts of kindness that they have performed during the previous day. Teachers will keep a total of the number of acts of kindness performed and mark it on their tally sheet. 4. Each day, teachers will turn in their counts to the project coordinator. In turn, the coordinator will make a “brick” out of red construction paper for every five acts of kindness performed by a class. The brick will be labeled with the class name (ex: Mrs. Smith’s class) and mounted in the lobby or a central location on the wall as if a new brick wall was being constructed. Every day the students will be able to go by and see the wall getting bigger as they perform more acts of kindness! 5. At the end of the week, the coordinator will announce a total for the number of acts performed for the whole school and make a banner with that number to be posted by the “Wall of Kindness”.

Additional Ideas: 1. Classroom teachers may also wish to make special note of any extraordinary acts of kindness their students perform. The coordinator may choose to make special bricks (different color or marked with a star) that represent these extra special acts. 2. The coordinator may wish to organize a pizza party or special recognition for the class which has performed the most acts of kindness through out the week.

Expected Outcome: 1. Students will learn the joy and benefits of doing acts of kindness for others. 2. Students become more aware of thoughts and feelings of those around them.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Teaching Kindness across the Curriculum Kindness for a Day, a Week, a Month, a Year, Forever Submitted by Kathy; Cherokee, AL

Type of Activity: Students define, and read about kindness. Then, the students choose an individual, dead or alive, famous or not, and they write about them and present it to the class.

Grade Level: 7-12 Scope: Class Activity spread over 5 days. Materials: * A Chicken Soup for the Soul Book or something similar. * The short story, Thank You, M’am, The Gift, or The Gift of the Magi.

Procedure: First Day: 15-20 minutes Introduction: Brainstorming for Ideas Objectives: • To define kindness • To make generalizations

The Random Acts of TM Kindness Foundation

Introduce the topic. Write the word kindness on the overhead projector or on the board. Ask students to write for 10 minutes about kindness. After 10 minutes of nonstop writing, ask for volunteers to read their ideas of kindness. As different students share their ideas of kindness, write descriptions of kindness on the overhead projector or on the board. Students should copy kindness diagram in their notebooks for future reference.

1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

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Second Day: 10-15 minutes Opener: Drawing Conclusions and Quickwrite Objectives: • To evaluate role of kindness • To recognize kindness as a character trait • To identify random acts of kindness Select anyone of the many stories about kindness from one of the Chicken Soup for the Soul books. Read the story to the class, and afterwards have students write any new and/or different ideas about kindness in their notebooks along with the previous ideas about kindness and the kindness diagram. Third Day: 15-20+ minutes Active Reading: The Human Spirit/Kindness Objectives: • To evaluate using critical thinking • To express ideas verbally and non-verbally • To discuss the emotional appeal of kindness Have students take turns reading aloud or have students read silently the short story, Thank You, M’am, The Gift, or The Gift of the Magi. Tell students to identify the random act of kindness in the story and to tell why kindness is often unexpected. Allow a few extra minutes for volunteers to share their discoveries with the class. (Teacher may select to read one of the above stories or to select another story and to read it to the class.) Fourth Day: 15-20 minutes Connecting: Crossing the Curriculum: Art, Music, History Objectives: • To draw conclusions based on prior knowledge • To make choices from evaluating and reasoning • To identify kindness through positive deeds • To use notes and ideas as an extension of learning Using the information from the previous analysis of kindness, students should select a person, living or dead, who has showed and/or promoted kindness in his or her lifetime to write about and to report on to the class. Students should tell how kindness has made a difference in the lives of others through the person’s random acts of kindness. Students will continue writing kindness reports for homework. Reports will vary in length according to the students’ selections. Fifth Day: 45-60 minutes (Time depends upon size of class.) Critical Thinking: Making Choices/Making Speeches Objectives: • To organize, write, and present ideas orally • To identify examples of kindness • To define kindness • To apply kindness to daily lives • To recognize the importance of kindness

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Students will draw numbers as they enter the classroom to determine order of presentations. Students should be given 2-3 minutes to present reports on people who have shown exceptional kindness. After all presentations have been given, ask students to write what kindness means to them. Take student definitions and type on large index cards and display cards around the room or on a kindness bulletin board.

Other Relevant Information for Teaching Kindness: This lesson plan can be extended or shortened depending upon the Teacher’s time frame. I have had tremendous success while using it during my character education time at the beginning of class. However, I have also implemented it during Random Acts of Kindness Week in which I have added an addition activity for which the students go to the computer lab and type their reports. They edit and revise final copies, and I then take them and copy and bind them together in a collection of kindness stories. The students then take orders for the booklets and the money raised goes to one of the students. Random Acts of Kindness Projects. Stretching across the curriculum, I have expanded the project to include student artwork, accounts of “historical pioneers” of kindness, and “hometown heroes” who have done random acts of kindness. The idea is easily adapted to various lengths of time, grade levels, and subject areas. I have also used the lesson plan with a fellow teacher and done some team teaching. Monetary prizes may also be added as an additional random act of kindness for the top three reports. Local businesses are usually enthusiastic contributors. A special assemble program may be set in order for the winners to share their kindness reports with the student body and to receive their prizes. This special program could be set during Kindness Week as a tribute to those who do random acts of kindness as well as a means of promoting kindness in school and in the community .The results are always the same in which students learn the meaning of kindness and the importance of being kind. Materials are basic, and the only additional time required is that of selecting stories to read or to have students read. The project not only promotes random acts of kindness, but it also rewards random acts of kindness. It reinforces the idea that “kindness costs nothing.”

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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PLANT A SEED OF KINDNESS Submitted by Gail; Weston, FL

Type of Activity: An easy craft project displayed on an interactive bulletin board in class used to demonstrate kindness. It can also apply to science and math. Grade Level: K-3 Time Frame: 24 weeks Scope: Classroom Materials: construction paper, bulletin board, markers Objective: To show that good deeds done without a specific reward are returned to you many times over, by a variety of people.

Procedure: Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When someone gives them a gift of kindness, they add a stem, leaves and flower parts. You may find children with a “double bloom”, which is wonderful and a result. Students may plant a seed of kindness for every act of kindness they do.

Making Connections:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

This lesson makes a great connection to science when you are studying plants structure and growth. You can also connect to math from counting parts of your growing flower in the low grades, to using multiplication in the 2nd and 3rd grade. If I plant 2 seeds of kindness instead of one, will I have twice as much return, or is my gift growing exponentially? What is the average number of kindnesses returned for each seed planted? You can also use a bar graph to categorize the types of kindnesses planted, such as kind words helpful

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hands etc., and quantities returned to each child. Language arts is easily implemented by writing a paragraph describing the specific seed of kindness. As the returns come in have the students add continuing paragraphs and end with a paragraph reaching a conclusion on their kindness project. This project will be implemented in my classroom in March and displayed on my hall bulletin board. The students will be using the project as a review for a past science project of seed growth. Their act of kindness will “germinate” with the planting of the seed and first positive response received. As they review other gifts we will continue adding the next logical part to their growing plant.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Intentional Acts of Kindness “Gloves-for-Suds” Project Submitted by Beth; Denver, CO

Type of Activity: This is an All School and Community based project whereby students and community create an action plan that offers continual ideas and implementation for reciprocal acts of kindness.

Grade Level: Kindergarten-5th Grade (5th Graders can take on more responsibility)

Objective: 1. The school and a local business will partner to meet a need identified in the school community. They will work together to raise funds so that the identified need will be met. 2. The students will create, administer, and tally questionnaires on the effectiveness of the project.

Materials Needed: Pens, paper, questionnaires, construction paper, crayons, and magic, markers

Procedures:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

1. The School Community identifies a need. Needs are situational and vary greatly depending upon many factors. This need can be as simple as having one box of Kleenex per child to start the school year, or further, to having each child outfitted with a computer. 2. Students and Educators write a persuasive piece inviting a company or corporation to develop a challenge/competition to help with the existing need.

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3. After the Collaboration is complete, the students create a series of questionnaires to interview all participants in the activity. (See Sample questions below). 4. Students administer the questionnaires and tally the results. 5. Students report to the school community the results of the questionnaires. 6. Students and community will continue to generate new ideas and projects to enhance kindness activities within the school and community. These types of relationships will foster reciprocal acts of kindness that will cause a contagion effect throughout our community and beyond!

Expected Outcomes: * The School will have an identified need and/or needs met. * The Local Business will create stronger connections with the community in which it is located. * All participants will increase their awareness and belief in the power of the individual to create an ongoing atmosphere of Kindness. This activity has as its goal the belief that “ A small act of kindness on your part can reach out to many people and can inspire an entire community to pass it on.”

State/Local Character Education Directives: This project was inspired by the “Character Pillar of Care and Compassion”, which is in alignment with the following standards: Writing Goals: * Students will read and write for a variety of purposes. * Students develop ideas that create a vivid impression, make a clear point, or tell a whole story. Student’s will state the purpose of a letter or communication Grammar Goals: * Express feelings, observations, experiences, and opinions

Evaluation/Comments: Background Documentation: The activity was a joint venture with the school and a local business. The idea was to have a local business provided monetary funds or donate hats/mittens for school children whose needs weren’t being met in other ways. Students received hats and mittens and teaching assistants received gift certificates for their dedication and assistance in helping the students. The local business decided to hold a raffle. Employees were divided into groups and designed gift baskets. These gift baskets were raffled off and the money was donated to the school. The company matched and doubled the money provided! With the generosity of discounted and donated mittens from a winter clothing company the students were able to receive their gifts of hats and mittens. The students wanted to ‘give back’ to the community that supported them. The plan is to provide a Spring CAR WASH for all employees who participated in the hat/mitten drive. In

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addition, the company’s employees will be volunteering their lunch by assisting students with one-on-one in reading, writing, and math lessons. This simple idea spread into a wonderful caring community project that still exists today. The relationship between the school, community, and corporations demonstrate that intentional acts of kindness can be contagious!

Sample Questions for any participants: (The questions are an evaluative measure to see if the goals of the program were met.) 1. In what ways did this kindness project affect you personally? 2. In what way has this project inspired you to plant your own seed of kindness?

Sample Questions for students: 1. 2. 3. 4. 5. 6.

Did the donation of hats and mittens help you? How did you feel when you received your hat and mittens? Did you need them? Have you worn them often? Did you like them? So what did your parents think or say when you brought home a new pair of mittens and a new hat? 7. Which of the following activities have you done or will you do for this project? (for example: made thank you cards, made a banner, gave flowers, will do a car wash) 8. What did you like best about this project? 9. Have you been kind to others as a result of this project?

Sample Questions for Employees of Sponsoring Corporation: 1. 2. 3. 4. 5. 6. 7.

What department do you work in? What did you do to participate in this project? Why did you decide to donate money and have a hat and mitten drive? Why are you so generous? Did you have to participate or did your boss make you? How did this project affect you and/or what has been the best part of this project? How did you feel when you donated the money?

Sample Questions for families: 1. 2. 3. 4.

Did it help to not spend money on hat and mittens for your child/children? Were you surprised when your children came home with hat and mittens? How do you think your children felt when they got the hat and mittens? Do you think your children will take care of their hat and mittens?

Benefits to the school: 1. Established a tutoring program with a local business to achieve student academic progress. 2. Students received a gift of hats and mittens and learned that their community mem bers care about them. 3. Teaching assists received gift certificates in honor of their hard work.

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Benefits to Corporation: 1. An opportunity to give to a neighboring school. 2. An opportunity to volunteer their time to benefit the lives of students in their community. 3. Received an Awards Assembly recognizing their efforts. They were given a breakfast by the School staff In addition, they received several thank you cards, letters, banners, emails, from all of the Students.

Afterthoughts: This project would not have made it to complete fruition without the support and guidance of the following people: *Principal: For her innovative ideas, leadership, and trust in supporting the idea *Company Vice President-Sales & Accounting: For her enthusiasm and her insights in helping the project from start to finish. *Winter Clothing Company: For her generous contributions that allowed students to have high quality mittens! Lesson Plan Summary; Development of an Idea The seeds for our kindness project/plan were planted on a frigid December morning, 2001 on the playground of the school. Just as the anticipation of an idea began to develop, so did the foundation of an intentional act of kindness by community business, near and far. I teach at this school and wear many different hats in the course of a day, just as most teachers do. Sometimes, though, we teachers, with our busy schedules forget to pay attention to the simplest of needs; hunger, warmth, kindness, generosity. This day, however, I paid very close attention. I noticed that very few students were wearing hats or mittens. It saddened me deeply. I’ve always been taught to change the action or the image, and thought, ‘What could I do or what resources do I have available to me to change this situation? We could set a goal to ensure that each and every student (k-5th

grade: enrollment: 350) have one pair of mittens and one hat. If someone in the community could provide the necessary financial contribution, then we would provide an intentional act of kindness by offering a free car wash: students would provide the necessary energy contribution. I decided to take action by writing a letter of request to local businesses to see what they could do.

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Sample information letter to staff: To: All Staff From: Re: ASSEMBLY TO DISTRIBUTE HAT/MITTENS FOR ALL GRADES!!!!!! THERE WILL BE A SHORT ASSEMBLY ON FRIDAY, FEBRUARY 1, 2001 AT 8:55 AM IN THE GYM (BEFORE STUDENTS GO TO CLASS). THE PURPOSE IS TO THANK THE COMPANY FOR THEIR GENEROUS DONATIONS AND TO DISTRIBUTE HATS/MITTENS TO ALL STUDENTS. (We have them to thank for their monetary donations they made for the hat and mittens and for the gift certificates.) PLEASE MAKE SURE, IF YOU HAVEN’T ALREADY DONE SO TO MAKE THANK YOU CARDS TO HAVE THESE READY TO GIVE TO THE COMPANY. TWO REPRESENTATIVES WILL BE ASKED TO PRESENT THESE CARDS, LETTERS, BANNERS, ETC. TO THE CONTACT FROM THE CORP. AT THE ASSEMBLY. DURING THE ASSEMBLY, TEACHERS WILL BE GIVEN BAGS WITH THE HATS & MITTENS FOR THEIR CLASS. ALSO, SOMEONE IS MAKING A THANK YOU CARD FOR PEOPLE TO SIGN. IN ADDITION, WE WILL DECORATE THE LOUNGE AND IF PEOPLE WOULD LIKE TO SIGN UP TO BRING SOME FOOD FOR THE CORPORATION’S REPRESENTATIVES. PLAN FOR THAT FRIDAY MORNING: 8:30- 8:55 MEET CORP’S STAFF IN STAFF LOUNGE: ALL STAFF INVITED 8:55- 9:10 MEET STUDENTS IN GYM FOR SHORT PRESENTATION AND DISTRIBUTION OF HATS/MITTENS PER GRADE LEVEL.

(sample worksheet questionnaire for students below)

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Patriotic Pins/C.A.R.E. Project Submitted by Jennifer; Lodi, OH

Grade Level: 5th grade Scope of Activity: Classroom and school-wide activity initiated by the 5th grade. Involves the community as well.

Expected Time Frame: 4 weeks: 3 weeks for making and delivering pins, 1 week for writing a reflection essay.

Materials Needed: • Craft foam in the colors of red, white and blue precut into needed shapes described below. • Tacky glue • White puffy paint • 1 inch metal pins • Hot glue • Hot glue gun (adult use only)

Background:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

After the events of September 11th, our class felt inclined to help out in any way we could. The tragedy really hit home when a fellow teacher, and friend, saw her husband get called up for duty. Our student council decided to “adopt” this particular reserve unit. This became our C.A.R.E. (Coins Assisting Reservists Everyday) Project. We sent disposable cameras to them so they could return pictures to us to be displayed on a large bulletin board I decorated as an American flag. During the holidays we collected money to purchase gift certificates to a local toy store for the families of the men and women in this unit. Many of them are self-employed and would not have the extra income to help buy Christmas gifts for their families. The coin collection jugs around the school weren’t filling up much, so that’s when this project idea came about.

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The entire fifth grade joined together for this project. We took orders to sell patriotic pins for $1 each. All the money would go towards the C.A.R.E. project. I bought the supplies needed using previously collected and saved funds. The student body was given order forms. The fifth graders made pins in the shapes of American flags and hearts during free time and indoor recess. The money was collected and counted by the PTO. Altogether, between money from the pins and donations from the community, over $800 was raised to buy gift certificates for the activie military families. Also, a local store donated phone cards for the reservists to call home over the holidays. When we pulled our resources together, we were able to show these people how much we cared and to bring them closer when serving our country during uncertain times. Reporters from two local newspapers came to the school to interview staff and students about the C.A.R.E. project. The students were so proud and learned a great deal about citizenship.

Preparation: Discuss with the students the need to raise the money for these families. Show them an example of the pins to be made. Give them direction that follow:

Procedure: (for assembly of the heart pin:) 1. 2. 3. 4. 5. 6. 7.

Wash your hands before you begin working. Glue the blue section of the heart onto the top of the precut white heart. Glue the red stripes evenly down the center of the heart. You should have fine in all. Allow all glue to dry. Trim all stripes to be even with the white heart. Clean up trimmings. Students with special permission will put one star on each “hump” of the heart using white puffy paint. 8. After drying, the teacher will use a hot glue gun to attach the pin onto the back. 9. When pins dry, they are to be placed into a baggy, sealed and the order form is . attached. 10. Deliver the pins to the students’ homerooms.

Expected Outcome: The students will neatly assemble patriotic pins using craft supplies by following directions. The students will gain a sense of pride by helping others and in their finished product. They will then write an essay explaining why we made these pins, how we made the pins and how they felt about doing this project.

Writing Reflection: Have the students write an essay describing and reflecting on the project’s purpose and importance. Did they learn anything new through this project?

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Sample Student Writing Response: The fifth Grade made a lot of flag pins here at ________ Elementary School. We made them to honor the people who are in the Reserves. We did it for the little boys and girls out there with parents in the Reserve Unit in Michigan. The poor kids with no moms or dads home for Christmas must be very upset about not having a parent home for the holidays. It is called C.A.R.E., or Coins Assisting Reservist Everyday. What you have to do to make the pins is take some red foamy paper and glue them on a white foamy paper and paint the stars on with puffy paint. Then we hot glued the pins on the back. All we had to do was raise as much money as possible, and use that money to buy phone cards and gift certificates for the reservists. Deep down inside it made me feel really good to have heard that my school raised more than $451.00. The pins were either an American flag or a heart shaped pin for only one dollar. We were trying to show that we need more freedom, peace, friendship, and a lot more love throughout our nation. We are very proud of ourselves at our school. We are also proud of all the Reservists who helped our country when we needed them. Sincerely, A Student

Sample of pin design and fundraising letter below:

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Kindness Counts Book Submitted by Karen; Waterville, MN

Grade Level: Elementary Purpose: Children create a kindness book. Optional - Deliver the book to be enjoyed by the elderly (nursing home residents), linking them with ideas and drawings of local children.

Materials Needed: • • • •

White construction paper Crayons, colored pencils, markers and/or paints Laminating materials Spiral Bookbinding

Suggested Booklist: (choose one of the following) The Little Match Girl, By H.C. Anderson The Lion and the Mouse, from Aesop’s Fables Skateboard Scramble, by Barbara Douglas Charlie and the Chocolate Factory, by Roald Dolch

Preparation: 1. In advance, create Kindness Counts thought starter pages. Use the construction paper, and make photocopies with the following sentences on the paper for the kids to complete: (one sentence per page) printed at the bottom, so the kids can illustrate their completed sentence with the rest of the page’s open space.

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

a. b. c. d. e. f. g. h. i.

My friends like it when ______________ I show others I care when ______________ Friends can be counted on to ______________ I am kind when I ______________ Caring shows when I ______________ The best way to show my family that I care is when I ______ The most important kindness I’ve received is ______________ Kindness means ______________ Love is all around me, especially ______________

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Procedure: 1. Read a story from one of the books recommended above about kindness and discuss kindness as it applies in each student’s life. 2. Allow each student to select one of the Kindness Counts pages that you prepared to illustrate and tell their story. Someone also needs to design a cover. 3. Collect completed sheets, laminating each, assembling them into a book format and finishing with a spiral binding. 4. Deliver the book to a local nursing home for residents to enjoy.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Kindness Graffiti Wall Submitted by Karen; Waterville, MN

Grade Level: Elementary Purpose: To create kindness awareness on a personal, community and global level through artistic expression.

Materials Needed: • • • • • • •

Large sheet of colored poster paper (approx. 72” x 90”) Masking tape Black permanent marker Assorted colors of acrylic or tempera paint Large and small paint brushes Water containers Newspapers

Suggested Booklist: Annie Sullivan, By Mary Malone Charlie and the Chocolate Factory, By Roald Dolch See You Tomorrow, Charles, by Miriam Cohen Spring and the Shadow Man, by Emily R Johnson The Street of Flower Boxes, by Peggy Mann The Value of Kindness, by Spencer Johnson, MD

Preparation: 1. Create a kindness web and make photocopies for each student. An example of a kindness web is illustrated below.

Procedure: The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

1. Read a Kindness story, and discuss Kindness as it applies at home, in the schools, throughout the community and around the world. 2. Pass out the Kindness Web. As a class, allow each student to share suggestions and ideas on being kind in each of the categories and fill out the web.

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3. Discuss graffiti as an art form. Create a class graffiti wall. In creating the graffiti wall, draw ling to create a brick-like look. Then, attach the “brick” paper to a wall. Have the students take turns painting their kindness-themed graffiti design on the posterboard brick wall.

Kindness Web Sample:

Neighbors Family

Teachers

Kindness Animals Nature

Friends

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Giving Tree Lesson Submitted by Cynthia; Groton, CT

Grade Level: Elementary Scope of Activity: Classroom literature project Goal: To explore the aspects of empathy for living things. Materials Needed: • The Giving Tree by Shel Silverstein • Felt board with shapes for a tree trunk, branches, and apples.

Objectives: 1. The students will listen to the story, The Giving Tree, by Shel Silverstein. 2. The students will observe how the apples, branches, and trunk are removed from the felt tree. 3. The students will discuss the story using Bloom’s Taxonomy. 4. The students will reflect their feelings of empathy in their letter to the tree. (Another time they can write a letter to the boy). 5. The students will share their writings with the class. 6. The students will compile a class book of their letters.

Initiation: The children will be presented with the felt “Giving Tree”, and will predict how the tree will be used as the story, The Giving Tree, is being read to them.

Procedure:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

1. The students will predict how the felt “Giving Tree” might be used. 2. The students will listen to the story being read aloud to them, and as each part of the tree is taken away by the boy, the teacher will stop the story and take off the apples, the branches, the trunk, leaving only the stump. 3. The students will have wait time to absorb the impact on the “Giving Tree” losing its parts. 4. The teacher will lead the discussion by following Bloom’s Taxonomy.

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5. The students will write a letter to the tree, using standard letter form, about their feel ings for the tree. 6. The students will share their letters individually as they sit in the Author’s Chair. 7. The students will produce a bound class book of their letters to be shared with other classes in the school

Check for Understanding: Using Bloom’s Taxonomy, the following six levels will be discussed: a. Knowledge: Find a page that shows the boy or the tree befriending each other. b. Comprehension: Identify all the ways the tree gives of itself. c. Application: Tell about what it means to be a friend. Tell about a friend of yours. d. Analysis: Think about how you are a friend to other people. e. Synthesis: Rewrite the The Giving Tree with a different beginning, or middle, or end of the story. f. Evaluation: Is it acceptable to continue “taking” from a friend? If so, for how long? If not, why not?

Guided Practice: Using multiple copies of The Giving Tree, the students will divide into Literature Circles with groups of four children. Each child has the following roles: 1. Passage Illuminator: (page number, paragraph number, and why this passage is special). 2. Vocabulary Scout: (two new words with page number(s), and the Definition.) 3. Illustrator: (draw a scene that is on page __, and group guesses what it is and why it’s important.) 4. Connector: (Page number, paragraph number, and why you can connnect and/or relate to this part of the story.)

Independent Practice: The children will write about what is means to be a friend, write about their friend, and complete a Venn Diagram about their friend and themselves.

Closure: Discuss how the class will rewrite another version of the story, The Giving Tree, whereby the tree receives as much as it gave.

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Assessment: Evaluation of the children’s writing with a fourpoint rubric: 4 points Full Progression of beginning, middle, and end with detail and elaboration within structure of complete grammatical sentences. 3 points Adequate progression of beginning, middle, end with adequate detail and elabo ration within structure of complete sentences with adequate grammar. 2 points Some progression of beginning, middle, end with some detail and elaboration within incomplete sentences with some grammar. 1 Point Vague, list-like, random events lacking organization with little detail or leabora tion within incomplete sentences lacking grammer.

Reflection: This portion of the lesson plan is reserved for the teacher after the lesson have been completed. The teacher can reflect on how the lesson was taught and if there were parts of the lesson to keep, change, or delete.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Cooperative Learning Projects Submitted by Sue; Ithaca, MI

Grade Level: Early elementary Time Frame: 6 Projects for various months of the academic year. Subject: Varies, but many project involve books and crafts. When doing cooperative learning... • • • •

The children may only use the supplies given to them in the basket. The children must cooperate with each other with no help from adults. Typically 4-6 children in a group. The children must sign the cooperation form to say if they did or did not cooperate. • The children must begin each project with a “‘hands together cheer” (go team, let’s go, let’s cooperate, etc) and conclude their project with a “thank you cheer” (way to go, thank you, etc.) • At the conclusion of the project, each group gets their picture taken holding their product. • Once in a while, I videotape the groups working to capture their “nice talk” and cooperation!

September Project: 1. Read Swimmy, by Leo Lionni. 2. Discuss the cooperation needed for the fish to solve a problem. 3. Brainstorm what cooperation is (write on chart paper and post in the room for the year).

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

4. Children work in groups to make their own “swimmy”... • provide each group with large fish shape out of white paper, 1 fishshape sponge, plate with red paint, fishshape out of black paper, glue stick. • Children cooperate to stamp the red fish swimming in one direction to cover the paper. Then put the black fish-eye on.

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October Project: 1. Read Cuckoo, by Lois Ehlert. 2. Discuss how you can’t tell what someone is like by just looking at the outside. What counts is the kind things they do and their character! 3. Children work together to make a Cuckoo Bird... • Using Lois Ehlert’s bird as a model, trace the basic shapes on tagboard for the Children to cut out. • provide each group with scissors, paper fasteners, pattern block stickers, bird parts on tagboard, hole puncher. • The children cut out bird parts, punch holes (mark it for them with a dot), assemble the bird using paper fasteners, use the pattern block stickers to deco rate it (making it symmetrical!!)

November Project: 1. Read Turkey’s Gift To The People, by Ani Rucki. 2. Discuss how the animals cooperated to solve the problem and helped save each other. 3. Children work together to make a turkey... • Provide each group with big feather shapes traced on different colored paper in graduated sizes, wiggly eyes, body shape (circle) traced on brown paper, head and neck shape traced on brown paper, 2 long strips of brown paper for legs, scissors, glue, real feathers, orange piece of paper for them to design a beak and feet, rectangle piece of red paper for them to design a waddle. • Children cut out all shapes, accordion fold the leg strips, assemble the turkey putting large feather shape in back and graduated sizes getting smaller on top, then body and neck and head. Add eyes, waddle, beak and feathers.

December Project: 1. Read The Monster In The Cave, by Nicholas Heller. 2. Discuss the concept of GIVING without expecting something in return. Also, giving something you CAN’T BUY - a visit to a lonely person, a hug, a smile, a job like shoveling snow without accepting payment, etc. 3. Discuss how it would feel if you were alone in the hospital at Christmas time. “Let’s do something to cheer up the patients and staff at the hospital! We will give them our “special” cooperation project this month!” 4. Children work together to make quilted wall hangings (each year we do something different to add to the hospital’s collection of decorations). We have made Santas, Snowmen, Angels, Gingerbread boys.

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• Trace the pieces needed for the character on material (it is good if you can use different types of fabric so some are more difficult to cut than others). • Provide the children with traced shapes, scissors, tacky glue, piece of batting large enough to fit the assemble character, and embellishing needed. • The children cut out pieces and secure them on the batting with glue. • Finish by embellishing with final details. ** I usually find a parent that enjoys sewing, to sew around the edges of each character. ** BEST PART!! Go to the hospital to present them to staff and patients!!

NO JANUARY PROJECT February Project: 1. To change things up, put the kids in NEW cooperation teams. 2. Read One Zillion Valentines, by Frank Modell. 3. Discuss the spirit of GIVING and SHARING not only on Valentine’s Day, but all year long! 4. Children work together to make special secret valentines to deliver to staff in the school (art teacher, gym teacher, secretary, principal, custodians, etc.) The best part is SECRETLY delivering these special valentines! The cooperation partners knock on the door and quickly leave the valentine on the door handle and return to our classroom! • Provide the children (working in partners) with a large heart shape, label with name of person we want to deliver to, a label that reads “Happy Valentine’s Day! From Your Friends!”, glue stick, embellishing (glitter, heart stickers, heart shapes of different colors, doilies, valentine stampers, etc.) • The children cooperate to decorate their valentine and SECRETLY deliver it when they finish! Remind the children not to RUN away from the door, just walk quickly.

March Project: 1. March is Reading month and VERY busy!!! 2. We cooperate as a class to publish a hardcover book the children may purchase as a keepsake of their Kindergarten year. 3. We have done this for 3 years now ... Publishing books based on the songs, ‘What A Wonderful World”, “I’d Like To Teach The World To Sing”, “The Peace Song”, this year ... “Tomorrow” from the musical “Annie”. * More information is available at Studentreasures 1-800-867-2292

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Positive Posters Submitted by Sue; Ithaca, MI

Grade Level: Kindergarten Materials Needed: • Posters for each student • Markers/Crayons

Possible Books for Introduction: 1. The Land of Many Colors, by The Klamath County YMCA Family Preschool 2. For Every Child a Better World, by Bruce McNally/United Nations 3. Wherever You Are, by Mem Fox

Suggestion: This project can coincide with Martin Luther King week. Procedure: 1. Read one or more of the books listed above. Discuss how it is up to us to make the world a better place. 2. On chart paper, write down the children’s ideas of what we can do ... * at home * at school * in our town * in the world 3. Through this process, ask how we can let people know our ideas. (letters, signs, etc. will probably come up.) 4. Have the students make posters with their personal best illustration of how they can make a difference. 5. Deliver the posters to some community facility, such as the local library, post office or city hall. The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

6. If desired, contact the local newspaper for coverage. The kids love it! 7. Local frame shops often donate a few frames so a few posters can hang in the school!

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Kindness Feels Good/Reading Kindness Books Submitted by Pat; Harrisburg, PA

Purpose: Children will experience the pleasure of doing acts of kindness and will therefore increase the frequency of kind actions.

Age Range: Kindergarten through grade 5 Subject: Reading and Art Materials: • • • • • •

Various seasonally shaped hole punches Construction paper Small bulletin board space low enough for children to reach Glue stick Small deli container with a lid Books - see suggested list at the end.

Procedure: During the first days of school read several of the books listed above or read your personal favorites that feature acts of kindness. Discuss with students how it feels when one has acted kindly, “Even if no one else sees what you do, you have that good feeling inside of you.” Invite students to share orally about a time when they felt good about a good deed. Older students could write about a time when they were proud to have been kind. Younger children could draw a picture of the incident and dictate a sentence about it. (You may wish to sum up each day by savoring moments of kindness or even have students periodically make entries in a kindness journal.) The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Then introduce the “I Feel Good” board. For September, make a simple green tree with a brown trunk out of construction paper. Punch out lots of apples from yellow, red and green paper. Place them in a deli container along with a small glue stick. Tell students that whenever they are caught doing something kind, they can be recommended for posting an apple on the tree. They simply walk to the board and glue an apple on the tree. It is an efficient way to recognize small acts of kindness,

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noting the good feeling and encouraging further kindness. Any adult may recommend them to post the apple. Other students may also recommend them to post an apple. However the child may not recommend himself or herself. Address the situation by saying “Yes, some good deeds will go unnoticed, but you still have the good feeling inside.” I send children to post apples when they help a classmate, when they spontaneously share, when they encourage someone who is discouraged, when they show concern, when they are honest about needing to fix a problem, when they resist a situation in which they might have responded angrily but chose to work out a problem... Soon they know when to recommend each other. It is such a simple process -you can never post too many apples. Students beam and others admire and emulate. It only takes a moment to celebrate something of great and lifelong importance. Kindness is a skill that is as crucial to living as reading, writing and math. I do not have children put names on the apples they post, as it should not become competitive. “I posted more then you did.” While each class in this school could do the activity, there again, it should not become competitive from one class to another. In October, paint bare tree branches and cut out leaf shapes with a hole punch. Now students post fallen leaves. Read a few more stories to keep the discussion alive. In November, we talk about a Native American legend that said that the stars are holes poked in the night sky by the good deeds of the ancestors, letting rays of daylight shine through. Simply post a sheet of black paper. Allow students to poke a hole with a push pin for each good deed. Then hang the paper in the window at the end of the month and let students see the light shine through. In December, it can be multicolored circular hole punches on a green pine shaped tree, representing a Christmas tree with lights. It could be yellow dots on dozens of vertical lines to be candles of Hanukah or Kwanzaa … January can be snowflake hole punches on a blue background. Heart hole punches can be used in February. During this month, we study Black History and realize how much courage it took for people to risk their lives and well being to participate in the Underground Railroad. We talk about Martin Luther Kind, Rosa Parks, Harriet Tubman and Jackie Robinson being “strong on the inside” to face injustice and respond with integrity. All year long, we are on the lookout for heroes who did what was right and kind. The more conscientious the teacher is in recognizing acts of kindness, the better the system works. The more you recognize students for kindness, the more often they will repeat it. Soon they encourage each other by recognizing each other’s good deeds. The more literature you explore featuring kindness and caring extending to many kinds of people in many kinds of situations, the broader the definition of kindness becomes. You will find students pointing out moments of kindness in books they read and in people they study. The more often you tie in kindness to other lessons like Black History the more students think about its many forms. Students can see kindness as a priority and cultivate it as a lifestyle. March can be bird hole punches on a blue sky, birds flying back north. May can be flowers on green grass. June can be bare footprints on grass.

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Create details based on what hole punches you find, but keep the process simple so that you are sure to follow through all year long. Continue to read books of kindness and reinforce the process frequently. At the end of each month, you may wish to tally the score and see whether the numbers show an increase. Scores can be recorded on graphs for monthly comparisons. Note: When I first began this technique, I did not have holiday hole punches. We just plunked a marble in a jar for each kind deed. It was a beautiful sound. It is still an economic way to do the same job. When the class reached 25 marbles we celebrated momentarily with a song, cheer, game or extra recess.

Tape: Teaching Peace by Red Grammer Recommended Books: Rainbow Fish by Marcus Pfister. • Best for grades K-2. A fancy fish is reluctant to share his shiny scales, but finally finds friendship by doing so. It Takes a Village by Jane Cowen Fletcher. New York; Scholastic, 1994. • Grades K-5. In an African village, many in the market place care for a lost child. Louie by Ezra Jack Keats. New York: Macmillan. • Grades K-3. Louie is different from other children, but reaching out in kindness touches his lowliness. The Quarreling Book by Charlotte Zolotow. • Grades K-5. Anger gets passed from one person to another until the dog reverses the trend and sets a chain of good will in motion. David and Dog by Shirley Hughes. Englewood Cliffs, NJ: Prentice Hall, 1978. • Grades K-3. A young boy loses his favorite stuffed toy and his sister gives up a prize to regain it. Apartment 3 by Ezra Jack Keats. New York: Macmillan. 1971. • Grades K-5. Suspicions overcome by getting to know a neighbor who is blind. Now One Foot, Now the Other by Tomi dePaolo. New York: Trumpet, 1981. • Grades K-5. When Bobby’s grandfather has a stroke, Bobby is able to reach him through common bonds of kindnesses returned. The Hundred Dresses by Eleanor Estes: New York: Harcourt Brace Jovanovich, 1944. • Grades 3-5. A poorly dressed girl is the object of ridicule until understanding is achieved, but it is too late to make amends. Miss Rumphius by Barbara Cooney. New York: Viking Penguin Inc,. 1986 . • Grades K-5. As a child, Alice promises her grandfather that she will make the world more beautiful, but it takes a lifetime to figure out just how she will do it. Mirette On the High Wire by Emily Arnold McCully. New York: Putnam and Grosser, 1992. • Grades K-5. Mirette learns to walk to the tightrope and reaches out to restore her teacher’s courage.

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The Rag Coat by Lauren Mills. Boston: Little, Brown and Company, 1991. • Grades K-5. A miner’s orphan wears a patchwork coat to school and is teased until she touches hearts by sharing the stories behind each patch. The Balancing Girl by Berniece Rabe. New York: Trumpet, 1981. • Grades K-3. Tommy and Margaret, a child in a wheel chair, resolve their differences with mutual admiration. The Drinking Gourd by F.N. Monjo. New York; Harper and Row, 1970. • Grades K-5. Tommy helps his father as a conductor on the Underground Railroad and learns about courage and compassion and what is right. Mufaro’s Beautiful Daughters • Grades K-5. This African version of Cinderella shows the difference between beauty inside and out. Rough Face Girl • Grades K-5. This Native American Cinderella also contrasts inner beauty with superficial beauty. Wilfred Gordon McDonald Partridge by Mem Fox. New York: Kane/Miller Book Publishing, 1985. • Grades K-5. A little boy befriends an elderly woman and helps her find her memory. Thy Friend Obadiah by Brinton Turkle. New York; Viking Penguin, 1969. • Grades K-5. Obadiah does not appreciate a bird that follows him until he responds to what it needs. Angel Child, Dragon Child by Michele Maria Surat. • Grades K-5. A Vietnamese girl and an American boy dislike each other until they learn each other’s story and work together to overcome a problem. Nubmer the Stars by Lois Lowry. New York: Dell Publishing, 1989. • Grades 4-8. IN a gripping historical fiction, a Danish family smuggles a Jewish family to safety in Sweden, Underground Railroad style. Chicken Sunday by Patricia Polacco. New York: Scholastic, 1992. • Grades K-5. Three children try to surprise Aunt Eula with a gift, but must befriend a hurting Jewish survivor to do it. Mrs. Katz and Tush by Patricia Polacco. New York: Scholastic. • Grades K-5. A kitten helps bridge gaps of age and religion. Thank You Mr. Falker by Patricia Polacco. New York: Scholastic. • Grades 1-5. Patricia feels so worthless as her friends learn to read. She struggles with words and with cruel taunts, until Mr. Faulker understands and helps.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Kindness Cards Submitted by Roger; Bloomington, IN

Type of Activity: School-wide program that recognizes random acts of kindness among students and rewards them for it. Age Group: Prepared for a High School – easily adapted to all grade levels.

Materials: paper and copier to make cards Procedure: At our first teacher’s meeting this year, we explained the Random Acts of Kindness Program that we wanted to start. It was a very simple concept but rewards students for doing “kind acts.” I passed out Random Acts of Kindness Cards to all teachers. Enclosed is an example of the cards. If a teacher sees a student doing something they feel should be recognized, they simply fill out the card and give it to the student. The student then brings the card to me, the guidance counselor, and they receive a treat. This is usually gum, crackers, miniature candy bars or candy of some sort. I congratulate each one individually and we put the names in a monthly drawing for pizza that is donated by a local merchant. At the end of each month, we post all the names on our student “brag board.” The number of students that have been recognized has risen as the year has progressed. This is a simple program that gives some recognition to students that many times don’t receive the positive praise and recognition that they deserve.

Kindness Card: The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Papier-Mâché Retirement Buddies Submitted by Karen; Fort Dodge, IA

Scope of Activity: Classroom and Community Grade Level: Any age from 3rd grade-12th grade can participate in this project.

Time to complete: • About 4-5 days (45 minutes periods) to make the sculpture. • 1 day to write a reflection • 1-2 days to share reflections with the classmates for those who so desire

Materials Needed: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Balloons and newspapers Masking or other strong tape Wheat paste (wallpaper paste or glue-water mixture) Coffee or similar empty cans Tempera or acrylic paints Brushes Scrap material and odds and ends such as buttons Cotton or other materials such as yarn for the hair Paper on which to write reflections-Pens

Step by Step Directions Review:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

• Establish a relationship with a local retirement center or nursing home facility. • Each student gets to know at least one resident by talking and sharing things about one another over a period of a few weeks. • Plan and make a papier-mâché retirement buddy with these steps: 1. Study and talk about facial characteristics. 2. Build the armature for the sculpture from a blown-up balloon or crushed newspaper.

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3. After the armature is formed, use wheat paste (or a glue/water mixture) to dip strips of newspaper in to form around the armature. 4. When dry, paint and add features/details such as hair, clothing and accessories. 5. Give “buddies” at the retirement center the papier-mâché buddies to keep. 6. Watch reactions of both students and retirement citizens. 7. Have the students reflect (by journalizing) upon the joy they felt when they gave a part of themselves to another person. Have them reflect how they perceived the retirement citizens felt when receiving an unexpected portrait of themselves. 8. Continue to visit the retirement center citizens to continue the relationship formed.

Community Ties: This project builds strong community ties. People have heard about this project within a ninety-mile radius. (News travels fast when it affects the lives of others.)

Subject Areas Involved: • • • •

Writing and Reading Skills Interpersonal Skills/Community Building Science (the aging process) Art

National Standards: Students describe and compare a variety of individual responses to their own art works and to art works from various eras and cultures. Students describe and compare a variety of feelings (via journalizing) to their presentation of the works of art to the retirement buddies. (Random Acts of Kindness) The benefits of this lesson are many. Students are made aware of the value of other generations of people. They are able to feel the experience and joy of giving of oneself without expecting anything in return as well as to feel and see the joy on the retirement center buddies’ faces, which they work with. In this mobile society where many students do not interact with grandparents that may live thousands of miles away, this experience is invaluable for the students. In the same light, many of the residents of the center do not have contact with family members because of distance, or simply not having any living relatives. So, consequently, my students are the only children they interact with. Senior citizens are often neglected as a valued part of society. Because retired citizens are an important part of our community; I want my students to relate to them. There is much to be learned from other generations that can’t be learned in any other way. Once a month I’ve had my students visit the retirement center in our community. We take art that we have made and hang it on the residents’ doors to brighten their environment. The students enjoy the residents, and this way, they learn to realize that aging is a natural process.

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The students have begun to really “know” the people at the retirement center. Many of the residents think of my students as their “buddies” and refer to them as that. My students feel so strongly about their ties with their retirement buddies, that they wanted to do something extra special for them. We decided to make papier-mâché portraits of our retirement home buddies. The results were very satisfying. As we began the projects, we discussed the differences in facial characteristics. What makes an older person’s face different from a younger person’s face? We even got into a discussion about computer enhancing and aging a person’s face to make it appear five to ten years older. The pull of gravity and aging of skin can cause wrinkles, elongation of ears, noses etc. Bone structure also changes from a young baby to an older person. After discussing facial characteristics, we were ready to build the armature for our sculptures. Some of my students used crunched up newspapers to form the heads, and others used a blown up balloon. Whatever the head was formed from, when it was finished, we taped it to a coffee can for support. This would later become part of the sculpture. Ears and noses were made with crumpled newspaper and taped securely to the face with masking tape. When the armature had been shaped, strips of newspaper dipped in a wheat paste mixture were applied to the base and smoothed over. The can was also covered in the newspaper/wheat paste mixture. The second layer of newspaper was purposely left rough in some spots to serve as wrinkles later on. After allowing the wheat paste to dry, we painted the heads various shades of flesh tones. We used tempera and acrylic paints. Next, the eyes were painted to match the eye color of the buddy being depicted. Some of the students made the eyes from small Styrofoam balls, which were placed in eye sockets. The next step was to make hair. We used yarn, old nylon stuffing, and cotton batting to form the hairstyles. We tinted the hair by rubbing ground -up colored chalk on the cotton to match the different hair colors of the buddies. The students considered every little detail, including beards and mustaches. If their retirement buddy sported a mustache or beard, their papier-mâché portrait sported one as well. Clothing, hats, scarves, etc., were added from scrap material. These items were sewn and glued in place. When we took the sculptures to the retirement center to present them to the residents, the students paid particular attention to the different kinds of responses. It was interesting for me to compare the responses of the classmates, residents and staff. For the students, the process of creation was just as important as the finished product. However, the delight on the students’ faces was apparent when they saw the buddies’ reactions. The buddies were so overjoyed and delighted with the sculptures. They couldn’t believe they got to keep them! When we returned to the classroom, I had the students write their feelings about giving the mach? projects to their buddies. Their answers were so introspective. They felt good about making another person happy...even when it meant giving away their sculpture, which had taken lots of work.

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We have seen our creations in the residents’ rooms decorated for all occasions. Sometimes they have Christmas lights strung around them, sometimes there’s a festive hat on top of the head, and many times the season is apparent by the re-decoration of the sculpture. It’s great to see the residents show some spirited enthusiasm. One man remarked, “ It’s wonderful to get to be a kid again!” What better testament to what random acts of kindness can do for a person!

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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February Friendship Bugs Submitted by Kathleen; Lacey, WA

Grade Level: First Scope of Activity: Classroom Time Frame: Introductory Lesson: 30 minutes Follow-up lessons: 20 minutes Lesson Duration: Entire month.

Objective: To encourage and support daily acts of kindness by the students and teacher.

Materials Needed: • Scissors • Handout of attached sheets for each child.

Procedure: 1. Create a web with your students of behaviors that promotes kindness and strengthens friendships. (sample below) 2. Introduce the My Bear Hug Bug (see sample below) to the children. Choose five behaviors from the class web to be the Kindness Tasks that you will be focusing on during the week. Each week five new Kindness Tasks can be emphasized.

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

3. Have the children cut out their friendship bug and tape it to their desk. Each day, a new Kindness Task will be chosen. The students and teacher who complete this activity may color in the corresponding number heart on their bug. 4. At the end of each day, discuss the various ways that the Kindness Task was accomplished, how it made them feel, and how it made the other person feel. Guide the discussion to stress the intrinsic rewards of being kind.

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Sample of Kindness Web:

Helping my dad sweep the garage. Taking my neighbor’s dog for a walk

Acts of Kindness

Letting my sister go in my tree house

Telling my friend that I like her Giving my baby brother a hug

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Words Will Break Your Heart Submitted by Patricia; Ladysmith, WI

Grade Level: 2nd-4th Time Frame: 30 minutes Subject Matter: The impact of mean words. Materials Needed: • A piece of tagboard • A sheet of paper (8.5 x 11) for each child. (For younger children, hearts could already be drawn on the paper.)

Expected Outcome: Students treat each other with more kindness and respect.

Procedure: This is a great activity to do at the beginning of the school year to set a standard for the kids’ respect for each other. This lesson was a result of frequent complaints by kids’ who were constantly being called names and being made fun of by their peers. Often, while this victimized child would complain, others would be snickering in the background “sticks and stones may break your bones, but words will never hurt you.” Ask the students if this is true. They will all agree that words are very hurtful. Have them think to themselves of situations where words have hurt them. This leads into the lesson.

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Pass out one sheet of paper to each student. Have the students cut out a heart and write his/her name on it. Go around the class and have the students think of one negative or hurtful thing another person has said to them. As each student says the negative thing, make the students crumple up a little piece of their paper heart. After everyone, including the teacher, has said one negative comment he/she has heard, the paper hearts will be completely crumpled up.

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Then, go around the class again, except this time, have the students share a positive comment they’ve heard about himself/herself. After hearing each positive comment, gradually uncrumple the hearts and try to smooth them out. After everyone has given a positive comment, try to smooth the hearts out as much as possible. You will see that they’ll never be completely smooth again. Discuss how mean words leave scars in our hearts, just as they do with the wrinkles on the paper. Next, glue the paper hearts on a piece of tagboard. On the tagboard, write “Sticks and Stones May Break Our Bones, but Words Will Break Our Hearts.” Hang it up in the front t of the classroom as a constant reminder of the importance of being kind to each other.

The following pages are song lyrics and sheet music for “Kindness is Contagious” by SuEllen Fried and Gary Adams. This was a separate submission, but fits perfectly with this lesson plan!

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SuEllen Fried is with Bullies & Victims. She has written two books: “Bullies & Victims - Helping Your Child Through The Schoolyard Battlfield.” “Bullies, Targets & Witnesses - Helping Children Break the Pain Chain.”

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Winter Holiday Attitude Adjustment Submitted by Ann; Shelby Township, MI

Grade Level: 6 - 12 Content Area: English Time Frame: One classroom period, 45-55 minutes, preferably the last day before the winter holiday.

Objectives: 1. Increase student awareness of the power and impact words can have on others. 2. Increase student compassion and empathy for fellow students. 3. Develop the student’s ability to communicate sincerely to a real audience in carefully composed and complete sentences.

Materials: 1. One business letter envelope for each student. Write the student’s name on the front of the envelope and decorate it with colorful motivational stickers. 2. Slips of paper cut to approximately one by eight inches. Each student will need one slip of this paper for every other student in the class.

Activities: 1. Preliminary Discussion Suggestions a. Explain how the world needs to be a “kinder, gentler place.” The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

b. Mention what good manners are. Perhaps mention, “It’s better to say nothing if you can’t say something kind about another individual.” c. Express the belief in the basic goodness of man.

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d. Explain how “put-downs” have become a part of teen culture. Television, movies, and music currently encourage such “put downs.” Ask the students for examples from what they’ve seen and heard. e. Give some examples of “put-downs” heard in the halls and as student enter the classroom. Example: “Nice shirt! Did you get it at Goodwill?” f. Explain how these behaviors do not support the spirit of the season, “Peace on Earth and Goodwill toward men.” g. Recognize that teenagers are often embarrassed or shy about voicing kindness or compliments to others. That is understandable. Ask student how they feel when someone says something kind to them or pays them a compliment. h. Explain to students that today will be different, and their cooperation is expected. 2. Directions a. Explain to students that they must write a kind sentence or write a compliment to every student in the classroom. b. Caution students that negative or sarcastic comments are not allowed. Remind them they would not like to receive such messages. c. The writing must meet these criteria. Write these on the board. 1. Address the writing by writing the name of the student on one side of slip. 2. Write the kind words or compliment on the other side. 3. You must sign all of the slips. d. Give students some suggested sentence starters. 1. “I have always thought that... 2. “I have been impressed by...” 3. “You can always be counted on to... 4. “I like...” 5. “You are... e. Distribute slips and caution students about the time they have to complete the assignment. f. Arrange the envelopes on a table, and tell students they must get the slips into each students’ envelope at least 5 minutes before the end of the period. g. Circulate and help students who are having difficulty h. Distribute the envelopes to the students, giving them some time to read their messages before the end of the hour. i. Advise students to keep their envelopes and read them when they need to lift their own spirits.

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3. Evaluation and Proof of Success a. The unbelievable quiet and soft smiles of students as they have read their messages have been powerful proof of the success, of this lesson. b. Many students have taken time to thank me personally for this lesson. c. Students have admitted they really feel good as they’ve left my classroom.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Character Building - Brick Wall Submitted by Marie; Riverhead, NY

Scope of Activity: This could be done within a classroom or the entire school. If done with the entire school, the bulletin board would have to be centrally located or each class would do their own bulletin board and compete with each other.

Grade Level: Designed for 9-12 but EASILY adjusted to all grades. Objective: Students will develop and recognize positive character traits and random acts of kindness through modeling, positive reinforcement, class discussions and activities, and the charting of these traits.

Duration: This activity should continue throughout the school year, however, the time in which you reward those with the most character will depend on the population and how often they need gratification. You could reward those with the most character building every week, every month or every quarter, then start over.

Materials Needed: • • • • • The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Bulletin Board Paper Bricks Markers Glue Character Trait Posters (traits such as; respect, caring, responsible, honest, kind, etc.)

Preparation: 1. Create a bulletin board. Around the outside of the board display Character Trait Posters.

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2. Create the heading “Character Building” for the title of the board. Write each students’ name and staff members’ names on a brick and glue them along the bottom of the board.

Motivation: Ask the students to think of someone that they like. Have them discuss what they like about them. Encourage them to use words such as: respectful, kind, helpful, cooperative, caring, self-disciplines, trustworthy, etc.

Procedure: 1. Discuss how important it is to be a person who displays these traits and that we will be carefully looking for these traits in each other. 2. Discuss various character traits and their meanings through class discussions and activities. Discuss one trait at a time along with a relevant activity to assist students in developing an understanding of the trait. This should continue throughout the school year. 3. Explain that anytime a classmate or staff member does something that demonstrates a positive character trait or a random act of kindness, they will receive a brick. The brick will be glued above their name on the bulletin board. As they demonstrate more positive traits and perform acts of kindness they will continue to earn bricks and “Build Character:” 4. On the brick, students write the trait that they saw in the other student, the date and their name. For example, if Rosemary gives Steve a brick for being kind, Rosemary would write kindness, her name and the date on the brick and glue it above Steve’s name on the bulletin board. This helps students to increase their self -esteem by seeing who rewarded their positive behavior. It also keeps a visual record of progress. 5. Explain that they cannot give themselves a brick and cannot ask someone to give them a brick. 6. Explain that at the end of a set time, week, month, or quarter, the student who has the tallest building or who has “built the most character” will receive a special reward. The buildings should then be cut apart and given to each student. Each student will have a strip of bricks containing all the positive traits peers have recognized in him or her. The process would then start again as this is an ongoing activity. 7. Model this activity by awarding bricks to fellow staff members. Proceed to guided practice by pointing out to students the positive traits that they should be rewarding to classmates. Continue these procedures until students are recognizing and rewarding positive traits and acts of kindnesses independently.

Evaluation Procedure: 1. Monitor students’ progress through the bricks they are rewarding and receiving.

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Expected Outcome: 1. Students will develop positive characteristic traits. 2. Students will increase self-esteem as they receive bricks from peers. 3. Students will increase their ability to recognize positive traits. 4. Students will reflect upon their character and acts of kindness as they try to build the most character. 5. Students will experience the impact of their kindness as others return the favor and are kind to them.

Population: This lesson can be applied to diverse populations. This lesson is designed for the secondary level. The bricks will resemble a wall of graffiti when complete. For younger students, ice cream cones could be used. The cone could contain their name and they would receive a scoop of ice cream stating the positive character trait witnessed. The student with the largest ice cream cone has the “Scoop” on building character. Regular mainstreamed students through handicapped students can successfully participate in this activity .The visual nature of this activity lends itself to be ideal for all populations. Samples on the following pages

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Brick Wall Sample:

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Kindness Fables Submitted by Joy; Boring, OR

Type of Activity: An integrated unit with emphasis on: a. Cross-age friendships b. Literature-Fables, both traditional and religious

Grade Level: Middle School Objectives: 1. The student will recognize that kindness can be shown in situations at home, at school, and/or in the community. 2. The student will look for opportunities to show kindness to others. 3. The student will demonstrate kindness to others through cross-age learning experiences. 4. The student will create fables on the topic of kindness.

Materials Needed: • • • •

RAK Balloons Posters announcing the week RAK Bookmarks Kindness Zone signs at entrances to school and classroom to remind everyone to be kind and to perform acts of kindness. • Strips for Paper Chains (At the beginning of each day, students write any kindness actions on strip of paper adding it to the classroom chain.)

Resources: The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Books on fables including Aesop’s Fables, fables from other countries, fables by Max Lucado.

BEGINNING THE LESSON: Brainstorm about the fables students know. Try to match up the morals they teach.

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COOPERATIVE ACTIVITY: Pass out copies of fables to each table. Give each group time to prepare for presenting their fable to the entire group. Special attention should be given to how the moral will be taught.

CLASS ACTIVITY—-THOUGHT FOR THE DAY: ** Let us live simply so that others can simply live. ** 1. Brainstorm ideas to write a class fable to go along with this moral 2. Divide up into writers, artists, copy editors, etc. to publish this class fable

HOMEWORK: Search for fables from other authors and/or other countries. Share your fable with your group.

GETTING READY TO WRITE: 1. Brainstorm similes that have to do with animals 2. Listen to Carnival of the Animals by Saint-Saens.

WRITING A FABLE: 1. Using the pre-writing worksheet, begin gathering and organizing ideas that will be utilized in writing a fable. 2. Design the format and accompanying art. 3. Check work against the rubric to be sure it is complete.

FABLES Fables are brief stories told to teach practical lessons about human life. They usually use animals as characters and state the moral, or statement about how one should behave, at the end of the story. Word origin: Latin, fabula, a telling. Some expressions we use such as “Don’t cry wolf,” or “sour grapes” come from fables. Other fable writers: James Thurber, Mark Twain Vocabulary: Fable, raconteur (story teller), idiom, irony, moral Aesop, a Greek storyteller in the sixth century B.C., is thought to be the originator of Aesop’s fables.

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Name________________ FABLES PRE-WRITING What lesson would you like to teach? Jot down some ideas. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What animals do you think you might use to get your point across to the reader? _____________

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Possible settings:

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Briefly describe the plot of your fable: First: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _______________________________________________________________ Next: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _______________________________________________________________ Then: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _______________________________________________________________ In the end: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _______________________________________________________________ Now think of details you want to include in your fable:

What format would you like to use? Possible suggestions include: book, pop-up book, video, diorama with accompanying book...

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Meet Danitra Brown Lesson on Friendship Submitted by Camille; Shrewsbury, MA

Type of Activity: Classroom activity, teacher directed, with paired group participation.

Grade Level: First/Second Time Frame: 20 -30 minutes reading and discussion, 30 -45 minutes children creating their poems

Overview: Students explore the theme of friendship and the relationships that empower non-violent methods of problem solving.

Goals: 1. 2. 3. 4.

Help students build skills in social awareness. Build perspective-taking skills. Express feelings in non-destructive ways Explore the relationship of friends through a poem.

Materials: * * * *

Poem “Coke-bottle Brown” from Meet Danitra Brown by Nikki Grimes Dictionary Pencils and paper Chart paper and tape to display

Vocabulary: The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

friendship hurt reconciliation

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Expected Outcomes: Students learn about the diversity of background of American citizens. They learn of their similarities and differences, in likes, dislikes, skills, names, and experience. Students learn formulation of the Golden Rule. They practice applying it in their treatment of others.

Procedure: 1. Teacher may connect with a personal story about something that happened that relates to the central theme - friendship and adversaries. 2. Discuss the meaning of friendship (write the word on chart paper and record the responses). Continue with the definitions of hurt and reconciliation. 3. Teacher will read the poem, “Coke-bottle Brown” to the class and discuss with openended questions. ex. Describe how you think Danitra was feeling when Freddy Watson called her “Coke-bottle Brown.” Anticipate the consequences of Danitra’s behavior by not confronting Freddy. Describe her behavior. Anticipate the consequences of her behavior if she did confront Freddy Watson and explain. What words or language would help Danitra express her thoughts and feelings? What consequences would occur if Zuri Jackson carried out her violent actions? What other non-violent means could Zuri have used? Do you think Danitra and Zuri did the right thing and why? The teacher will record responses on chart paper as a language and word guide for the children to use when writing their poem. 4. Open the discussion to the children so they may engage in experiential activities that directly connect the main focus of the poem to the personal experiences of themselves or people they know. Did you ever feel the way the characters in the story did? What do you do when you feel this way? Why? 5. Divide the students into pairs. 6. Encourage the children to develop a poem that will allow them to express their personal integration of what they have learned from the poem.

Assessment: 1. 2. 3. 4.

Observe how the child responds to literature. Assess the children’s language and words as they engage in experiential activities. Assess the concept of the children’s written interpretation and meaning of their poem. Observe how well students work together in pairs.

Extension: 1. Language Arts: This poem could also be used for a lesson on rhyme. 2. Dramatic Play: Have the children act out the poem and then step in another characters shoes. 3. Language Arts: The students recall a time when they felt upset from being teased or insulted. They describe the incident, their feelings, and whatever action they took in a short story. Do they wish they had responded differently? In what way? Why?

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Nature-Oriented Kindness Projects Submitted by Debra; Lakeland, FL

Type of Activity: These projects focus on science and nature lessons while having kids work in small groups or in pairs.

Grade Level: Elementary/Middle School Overview: I would like to encourage everyone to have their school become a schoolyard for nature and have it certified through the National Wildlife Federation. My school has just completed the process and benefits are immense in many areas. I worked through the process with the grades preschool through eighth grade. Primarily, I used fourth grade as well as my elementary science club. We chose many projects that extend throughout the school year because I wanted to continue to work on the project throughout the fall, winter, and spring season. This project can be completed in a shorter time frame. I have listed a few lessons from each subject area to show how outdoor education can benefit the wildlife and the students, as well as be a lot of fun for everyone. We began in the area of science, however, this project covers and will continue to cover every area of the curriculum math, writing, reading, science, social studies, and art. Computer skills include using the Internet, database and word processing skills. Social skills within a group and responsibly for our actions to the environment are also covered. Outdoor education is a fun and rewarding way to learn. The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Most of the class work is completed in small groups or pairs. This is a great way for all learning levels to be successful. There is a leader, an encourager, and a note writer in each group. The leader’s job is to make sure everyone participates. Throughout the year everyone has a chance at each of the jobs more than once. I also continually put them in different groups so that everyone gets a chance to learn how to work with each other.

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Lesson 1 Question: Materials: Time:

What are the 4 main things that everyone needs to survive? Pictures of nature, paper, pencil 30 minutes

The students worked in small groups to discuss this problem. They are to list in note form the 4 basic needs: food, shelter, water, and space. Next day: Materials:

30 minutes Paper, glue, color pencils

After the group arrives at the four needs, I ask each student to write a paragraph listing these needs and a drawing showing how we can help an item of nature achieve this goal here at school. As we compiled the lists we decided what type of wildlife we would like to see around the school campus. This gave us the basis for our research. Lesson 2 Materials: Time:

Bird & butterfly nature guides, plant books, encyclopedia, computer Internet accesses, Encarta 2 class periods depending on the age of the groups and the interest of the students

Research on the Internet, in encyclopedias, books, and magazine for types of birds, butterflies, and native plants in our area. I paired the students for this lesson. This was less threatening this way and kept them more on task. The librarian and computer teacher was very helpful in guiding us to the many sources that are out there to use. The students copied pictures off the Internet and then we cut and pasted them on a new paper. Then the students wrote down what type of pant or food source the animal needs to survive. The papers were compiled to make a herbarium. This booklet will be used throughout the school to help students identify the animal and the type of plants around the school. This book is ready to be checked out, not only by any class, but also students who want to take their parents and grandparents around and show them the plants and wildlife we have identified. The children are excited and parents amazed when they call the butterflies, birds, or plants by their proper name. Lesson 3 Materials: Time:

Flowers, trowels, seeds, water source, journal, camera 1 class period

We begin the butterfly garden. After research we identify which butterflies we want to attract and which host plants we need to have. Not only the flowers the butterfly needs, but also the plant the eggs are laid on and the caterpillar eats. We kept daily logs on how long this life cycle process takes. *** We found that nurseries will donate a few plants or seeds if they know why you are planting the garden. Also seed can be gathered dried and used for the next season. Milkweed, passion vine, and sunflowers were easy to work with. *** All items planted and dates planted were placed in a journal. Pictures were taken.

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Time: Materials:

Throughout the year Journal, ruler, paper, pencil, color crayons, thermometer

Plants were observed daily. Observations will be written in the journal. Butterfly types were identified around the school. Materials:

We purchased netting and embroidery hoops and made butterfly houses for the caterpillars to make their cocoons in.

As caterpillars arrived the preschool and first grade drew pictures showing the life cycle and host plant for different types of butterflies. Older classes averaged the length of time of the different cycles. We compared the shape of the cocoons of different butterfly types. We compared the weather especially temperature and the effect it has on the length of the butterfly cycle. Lesson 4 Time: Materials:

1 class period Newspaper, tape, poster board, markers, garbage cans, enamel paint, scale

The Science Club set up a recycling program to fund the wildlife habitat. We contacted an area company for newspaper recycling bin to put recyclable newspapers in. We also made recycling cans for aluminum cans. Our city has a recycling program, but they still allow individuals to set up recycling areas. The money we raise from recycling goes to purchase plants and other items needed for the National Wildlife Habitat. Once a year we have a newspaper drive where we estimate how many pounds each class can bring in, then weigh, and graph the results. This process is for the month of April in celebration of Earth Week. The science club worked in-groups and made newspaper animals to hold signs to encourage the participation of each class. Lesson 5 Materials: Time:

Various easy reading books, sunflower seeds, pots, potting soil, trowel, water can, water 30 minutes a week

The fourth grade meets with a kindergarten class we call our book buddies once a week for thirty minutes. The classes are divided into pairs. This is a wonderful way to encourage older students to learn how to work with younger students and every fourth grader can be successful reading to a kindergartner. This week we read together the book A Tree is Nice by Janice May Udry. Then the students find a place outside and read another book together. We call the pairs up one at a time to plant sunflower seeds and gourds that will later be used to make birdhouses. Each week as we go to the book buddy class we chart the progress of the plants. Throughout the year we read other plant books and take turns weeding the garden area, or drawing pictures of the different stages of the plants. Some other good books are: The Lorax by Dr. Suess, The Tale of Three Trees retold by Angela Elwell Hunt, The Wump World by Bill Peet, The Giving Tree by Shel Silverstein, Arbor Day by Diane L. Bums, Red Leaf Yellow Leaf by Lois Ehlert, The Great Kapok by Lynne Cherry, The Tree by Donald Carrick, The Oak Tree by Laura Jane Coats, The Big Tree by Bruce Hisock, and A Busy Year by Leo Lionni.

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This is a great experience for both my fourth graders and the kindergarten class. All students are given a chance over the course of the year to really bond with another child of a different age. The fourth graders are wonderful encouragers as they watch the reading and writing progress their book buddy makes. We have noticed this special bond continues throughout the years of the student’s career at our school. Lesson 6 Materials: Time:

Drawing paper, pencils, chalk, clipboard 1 class period

The students drew the different gardens in different seasons. We compared the life cycle of the different plants. The older children worked on drawing to scale. During an art show we showed the same plant portrayed by different age groups. It was great seeing how the drawings progressed. Some of these drawing were placed in the herbarium for plant recognition. The upper grades drew a school map to scale with a key. The map of the area you are trying to show for the wildlife habitat needs to go with the application. Lesson 7 Materials: Time:

Clipboard, paper, pencils class period

Different times of the year different classes went out for a writing day in the garden. The students listened and observed an area on the school grounds. Then they wrote descriptive paragraphs of their observations. Another class wrote poetry. Some of these were saved for the herbarium. Lesson 8 Materials: Time:

Hammer, nails, precut wood, enamel paint (holes were predrilled where the nails will go.) 2 class periods

The science club will follow plans to make bird feeders. The students will build the feeders with some parent help. Some of the feeders will be added in different areas of the school campus, and others will go home to help start a natural habitat there. The wood is purchased from the funds raised from the recycling efforts. Lesson 9 Materials: Time:

Clipboard, journal, metric ruler, graph paper, flower press About 20 minutes once a week

The plants are measured once they are planted in the garden. Their progress is checked and noted in a journal. The results are graphed and different types of species are compared. The seeds from the plants are gathered and used next year in the garden. A leaf

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and a flower is pressed from each species and placed in the herbarium next to the picture and facts about the plant. (The flower press was made with cardboard cut the size of printer paper, and large rubber bands to keep it tight.)

Lesson 10 Materials: Time:

3 ring binder, plastic inserts, dividers, pictures, materials gathered throughout the year ongoing project

The science club looked at and compiled the different areas of the herbarium. These items are placed in plastic inserts and then placed in a three ring binder. We have digital camera pictures, researched pieces to help identify the plants, birds, and butterflies that have been located on campus. We have a school map drawing. Also there is a section on poetry and writing in the gardens.

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LESSON PLAN

Spreading Kindness All Around Submitted by Angie - Princeton, West Virginia

These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Objective: This unit is designed to show students how we can reach out to others. We begin in our classroom with our friends, then we extend our hand to others in our community, and finally we reach out to help people and endangered animals around the world. This unit asks the students to donate to several organizations, so you may want to space the lessons out over several weeks, or even months.

Grade Level: Kindergarten to 2nd grade

Scope: Several Individual Class Activities

Materials Used: Project 1: Book: Horton Hatches the Egg by Dr. Seuss Each student will need one piece of white paper with the phrase, “We Share Because We Care” written on the top Crayons Scissors The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967 www.actsokindness.org [email protected]

Project 2: Book: The Mitten by Jan Brett (or other author) Sleeping bag or large quilt Christmas tree or some sort of tree upon which to hang mittens and gloves Project 3: Book: Sam the Sea Cow by Francine Jacobs Internet access for the “Save the Manatee Club” or other endangered animal Map of the United States

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Project 4: Book: Horton Hears a Who by Dr. Seuss Prior to this project research information on an international organization such as UNICEF Post-it notes

Procedure: Standard 1: Reading (RLA.S.1) Students will use skills to read for literacy experiences, read to inform and read to perform a task by: *Identifying and using the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension, writing and motivation to read); and *Employ a wide variety of literature in developing independent readers. Standard 3: Listening, Speaking and Viewing (RLS.S.3) Students will apply their use of spoken, written and/or visual language to communicate: *With a variety of audiences and *For different purposes. Standard 1: Citizenship (SS.S.1) Students will: *Describe, demonstrate, and employ the civic dispositions of good citizenship (Civic Dispositions) *Develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills) I begin this unit by creating a visual where we can display our acts of kindness. I write the name of our school and draw a circle around it, then the name of the local organization we are helping and the local nursing home and draw a larger circle around it, then the name of the endangered animal organization with an even larger circle, and lastly I write the international organization and encircle it as well. The visual looks similar to a target. This shows our students and guests in our room how we have reached out to help others.

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PROJECT ONE 1. Assemble the students in the circle time area and show them the book, Horton Hatches the Egg. Conduct a picture walk of the book, turning each page, allowing the students to look at the pictures and guess what might happen in the story. 2. Read the story Horton Hatches the Egg to the students. 3. Discuss how Horton was kind, and talk about ways we can be kind to others. Introduce the students to the idea of performing random acts of kindness. (I do this lesson early in the school year, and during the year when students are kind, I verbally acknowledge them by saying, “That was an act of kindness,” or “I hear kind words.”) 4. Sing the song: “There’s a Little Act of Kindness” (to the tune of “There’s a Hole in the Bucket,” words by Angie Whitley) There’s a little act of kindness we can do, we can do There’s a little act of kindness we can do each day 5. Start a kindness tree that will be displayed during the remainder of the unit. Draw a large, bare tree on a bulletin board, or staple up a ready-made tree. Whenever you hear the students using kind words or doing kind deeds, write it on a leaf to place on the tree. Hopefully you will have a tree full of kindness before the end of the unit. 6. Prior to this lesson, talk to a local nursing home about making place mats for the patients. Find out how many are needed for a certain wing or a possibly for a special event such as a social or banquet. Talk to the students about nursing homes. Tell them that they are going to make place mats for the patients. Distribute the art paper, and allow the students to draw pictures of people sharing and being kind. You may want to add an explanation of the picture at the bottom of the paper, making it easier for someone to interpret the artwork. Glue each paper to a piece of brightly colored construction paper and then laminate.

PROJECT TWO (Prior to this lesson get in contact with the Salvation Army or another organization that assists people in need of donations of mittens and gloves). 1. Read the story The Mitten to the students. There are several different versions of this Ukrainian folktale, my favorite is by Jan Brett. Read other versions and compare them before starting if you wish. 2. Sing the song: “We Care” (to the tune of “I’m a Little Teapot”, words by Angie Whitley) There are many ways to share we care Speak kind words and always share Lend a helping hand to those in need When we are kind, we plant good seeds

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3. Allow the students to dramatize the story. Jan Brett’s website has masks that can be copied and used to enhance the performance. As the story is being read, allow the students to crawl into the sleeping bag which serves as the “mitten.” Leave the masks and sleeping bag in a learning center so the students can retell the story on their own to aid in comprehension. 4. Talk to the students about people in need and introduce them to the organization you chose for the donation. Talk to the students about creating a “Mitten Tree.” The tree will hold mittens and gloves that will be donated to a local organization. Display the tree in the classroom, or make it a school-wide project and display the tree in the entrance lobby of the school. Send home a letter to the parents informing them about the mitten tree. Set a date with the organization leader to come to the classroom and collect the mittens and gloves. You may want the leader to read a story to the students and answer questions about the organization. As an added bonus, celebrate the visit with cookies and hot chocolate.

PROJECT THREE (RAK Editor Note: You could use a different endangered animal in your class). 1. Introduce manatees to the students. Create a KWL chart on their knowledge about manatees. 2. Read the story Sam the Sea Cow. There is a “Reading Rainbow” episode on this book that is very informative. My kindergarten students are always amazed when they see the same story on “Reading Rainbow” that I have just read to them in class. 3. Talk to the students about endangered species, and brainstorm ideas of what we can do to help take care of animals. Take the students to the computer lab or classroom computer and access the “Save the Manatee Club” web page at www.savethemanatee.org. Browse through the web page to learn more about manatees. 4. Introduce the students to the “Adopt a manatee” program. The classroom membership includes an adoption certificate, photo and information on “your” manatee, handbook, and newsletter. Send home a note to the parents informing them of how the students are planning to adopt an endangered manatee, and ask for a donation to help pay for the adoption (usually $1.00 or less per student, according to class size). 5. Locate Florida on the U.S. map, or if you live in Florida locate the town of Maitland. Place a marker on the town as the official home of the adopted manatee. You may want to place the photo of the manatee and the certificate near the map.

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PROJECT FOUR (Halloween would be a great time for this unit to coincide with the “Trick-orTreat for UNICEF” campaign if you chose that organization). 1. Read the story Horton Hears a Who. 2. Talk to the students about how Horton was nice to the “Who’s.” Talk to them about how being nice to others and compliments make us feel good. Pair each student up with a buddy for the next exercise. Each student gives a compliment to their buddy. Record the compliment on the post-it note and have the student place the note on the recipients’ chair. At the end of the day read the compliments aloud and allow the students to take their post-it note home. 3. Talk to the students about the acts of kindness they have been involved in during the unit. Talk to them about reaching out to others in the classroom, the school, the community, the nation, and around the world. 4. Distribute the “Trick-or-Treat for UNICEF” collection boxes, or information on whatever organization you chose. Send the info home with a letter explaining how your classroom is reaching out once again to needy people around the world. You can raise money or items that are needed by your selected organization. This project could involve the whole school.

Practice Random Acts of Kindness™

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Correctional Facility Reading Submitted by David; Fort Wayne, IN

Background: This is a reading program that was created for the students/juveniles at a local Youth Center. The Youth Center is a fully secured detention center. Many of our students spend between 30-90 days at the center before returning home or are referred to alternative placement facilities. When I first arrived at The Youth Center, I was amazed at the poor reading level of many students. Using the Gilmore Oral Reading Test and a modified vocabulary assessment, I estimated that nearly 75% of students in the center read below a 3rd grade level. Most of these juveniles have been in the juvenile justice system for a great part of their young lives. These students have not received the educational supported need to succeed. I felt that motivating these students to learn would be my number one priority. That is how the “Reading for Giving Program” was created. After consulting the local school’s Strategic Plan for academic guidance, I then began contacting local businesses looking for community support for the program. Several local businesses agreed to provide program awards, and a pizza company donated 100 personal pan pizza coupons to get the program started. I then created a diverse reading list for students. I included modified texts for students that read at lower levels but still wished to participate in the program.

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

I then approached the students at the School about participating in the program. I explained that they must complete a novel from the reading list, write a response to the Program Product Guide, and write a formal letter that will accompany the gift. Many of our students are eager to give and want to be praised for their accomplishments. These juveniles are eager to do something positive and this reading program allows them to be caring and giving citizens. I have had an overwhelmingly positive response to the program. We have been so successful that we have extended the school day by 30 minutes to provide students with extra time to read. I feel that finding the proper motivation technique is the key to the entire success of the program, and some great pieces of literature help. Any teacher can inspire students if they can identify the proper motivation and the proper time to implement their plan.

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Youth Center Reading for Giving Program Goals and Objectives: The “Reading for Giving Program” is a voluntary reading unit for students at the Youth Center. This program allows students to enjoy reading, while promoting literacy and the essential gift of giving. Students will be required to reach 3 benchmarks to become eligible for the “Giving Program.” Students who reach their specific benchmarks will be provided the opportunity to provide their fellow man/woman with a special gift. A formal letter recognizing the individual for their community service or positive impact on the student and community will accompany the gift. This program was created to meeting the following goals as outlined in the Local Schools Strategic Plan: Strategy X: Plan A: To coordinate linkages with schools and potential community partners Plan B: To expand community awareness of the correctional facility and community linkages. Plan C: To formulate school-based implementation plans to establish commnity linkages.

The Reading Program will be guided by the following objectives and goals: 1.

This program will foster the principles of literacy for students at the Youth Center.

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Students will be motivated to read for their personal benefit and enjoyment.

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Students will display critical writing skills in a functional aspect.

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Students will commit acts of random kindness for their fellow citizen.

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Students will perform critical thinking processes in formal and informal writing.

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Students will recognize outstanding/positive community involvement by fellow citizens.

Program Requirements and Benchmarks: 1. Students will choose a novel from the suggested reading list. 2. Students will complete a reading level appropriate novel. 3. Students will complete a reading Program Product Guide. 4. Program Product Guide will be reviewed with suggestions or needed corrections recommended by WYC Academic Staff. Proficiency in grammar and conceptual understanding will be required.

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Students will inform staff of citizen and that citizen’s positive impact on the community to be awarded the appropriate gift.

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Students will create a formal letter to a citizen detailing their appreciation for the citizen’s community contributions, personal thanks, and personal influence on the student.

Support for the program by Staff: As a staff at the Youth Center, we understand that the students who have been placed in our facility are in need of special care and opportunities. Many of the students in our facility are capable of becoming productive citizens. We feel that this program provides the students an opportunity to learn the art of reading and to make them more aware of their part in the community. As educators we must find ways to motivate our students, no matter what they have done in the past, to learn and have a positive impact on their community. By accepting the requirements of this program, students have made a personal commitment to better themselves and take a step in becoming productive adults. As a staff we will ensure the integrity of the program, provide our students with the proper resources, and provide aid to students to complete the program.

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This product guide will be completed after the reading of the novel… Youth Center Reading Program Book Review Product Guide Directions: After completing the required readings, students should answer the following questions in regards to the novel. This review should be written or typed. These questions should be completed in paragraph form and may include several paragraphs. Each question must be answered to complete the review process. 1. Create a new title for the novel. Explain how this new title is appropriate or how it is an improvement over the original title. Use textual support to describe the improvement of the title.

2. Describe 3 scenes from the text that would be good life-lessons for a child?

3. Why would you suggest this novel or book to a friend or colleague? What social, interpersonal, or intra-personal life-lessons are dealt with in the novel?

Sample letter written to local pizza company… Dear Mr(s). __________, The academic staff at the Youth Center has designed a voluntary youth reading and random acts of kindness program. The goal of this program is two-fold. First, we hope to promote the reading skills of the students in the program. We hope to expose them to different types of classical and contemporary literature. Secondly, the program has a goal of promoting community awareness and a sense of social belonging. We would like our students to understand and accept their place in society, while promoting charitable contributions to the community. How can you help? Many of our students at the detention facility lack motivation and have never taken academics seriously. This is a major reason why they are in this facility. We hope to motivate them by providing the opportunity to earn rewards for completing the reading of novels. Most of these students have very poor reading skills, and the completion of a novel in this program could very possibly be the first novel they have read to completion. We would like to provide them with some motivation to complete their first novel. The students at Youth Center would not directly receive the reward, but they would have the opportunity to present the reward to someone in the community. We hope that students present the reward to someone in the community that has provided a great service or changed the students’ life in a positive way. We hope to promote the students sense of giving by using this as an example of random kindness. We currently have over 150 students enrolled in our education program. I feel we could possible have over 50 students involved in this program. I would really appreciate the opportunity to meet with you and discuss this program. Your company has always supported projects that have the community’s interest at hand, and I personally believe this program will help build community involvement at the most needed level. I can be reached at the Youth Center. We expect to begin the program within the next couple of weeks. Sincerely,

Name

Youth Center Reading for Giving Program Reading List Moby Dick - Herman Melville The Adventures of Huckleberry Finn - Mark Twain A Tale of Two Cities - Charles Dickens Slaughter House-Five - Kurt Vonnegut Because of Winn-Dixie - Kate DiCamillo Fahrenheit 451 - Ray Bradbury The Adventures of Tom Sawyer - Mark Twain Twenty Thousand Leagues Under the Sea - Jules Verne Dead South - Robert Coram Frankenstein - Mary Shelley Smugglers’ Island - Avi The Sea Wolf - Jack London Island of the Blue Dolphins - Scott O’Dell Redwall - Brian Jaques Air Raid-Pearl Harbor - Theodore Taylor The Canterbury Tales - Geoffrey Chaucer Where the Red Fern Grows - Wilson Rawls The Call of the Wild - Jack London Shoeless Joe - W.P. Kinsella Johnny Tremain - Esther Forbes Endurance Shackleton’s Incredible Journey - Alfred Lansing The Inimitable Jeeves - P. G. Wodehouse The Martian Chronicles - Ray Bradbury Robinson Crusoe - Daniel Defoe The Story of Baseball - Lawrence S. Ritter Anne of Green Gables - Lucy Maud Montgomery Hearts in Atlantis - Stephen King The Firm - John Grisham The Scarlet Letter - Nathaniel Hawthorne Around the World in Eighty Days - Jules Verne A Child Called “It” - Dave Pelzer Help Yourself - Dave Pelzer A man Named Dave - Dave Pelzer The Lost Boy’- Dave Pelzer

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Heroes, Kindness and To Kill a Mockingbird Submitted by Valerie; Davis, CA

Grade Levels: 7-9th. (Although this lesson is focused on secondary levels, the basic concept and exercises can be adapted to lower grade levels by using a different piece of literature.) Subject: Reading & Writing. Addresses topics such as heroism, bullying, kindness and compassion.

Materials Needed: • To Kill A Mockingbird by Harper Lee

Background: These exercises came out of a growing awareness that seventh graders in our school were bullied by ninth graders and that these seventh graders then grew into ninth graders who felt bullying was acceptable. It seemed necessary and beneficial to develop a solid unit focused on intolerance, tolerance, and kind acts of compassion. Since all ninth graders study To Kill a Mockingbird and one of the uses of studying literature is to help students rethink their own lives, this novel provided us a springboard for reflection. The goal of this was to have students reflect on the actions of characters in the novel and to apply whatever they learned about compassion to their own behavior. In reviewing the activities, I realized that my kindness project could be applied in any instance where a story, poem or novel focused on courageous and compassionate action. As a result, there are three different exercises below.

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While each project started with the reading of To Kill a Mockingbird, many other works of literature could be substituted and the activities modified to that piece. These activities focus on the many instances in the book where compassion is shown by Atticus Finch and others. It takes courage to be different, such as Atticus Finch raising his children in a manner that scandalized a lot of the people in town, and his defense of Tom Robinson. Thus, expressing kindness can be heroic.

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Exercise # 1: Recognizing Everyday Heroes 1. Initially, discuss the term “hero” and what it means. Defining hero is awkward because of the cultural emphasis on money as a criterion of success and accomplishment. Ideas of a hero as a person who perseveres, and is not merely lucky, would include examining such lives as those of Martin Luther King, Dolores Huerta, Caesar Chavez, Mother Teresa and Eleanor Roosevelt. Which is more difficult ... doing one glorious act such as rescuing someone from a burning building or coming to school each day and making good grades? The purpose of this is to get the students to understand that there are various kinds of heroism. Discuss the characters in the novel To Kill a Mockingbird and try to identify who is a hero and why. Usually, conversation develops so that the idea that heroism can occur in small, quiet acts, not necessarily one big flashy action. Propose questions about a) what makes them feel good b) to recognize someone who notices them daily and offers small favors or c) recognize someone who occasionally makes a presence in their lives, quietly, but makes a difference. Ask the students if going to work each day to provide food and shelter for someone is a heroic act. Typically, this generates a lot of discussion. Talk about the heroism of the tasks of living each day, and that even though we don’t want to do something, it is often necessary to do so to help family, friends, community, etc. Ultimately, this conversation revolves so that it is obvious that kindness and compassion are critical parts of heroism. 2. From the discussion about heroism, students are asked to answer the following ques-tion: Choose three people that can be used as a model of actions that reflect kindness and explain why. List the admirable qualities of the chosen role-models/Heroes. The examples can be personal acquaintances, literary, or historical figures. These sheets are turned in for the following day. Use their lists for discussion and explanation, allowing all students to share, telling why they have chosen as they have. This discussion helps students who were not satisfied with their models to re-think and adjust their ideas. It assists students in understanding what “hero” really means and dispels the popular mythology that heroism has to be a glamorous deed and flashy.

Exercise # 2: Developing a Mission Statement Discuss how life philosophies are developed. Address how people use models that others set and how written documents, such as holy books in religion (The Bible, The Koran, etc,) and public documents in secular life (The Declaration of Independence, The Constitution) give us ideas in print that guide us. Discuss the fact that many businesses and organizations use a mission statement to form a philosophy for a group. Show them the mission statement for your school and any others that are available. (Usually there are mission statements available from city and county governments as well as from local businesses or corporations.) Share with them your personal mission statement and discuss how/what formed your ideas. Give your class a half-completed mission statement for Atticus Finch, and have them finish it. Have the class share their answers and talk about what in Atticus Finch’s actions shows us his philosophy. Students then can refine the mission statement they have written.

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Next, ask the students to write their own mission statement. Tell them that these statements are living documents; that is, they change as our focus and goals change. However, stress that there are underlying concepts that shape the ideas -- positive concepts, such as compassion and kindness, or less desirable concepts. Ask the students to consciously come to a conclusion about what they want to shape their lives. Then, students are to use the format below to frame their mission statements: My mission is ... My mission is ... My mission is ... I will accomplish this by ... This writing activity is usually a homework assignment. Their statements are shared the next day in class and interesting discussions come out of questions and answers among the students.

Exercise # 3: A small research project to be shared in front of the class This is a research project that will be shared orally by each students once the written final draft is completed. Students have a choice of researching: 1. A person who brought kindness into the world in some way 2. Developing a kindness project of their own that would bring more kindness into the school 3. Taking one situation in the novel To Kill A Mockingbird and re-writing it to be more kind. Interesting and unusual results have come out of each of these projects. In the first choice, one student researched a neighbor who for years had provided neighborhood activities, which brought children and adults together and provided fun and connection. Her report was a heartwarming example of someone in our community who shared kindness and made a whole neighborhood happy through small acts of kindness over many years. The second choice is to identify a problem in the school. After describing the problem in detail (in writing), the student was to propose a solution to the problem that would be able to be accomplished. These were shared with the group and forwarded to our leadership class in school. The third choice is to insert kindness in a book section that might not have had anything to do with kindness originally. It allowed us as a group to rethink the novel and our own actions in life. For example, one response modified a horrifying scene in the book. A cavalcade of cars, in the book, descended upon the county jail where Attticus is guarding Tom Robinson. Men in the cars were going to overpower Atticus and lynch Tom Robinson. The student changed that scene so that the men arrived with food baskets to take Tom and Atticus out for a picnic in the country, to show appreciation for them. While the student started his idea out as a joke, by the time we finished discussing the situation and thought about the ripple effects such an action would have had, we all realized the power and impact such a simple act of kindness would have had on all the lives in the novel.

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Overall Conclusions: This project provides an opportunity to rough draft and finalize two documents: a statement of philosophy and a short research paper. It provides the students an opportunity to participate in two oral presentation times, which they can share meaningful ideas of their own. The list of models of kindness helps them envision, the mission statement gives them a credo, and the final exercise allows them to create a meaningful piece of writing that reflects their own thinking about kindness. One year I kept copies with selfaddressed envelopes and mailed students their mission statement at the start of the new year. I had a lot of positive responses to this “redelivery.” Overall, the exercises for this project provide a way of linking the novel and its characters to students’ lives. These activities allow reflection and discussion and its characters to students’ lives. This also allows for reflection and discussion that generates many new ideas about how kindness works in the world and what power it has. For the formative ages of middle school, the activities described are appropriate and allow the natural idealism of this age to appear in unexpected ways.

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Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Character Ambassadors Submitted by Lydia; Pittsburgh, PA

Grade Level: 4th-8th Purpose: Through this activity, students will learn new words, and recognize and encourage positive character traits among themselves and others.

Vocabulary: Ambassador

Procedure: 1. Give the students general information on what ambassadors are and what they do. Assign students to do research on this topic on the internet, or in the encyclopedia. 2. After the students have a good understanding of what ambassadors do, have them brainstorm to create a list of words that could be used to describe different “ambassadors” in the classroom. Examples: Kind - Ambassador of Kindness Care - Ambassador of Caring Patience - Ambassador of Patience Depending on the grade-level, the teacher can have a list of character traits ready to give to the class to use. Following is a list of possible traits:

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• • • • • • • • • • •

Joyfulness Caring Kindness Happiness Responsibility Thoughtfulness Friendliness Listening Cooperation Compassion Inspiration

• • • • • • • • • • •

Thankfulness Loving Loyalty Dependability Tolerance Wisdom Peace Faithfulness Understanding Goodwill Brotherhood/Sisterhood

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3. Once the students have selected a word/trait, have them write a paragraph about how that trait relates to them. Example: Goodwill: I am the ambassador of goodwill. Goodwill is an attitude of kind ness or friendliness. I am friendly and get along with all people. My goals are to spread more cheer, friendliness and kindness towards my family, friends and my community in December and all year long. 4. Ambassador Wall: See the attached forms below and insert a student photo on their character trait Ambassador “form”. Hang on a wall in the hall or classroom to create an “Ambassador Wall.” 5. Essay: Have the students write a short composition about what it means to be the ambassador of the trait they selected. When complete, mount on paper and post next to the corresponding ambassador photos. The following two pages are examples of the forms used for this project.

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Student’s Name Student Photo Here

Random Acts of Kindness has brought more meaning into my life, and I am committed to help spread the word. — Carol, State Parent Facilitator, HI

Lesson Plan These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12.

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Origami Paper Cranes Submitted by Wanda; Louisville, KY

Grade Level: 6-12 Subject: Art, Reading (it can relate to the book, Hiroshima) Materials: • Sadako and the 1000 Paper Cranes by Eleanor Coerr, 63 pages with instructions in paper folding “origami” to make cranes, pages 66-79. • Reading level: elementary to middle grades • Paper: Brightly colored squares are best approximately 6 x 8 “ • Other resources: OrigamiUSA 15 W. 77th St. New York, NY 10024-5192 www.origami-usa.org

Lesson Plan Background:

The Random Acts of TM Kindness Foundation 1727 Tremont Place Denver, CO 80202 800-660-2811 Fax: 303-297-2919 [email protected]

Our associate principal earned a scholarship this past fall to participate in an educational visit to Japan. Her visit (consisted of a three-week study of the culture and school environment of the Japanese society.) Before the visit, our school became completely immersed in the study of the Japanese culture by constructing an interdisciplinary unit that would focus on one aspect of Japanese life. All content areas in the middle and high school curriculum were studied. The basis for the unit was that all students began reading the book, Sadako and the Thousand Paper Cranes by Eleanor Coerr. Students were to read the story and pay attention to details that would assist them in the unit development. For instance, in Social Studies classes, students learned about the implication of war upon citizens of Japan who were affected by the Atom Bomb on Hiroshima and Nagasaki during World War II. The main character, Sadako develops leukemia and discovers an ancient legend that if you make a thousand paper cranes, healing will begin. The students all over Japan supported her efforts and helped her make the paper cranes.

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Lesson Plan Objective: Students in Art classes learned the art of paper folding known as “origami” as a result of reading the story. The girls made a commitment to make 1000 cranes themselves and expressed a desire to perform a kindness for children in the Louisville area who were suffering from the effects of cancer. The students developed a plan that would enable them to decorate the floors of the hospital so children could enjoy the beauty of origami and learn the meaning of the cranes. As an Art teacher, I was thrilled that students came up with such a lovely idea of caring! Our principal and I reviewed the student plan and called upon our local hospital to see if the plan could be carried out; The public relations staff agreed that the student’s idea was very inspiring and kind. They suggested that we not only decorate the hospital floors with the cranes but also decorate a tree that could be auctioned at the annual “Festival of Trees and Lights.” The proceeds from this auction would benefit cancer care at the hospital. At this writing, students have decorated the tree and will also decorate trees with remaining paper cranes at another hospital in the area. The response to this date has been overwhelming, as our students have learned the meaning of giving back to those who are suffering from ill health. Our girls (60 students in grades 6 through 12) are residents and receive educational services through a partnership with a local school system. Many of the girls are wards of the state, awaiting foster home placement.

Evaluation: This lesson plan makes their idea even more significant because many would see their personal lives as hopeless as Sadako who experienced many obstacles as she struggled to survive the ravages of disease. Instead of dwelling on personal issues the students realized a need in the community and took action on it through this experience. As students depart for the holiday season this year, each one will have participated in the activity of spreading joy through kindness.

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do kindness

LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Kindness Counts! Submitted by Kim - Gaffney, South Carolina

Objective: Students will be able to demonstrate an understanding of an act of kindness in a variety of settings.

Grade Level: Elementary

Scope: Class Activity

Materials Used: Book: Kindness: Do the Right Thing by Diane Muldrow Different colored index cards Five poster boards Red heart-shaped pillow

Procedure: The teacher will read the book Kindness: Do the Right Thing by Diane Muldrow. Define the word “kindness” and ask the students how the boys/girls in the book show kindness. The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967

Then use three (or more) examples of positive messages to demonstrate kindness. “I like helping, caring, giving and sharing!” “I show friends I care by being there.” “Kindness is contagious; Pass It On!” Ask the students to recite these together and explain the meanings.

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Pass around a heart-shaped pillow. Start off by having the teacher or one student give a kind compliment about someone else in the room and then pass the heart to a different student. The students are encouraged to pass the heart around until everyone receives a compliment. In separate parts of the classroom, put five poster board signs: 1. 2. 3. 4. 5.

Home Bus School Store Classroom

On the colored index cards, write one of the five places on them and pass them out to the students. The students should go to the part of the classroom that matches their card (i.e. if you draw a “store” card, you go to the “store” area). Ask each group to brainstorm three ways that they can show kindness at each different place and write down the ideas on a piece of paper. Then have the class come back together and share their ideas. Give each student a heart-shaped candy to represent kindness and a challenge to pass kindness on!

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LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Passing Notes Submitted by Kate - Davis, California

Objective: To help students realize that sharing compliments makes them feel good

Grade Level: Elementary to Junior High

Scope: Class Activity

Materials Used: Envelope for each student Enough strips of paper for each student to write a compliment about all the other students in class

Procedure: I usually do this around a holiday of some sort – Christmas, Valentine’s Day or the end of school.

The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967 www.actsokindness.org [email protected]

Before beginning, I think of a time that someone’s kind words made a difference for me and I share about that with the class in as non-syrupy way as I can. I also talk a bit about the importance of telling the truth when complimenting others. Then I introduce the activity “Passing Notes.” I tell my students that this activity can be a very powerful one for all of us because there are so few times that we get to know how others see us. I tell them that they will have a chance to kindly give each person in our class, including me, a compliment that is about something that is true. I repeat in several different ways that it is important to only mention the good parts about someone since it would be disappointing for anyone to get an insulting comment in his/her envelope. 1

I also model what good specific compliments sound like – “I like how you always say ‘good morning’ and look happy” or “You have the best outfits!” I do this so someone does not end up with an envelope full of “You are nice” comment slips. (This makes a good “showing details” lesson for English teachers.) My whole talk takes 7 – 8 minutes. I also privately let people know that if they really can’t think of a compliment for a particular person’s envelope, they can pass it on. The activity’s ‘Nuts & Bolts’: 1. I give each student an envelope and have him/her put his/her name on the front of it. 2. I also put a handful of slips of paper on each student’s desk and explain that they will be writing one anonymous compliment on each slip of paper and sticking it into the appropriate envelope. 3. I also explain how the envelopes will be passed from person to person so they circulate throughout the whole classroom. 4. Estimating how much time is left in the period, I let them know how much time they have to write each comment before they need to pass the envelope on to the next person. 5. I stand ready to replenish the supplies of paper slips and to answer any questions that may come up. 6. I also every now and then call out reminders about what types of things people get compliments on – how their hair looks or if they seem to be in a good mood most of the time, if they have interesting hobbies or nice looking eyes or say funny things in class, etc. 7. I make sure to put my own envelope into the activity too. It’s fun to have my own compliments to look at. 8. Because the activity is anonymous, I do check some of the comments after class to make sure sensitive or kids who stand out for some reason do not get any hurtful comments. This checking may take a few days so I usually do the activity several days before I hand all the complimentstuffed envelopes out. It may take a bit of doing, but this one activity has been a great community builder in my classroom and given some shy kids a real thrill when they see how well they are regarded by others.

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do kindness

LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Anonymous Card Delivery Submitted by Maria - Ann Arbor, Michigan

Objective: The students will brainstorm a list of people who would benefit from an anonymous card. The students will make a card, deliver it anonymously, and do their best to observe the reaction of the recipient. The students will journal about the experience of giving without expecting in return.

Grade Level: Elementary to High School

Scope: Class Activity

Materials Used: Scrap paper Construction paper for cards Scissors Glue Card decorations Access to locker numbers

Procedure: The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967 www.actsokindness.org [email protected]

1. Have students arrange themselves somewhere in the classroom where they are comfortable. I allow them to sit on the floor or near the window or in a corner somewhere. Let them know the following activity will be completely silent. 2. Hand out a sheet of scrap paper to each student. 3. When the room is very quiet, lead them through a reflecting/brainstorming activity. I start students out by saying, “I want you to close your eyes and think back over the last week. I want you to think about 1

every person over the last week who made you laugh. Think of anyone who really made you laugh hard or who brought you up when you were down. Write down their names, even if that person doesn’t even know you. Maybe you just know their name but have never actually met them.” Then I give them time to write. I follow that up with, “Think about… A. Anyone over the last week who went through something difficult B. Anyone – even (especially) if you don’t know them – who you have seen alone on a regular basis… in the lunch room, in the hall during passing time, at the bus stop, in gym class… C. Anyone you saw doing something kind without being asked (Feel free to add to the list above.) 4. Next, ask the students to peruse over their list and think about the one name on that list that would benefit the most from an anonymous card. Tell students that the idea is to do something for someone else that will mean a lot to them. Ask them to consider very carefully who on that list is in the most need of a small gift. 5. When students have chosen their name, give them time to write a small note on their scrap paper to that person. This is their rough draft. 6. Bring students back to their desks. Allow time for students to make and decorate their cards. 7. When all the cards are finished, have students write the appropriate locker number for that person somewhere on the card where it is hard to see. 8. Take the class out in the hall and deliver the cards. (I have a locker key for my school so I like to deliver them right into the locker. Students seem to be so surprised!) If you don’t have access to a locker key you could tape cards to lockers. Assessment: For homework, students are to write about what it felt like to do something anonymously for someone else. I used this activity this year on Valentine’s Day. I was so proud of the students that my class chose to deliver their cards to. I actually had other teachers search out where the cards came from so they could tell us how much they meant to particular students. It was a very positive activity for my class. In fact, I have students who have decided to do this on a regular basis. One particular student in my class has decided to deliver an anonymous card daily! The amount of happiness that comes from doing something while expecting nothing in return is always surprising. Students just love this activity!

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do kindness

LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Rudolph the Red-Nosed Reindeer Submitted by Millie - Gainesville, Georgia

Objective: Students learn about self-respect and having compassion for others

Grade Level: Elementary

Scope: Class Activity - up to several days

Materials Used: Book: Rudolph the Red Nosed Reindeer by Robert L. Mays (the original story) Song: Rudolph the Red-Nosed Reindeer by Johnny Marks Attached exhibits Supplies for diorama Optional song: It’s a Hard Knock Life from the musical Annie

Procedure: The purpose of this unit is two fold: 1. Character Lesson: Using the “original” story of Rudolph the Red-Nosed Reindeer to explore the underlying reasons why Robert L. May depicts the main character, Rudolph, as an outsider (also see “Where in the world did Rudolph come from?” - Exhibit A)

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2. Social Studies Lesson: To study the time and conditions when the story was written for comparison to the conditions of today

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Whole group instruction: (There are many whole group activities, each done separately for as many days as needed.)

Experience the Masterwork: Rudolph the Red-Nosed Reindeer

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1. Sing Johnny Marks’ “Rudolph,” originally written in 1949. Mr. Marks was the

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brother-in-law of the author of the “Rudolph” book, Robert Mays. (Optional Arts-Based activity for the song… Make two large charts of the words to “Rudolph The Red-nosed Reindeer,” one to use to practice the song with the children, and one to cut up into strips of phrases from each sentence. Give these strips out to the class in random order and ask them to find the strip (or strips) that completes their sentence in the song. Then, have the class decide the correct order of the phrases. Your school music teacher would be an excellent partner for this portion of the unit.) 2. Students will experience the original “Rudolph” story written by Robert L. May in 1939 as read by the teacher or a storyteller. Point out the genre (poetry) in which the story was written. 3. The teacher will open a discussion about how the story and the song differ. 4. Share the information from the sheet “Where in the world did Rudolph come from?” (Exhibit A at the end of this unit) with the class and discuss the significant events in this account that “could” have influenced Mr. May when writing the story of Rudolph. 5. Show the pictures and talk about how the artwork differs from the computergenerated figures of today. Questions for discussion: (List on the dry erase board or chalk board) 1. How does the original story differ from the story you know? (This can be a pretty substantial list) 2. What parts of the original story are the same as the story we know today? 3. Focus on the word “underdog.” Discuss the meaning of being an “underdog.” Re-summarize: Exhibit A -“Where in the world did Rudolph come from?” Have copies of the exhibit available for “underdog” inquiry center. Homework: Think about people who have been “underdogs” in history. Be prepared to discuss someone you think was an underdog and the reason why in class.

Inquiry Center One - Literacy: Deepening Question: Have you ever been treated like an underdog? Finish the discussion about what it means to be an underdog and have students name people in history who were considered underdogs. Literacy center: Writing a friendly letter. Provide the following materials for the center: 1. The story of the underdog reindeer, Rudolph (Exhibit A and Exhibit B) 2. Writing Friendly Letters (Exhibit C) 3. Letter writing template (Exhibit D)

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Inquiry Center Two - Social Studies: Deepening Question(s): 1. How much do you think toys and clothing cost during the 1930’s? 2. How has the cost for necessities (groceries/wages) changed since the 1930’s? Social Studies Center: Comparing 1930’s to current prices Provide the following materials for the center: Worksheets from Exhibit E and F 1. Compare prices (Exhibit E) 2. Take This Sheet With You (Exhibit F) 3. Current catalogs with prices listed This inquiry center would be a good opportunity for a field trip to a local restaurant to fill in the “now and then” food price sheet (Exhibit F). Give the children (in play money) the equivalent of what breakfast cost in the 1930’s and let them see what could be bought on a modern menu for that amount. This would be a great place to have an arts partner come to class and “role play” times and situations during the 1930’s. A storyteller would be ideal to tell some of the stories and help students write their own similar tales depicting life at that time. Homework: Ask the students to make their own “then and now” price lists of things such as vacations, automobiles, and home prices, then bring them to class.

Inquiry Center Three – Social Studies: Deepening Question: How do you think the size of houses today compares to the houses of the 1930’s? Provide the following material for the center: 1. 1930’s bungalow description (Exhibit G) 2. Diorama Instructions (Exhibit H) Have students bring in their shoeboxes to use for their diorama or they can use a sheet of folded construction paper. First talk about the 1930’s bungalow and how they compare to the homes of today. (differences/similarities) Questions for discussion: What are some features of the 1930’s bungalow that you really like? What are some features of the 1930’s bungalow you do not like? What would be some advantages/disadvantages of ordering your home from a catalog like a new pair of shoes? Original Creation: Have students design and create their diorama. Remind the class to use their one page description as the “blueprint” for constructing their diorama (See Instructions – Exhibit H). Display the dioramas around the classroom. Have each student read the onepage description of their diorama written before “construction” on the dioramas

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began. Let the class guess which diorama is which student’s after hearing the description Reflect: The teacher will lead a class discussion about the following: 1. What character traits did Rudolph exhibit? 2. What did we learn about the character of Mr. May? 3. What did we learn about the character of the management at Montgomery Ward? Distribute 4 different colors of stars. Randomly walk around the room placing the stars on student’s desks. Then ask students with: Red stars: What was the most important thing you learned? Blue stars: What would you like to see done differently next time? Yellow stars: What is one thing you would like to learn more about? Green Stars: What is one fact you will never forget? (They don’t all have to answer, but everyone will be reflecting (and thinking) on the answers to all of the questions.) Optional activity: A good activity to end this unit would be for the students to learn the song, It’s a Hard Knock Life, from the musical, Annie. This song is sung by a group of orphans telling (singing) about their hard life in the orphanage. Use the song as a springboard to discuss “why” life seems so hard for these orphans in the 1930’s.

This lesson plan was developed by Millie Corder as part of the Character Through the Arts grant, which is funded by the US Dept. of Education, Office of Safe and Drug Free Schools, No Child Left Behind.

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Exhibit A – Where in the World did Rudolph Come From? Origins: To most of us, the character of Rudolph the Red-Nosed Reindeer — immortalized in song and a popular TV special — has always been an essential part of our Christmas folklore. But Rudolph is a decidedly twentieth-century invention whose creation can be traced to a specific time and person. Rudolph came to life in 1939 when the Chicago-based Montgomery Ward company (operators of a chain of department stores) asked one of their copywriters, 34-year-old Robert L. May, to come up with a Christmas story they could give away to shoppers as a promotional gimmick. (The Montgomery Ward stores had been buying and giving away coloring books for Christmas every year, and May’s department head saw creating a giveaway booklet of their own as a way to save money.) May, who had a penchant for writing children’s stories and limericks, was tapped to create the booklet. May, drawing in part on the tale of The Ugly Duckling and his own background (he was often taunted as a child for being shy, small, and slight), settled on the idea of an underdog ostracized by the reindeer community because of his physical abnormality: a glowing red nose. Looking for an alliterative name, May considered and rejected Rollo (too cheerful and carefree a name for the story of a misfit) and Reginald (too British) before deciding on Rudolph. He then proceeded to write Rudolph’s story in verse, as a series of rhyming couplets, testing it out on his 4-year-old daughter, Barbara, as he went along. Although Barbara was thrilled with Rudolph’s story, May’s boss was worried that a story featuring a red nose - an image associated with drinking and drunkards - was unsuitable for a Christmas tale. May responded by taking Denver Gillen, a friend from Montgomery Ward’s art department, to the Lincoln Park Zoo to sketch some deer. Gillen’s illustrations of a red-nosed reindeer overcame the hesitancy of May’s bosses, and the Rudolph story was approved. Montgomery Ward distributed 2.4 million copies of the Rudolph booklet in 1939, and although wartime paper shortages curtailed printing for the next several years, a total of six million copies had been given by the end of 1946. The post-war demand for licensing the Rudolph character was tremendous, but since May had created the story as an employee of Montgomery Ward, they held the copyright and he received no royalties. Deeply in debt from the medical bills resulting from his wife’s terminal illness (she died about the time May created Rudolph), May persuaded Montgomery Ward’s corporate president, Sewell Avery, to turn the copyright over to him in January 1947. With the rights to his creation in hand, May’s financial security was assured. “Rudolph the Red-Nosed Reindeer” was printed commercially in 1947 and shown in theaters as a nine-minute cartoon the following year. The Rudolph phenomenon really took off, however, when May’s brother-in-law, songwriter Johnny Marks, developed the lyrics and melody for a Rudolph song. Marks’ musical version of “Rudolph the Red-Nosed Reindeer” (turned down by many who didn’t want to meddle with the established Santa legend) was recorded by Gene Autry in 1949, sold two million copies that year, and went on to become one of the bestselling songs of all time (second only to “White Christmas”). A TV special about Rudolph narrated by Burl Ives was produced in 1964 and remains a popular perennial holiday favorite in the USA.

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May quit his copywriting job in 1951 and spent seven years managing his creation before returning to Montgomery Ward, where he worked until his retirement in 1971. May died in 1976, comfortable in the life his reindeer creation had provided for him. It might be fitting to close this page by pointing out that, although the story of Rudolph is primarily known to us through the lyrics of Johnny Marks’ song, the story May wrote is substantially different in a number of ways. Rudolph was not one of Santa’s reindeer (or the offspring of one of Santa’s reindeer), and he did not live at the North Pole. Rudolph dwelled in an “ordinary” reindeer village elsewhere, and although he was taunted and laughed at for having a shiny red nose, he was not regarded by his parents as a shameful embarrassment. Rudolph was brought up in a loving household and was a responsible reindeer with a good self-image and sense of worth. Moreover, Rudolph did not rise to fame when Santa picked him out from the reindeer herd because of his shiny nose. Santa discovered the red-nosed reindeer quite by accident, when he noticed the glow emanating from Rudolph’s room while delivering presents to Rudolph’s house. Worried that the thickening fog — already the cause of several accidents and delays — would keep him from completing his Christmas Eve rounds, Santa tapped Rudolph to lead his team, observing upon their return: “By YOU last night’s journey was actually bossed. Without you, I’m certain we’d all have been lost!” Sources: Archibald, John J. “Rudolph’s Tale Left Him Cold.” St. Louis Post-Dispatch. 6 December 1989 (p. E3). Flynn, Tom. The Trouble with Christmas. Buffalo, NY: Prometheus Books, 1993. ISBN 0-87975-848-1 (pp. 122-123). Frankel, Stanley A. “The Story Behind Rudolph the Red-Nosed Reindeer.” Good Housekeeping. December 1989 (p. 126). Lillard, Margaret. “Rudolph Lit Up Creator’s Career.” Los Angeles Times. 17 December 1989 (p. A7). Morrison, Gary W. “How an Advertising Copywriter Helped Rudolph Become ‘The Most Famous Reindeer of All.’” The Grand Rapids Press. 15 December 1998 (p. C1). Lollar, Kevin. “Reginald the Red-Nosed Reindeer?” Gannett News Service. 21 December 1989. Murphy, Cullen. “Rudolph Redux.” The Atlantic. August 1990 (p. 18). Ogintz, Eileen. “The Man Who Created Rudolph . . .” Chicago Tribune. 13 December 1990 (Tempo; p. 1). The Palm Beach Post. “Rudolph’s Rise to Fame Was Long, Arduous” 25 December 1999 (p. A21). The Time-Life Book of Christmas. New York: Prentice Hall, 1987. ISBN 0-13-133679-7 (p. 101).

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Exhibit B – Inquiry Center One The story of the “underdog” reindeer, Rudolph. Talk the class through questions 1 and 2 before having each child write their own letter. 1. Have you ever been treated like an “underdog” or have you seen someone else treated like an “underdog?” Describe that situation. 2. What would you change about that situation? 3. Thinking back, have YOU ever treated anyone badly? Write a letter to a person you feel you have treated badly. Be sure to include all five parts of a letter: heading; greeting; body; closing; signature 4. Reflection: A. Look back at Mr. May’s “inspiration” for writing Rudolph (see “Where in the World Did Rudolph Come From?”). Why do you think he wrote Rudolph as smaller and picked on by the other reindeer? Did anything happen to Mr. May that might have influenced him? B. As we have seen, times were hard in the 1930’s. Many of the things we use and take for granted today did not exist. Why do you think the department store Montgomery Ward gave “free” copies of Rudolph out to children?

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Exhibit C Writing Friendly Letters Friendly letters have five parts: 1. The Heading: The heading can include your address and the date. In casual, friendly letters your address is not necessary. 2. The Salutation or Greeting: This usually begins with Dear_____. The blank is for the name of the person you are writing. After you write the person’s name you put a comma (,). 3. The Body: The body of the letter is the information you are writing in your letter. 4. The Closing: In the closing the first word is capitalized and you put a comma after the last word. Some examples of closings are: Sincerely, Your Friend, Love, Very truly yours. 5.

Your Signature: This is your name. It goes under the closing

Exhibit D – Letter Writing Template Heading:

Salutation: (greeting)

Body

Closing,

Signature

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Exhibit E Social Studies: Compare Prices Look at the Then and Now: Prices table below. In the left column is a list of women’s clothing, men’s clothing, games and toys and household goods. In the middle column, the price of each of these items is listed based on advertisements from 1930’s. Some of those 1930’s prices look pretty low compared to today’s costs, don’t they? Why? Look at the Then and Now: Wages table. Do people earn more or less now than they did in the 1930’s? How do the prices compare to the wages? In the NOW column for Prices table, write what you think the same item would cost today. Now look the item up in a current catalog. Where you correct? Then and Now: Prices WOMEN’S CLOTHES Winter Coat Leather or Suede Purse Bathrobe Sweater

THEN $28.00 $2.25 $1.00 $1.00

NOW

MEN’S CLOTHES Broadcloth Shirt Wool Sweater Bathrobe Overcoat

THEN $1.00 $1.00 $4.90 $18.50

NOW

GAMES AND TOYS Sled Ping Pong Table Mechanical Toys Doll

THEN $3.95 - $8.95 $23.50 to $37.50 3 for $.59 $1.95

NOW

ITEMS FOR THE HOME Table Lamp Electric Sewing Machine Electric Washing Machine Gas Stove Movies

THEN $1.00 $23.95 $33.50 $19.95 $.10

NOW

Then and Now: Wages Manufacturing Worker Cook Doctor Accountant Teacher (extra credit)

Then $16.89 $15.00 $61.11 $45.00 ?

Now $500 $236 $1800 $700 ?

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Exhibit F – A Comparison of Food and Candy Prices: Below you will find the prices for certain foods in the 1930’s. Please complete the form by filling in the price for the same food now. Then Now Breakfast $.25 Includes 2 eggs, French fries, 2 slices of toast, coffee, apple pie Hamburger $.10 Candy Bar $.05 Ice Cream Cone $.05 Cup of Coffee with Cream and Sugar $.05

Exhibit G – 1930’s Bungalow 1930’s Bungalows Description: Typical architectural features of the 1930’s bungalow include a one-story or one-and-a-half story design, a broad low-gabled roof with wide overhanging eaves and a front porch that often extended the full width of the house. Most bungalows had a front porch, a living room, a dining room and a bedroom. One way to buy a bungalow was to order a kit through a catalog. Saginaw and Bay City were centers for shipping the construction kits nationwide. The Sears-Roebuck and the Montgomery Ward catalogs offered bungalows. Ever heard of Montgomery Ward before? That’s the store that commissioned Robert May to write the story of Rudolph. Ask the class: What do you think life was like in the 1930’s? Do you think there were cars, airplanes, or television? (Talk about this with your class before you do this activity.)

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Here is a list of things that “could” have been invented in the year indicated on the side. Put a check by the things that you think are correct and were invented in that year. _____1901: vacuum cleaner _____1902: air conditioning; automated tea maker _____1904: tea bags _____1905: plastic; windshield wipers _____1906: radio broadcasting _____1907: electric washing machine _____1908: coffee filter; water coolers; paper cups _____1913: Brillo pads; crossword puzzles _____1920: hair dryers; kiss-proof lipstick _____1921: robots; insulin _____1923: hearing aids _____1924: frozen food _____1925: television _____1926: liquid fuel rocket; pop-up toaster; aerosol sprays _____1927: Talking movies _____1928: iron lung; penicillin _____1930: jet engine; mechanical toothbrushes; Scotch tape _____1931: electric razor _____1932: parking meter; folding wheelchair _____1935: electric guitar _____1936: sun tan lotion; electric blanket _____1938: ballpoint pen; photocopying _____1939: helicopters; cloud seeding to trigger rain *Teachers, lay a sheet of paper over this part before copying. All items are listed in the correct year of invention

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Exhibit H Diorama Instructions First, write a one-page description of your home. Use this as a reference as you create your diorama. Students will make a diorama with a shoebox or a folded piece of construction paper. Students should color the walls and flooring on paper to glue in the diorama as they appear in their own home. They may use construction paper, unlined white paper or any other materials in making their diorama. The student’s “shoebox place” should replicate the rooms in your house and their relative sidze. (In other words, the bathroom shouldn’t be as big as the kitchen!) Teachers: Let the students be as creative as they would like. This is an opportunity for them to succeed.

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do kindness

LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Planting Seeds of Kindness Submitted by Kerri - Ashland, Kentucky

Objective: To help students understand the need to consider others and plan the seed of kindness around them.

Grade Level: Elementary to Junior High

Scope: Class Activities - over a period of time Field Trip to Head Start Class (or younger students at same school)

Materials Used: For 1st activity Book: The Tiny Seed by Eric Carle Flower pots Potting soil Seed packets Small shovel Large container to hold soil Plastic to cover tables and floor Permanent marker The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967 www.actsokindness.org [email protected]

For 2nd activity Coffee filters Markers Pipe cleaners Clothes pins Juice Various snacks Plates Napkins Hand Sanitizer 1

Procedure: I started this activity in March to allow students the best time to watch their flowers grow. You could also begin this activity in reverse order and plant the flowers last instead of first. First Activity Before starting the activities, I brought a small flowerpot and a seed packet to my classroom. I also drew a picture of a flower on chart paper. My fifth graders brainstormed ideas on how to be kind to others. We used interactive writing to write each idea around the flower picture that I had drawn. After each student wrote down his or her idea, I had them drop a seed into the pot. We continued to do this until our chart was overflowing. I then covered the seeds with soil and watered them. At that point, I asked the students what we had just done. They explained that they had planted seeds. I asked what kinds of seeds and then went into detail about how with each seed we described a kind act. Therefore, we had planted several seeds of kindness. After our introductory activity, as a class, we decided that we wanted to help others plant seeds of kindness - beginning with ourselves. The students and I worked together to practice reading aloud The Tiny Seed by Eric Carle. Once we had it down pat, we invited our Head Start Program to come and join us in planting seeds of kindness. When they arrived, my students read the story aloud to the Head Start kids. They then asked questions about the book and what happened to the seed. The youngsters had many responses and we then described that we would be planting flowers. My students explained that as we plant a seed, it’s the same way we plant seeds of kindness to other people. They carefully explained our interactive writing activity and demonstrated how we did it together. Each of my students then paired up with one of the Head Start children and helped them plant their own seeds into their own flowerpot. The students then helped the youngsters label their flowerpot with their name. We reminded them as they left to remember that every time they looked at their growing flower to remember to pass on kindness to others. Second Activity For the next part of our project in May, we went to visit the Head Start class. We saw how their flowers were growing and asked how their kind acts were going. We asked questions to help the youngsters remember our previous activity. Many of the kids had even brought their flowers back to school to show off how their seeds had sprouted just like in the book we read!

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Then my students paired up with their buddy again and this time we created clothes pin butterflies and coffee filter flowers to decorate around our growing flowers. To make the clothes pin butterflies, the kids colored a coffee filter with the markers, then drew a face onto their clothespin, and then placed the coffee filter evenly inside the clothespin. They then used the pipe cleaners to create antennae. For the flowers, the students colored three coffee filters with their markers and then bunched them all together, twisting them together with a pipe cleaner to create their flowers. Once our crafts were finished, my students then escorted the little ones outside to the picnic tables where they served them snacks and juice. This was just another way to reinforce the idea of planting seeds of kindness because my kids served the Head Start students and helped them prepare their snacks, instead of eating with them. The older students loved the interaction they had with the younger children and truly walked away this year with a deeper understanding of random acts of kindness by planting little seeds of kindness. Classrooms have the option of choosing groups within their schools instead of from other areas, or they could even visit a nursing home to create the flowers. Whatever you choose, this is a great activity where the kids get to really enjoy what they are doing! Outcome My kids wanted to do more activities, but due to time constraints and testing we were only able to do two different activities. I have decided to start my activities earlier in the year next year, beginning with a craft for the fall and wintertime, prior to the planting of our flowers since they enjoyed it so much!

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do kindness

LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Hidden Values Submitted by Susan - Gilbert, Arizona

Objective: Students will learn that geodes have beautiful interiors just as people have something special inside even though it cannot be seen.

Grade Level: Junior High

Scope: Class Activity

Materials Used: Geodes (not split open) Hammers Old socks or other sack to split geode inside Plastic bags Markers

Procedure:

The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967

Have the geodes displayed on a table. Discuss the rocks with the students: Are they pretty rocks? (Not really) What are they qualities? (Grayish, bumpy, plain) Are they the all the same? (No) Are they similar? (Yes) Allow each student to select a rock of their own and continue to discuss the rocks. How is your rock like your neighbor’s? How is it different?

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Explain that the outside of these rocks are similar to people. We are alike in many ways. What are some of our similarities? (Language, school, country) How are we different from each other? (Size, color, language, different schools, etc). Discuss how we recognize the differences and similarities. (I.E. through sight, hearing, etc). Explain that the geodes are special inside, just as people are. Take one rock and place inside a sock. Hit with hammer hard enough to break but not crush. Pull the geode out and show the class the inside of the rock. Hold up to the light so the crystals shine. Allow the rock to be passed around. Ask the students if they knew the crystals were inside. Explain the science behind geodes. Move the conversation back to people. Explain how people have “crystals” inside also - known as values, virtues or character. Talk about values and character. Discussion: How did we know there were crystals in the rock? Answer - By breaking it. Can we break people open to see their character? Answer - Of course not. Then how do we know if people have these qualities? Answer - By their behavior We now know that the rocks have something special inside. Look at your neighbor. She also has something special inside. Since she is special, how will you treat her? (Answers - with kindness, helpful, sharing, etc). These show respect. While you might not like someone, remember they have “crystals” inside of them and deserve to be treated with respect and kindness. End the lesson by allowing the students to break open their geodes (or have teacher break open each one for younger students). Allow students to compare the different insides of each. They can take the geodes home or put them on their desks as a reminder to treat others with respect and kindness. *Editor’s note: This lesson plan was originally developed for a Girl Scout Troop and was adapted for a classroom setting.

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do kindness

LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Kindness Compliments Submitted by Tracy - Cheshire, Connecticut

Objective: To integrate mathematics and kindness to deliver compliments

Grade Level: Elementary

Scope: Class Activity

Materials Used: Paper Scissors Decorating material if desired (glitter, stickers, etc).

Procedure: To integrate mathematics and language arts as well as spread kindness through our school, my students write compliments for all the staff (teachers, lunch aides, custodians, secretaries, instructional assistants, and every adult in our building).

The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967

We do this throughout the year. For example, during the holiday season, we folded paper into 1/6’s and discussed all geometry and fractional parts of one whole. Then we wrote our kindness messages on the snowflakes. For February, we folded paper in half to create a line of symmetry on a Valentine heart. These messages were signed, “Your secret Valentine’s Complimenter.” Students sign up for an adult on the school list, then write sentences with specific compliments. For example,

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“Mrs. A, you make learning fun every day. Hard work seems fun with you! - Your Secret Snowflake Complimenter” I edit for spelling and conventions of English. Then, secretly, and sneakily, students stealthily go through building and tape message to the person’s door. It is great fun, and an easy and quick way for students to share messages of kindness with the adults in our building. We smile as we walk through halls and see our positive messages. It’s fun to note that many teachers keep the messages taped to their doors long after the season.

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do kindness

LESSON PLAN These Lesson Plans are a culmination of schoolwide activities and classroom activities, ranging from grades K-12

Using “Kindness” Submitted by Sherry - Meridian, Mississippi

Objective: Two part objective: First, to see how many words they can make from “Kindness.” Second, to determine how much “Kindness” is worth

Grade Level: Elementary to Junior High

Scope: Class Activity

Materials Used: None

Procedure:

The Random Acts of Kindness™ Foundation 1727 Tremont Pl Denver CO 80202 800/660-2811 Fax: 303/297-1967

First, the teacher will display the word “Kindness” in the classroom. Students will see how many “nice words” they can make from the letters k,i,n,d,n,e,s,s. The students with the most words turned in by the deadline (usually a week) wins a prize. All words have to be nice words and in a standard dictionary. Entries are displayed in the halls. The teacher could print a sheet with the letters at the top and numbered blanks. Students would also decorate their entry for display.

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Next, the teacher will have the students write the letters of the alphabet on a sheet of paper. Under or beside each letter they will write the number that corresponds with it’s place in the alphabet. The numbers represent cents. Example: A - 1, B - 2, C - 3... Students are then asked to determine how much “Kindness” costs. The first one with the correct answer wins a prize. The students that also gives the answer that Kindness is free and does not cost anything also wins. This can be extended to allow student to determine how much their name is worth and to find Dollar Words

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