Sanford Harmony Program 5th & 6th Grade Lessons

Sanford Harmony Program5th & 6th Grade Lessons

Unit 1Diversity and Inclusion

1.0Grades 5-6Diversity and InclusionCONTENTSThis unit contains all resources needed for teaching Grades 5–6, Unit 1: Diversity and Inclusion. Resources include Activities, Games,and Supplemental Materials.Unit 1: Diversity and Inclusion is composed of activities:Activity 1.1Who We Are – Students are provided with the opportunity to get to know one another by sharing items of importance with theirclassmates.Activity 1.2The Things We Have in Common – Students play the “Commonalities” game to identify similarities they have with peers in theclassroom.Activity 1.3Learn Something New – Students learn to value differences by teaching and learning new skills from one another.Activity 1.4Classroom Identity – Students develop a common classroom identity by working together to create a classroom name and motto.sanfordharmony.org

1.0Grades 5-6Diversity and InclusionDESCRIPTIONACTIVITY SNAPSHOTSActivity 1.1Who We Are – Students are provided with the opportunityto get to know one another by sharing items of importancewith their classmates.Activity 1.2The Things We Have in Common – Students play theDiversity and Inclusion activities promote an inclusiveenvironment in the classroom. Students are providedwith opportunities to get to know each other and aretaught to recognize and appreciate one another’ssimilarities and differences. An important goal of thisunit is to provide students with the knowledge and toolsto develop a common classroom identity.“Commonalities” game to identify similarities they have withpeers in the classroom.Activity 1.3Learn Something New – Students learn to valuedifferences by teaching and learning new skills from oneanother.Activity 1.4Classroom Identity – Students develop a commonclassroom identity by working together to create a classroomname and motto.RESEARCH CONNECTIONSA positive school climate is a key ingredient to academic success. Students who feel positive about their school environmentare more likely to actively participate in learning, complete assignments, and be committed to doing well in school. Apositive school climate is achieved when students foster friendships and positive connections with their peers and warm andcaring relationships with their teachers. Students thrive socially and academically when they feel included in and acceptedby their school community.sanfordharmony.org

Grades 5-61.1Who We AreGOALSTIMEDay 1 - 45 MinutesComplete Who We Are in 1 day or over the course ofmultiple days depending on time constraints and howmany students remember their itemsŹTo provide students the opportunity to get to know oneanotherŹTo help foster an atmosphere of inclusionŹTo promote the view that both similarities and differencesare valuedDay 2 (optional) - 20 MinutesYou and your students may want to create a collage todisplay in the classroomMATERIALSTwo to three items that are important to you and that youwould like to share with your classKEY CONCEPTSŹGetting to know one another is importantŹSharing important items allows us to better understandone anotherŹIt’s important to create a classroom in which we supporteach other and work cooperativelyHome–School Connection Introduction LetterA digital camera (optional)Poster board (optional)Glue (optional)Who We Are Worksheet (alternative)PREPARATIONSFill in the date for the Who We Are activity on the Home–School Connection Introduction letter. Photocopy andmail letter to parents, distribute it on Meet the Teachernight, or give it to students on the first day of (one perstudent)Select two to three items that are important to you andthat you would like to share with your classBring a digital camera to school (optional)Photocopy the Who We Are Worksheet 1.11 (alternative)(one per student)sanfordharmony.org

1.1Day 1SET THE STAGE5 minutesIntroduce the Sanford Harmony Program:ŹThis year we will be participating in a programcalled the Sanford Harmony Program. Thisprogram helps us create a classroom where wesupport and work cooperatively together. We willlearn how to get along in groups, solve conflicts,and interact with one another in positive ways – inthe classroom, in the lunch room, and on theplayground. The ultimate goal of this program is tolearn how to work and have fun together! Doesthis sound like something we want for ourclassroom?Grade 5-6Who We AreQuestions to ask students:ŹWhy did you choose this item to share with theclass?ŹWhy is this item important to you?ŹHow long has this item been important to you?ŹIf you were asked to bring an item last year, wouldyou have brought the same one? Why or why not?ŹIf you’re asked to bring an item in 10th grade, doyou think you’ll bring in the same one? Why or whynot?OPTIONAL: Take photographs of students’ items. Refer toDay 2: Who We Are for details on the optional activity.Introduce the Who We Are activity:ŹThe first step to creating a positive classroom is totaking the time to get to know one another. That iswhy I asked all of you to bring items to class today– sharing items that are important to us allows usto understand and get to know one another.WRAP IT UP5 minutesDiscuss the experience with your students. Ask:If students participated in the Sanford Harmony Program theprevious year, ask them what they remember about theactivities. Let them know that they will be participating in newactivities this year.FACILITATE THE ACTIVITYŹWhat was it like sharing your item andlearning about your classmates?ŹWhat did you learn about each other? Didanything surprise you?ŹWhy do you think it is important for us tospend time getting to know each other at thebeginning of the year?35 minutesInstruct students to arrange their chairs so that they are sittingin a circle. Share your item first so that students feelcomfortable when it is their turn. Then, have students sharetheir items with the class, explain the significance, and whatthe items say about them. Encourage students to ask eachother questions while sharing their items.sanfordharmony.orgEVERYDAY MOMENTSŹEncourage students to continue discussing their interestsand hobbies with each other.ŹCommunicate to students that you listened to them whenthey shared their items by following up on their intereststhroughout the school year (e.g., “Ray, how are yourvegetables growing in your garden at home?”).

1.1Day 1ALTERNATIVES1.Divide the class into groups and instruct students toshare their items with group members. Students mayswitch groups later in the day or on a different day.2.Instruct students to share their items with their buddies.Then, direct the class to sit in a circle, and have eachstudent share their partner’s items and their significancewith the class.3.If it is not feasible for students to bring items to school,instruct them to: (a) draw their items, (b) cut out relevantpictures from a magazine, or (c) complete the Who WeAre Worksheet and share their responses with the class.sanfordharmony.orgNOTESGrade 5-6Who We Are

1.1Day 2SET THE STAGE2 minutesRemind students of the Who We Are activity:ŹRemember how we shared items with each otheras a way of getting to know one another better?Today we’re going to make a collage that containsphotos of all the items we shared. When we’refinished making the collage, we’ll hang it in ourclassroom as a reminder of what we have learnedabout one another.FACILITATE THE ACTIVITY15 minutesInstruct students to work cooperatively to create the collage.Assign students specific tasks, such as gathering supplies(e.g., poster board, glue, scissors, and photos), trimming thephotos, arranging and gluing the photos on the poster board,and hanging it in the classroom.WRAP IT UP3 minutesDiscuss the experience with your students. Ask:ŹWhat do you think of our classroom collage?ŹWhy do you think it is important to put all of ourphotos together in one collage? What does this sayabout our classroom?ŹWhy would we refer to this collage throughout theschool year?sanfordharmony.orgNOTESGrade 5-6Who We Are

1.1Grades 5-6Home–School ConnectionDear Parent/Guardian(s):We are implementing the Sanford Harmony Program in our classroom this year. The purpose of this program is to create a positiveclassroom environment – a classroom in which students work cooperatively and form positive relationships with one another. Over thecourse of five units, students will participate in engaging activities designed to enhance their abilities to learn, work, and spend timetogether. Information will be sent home periodically, detailing the class activities in each unit. I encourage you to review the Home—Schoolletters to learn how you can reinforce concepts at home and in the community. Below is an overview of the Sanford Harmony Program’s 5unit program:Unit 1: Diversity and Inclusion: Diversity and Inclusion activities promote a community environment in the classroom.Students are taught to recognize and appreciate one another’s similarities and differences. Students formulate a classroomidentity by developing a classroom name and motto.Unit 2: Critical Thinking: The activities in the Critical Thinking unit provide opportunities for students to develop empathyand reduce stereotyped thinking. Through their participation in structured activities, students learn perspective-taking and criticalthinking skills.Unit 3: Communication: In the Communication unit, students participate in observational and experiential activities toincrease their understanding of healthy and unhealthy communication patterns. Students are provided with opportunities topractice effective ways in engaging with others.Unit 4: Problem-Solving: Activities within the Problem-Solving unit promote constructive approaches to resolving conflict.Students are introduced to various conflict styles and the benefits and costs associated with each style. Students learn conflictresolution steps that facilitate successful interpersonal problem-solving and healthy relationship patterns.Unit 5: Peer Relationships: The goal of the Peer Relationships unit is to teach students the requisite social skills forengaging in positive peer interactions and to provide students with opportunities to rehearse these skills. Through theirparticipation in dyadic and small group activities, students learn qualities important to friendship, negative consequencesassociated with bullying, and how to provide peers with support.The first step toward our goal of a positive classroom community is to provide students with an opportunity to get to know one another. On, I would like your child to bring two to three items to school. These should be things that are important to your child that he/shewould like to share with the class. Examples of items include: Photos, baseball hat, ballet slippers, a favorite T-shirt, a drawing, CD, book,video game, or a favorite food. I plan to bring in two to three items of my own so that students can get to know me better, too. I am lookingforward to learning more about your child and to see which are selected for this important opening activity!Sincerely,sanfordharmony.org

1.1INSTRUCTIONS: List three items that are important to you. Why is each item important to you? What does eachitem say about you? Draw or glue pictures of the items in the boxes provided.My FIRST item is It is important to me because My item shows that I My SECOND item is It is important to me because My item shows that I My THIRD item is It is important to me because My item shows that I sanfordharmony.orgGrades 5-6Who We Are Worksheet