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
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1727 Tremont Place Denver, CO 80202 USA www.actsofkindness.org 800.660.2811
do
Random Acts of Kindness
has brought more meaning
into my life, and I am com-
mitted to help spread the
word.
— Carol, State Parent Facilitator, HI
Lesson Plan
These Lesson
Plans are a culmi-
nation of school- Memories from the Heart
Submitted by Laurie – Hanford, CA
wide activities and
classroom activi-
ties, ranging from Type of Activity:
grades K-12. 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 sur-
prised 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.
This project has far reaching involvement with the community, the university,
the county office of education, local publishers, and parents from the communi-
ty. All participants get involved to support the acts of kindness this type of out-
reach provides for the seniors and students. The county office of education pro-
vides transportation to the senior facilities, and the grant funding that covers
The Random Acts of the publishing costs of the book. Part of the curriculum involves students find-
TM ing out about service learning and identifying the six pillars of Character
Kindness Foundation
Counts!, our character education program at our middle school. This project
takes place over three months and provides students with opportunities to
1727 Tremont Place advance their skills in interviewing, listening, speaking, writing, and publishing.
Denver, CO 80202 Another great benefit is the connection they make with historical events that
800-660-2811 they thought occurred a very long time ago. When they speak to the people
Fax: 303-297-2919
rakinfo@actsofkindness.org
1
that lived the events and realize that they have met and connected with history, and made a differ-
ence 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 per-
ception of seniors and the life in general. They did this through reflective journal writing and scor-
ing 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 com-
mon 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 dis-
trict.)
2. Get a list of the senior citizens from the center that are available/ willing to meet with the stu-
dents.
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 stu-
dents 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 stu-
dents 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 chil-
dren. 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 grandchil-
dren. 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 sim-
ple, 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 vis-
ited.
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 shel-
tered 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 peo-
ple 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.
6
do
word.
Lesson Plan
These Lesson
Plans are a culmi-
Pay It Forward Kindness Project
nation of school- Submitted by Beth; Jeffersonville, IN
wide activities and
classroom activi- Type of Activity: School-wide
ties, ranging from
grades K-12. 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 stu-
dents 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 par-
ent 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:
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
The Random Acts of week and posted on the wall wherever the chain has ended; a kindness
TM
Kindness Foundation grand total is updated on the office window. Kindness collection boxes
are set out in area businesses to encourage community participation,
1727 Tremont Place and letters are sent to area schools to invite participation.
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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 activi-
ties, 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)
2
• 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 ask-
ing 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 some-
thing like this!) Additional businesses not within walking distance were asked to partici-
pate. 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 col-
lected the most for us.) Churches and area clubs were included in our project. The proj-
ect 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 celebra-
tions 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 work-
ers, 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 fol-
lows: 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 scrap-
book 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 spon-
sored by a local bank.
4
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 stu-
dents 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, per-
fectly 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 proj-
ect. Several weeks into the project, the Congressman’s local office called to ask for a col-
lection 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 con-
clusion 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. Twenty-
two staff members participated in the show. Seven students who won the Kindness essay
contest read their essays between teacher acts.
5
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 contin-
ues 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 pre-
sented 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 mem-
bers 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 chal-
lenged 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 rip-
ple 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 stu-
dents 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 per-
sonnel.
7
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 chil-
dren 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.
8
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
9
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:
10
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Lesson Plan
These Lesson
Plans are a culmi-
nation of school- RAK Week Lessons and Projects
wide activities and Submitted by Kathy; Charlotte, NC
classroom activi-
grades K-12.
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 liter-
ature book, which revolved around the theme of the kindness activity for that
day. All lessons involved writing and responding to the activity and the kind-
ness activities included citizenship social studies objectives.
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
The Random Acts of be contagious and hopefully others will pass it on. Teacher shared story printed
TM
Kindness Foundation 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
1727 Tremont Place went over activities and lessons for the next week. In their writing journals,
Denver, CO 80202 students made a list of ways they could show kindness to others and their sur-
800-660-2811 roundings. Teacher and students discussed the importance of doing acts of
kindness, naturally in hopes others will also do good deeds and they will be
Fax: 303-297-2919
1
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.
2
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 some-
thing 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 kind-
ness. 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 stu-
dents 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)
3
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 peo-
ple, 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: Write letters to veterans. Learn about Veteran's Day.

Tuesday: Treats for School Staff.
Wednesday: Clean up school grounds, plant seeds and feed birds.
Thursday: Read to first grade class.
Friday: 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
4
___________________________________ did an “act of kindness” when
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
From: _____________________________
Here is a picture of the Act of Kindness:
5
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!!
6
A Time I Showed Kindness
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
7
8
Samples of Kids’ Letters, Cards and Illustrations of Kindness:
9
Sample Letter to Servicemen and Veterans:
Front of Card Inside Card

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Lesson Plan
These Lesson
Plans are a culmi-
Making Headlines
nation of school- Submitted by Sabrina; Odessa, FL
wide activities and
classroom activi-
grades K-12. 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
1
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 discus-
sion 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 kind-
ness, 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 per-
forming 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 Article unclear and no technical elements

2 Article only included 2 of the technical elements
3 Article included 34 of the technical elements
4 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
2
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 kind-
ness 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 stu-
dents 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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Lesson Plan
These Lesson
Plans are a culmi- Pizza with the Principal & Kindness Kash
nation of school- Submitted by Dianne; Schiller Park, IL
wide activities and
classroom activi-
ties, ranging from Type of Activity: This program involves the entire school.
grades K-12. 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.
We decided to “think out of the box.” Instead of noticing primarily the misbe-
haviors, 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.
The Random Acts of
TM
Kindness Foundation Teachers, staff, students and parents value our Random Acts of Kindness
Program. The learning environment for everyone has improved. It is friendlier,
1727 Tremont Place more positive, and supports student achievement.
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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 suc-
cess 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 envi-
ronment 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 stick-
ers, 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 behav-
ior, 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.
2
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.
3
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word.
Lesson Plan
These Lesson
Plans are a culmi- Bee Kind Hearts
Submitted by Karol Ann; Manistee, MI
nation of school-
wide activities and
classroom activi- Type of Activity:
ties, ranging from Full school promotion of Random Acts of Kindness throughout the school and
grades K-12. community.
Grade Level:
Prepared for grades one through four, but this project could be used in all ele-
mentary 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:
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 post-
ed 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
The Random Acts of #4) Pictures of students showing random acts of kindness or suggestions for
TM
Kindness Foundation random acts of kindness that students can perform can be displayed on this
board.
1727 Tremont Place
Have the custodian or parent helpers hang heavy string down the halls through-
Denver, CO 80202
out the building. This will be used to hang returned hearts. Just a single piece
800-660-2811 of tape works great for hanging hearts when they are returned.
Fax: 303-297-2919
1
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 invit-
ing 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 commu-
nity 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 oppor-
tunity 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.
2
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 instruc-
tions 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 nurs-
ing 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 reac-
tions 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”.
3
PARENT LETTER (example # 1):
4
Example # 2 (for students to return to school):
5
Example # 3 (Larger heart to post in the school):
6
WELLNESS PROJECTS
UNIVERSITY RAK WEEK
The Wellness Center's Student Advisory Board at Southern New Hampshire University partici-
pated 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
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.
2. Drew up flyer asking for the donations of books.
3. Offered to pick up books if people collecting books requested pickup in advance.
4. Set a time and place for book drop off. Served refreshments, had music playing. Also
had lots of fun counting total books: 610!
5. Got lots of empty boxes/bags in advance for later transport.
6. Sorted the books so that each agency got some for very young children, reading age
children, and young teens.
B. The Event
1. Packed and delivered books the following Monday afternoon.

2. Used no media coverage.
3. 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
BOOK DRIVE (continued)
BUDGET
Flyer copies/Rubber stamp $ 10.00

Postage $ 10.00
My own contribution of books $ 20.00
Refreshments for drop-off $ 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
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 out-
standing 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
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)
HOW-TO
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, rein-
deer 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
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 electri-
cal 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) $12.00

Coffee/Hot chocolate/Cream/Marshmallows $15.00 (wholesale outlet)
Styrofoam cups/Stir sticks 0 (donated)
Balloons $ 4.00
Candy canes $ 4.00
Angel pins $ 5.00 (craft hearts & corsage pins)
2 large waters $ 2.50
Bells for shoes/Napkins $ 2.00
2 large rolls of paper $ 2.00 (to decorate donation boxes)
Elf hats $ 3.00
Sign 0 (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
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 sev-
eral 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.
3
do
Random Acts of Kindness has
brought more meaning into
my life, and I am committed to
help spread the word.
Lesson Plan
These Lesson
Plans are a culmi-
nation of school- Changing the World, One Month at a Time
wide activities and Submitted by Mary; Burrel, CA
classroom activi-
ties, 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, writ-

ing skills
Get Set
Instructions: (For instructions I will use 100 as the base) If you have
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,
The Random Acts of then copied over in ink, marker or crayon. Some students will finish
TM
Kindness Foundation 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
1727 Tremont Place have to do this procedure 2 or three times to acquire the total needed.
Denver, CO 80202 Once the cards are done, decide how to disperse the cards. Here are a
800-660-2811 few suggestions:
Fax: 303-297-2919
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 par-
ticular 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 some-
one 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 deco-
rated 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 cafete-
ria 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 bot-
tle. 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 organi-
zations 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 contact-
ed 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 • Taking a child to the park
• Walking dogs • Reading a story to someone
• Babysitting free • Writing a letter to an elderly person
• Buying someone lunch • Buy a book and send it to a school class
• Buying someone ice cream room
• Take someone for a walk • 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 distrib-
ute 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 wonder-
ful!
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 per-
form 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 peo-
ple, 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 kind-
ness 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 col-
lect 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 chil-
dren’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.
HOW-TO
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 mis-
communication. There was a small park next to the local mission and family shelter with bar-
becue 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 bas-
kets, 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 barbe-
cue, 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
EASTER EGG HUNT (continued)

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 $ 10.00 (+ donations)

Basket grass $ 3.00
Ribbons to dress up the baskets 0
Rubber stamps for flyers $ 7.00
Plastic eggs $ 10.00 (+ donations)
Candy for the eggs (wholesale) $ 25.00
Wine & cheese served during egg stuffing party. $ 20.00
Hot dogs (wholesale) $ 8.00
Mustard/Relish, etc.
(Buns provided by shelter)
48 bags of chips 0 (donated)
50 chocolate bunnies 0 (donated)
Prizes for hunt $ 10.00 (+ donations)
(bubbles, kites, jelly beans, stuffed bunnies)
Miniature Easter cupcakes $ 2.50
Soft drinks $ 4.00
2
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
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
4
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.
HOW-TO
A. Preliminary steps
1. I made the event a two-day project, allowing more to participate.

2. I had advanced knowledge of this area prior to encouraging anyone to go out and
serve with me.
3. I planned a peanut butter & jelly sandwich-making party.
4. I made a flyer, invited friends. etc.
5. 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.
6. Asked for donations of bags of apples/oranges, etc.
B. On the first day of the event (Saturday):
1. I covered all kitchen cabinets and low surface areas with newspaper and set up
sandwich making stations.
2. 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.
2. We handed any leftover food through the back kitchen door of the rescue mission to
be used for lunch.
4. 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.
5. Each person who participated received a "pocket angel" (sold in novelty shops) to
1
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) $ 9.00

13 boxes of donuts $11.00
2 huge peanut butters (wholesale ) $11.78
2 huge jars of grape jelly $ 7.90
Plastic baggies ($1.00 store) $ 1.00
Oranges $ 4.00
Postage for flyers 0 (donated)
Served snacks to volunteers $12.00
Thank-you pocket angels 0 (donated)
Box lids to carry everything in 0 (donated by supermarket)
2 cases of small bags of chips 0 (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
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 giv-
ing 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
3
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
HOW-TO
1. 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.
2. Determined cakes were the easiest, least expensive request to make of our friends.
3. Drew up a flyer, sent invitations to friends, co-workers, etc.
4. 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.
5. 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.
B. The Event
1. We collected 83 cakes, 3 huge sheet cakes, 2 pies, and 1 ,500 cookies.

2. 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.
3. Each person who participated in any way received a small goodie bag filled with candy
as well as a follow-up flyer with results.
Stumbling Block: We purchased boxes we didn't need.
Most touching moment: We had cakes covering every flat surface in my apartment. Our vol-
1
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 $15.00

Cake mixes & frosting for four cakes $ 7.00
Bags & ribbons for candy thank-you $ 7.00
Rubber stamps for flyers $10.00
Postage $ 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
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!
3
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
1. Called the owner of the facility and asked permission, outlining our idea. Received her
approval.
2. Made up flyers and mailed them to all friends, relatives, etc.
3. Arranged to purchase all needed items at wholesale cost, etc.
4. 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.
5. Lined up needed items like rubber barrel for ice, ice cream scoops, card table, gloves
for volunteers to wear.
6. 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).
2. Hung balloons on both the outside of the home and the wheelchair of the birthday girl.
3. Each person who participated in any way received small lapel pins as a thank-you and
a follow-up flyer outlining our success.
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
ICE CREAM SOCIAL (continued)
BUDGET
Ice Cream 0 (donated)

Cups (wholesale) $ 2.70
Root beer $ 8.00
Spoons & straws 0 (donated)
Cookies $ 3.00
Postage $13.00
Thank-you pins $ 6.00
Rubber Stamps $ 5.00
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
ICE CREAM SOCIAL (continued)
to our Ice Cream Social! As always, we had many terrific people con-
tribute 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.
3
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
Date of event: October 23, 1999, the Saturday before Halloween
Delivery: Thursday October 29, 2000
HOW-TO
1. 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.
2. 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.)
3. Drew up a flyer and sent an invitation to every friend, co-worker, and relative. (Make up
extras to have on hand.)
4. Purchased candy at large wholesale outlet.
5. Used no other media exposure.
B. The Event
1. Placed candy in bowls

2. Lined bowls up on tables
3. Had friends bring children
4. 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.
6. We served punch, popcorn, chips, and M&Ms to all the helpers. With the exception of
1
HALLOWEEN GIVEAWAY (continued)
the additional candy, we stayed within our budget.

7. 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.
8. 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 $ 2.00 (brown bags/grocery & liquor store)

75 bags 0 (donated)
Candy 32.00 (in quantity at wholesale discount)
Candy 0 (donated)
Black & orange ribbon 3.00 (craft store)
Small toys (ghost erasers) 0 (donated)
Food for volunteers 10.00 (punch, popcorn, M&Ms, etc.)
Postage 7.00 (+ donation)
Rubber stamp for flyers 0 (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
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….
3
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)
HOW-TO
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.
2. Drew up a flyer and sent out invitations to friends, coworkers, relatives and church
friends, outlining the ideas and asking for participation.
3. Took discount coupons to local craft store and bought the following (using calculator to
stay on budget):
a. Pink, white, and red construction paper
b. Doilies of all sizes
c. Rolls of ribbon (to make small bows, etc.)
d. Glitter, glue, buttons, small flowers
4. Set up dining room table, card tables, coffee table
5. Got out all scissors, pinking shears, edge cutters, hole punches
6. Wrote simple messages on the inside like "you are loved"
7. Put down newspaper on kitchen counters and set up glue guns and glitter areas for the
kids. Had an old fashioned Valentine making party.
8. Used no other media coverage
B. The Event
1. We made 225 homemade cards.

2. We served punch, small valentine candies, and cookies.
3. 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.
4. Each person who participated received small bags of Valentine jellybeans as a thank-
you and a follow-up flyer outlining our results. Each child who came was invited to
1
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 $35.00

Refreshments for volunteers (soft drinks and treats) $10.00
Postage $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: 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!)
Who: We hope you'll come! Certainly bring the kids!
Where: (address)
When: (date)
Time: 11:00 am to 2:00 pm (stay or stop by for a few minutes)
Bring: 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
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."
3
do
word.
Lesson Plan
These Lesson
Plans are a culmi-
nation of school- CAUGHT!
wide activities and Submitted by Amy; Plymouth, NC
classroom activi-
ties, ranging from
SCOPE OF ACTIVITY:
grades K-12.
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 "wit-
nesses." If you choose the photograph option, you may want to stage
some acts of kindness and have photos developed in advance.
PROCEDURE:
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
The Random Acts of chart paper and post for easy reference.
TM
Kindness Foundation
2. Have students collect magazine pictures depicting acts of kindness,
1727 Tremont Place or use photos you have prepared.
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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 stu-
dents 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.
2
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Lesson Plan
These Lesson
Plans are a culmi- The ABC’s of Kindness
nation of school- Submitted by Kathleen; Lacey, WA
wide activities and
classroom activi- Grade Level: First
ties, ranging from Scope of Activity: Classroom
grades K-12.
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
1
do
Lesson Plan
These Lesson
Plans are a culmi-
Developing Kids with Character through Service
nation of school-
Learning
wide activities and Submitted by Cynthia; Charlotte, NC
classroom activi-
ties, ranging from
grades K-12. 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 culminat-

ing/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 jus-
tice to democratic societies.
Objectives:
The Random Acts of
TM • Demonstrate good citizenship in the classroom and school activities.
Kindness Foundation
• Compare good citizenship in the classroom and school to neighbor-
hood and community citizenship.
1727 Tremont Place
• Identify examples of responsible participation in neighborhoods and
Denver, CO 80202
communities.
800-660-2811
Fax: 303-297-2919
1
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 grade-
level projects or school-wide projects.
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Lesson Plan
These Lesson
Plans are a culmi-
nation of school- Wall of Kindness
wide activities and Submitted by Mary; Martin, TN
classroom activi-
ties, ranging from
Type of Activity: All School
grades K-12.
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 “responsibili-

ties” 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:
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.)
The Random Acts of
TM
Kindness Foundation 2. Have classroom teachers lead a discussion on kindness and give
examples of acts of kindness their students could perform though
1727 Tremont Place out the week. Have teachers explain the difference between a respon-
Denver, CO 80202 sibility act and an act of kindness. For example: a regular chore is
800-660-2811 not an act of kindness but doing a chore for their mom without being
Fax: 303-297-2919
1
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 coor-
dinator 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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Lesson Plan
These Lesson
Plans are a culmi-
nation of school- Teaching Kindness across the Curriculum
wide activities and Kindness for a Day, a Week, a Month, a Year,
classroom activi- Forever
Submitted by Kathy; Cherokee, AL
ties, ranging from
grades K-12.
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
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
The Random Acts of board. Students should copy kindness diagram in their notebooks for
TM
Kindness Foundation future reference.
1727 Tremont Place

Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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 presenta-
tions. 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 dis-
play 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 ran-
dom 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 stu-
dent 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 promot-
ing 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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Lesson Plan
These Lesson
Plans are a culmi-
nation of school- PLANT A SEED OF KINDNESS
Submitted by Gail; Weston, FL
wide activities and
classroom activi-
ties, ranging from Type of Activity: An easy craft project displayed on an interactive
grades K-12. 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:
This lesson makes a great connection to science when you are study-
The Random Acts of ing plants structure and growth. You can also connect to math from
TM
Kindness Foundation 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 kind-
1727 Tremont Place ness instead of one, will I have twice as much return, or is my gift
Denver, CO 80202 growing exponentially? What is the average number of kindnesses
800-660-2811 returned for each seed planted? You can also use a bar graph to cat-
Fax: 303-297-2919 egorize the types of kindnesses planted, such as kind words helpful
1
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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Lesson Plan
These Lesson
Plans are a culmi-
Intentional Acts of Kindness “Gloves-for-Suds”
nation of school-
wide activities and Project
Submitted by Beth; Denver, CO
classroom activi-
ties, ranging from
grades K-12. 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:
1. The School Community identifies a need. Needs are situational and

vary greatly depending upon many factors. This need can be as sim-
ple as having one box of Kleenex per child to start the school year, or
further, to having each child outfitted with a computer.
The Random Acts of
TM
Kindness Foundation 2. Students and Educators write a persuasive piece inviting a company
or corporation to develop a challenge/competition to help with the
1727 Tremont Place existing need.
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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 com-
munity 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. Did the donation of hats and mittens help you?

2. How did you feel when you received your hat and mittens?
3. Did you need them?
4. Have you worn them often?
5. Did you like them?
6. 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. What department do you work in?

2. What did you do to participate in this project?
3. Why did you decide to donate money and have a hat and mitten drive?
4. Why are you so generous?
5. Did you have to participate or did your boss make you?
6. How did this project affect you and/or what has been the best part of this project?
7. How did you feel when you donated the money?
Sample Questions for families:
1. Did it help to not spend money on hat and mittens for your child/children?
2. Were you surprised when your children came home with hat and mittens?
3. How do you think your children felt when they got the hat and mittens?
4. 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.
3
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 commu-
nity.
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 wear-
ing 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 commu-
nity could provide the necessary financial contribution, then we would provide an inten-
tional 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 busi-
nesses to see what they could do.
4
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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Lesson Plan
These Lesson
Plans are a culmi- Patriotic Pins/C.A.R.E. Project
nation of school- Submitted by Jennifer; Lodi, OH
wide activities and
classroom activi-
Grade Level: 5th grade
ties, ranging from
grades K-12. 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:
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 dispos-
able 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
The Random Acts of holidays we collected money to purchase gift certificates to a local toy
TM
Kindness Foundation 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
1727 Tremont Place Christmas gifts for their families. The coin collection jugs around the
Denver, CO 80202 school weren’t filling up much, so that’s when this project idea came
800-660-2811 about.
Fax: 303-297-2919
1
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. Wash your hands before you begin working.

2. Glue the blue section of the heart onto the top of the precut white heart.
3. Glue the red stripes evenly down the center of the heart. You should have fine in all.
4. Allow all glue to dry.
5. Trim all stripes to be even with the white heart.
6. Clean up trimmings.
7. 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?
2
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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Lesson Plan
These Lesson
Plans are a culmi- Kindness Counts Book
nation of school- Submitted by Karen; Waterville, MN
wide activities and
classroom activi- Grade Level: Elementary
ties, ranging from Purpose: Children create a kindness book. Optional - Deliver the
grades K-12. 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 sen-
tences on the paper for the kids to complete: (one sentence per
page) printed at the bottom, so the kids can illustrate their complet-
ed sentence with the rest of the page’s open space.
a. My friends like it when ______________

b. I show others I care when ______________
c. Friends can be counted on to ______________
d. I am kind when I ______________
e. Caring shows when I ______________
The Random Acts of f. The best way to show my family that I care is when I ______
TM
Kindness Foundation g. The most important kindness I’ve received is ______________
h. Kindness means ______________
1727 Tremont Place i. Love is all around me, especially ______________
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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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Lesson Plan
These Lesson
Plans are a culmi- Kindness Graffiti Wall
nation of school- Submitted by Karen; Waterville, MN
wide activities and
ties, ranging from Purpose: To create kindness awareness on a personal, community and
grades K-12. 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:
1. Read a Kindness story, and discuss Kindness as it applies at home, in

The Random Acts of the schools, throughout the community and around the world.
TM
Kindness Foundation
2. Pass out the Kindness Web. As a class, allow each student to share
1727 Tremont Place suggestions and ideas on being kind in each of the categories and fill
Denver, CO 80202 out the web.
800-660-2811
Fax: 303-297-2919
1
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 poster-
board brick wall.
Kindness Web Sample:
Neighbors
Family
Teachers
Kindness
Animals
Nature
Friends
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Lesson Plan
These Lesson
Plans are a culmi- Giving Tree Lesson
nation of school- Submitted by Cynthia; Groton, CT
wide activities and
ties, ranging from
Scope of Activity: Classroom literature project
grades K-12.
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:
1. The students will predict how the felt “Giving Tree” might be used.
The Random Acts of 2. The students will listen to the story being read aloud to them, and as
TM
Kindness Foundation 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
1727 Tremont Place only the stump.
Denver, CO 80202 3. The students will have wait time to absorb the impact on the “Giving
800-660-2811 Tree” losing its parts.
Fax: 303-297-2919 4. The teacher will lead the discussion by following Bloom’s Taxonomy.
1
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 spe-
cial).
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.
2
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 com-
pleted. The teacher can reflect on how the lesson was taught and if there were parts of
the lesson to keep, change, or delete.
3
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Lesson Plan
These Lesson
Plans are a culmi-
Cooperative Learning Projects
nation of school- Submitted by Sue; Ithaca, MI
wide activities and
classroom activi- Grade Level: Early elementary
ties, ranging from
grades K-12. 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).
4. Children work in groups to make their own “swimmy”...

The Random Acts of • provide each group with large fish shape out of white paper,
TM
Kindness Foundation 1 fishshape sponge, plate with red paint, fishshape out of black
paper, glue stick.
1727 Tremont Place
Denver, CO 80202 • Children cooperate to stamp the red fish swimming in one
800-660-2811 direction to cover the paper. Then put the black fish-eye on.
Fax: 303-297-2919
1
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 shov-
eling 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 dif-
ferent to add to the hospital’s collection of decorations). We have made Santas,
Snowmen, Angels, Gingerbread boys.
2
• 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
3
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Lesson Plan
These Lesson
Plans are a culmi- Positive Posters
nation of school- Submitted by Sue; Ithaca, MI
wide activities and
classroom activi- Grade Level: Kindergarten
ties, ranging from Materials Needed:
grades K-12. • 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 6. If desired, contact the local newspaper for coverage. The kids love
it!
1727 Tremont Place
Denver, CO 80202 7. Local frame shops often donate a few frames so a few posters can
800-660-2811 hang in the school!
Fax: 303-297-2919
1
do
Lesson Plan
These Lesson
Plans are a culmi- Kindness Feels Good/Reading Kindness Books
nation of school- Submitted by Pat; Harrisburg, PA
wide activities and
classroom activi- Purpose:
ties, ranging from
grades K-12. 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 stu-
dents 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.)
Then introduce the “I Feel Good” board. For September, make a sim-
The Random Acts of
TM ple green tree with a brown trunk out of construction paper. Punch out
Kindness Foundation
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
1727 Tremont Place
are caught doing something kind, they can be recommended for posting
Denver, CO 80202
an apple on the tree. They simply walk to the board and glue an apple
800-660-2811
on the tree. It is an efficient way to recognize small acts of kindness,
Fax: 303-297-2919
1
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 cele-
brate 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 com-
petitive. “I posted more then you did.” While each class in this school could do the activi-
ty, 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 par-
ticipate 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 sys-
tem 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 culti-
vate 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.
2
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 rein-
force 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 eco-
nomic 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.
3
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.
4
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word.
Lesson Plan
These Lesson
Plans are a culmi-
Kindness Cards
nation of school- Submitted by Roger; Bloomington, IN
wide activities and
classroom activi-
ties, ranging from Type of Activity: School-wide program that recognizes random acts
of kindness among students and rewards them for it.
grades K-12.
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 recog-
nized, they simply fill out the card and give it to the student. The stu-
dent 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 mer-
chant. 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
1
do
word.
Lesson Plan
These Lesson
Plans are a culmi-
Papier-Mâché Retirement Buddies
nation of school- Submitted by Karen; Fort Dodge, IA
wide activities and
classroom activi-
ties, ranging from Scope of Activity: Classroom and Community
grades K-12. 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. Balloons and newspapers

2. Masking or other strong tape
3. Wheat paste (wallpaper paste or glue-water mixture)
4. Coffee or similar empty cans
5. Tempera or acrylic paints
6. Brushes
7. Scrap material and odds and ends such as buttons
8. Cotton or other materials such as yarn for the hair
9. Paper on which to write reflections-Pens
Step by Step Directions Review:
• Establish a relationship with a local retirement center or nursing home

facility.
• Each student gets to know at least one resident by talking and shar-
ing things about one another over a period of a few weeks.
The Random Acts of • Plan and make a papier-mâché retirement buddy with these steps:
TM
Kindness Foundation
1. Study and talk about facial characteristics.
1727 Tremont Place
Denver, CO 80202 2. Build the armature for the sculpture from a blown-up balloon or
800-660-2811 crushed newspaper.
Fax: 303-297-2919
1
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 gen-
erations of people. They are able to feel the experience and joy of giving of oneself with-
out expecting anything in return as well as to feel and see the joy on the retirement cen-
ter 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.
2
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 sculp-
tures. 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 mix-
ture were applied to the base and smoothed over. The can was also covered in the news-
paper/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 retire-
ment 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 interest-
ing for me to compare the responses of the classmates, residents and staff. For the stu-
dents, 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.
3
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 ran-
dom acts of kindness can do for a person!
4
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Lesson Plan
These Lesson
Plans are a culmi- February Friendship Bugs
nation of school- Submitted by Kathleen; Lacey, WA
wide activities and
classroom activi- Grade Level: First
ties, ranging from Scope of Activity: Classroom
grades K-12.
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.
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 correspond-
The Random Acts of ing number heart on their bug.
TM
Kindness Foundation
4. At the end of each day, discuss the various ways that the Kindness
1727 Tremont Place Task was accomplished, how it made them feel, and how it made the
Denver, CO 80202 other person feel. Guide the discussion to stress the intrinsic
800-660-2811 rewards of being kind.
Fax: 303-297-2919
1
Sample of Kindness Web:
Helping my dad
sweep the garage.
Taking my neighbor’s
dog for a walk
Letting
Acts of my sister
go in my
Kindness tree
house
Telling my friend
that I like her
Giving my baby
brother a hug
2
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Lesson Plan
These Lesson
Plans are a culmi- Words Will Break Your Heart
nation of school- Submitted by Patricia; Ladysmith, WI
wide activities and
classroom activi-
Grade Level: 2nd-4th
ties, ranging from
grades K-12. 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 hurt-
ful. Have them think to themselves of situations where words have hurt
them. This leads into the lesson.
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
The Random Acts of to them. As each student says the negative thing, make the students
TM
Kindness Foundation crumple up a little piece of their paper heart. After everyone, including
the teacher, has said one negative comment he/she has heard, the
1727 Tremont Place paper hearts will be completely crumpled up.
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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!
2
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.”
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word.
Lesson Plan
These Lesson
Plans are a culmi- Winter Holiday Attitude Adjustment
Submitted by Ann; Shelby Township, MI
nation of school-
wide activities and Grade Level: 6 - 12
classroom activi-
ties, ranging from Content Area: English
grades K-12. 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 moti-
vational 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 b. Mention what good manners are. Perhaps mention, “It’s better
to say nothing if you can’t say something kind about another
1727 Tremont Place individual.”
Denver, CO 80202
800-660-2811 c. Express the belief in the basic goodness of man.
Fax: 303-297-2919
1
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 class-
room. 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 com-
pliments 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 assign-
ment.
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 mes-
sages before the end of the hour.
i. Advise students to keep their envelopes and read them when they need to lift their
own spirits.
2
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.
3
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word.
Lesson Plan
These Lesson
Plans are a culmi-
nation of school- Character Building - Brick Wall
Submitted by Marie; Riverhead, NY
wide activities and
classroom activi-
ties, ranging from Scope of Activity:
grades K-12.
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 discus-
sions 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:
• Bulletin Board
• Paper Bricks
• Markers
• Glue
• Character Trait Posters (traits such as; respect, caring, responsible,
honest, kind, etc.)
The Random Acts of
TM
Kindness Foundation Preparation:
1727 Tremont Place 1. Create a bulletin board. Around the outside of the board display
Denver, CO 80202 Character Trait Posters.
800-660-2811
Fax: 303-297-2919
1
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 activ-
ities. 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 posi-
tive 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 prac-
tice 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.
2
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 second-
ary 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 stu-
dents 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
3
4
5
Brick Wall Sample:
6
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Lesson Plan
These Lesson
Plans are a culmi-
nation of school- Kindness Fables
Submitted by Joy; Boring, OR
wide activities and
classroom activi-
grades K-12.
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:
Books on fables including Aesop’s Fables, fables from other countries,

The Random Acts of fables by Max Lucado.
TM
Kindness Foundation
BEGINNING THE LESSON:
1727 Tremont Place
Denver, CO 80202 Brainstorm about the fables students know. Try to match up the morals
800-660-2811 they teach.
Fax: 303-297-2919
1
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.
2
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?
_____________ ______________ _____________
_____________ ______________ _____________
_____________ ______________ _____________
Possible settings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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...
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Lesson Plan
These Lesson
Plans are a culmi- Meet Danitra Brown Lesson on Friendship
nation of school- Submitted by Camille; Shrewsbury, MA
wide activities and
classroom activi-
Type of Activity:
ties, ranging from
grades K-12. 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. Help students build skills in social awareness.

2. Build perspective-taking skills.
3. Express feelings in non-destructive ways
4. 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 friendship
hurt
1727 Tremont Place reconciliation
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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 open-
ended 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 person-
al integration of what they have learned from the poem.
Assessment:
1. Observe how the child responds to literature.

2. Assess the children’s language and words as they engage in experiential activities.
3. Assess the concept of the children’s written interpretation and meaning of their poem.
4. 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?
2
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Lesson Plan
These Lesson
Plans are a culmi-
nation of school- Nature-Oriented Kindness Projects
wide activities and Submitted by Debra; Lakeland, FL
classroom activi-
ties, ranging from
Type of Activity:
grades K-12.
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 cov-
ered. Outdoor education is a fun and rewarding way to learn.
The Random Acts of Most of the class work is completed in small groups or pairs. This is a
TM
Kindness Foundation 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
1727 Tremont Place make sure everyone participates. Throughout the year everyone has a
Denver, CO 80202 chance at each of the jobs more than once. I also continually put them
800-660-2811 in different groups so that everyone gets a chance to learn how to work
Fax: 303-297-2919 with each other.
1
Lesson 1
Question: What are the 4 main things that everyone needs to survive?
Materials: Pictures of nature, paper, pencil
Time: 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: 30 minutes

Materials: 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: Bird & butterfly nature guides, plant books, encyclopedia, computer Internet
accesses, Encarta
Time: 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, but-
terflies, 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 stu-
dents 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 sur-
vive. The papers were compiled to make a herbarium. This booklet will be used through-
out 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 but-
terflies, birds, or plants by their proper name.
Lesson 3
Materials: Flowers, trowels, seeds, water source, journal, camera

Time: 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.
2
Time: Throughout the year
Materials: 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 tempera-
ture and the effect it has on the length of the butterfly cycle.
Lesson 4

Materials: 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: Various easy reading books, sunflower seeds, pots, potting soil, trowel, water
can, water
Time: 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 encour-
age 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.
3
This is a great experience for both my fourth graders and the kindergarten class. All stu-
dents 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: Drawing paper, pencils, chalk, clipboard

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: Clipboard, paper, pencils

Time: 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 descrip-
tive paragraphs of their observations. Another class wrote poetry. Some of these were
saved for the herbarium.
Lesson 8
Materials: Hammer, nails, precut wood, enamel paint (holes were predrilled where the
nails will go.)
Time: 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 pur-
chased from the funds raised from the recycling efforts.
Lesson 9
Materials: Clipboard, journal, metric ruler, graph paper, flower press

Time: 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 com-
pared. The seeds from the plants are gathered and used next year in the garden. A leaf
4
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: 3 ring binder, plastic inserts, dividers, pictures, materials gathered throughout
the year
Time: 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 cam-
era 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 poet-
ry and writing in the gardens.
5
LESSON PLAN
do kindness
Spreading Kindness All Around

Submitted by Angie - Princeton, West Virginia
These Lesson Plans
are a culmination of
schoolwide activities Objective:
and classroom This unit is designed to show students how we can reach out to others. We
activities, ranging begin in our classroom with our friends, then we extend our hand to others
from grades K-12 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 Project 2:
Book: The Mitten by Jan Brett (or other author)
1727 Tremont Pl Sleeping bag or large quilt
Denver CO 80202 Christmas tree or some sort of tree upon which to hang mittens and gloves
800/660-2811
Fax: 303/297-1967 Project 3:
Book: Sam the Sea Cow by Francine Jacobs
www.actsokindness.org Internet access for the “Save the Manatee Club” or other endangered animal
info@actsofkindness.org Map of the United States
1
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 com-
municate:
*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 citi-
zenship (Civic Dispositions)
*Develop and employ the civic skills necessary for effective citizenship
by using criteria to make judgments, arrive at and defend positions and evalu-
ate 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.
2
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 hap-
pen 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 oth-
ers. 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 kind-
ness,” 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 stu-
dents 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 col-
ored construction paper and then laminate.
PROJECT TWO
(Prior to this lesson get in contact with the Salvation Army or another organiza-
tion that assists people in need of donations of mittens and gloves).
1. Read the story The Mitten to the students. There are several different ver-
sions 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
3
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 be-
ing 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 stu-
dents 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 organi-
zation 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 orga-
nization. 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 inform-
ing 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.
4
PROJECT FOUR
(Halloween would be a great time for this unit to coincide with the “Trick-or-
Treat 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 compli-
ments 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 explain-
ing 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 organi-
zation. This project could involve the whole school.
Practice Random Acts

of Kindness™
5
do
word.
Lesson Plan
These Lesson
Plans are a culmi-
Correctional Facility Reading
nation of school- Submitted by David; Fort Wayne, IN
wide activities and
classroom activi-
ties, ranging from Background:
grades K-12. 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 cen-
ter. 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 read-
ing level of many students. Using the Gilmore Oral Reading Test and a
modified vocabulary assessment, I estimated that nearly 75% of stu-
dents in the center read below a 3rd grade level. Most of these juve-
niles 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 stu-
dents. I included modified texts for students that read at lower levels
but still wished to participate in the program.
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
The Random Acts of
TM have extended the school day by 30 minutes to provide students with
Kindness Foundation
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
1727 Tremont Place
literature help. Any teacher can inspire students if they can identify the
Denver, CO 80202
proper motivation and the proper time to implement their plan.
800-660-2811
Fax: 303-297-2919
1
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 eligi-
ble for the “Giving Program.” Students who reach their specific benchmarks will be pro-
vided the opportunity to provide their fellow man/woman with a special gift. A formal let-
ter recognizing the individual for their community service or positive impact on the stu-
dent 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 com-

munity linkages.
Plan C: To formulate school-based implementation plans to establish comm-

nity 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.
2. Students will be motivated to read for their personal benefit and enjoyment.
3. Students will display critical writing skills in a functional aspect.
4. Students will commit acts of random kindness for their fellow citizen.
5. Students will perform critical thinking processes in formal and informal writing.
6. Students will recognize outstanding/positive community involvement by fellow citi-

zens.
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 recom-
mended by WYC Academic Staff. Proficiency in grammar and conceptual understand-
ing will be required.
2
5. Students will inform staff of citizen and that citizen’s positive impact on the comm-
unity to be awarded the appropriate gift.
6. 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 stu-
dent.
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 per-
sonal 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 prop-
er resources, and provide aid to students to complete the program.
3
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 follow-
ing 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, inter-
personal, 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 ran-
dom 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 aca-
demics seriously. This is a major reason why they are in this facility. We hope to moti-
vate 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 sup-
ported 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
do
Lesson Plan
These Lesson
Plans are a culmi- Heroes, Kindness and To Kill a Mockingbird
nation of school- Submitted by Valerie; Davis, CA
wide activities and
classroom activi-
ties, ranging from Grade Levels: 7-9th. (Although this lesson is focused on secondary
levels, the basic concept and exercises can be adapted to lower grade
grades K-12. levels by using a different piece of literature.)
Subject: Reading & Writing. Addresses topics such as heroism, bully-

ing, 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 coura-
geous and compassionate action. As a result, there are three different
exercises below.
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 Random Acts of the book where compassion is shown by Atticus Finch and others. It
TM
Kindness Foundation 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
1727 Tremont Place defense of Tom Robinson. Thus, expressing kindness can be heroic.
Denver, CO 80202
800-660-2811
Fax: 303-297-2919
1
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 suc-
cess 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 hero-
ism 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 con-
versation 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 oth-
ers 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 writ-
ten.
2
Next, ask the students to write their own mission statement. Tell them that these state-
ments 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 con-
cepts, 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, stu-
dents 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 kind-
ness 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 leader-
ship 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 cav-
alcade 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.
3
Overall Conclusions:
This project provides an opportunity to rough draft and finalize two documents: a state-
ment 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 self-
addressed 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 ideal-
ism of this age to appear in unexpected ways.
4
do
Lesson Plan
These Lesson
Plans are a culmi- Character Ambassadors
nation of school- Submitted by Lydia; Pittsburgh, PA
wide activities and
classroom activi- Grade Level: 4th-8th
ties, ranging from
Purpose:
grades K-12.
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 charac-

ter traits ready to give to the class to use. Following is a list of pos-
sible traits:
• Joyfulness • Thankfulness
• Caring • Loving
• Kindness • Loyalty
The Random Acts of • Happiness • Dependability
TM
Kindness Foundation • Responsibility • Tolerance
• Thoughtfulness • Wisdom
1727 Tremont Place • Friendliness • Peace
Denver, CO 80202 • Listening • Faithfulness
800-660-2811 • Cooperation • Understanding
Fax: 303-297-2919 • Compassion • Goodwill
rakinfo@actsofkindness.org • Inspiration • Brotherhood/Sisterhood
1
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 com-
munity 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.
2
Student’s Name
Student
Photo
Here
do
Lesson Plan
These Lesson
Plans are a culmi- Origami Paper Cranes
nation of school- Submitted by Wanda; Louisville, KY
wide activities and
classroom activi- Grade Level: 6-12
ties, ranging from
grades K-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:
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
The Random Acts of
TM instance, in Social Studies classes, students learned about the implica-
Kindness Foundation
tion of war upon citizens of Japan who were affected by the Atom Bomb
on Hiroshima and Nagasaki during World War II. The main character,
1727 Tremont Place
Sadako develops leukemia and discovers an ancient legend that if you
Denver, CO 80202
make a thousand paper cranes, healing will begin. The students all over
800-660-2811
Japan supported her efforts and helped her make the paper cranes.
Fax: 303-297-2919
1
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 suf-
fering 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 real-
ized 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.
2
These Lesson
LESSON PLAN
do
kindness
Plans are a Kindness Counts!

Submitted by Kim - Gaffney, South Carolina
culmination of
schoolwide
activities and
classroom Objective:
Students will be able to demonstrate an understanding of an act of kind-
activities, ranging ness in a variety of settings.
from grades K-12
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.
Then use three (or more) examples of positive messages to demon-

The Random Acts of
strate kindness.
Kindness™ Foundation
“I like helping, caring, giving and sharing!”
1727 Tremont Pl
“I show friends I care by being there.”
Denver CO 80202
“Kindness is contagious; Pass It On!”
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Fax: 303/297-1967
Ask the students to recite these together and explain the meanings.
www.actsokindness.org
info@actsofkindness.org
1
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. Home
2. Bus
3. School
4. Store
5. 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!

of Kindness™
2
These Lesson
LESSON PLAN
do kindness
Plans are a Passing Notes

Submitted by Kate - Davis, California
culmination of
schoolwide
activities and Objective:
classroom To help students realize that sharing compliments makes them feel
good
activities, ranging
from grades K-12 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.
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.
The Random Acts of
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
1727 Tremont Pl
few times that we get to know how others see us. I tell them that they
Denver CO 80202
will have a chance to kindly give each person in our class, including me,
800/660-2811
a compliment that is about something that is true. I repeat in several
Fax: 303/297-1967
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 out-
fits!” 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 par-
ticular 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 ex-
plain 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 compliment-
stuffed envelopes out.
It may take a bit of doing, but this one activity has been a great commu-
nity builder in my classroom and given some shy kids a real thrill when
they see how well they are regarded by others.

of Kindness™
2
These Lesson
LESSON PLAN
do kindness
Plans are a Anonymous Card Delivery

Submitted by Maria - Ann Arbor, Michigan
culmination of
schoolwide
classroom The students will brainstorm a list of people who would benefit from
an anonymous card. The students will make a card, deliver it anony-
activities, ranging mously, and do their best to observe the reaction of the recipient. The
from grades K-12 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 1. Have students arrange themselves somewhere in the classroom
Kindness™ Foundation 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
1727 Tremont Pl will be completely silent.
Denver CO 80202
800/660-2811 2. Hand out a sheet of scrap paper to each student.
Fax: 303/297-1967
3. When the room is very quiet, lead them through a reflecting/brain-
www.actsokindness.org storming activity. I start students out by saying, “I want you to close
info@actsofkindness.org 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 any-
one 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 dur-
ing 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!

of Kindness™
2
These Lesson Plans
LESSON PLAN
do kindness
are a culmination Rudolph the Red-Nosed Reindeer

of schoolwide Submitted by Millie - Gainesville, Georgia
activities and
classroom activities,
ranging from Objective:
Students learn about self-respect and having compassion for others
grades K-12
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)
The Random Acts of 2. Social Studies Lesson: To study the time and conditions when the story
Kindness™ Foundation was written for comparison to the conditions of today
Whole group instruction:

1727 Tremont Pl
(There are many whole group activities, each done separately for as many
Denver CO 80202
days as needed.)
800/660-2811
Fax: 303/297-1967
Experience the Masterwork: Rudolph the Red-Nosed Reindeer
info@actsofkindness.org 1. Sing Johnny Marks’ “Rudolph,” originally written in 1949. Mr. Marks was the
1
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 excel-
lent 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 computer-
generated 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 stu-
dents 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)
2
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 restau-
rant 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 one-
page description of their diorama written before “construction” on the dioramas
3
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.

of Kindness™
4
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 es-
sential part of our Christmas folklore. But Rudolph is a decidedly twentieth-cen-
tury 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 copy-
writers, 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 ev-
ery 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 al-
though 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 medi-
cal 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 re-
ally 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 best-
selling 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.
5
May quit his copywriting job in 1951 and spent seven years managing his cre-
ation before returning to Montgomery Ward, where he worked until his retire-
ment 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 embarrass-
ment. 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 re-
turn: “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).
6
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?
7
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
8
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 THEN NOW
Winter Coat $28.00
Leather or Suede Purse $2.25
Bathrobe $1.00
Sweater $1.00
MEN’S CLOTHES THEN NOW

Broadcloth Shirt $1.00
Wool Sweater $1.00
Bathrobe $4.90
Overcoat $18.50
GAMES AND TOYS THEN NOW

Sled $3.95 - $8.95
Ping Pong Table $23.50 to $37.50
Mechanical Toys 3 for $.59
Doll $1.95
ITEMS FOR THE HOME THEN NOW

Table Lamp $1.00
Electric Sewing Machine $23.95
Electric Washing Machine $33.50
Gas Stove $19.95
Movies $.10
Then and Now: Wages Then Now

Manufacturing Worker $16.89 $500
Cook $15.00 $236
Doctor $61.11 $1800
Accountant $45.00 $700
Teacher (extra credit) ? ?
9
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 nation-
wide. The Sears-Roebuck and the Montgomery Ward catalogs offered bunga-
lows. Ever heard of Montgomery Ward before? That’s the store that commis-
sioned 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.)
10
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
11
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 construc-

tion 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 oppor-
tunity for them to succeed.

of Kindness™
12
These Lesson
LESSON PLAN
dokindness
Plans are a Planting Seeds of Kindness

Submitted by Kerri - Ashland, Kentucky
culmination of
schoolwide
classroom To help students understand the need to consider others and plan the
seed of kindness around them.
activities, ranging
from grades K-12 Grade Level:
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
For 2nd activity -

The Random Acts of Coffee filters
Kindness™ Foundation Markers
Pipe cleaners
1727 Tremont Pl Clothes pins
Denver CO 80202 Juice
800/660-2811 Various snacks
Fax: 303/297-1967 Plates
Napkins
www.actsokindness.org 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 ex-
plained 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 stu-
dents 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 remem-
ber 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!
2
Then my students paired up with their buddy again and this time we cre-
ated 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 clean-
ers to create antennae.
For the flowers, the students colored three coffee filters with their mark-
ers 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 kind-
ness 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!

of Kindness™
3
These Lesson
LESSON PLAN
do kindness
Plans are a Hidden Values

Submitted by Susan - Gilbert, Arizona
culmination of
schoolwide
activities and
Students will learn that geodes have beautiful interiors just as people
activities, ranging have something special inside even though it cannot be seen.
from grades K-12
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:
Have the geodes displayed on a table. Discuss the rocks with the stu-
dents:
Are they pretty rocks? (Not really)
What are they qualities? (Grayish, bumpy, plain)
The Random Acts of
Are they the all the same? (No)
Are they similar? (Yes)
1727 Tremont Pl
Allow each student to select a rock of their own and continue to discuss
Denver CO 80202
the rocks.
800/660-2811
How is your rock like your neighbor’s?
Fax: 303/297-1967
How is it different?
1
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 sci-
ence behind geodes.
Move the conversation back to people. Explain how people have “crys-
tals” 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 stu-
dents to compare the different insides of each. They can take the ge-
odes 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.

of Kindness™
2
These Lesson
LESSON PLAN
do kindness
Plans are a Kindness Compliments

Submitted by Tracy - Cheshire, Connecticut
culmination of
schoolwide Objective:
activities and To integrate mathematics and kindness to deliver compliments
classroom
Grade Level:
activities, ranging Elementary
from grades K-12
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 kind-
ness through our school, my students write compliments for all the staff
(teachers, lunch aides, custodians, secretaries, instructional assistants,
and every adult in our building).
We do this throughout the year. For example, during the holiday sea-
son, we folded paper into 1/6’s and discussed all geometry and frac-
tional parts of one whole. Then we wrote our kindness messages on
the snowflakes.
The Random Acts of
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
1727 Tremont Pl
Complimenter.”
Denver CO 80202
800/660-2811
Students sign up for an adult on the school list, then write sentences
Fax: 303/297-1967
with specific compliments. For example,
1
“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.

of Kindness™
2
These Lesson
LESSON PLAN
do kindness
Plans are a Using “Kindness”

Submitted by Sherry - Meridian, Mississippi
culmination of
schoolwide
activities and
Two part objective:
activities, ranging First, to see how many words they can make from “Kindness.”
from grades K-12 Second, to determine how much “Kindness” is worth
Grade Level:
Scope:
Class Activity
Materials Used:
None
Procedure:
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 dead-
The Random Acts of
line (usually a week) wins a prize. All words have to be nice words and
in a standard dictionary.
1727 Tremont Pl
Entries are displayed in the halls. The teacher could print a sheet with
Denver CO 80202
the letters at the top and numbered blanks. Students would also deco-
800/660-2811
rate their entry for display.
Fax: 303/297-1967
1
Next, the teacher will have the students write the letters of the alpha-
bet 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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WELLNESS PROJECTS

Encourage the staff to pass the kindness on to others.

☺ Project contributed by Kelly of Morgantown, WV

Grade Level: Junior/Senior High

Time Frame: Three Months

This is an inter-generation writing project that involves teenagers and senior

1. To make contact in the community and present the project.

Pre-Interview Class Activities

Visiting the Senior Center

2. Remind students to be polite, speak clearly and to thank the seniors.

Post Senior Center Visit

1. Have students write a couple paragraphs about the senior citizen.

Samples of Final Writings by Students:

Time Frame: Approximately 3 months

To facilitate the part of our school’s mission statement that reads

• “Pay It Forward” school t-shirts are printed and distributed at cost

• A Random Acts of Kindness Week poster contest is held

Phase 1: Introduction of the “Pay It Forward”

The project was introduced to all staff at a 15 minute “premiere”.

Grade Level Kindness Projects:

Culminating “Pay It Forward” Activities:

World Kindness Day

Kindness Appreciation Celebration

Teacher Talent Show

I pledge to myself on this day,

To every person, big and small,

When I love myself and others too,

(text slightly modified to protect individual names, etc.)

An Elementary Chain Gang ...

Kindness multiplies across neighborhoods and generations.

Any weekday 10 a.m. to 2 p.m. Inside the school

Tuesday, Nov. 13 8:30 a.m. Schoolyard

Thursday, Nov. 15 1:30 p.m. School cafeteria

Wednesday, Nov. 21 1 p.m. School cafeteria

Directions Insert directions to your facility here.

Dear Community Member,

The Pay It Forward program works like this:

Step 1: An act of kindness is performed

This is the information included inside of the invitation:

Kindness Appreciation Celebration

Welcome: by the Assistant Princiapl

Songs: The 4th and 5th Grade Students

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:

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

Class activity, One week

Books: Thank You, Mr. Falker by Patricia Palocco

During National Random Acts of Kindness Week, my class participated in several

(Samples of letters, worksheets and kids work below)

Monday: Write letters to veterans. Learn about Veteran's Day.

2. Do at least 3 acts of kindness from the kindness grid of activities/ideas. Write

3. Find newspaper articles about citizens performing acts of kindness or good

5. Create an acrostic poem for the word KINDNESS.

6. Design a poster illustrating an act of kindness. Include a caption.

8. Design a bumper sticker for Kindness Week.

9. Interview a family member or friend about kindness. Ask them questions

Choose at least 3 activities! Be sure to practice kindness every day!! Remember

Front of Card Inside Card

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

Three consecutive days

General Focus: New and Used Book Drive