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The purpose of this lesson is for students to identify what it looks like to make responsible choices. Students will discuss key terms, reflect on independent responsible actions, discuss how to set a good example for others, identify how choices affect others, play a game of charades, and discuss the effects of irresponsible choices.
Being responsible means that you make good choices and keep the promises that you make. A responsible person does not blame others or make excuses. When you keep your promise, people will trust you more. Being responsible shows that you are growing up!
We can be responsible for ourselves, for how we treat others, and how we act in the world around us. When we each take responsibility for our actions, it makes a better world for everyone.
Activity 1: (15 minutes) PYRAMID OF HAPPINESS
Explain the meaning of the words “responsible,” “promise,” and “trust” using the information on the slides. Share a couple examples of what responsibility looks like for preschoolers.
Review the Pyramid of Happiness anchor chart from the slides and practice the actions associated with each level of the pyramid:
Highlight the fourth level of the pyramid (Believe in Yourself) and its action (make a muscle with both arms). When you believe in yourself, you know all of the amazing things that you can do. Have a discussion:
Highlight the fifth level of the pyramid (Superstar Self) and its action (strike a superhero pose). When you are responsible, people notice that you keep your promises. That means that they trust you. Have a discussion:
Extension: Read the book I’ll Do It by Brain Moses and Mike Gordon or play the read-aloud video, “I’ll Do It by Brian Moses and Mike Gordon” by Mrs. du Toit Reads. As you read, have students pay attention to all of the responsible choices that the young child in the story makes. Have a discussion:
Activity 2: (20 minutes) RESPONSIBILITY FOR OURSELVES
Explain that we are responsible for ourselves. This means that we are in charge of doing some things without help. Sometimes we need help from parents, teachers, or other adults. Emphasize that it is okay to ask for help when you need it, but it is also important to try to learn to do things on your own. That is part of growing up!
Go through a list of daily activities on the slides. If students think they can do this activity by themselves, have them stand up. If the activity is something that they still need help with, they should stay seated. As you go, validate what students can already do and encourage them to think about more things that they would like to learn to do on their own.
Using a blank paper or student journals, have students draw a picture of something that they would like to learn to do all by themselves. Fast finishers can share their drawing with a neighbor.
Activity 3: (20 minutes) SET A GOOD EXAMPLE
Remind students that part of being responsible is making good choices. It does not matter what others around you are doing. If they are making poor choices, you can still make good choices. Share a few examples of responsible choices from the slides. Ask students to add more examples that they can think of.
Explain that making good choices can be hard sometimes, especially when our friends make poor choices. Walk through the slides and have students identify good choices using a “thumbs up” and poor choices using a “thumbs down.”
Read the book Hunter’s Best Friend at School by Laura Malone Elliot or play the read-aloud video “Hunter’s Best Friend at School” by Mr. Paulson Reads. Pause the story several times and have students point out the good and poor choices that they see the characters making. Have a discussion:
Explain that we cannot force others to make good choices; they make choices on their own. Also, we are not responsible for the choices that others make, only for the choices that we make ourselves. However, our friends pay attention to the choices that we make. So when we make good choices, it can help our friends make good choices too!
Share 4 ways to help your friends make good choices. Discuss examples of each idea. Read a list of different ways to say “no” that students can use if someone invites them to make a poor choice.
Activity 4: (20 minutes) BARK FOR RESPONSIBILITY
Explain how responsibilities are like jobs, using the slides. Invite students to brainstorm the jobs/responsibilities of different people. Have a discussion:
Ask students to raise their hand if they have ever been put in charge. Read the examples on the slides and ask students to add extra ideas to the list.
Explain that you will now read a book where a dog is put in charge at home, but he has trouble with some careless cats. Read the book Dog in Charge by K.L. Going or play the read-aloud video “Dog in Charge” by The Cozy Chair from 0:42–5:27. As you read, invite students to pay attention to what the dog and cats did to show responsibility. Have a discussion:
Explain that when we live and work near others, we have a responsibility to make good choices. Our choices affect ourselves and the people around us!
Students will have to sort between choices that are and are not responsible. Inspired by characters in the previous story, have students “bark” like a dog if the action is responsible and “meow” if it is not responsible. (Teacher Tip: Edit or add to the list based on the specific needs in your classroom.)
Activity 5: (20 minutes) RESPONSIBILITY CHARADES
Explain how to play an adapted game of charades using the instructions on the slides. Model how to play using a few cards and clarify any student misunderstandings.
Invite a student to select 1 of the Responsibility Charade cards. Quietly share what the card says and discuss what it means until the student feels confident enough to act it out. Continue to give them support and provide extra clues to the class until someone guesses it correctly. The first student who guesses correctly becomes the next actor. Repeat this process until time runs out.
Activity 6: (20 minutes) WHAT COULD HAPPEN?
Prior to this activity, print the What Would Happen cards and Nature Action cards. Separate the cards and place them in two piles.
Have a student volunteer choose a card from the “What Would Happen?” stack of cards. Read the scenario aloud and have the student volunteer identify what could possibly happen if they were not acting responsibly in that situation. Ask other children to respond to and expand upon the ideas. Once you arrive at an answer that makes sense, have the same student volunteer select a card from the “Nature Action” stack of cards. Read the action aloud and invite the whole class to perform the action together.
Repeat the activity as time and interest allows, or until all the students have had an opportunity to participate.
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