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509 Citizenship Project
509 Citizenship Project
Class: Kindergarten
Objectives: Students will learn that being a good citizen involves following rules, such as sharing, taking
turns, and listening to others. Students will demonstrate active listening to the read aloud Huggtopus
Makes Way for Play by asking and answering questions with oral sentence frames and occasional
prompting and support.
Prior assessment:
This unit will teach students good citizenship skills through the use of Kimochis. Earlier in the school
year, students learned about the different feeling pillows and sorted them into “feelings that make your
body feel good” and “feelings that make your body feel bad.” This lesson will introduce the Kimochi
character Huggtopus. Students will learn about the feelings excited, silly, and frustrated. Students will
learn about good citizenship skills like sharing and taking turns.
Purpose:
1. Students will be able to understand that being a good citizen involves following rules, such as
sharing, taking turns, and listening to others.
2. Students will be able to demonstrate active listening to the read aloud Huggotpus Makes Way for
Play by asking and answering questions with oral sentence frames and occasional prompting and
support.
3. Student will be able to ask and answer questions about key details in the text, Huggtopus Makes Way
for Play.
4. Students will be able to describe the relationship between illustrations and the story in the read aloud,
Huggtopus Makes Way for Play
5. Students will be able to contribute to class and partner discussions about feelings and the read aloud
by listening attentively, following turn-taking rules, and asking and answering questions.
6. Students will learn that it’s ok to have certain feelings that makes them feel sad or mad inside but it’s
not ok to be mean to others (ex: it’s ok to be frustrated but it’s not ok to be mean).
History/SS Standards
● K.1 Students understand that being a good citizen involves acting in certain ways.
i. Follow rules, such as sharing and taking turns, and know the consequences of breaking them
ELA Standards:
● RL.K.1 With prompting and support, ask and answer questions about key details in a text.
● RI.K.7 With prompting and support, describe the relationship between illustrations and the story in
which they appear (e.g., what moment in a story an illustration depicts).
ELD Standards:
● K.I.B.5 Listening actively to spoken English in a range of social and academic contexts. [Expanding]
Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and
answering questions with oral sentence frames and occasional prompting and support.
● K.1.A.1 1. Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics [Expanding] Contribute to class, group, and partner discussions by
listening attentively, following turn-taking rules, and asking and answering questions.
SJ Standards
● ID.K-2.4 I can feel good about myself without being mean or making other people feel bad.
Materials:
1. Huggtopus plush
2. Huggtopus’s favorite items cards: number 8, color pink, picture of xylophone, picture of bubblegum
3. Feeling pillows: silly, proud, excited, frustrated
4. Huggtopus Make Way for Play book by Ellen Pritchard Dodge and illustrated by Hanako Wakiyama
5. Huggtopus coloring sheet (class set)
6. Projector and screen
Assessment:
Formative Assessment: Student answers to questions about moments when they felt certain feelings (silly,
frustrated, excited) shows understanding of feelings. Student answers to questions throughout the read aloud
demonstrate active listening skills. Student answers to questions about how to be a good friends demonstrate
understanding of good citizenship skills. Student use of “not now” signal and phrase during role play
activity shows that they understand how to ask for more space when needed.
Summative Assessment: Student use of “not now” signal and good citizenship skills during daily activities in
the classroom shows understanding of good citizenship skills.
Questioning Strategies
Before reading the book, teacher activates background knowledge by asking students about the feelings
silly and frustrated.
Throughout the book, Huggtopus Makes way for Play, teacher asks students about the characters
During role play activity, teacher asks class “How do you think [name of person] feels? Do you think
they like it when Huggs is in their personal space?”
When students are finished working on their Huggtopus coloring sheets, teacher asks them, “How does
Huggtopus feel?”
Teacher asks students to make a connection to self (ex: describe moments when they felt silly or
frustrated) and discuss with a partner: “When was a time when you felt frustrated?” and “When was a
time when you felt silly?”
Closure: (10-15 mins)
Call students back to their seats. Pass out Huggtopus coloring sheets. Tell students that Huggtopus
teaches us that it’s ok to be silly but sometimes we need to be respectful of others. Project teacher’s copy
of worksheet and write “Silly” on the bottom. Instruct students to write “Silly” on their worksheet. Pass
out crayons for students to color Huggtopus. Collect worksheets to hang up around the classroom.
Next Steps:
Model the “not now” signal and phrase during daily activities in the classroom. Prompt students to use
the signal and phrase if they are in a situation where it might be useful. Praise students if they are using
the signal and phrase in a kind way with their peers.
Accommodations:
Extra time
Warnings before transitions
ELLs can use shorter oral sentence frame during activity (say “not now” instead of “I like you but not
now”)
During the closure small group discussion portion, I worked with half the class while the other half
worked at their desks. Smaller groups allow each student to have a chance to participate, share their
responses, and get extra support in target areas. The Cubes group has EL students and students who need
more support. So we practiced saying the question/response oral sentence frames to our partners. These
students made a personal connection to a time when they felt silly and we discussed what frustrated
meant. The Cylinder group is made of higher students so we discussed silly/frustrated, made a personal
connection to a time when they felt silly, and they were also able to discuss a time when they felt
frustrated. The Cylinder group is also working on actively listening and repeating what their partner told
them.
Olivia Leong
TED 509
Citizenship Project Written Report
placement is in a kindergarten class and one of the History/Social Studies Standards is learning
about good citizenship skills. In this unit, I used Kimochis, a social emotional learning program,
to address this standard. Kimochi means “feeling” in Japanese and Kimochis are a series of
stuffed animals that represent different feelings. There are 5 Kimochi characters that we
focused on throughout this unit as well as 29 feeling pillows that represent different emotions. At
the beginning of the year, my Cooperating Teacher introduced the feeling pillows and worked
with students to sort the feeling pillows into ones that make your body happy and ones that
make your body sad. For my Citizenship Project lesson, I focused on Huggtopus and the feeling
pillows “frustrated,” “silly,” and “excited.” I introduced the character, read a book, did a role
playing activity, and had a small group discussion with the students.
The History/Social Studies Standard I addressed was K.1 “Students understand that
being a good citizen involves acting in certain ways. Follow rules, such as sharing and taking
turns, and know the consequences of breaking them.” The English Language Arts Standards I
addressed were RL.K.1 “With prompting and support, ask and answer questions about key
details in a text” and RI.K.7 “With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an illustration
depicts).” I read the book Huggtopus Makes Way for Play and asked students about key details
in the text as well as the illustrations. The English Language Development Standards I
addressed were “K.I.B.5 Listening actively to spoken English in a range of social and academic
asking and answering questions with oral sentence frames and occasional prompting and
support” and “K.1.A.1 Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics [Expanding] Contribute to class, group,
and partner discussions by listening attentively, following turn-taking rules, and asking and
answering questions.” Students demonstrated active listening to the read aloud Huggotpus
Makes Way for Play by asking and answering questions with oral sentence frames and
occasional prompting and support. Additionally, students contributed to class and partner
discussions about feelings and the read aloud by listening attentively, following turn-taking rules,
and asking and answering questions. The Social Justice Standard I addressed was ID.K-2.4 “I
can feel good about myself without being mean or making other people feel bad.” Students
learned that it’s ok to have certain feelings that makes them feel sad or mad inside but it’s not
The objective of this lesson was to teach students that being a good citizen involves
following rules, such as sharing, taking turns, and listening to others. I began the lesson by
gathering students on the carpet and introducing Huggtopus. I showed students pictures of
Hugs’ favorite things and discussed the feeling pillows “frustrated,” “silly,” and “excited.” Then, I
passed Huggtopus around the carpet. I read the book Huggtopus Makes Way for Play out loud
to students, stopping to ask questions about key details throughout. In this book, Huggtopus
loves to be silly and play with her friends but she doesn’t take turns or share. Her friends get
mad at her and she learns that good friends need to listen, share, and take turns. After the read
aloud, I taught students the “not now” friendly signal that they could use to ask their friends for
personal space. Then we practiced the signal with a role playing activity. I called a volunteer
and then put the Huggtopus plush too close to them until they used the signal. Then I called on
more volunteers to practice the signal. At the end of the lesson, students colored Huggtopus
coloring sheets. The next day, I led small group discussions with the students about
frustrated/silly feelings and key details in the book. Students were given oral sentence question
I believe that it is important for teachers to focus on social emotional learning and good
citizenship skills, especially when working with younger students. There are some students in
my placement class who have a similar personality to Huggtopus and have trouble keeping their
hands to themselves. I thought that this lesson would be a good opportunity to teach the
students about personal space and good citizenship skills. Now, when students tell me that
another student isn’t keeping their hands to themselves, I remind them about the signal. But
sometimes during class, I’ll hear the students use the “not now” friendly signal on their own. One
thing I’ve noticed is that the students will say “not now, Hugs” to each other. During the role
playing activity, students were supposed to say “not now Hugs” because they were telling the
huggtopus plush to give them space. But when students use the signal with others they don’t
need to add the “Hugs” to the end. Perhaps I should have been more specific about the wording
of the friendly signal. Additionally, I think that I should have been more exaggerated with the
Huggtopus plush during the role playing activity to demonstrate what not enough personal
space can look like. At the time, I didn’t want the class to get too excitable but now, I think that it
would have been good to show students how others can get uncomfortable and overwhelmed