SOC:       Good Character; Rules
ELA:        Analyze/Interpret; Brainstorming; Character Perception; Compare/Contrast; Constructing Meaning; Group Discussions; Journaling; Listening; Personal Response; Point of View; Predicting; Prior Knowledge; Questioning; Reading; Reflecting; Response to Text; Retelling; Role-Play; Speaking; Understanding/Interpretation; Viewpoint; Vocabulary; Writing Mechanics; Writing Process; The Grouchy Ladybug
MATH:     Problem Solving; Time
ART:        Visual Arts:  Create/Communicate; Visual Arts:  Analyze; Visual Arts: Interdisciplinary; Theater:  Perform; Theater: Create/Communicate; Theater:  Analyze; Theater:  Interdisciplinary
SCI:         Analyze; Cause/Effect; Compare/Contrast; Predict
PHIL:       Act of Kindness; Caring/Sharing; Character Education; Cooperate; Courtesy; Feelings; Friendship; Helping; Kindness; Sharing

The students will participate in a Read Aloud, discussion, brainstorming, constructing a class book, sharing this class book, and role-playing focusing on the concepts of kindness, caring, sharing, cooperation, courtesy, feelings, and helpfulness presented in The Grouchy Ladybug.   

The students will meet with another Pre-Kindergarten/Preschool class to share and discuss their class book, I Can Be Kind.  The class will then donate their book to the classroom library of the other class.

Anticipatory Set:  Say, “Boys and girls, today I have a friend that I would like for you to meet.  Her name is The Grouchy Ladybug.  Let’s all say “Hi!” to her!”  With a flourish ,produce the Grouchy Ladybug puppet.  Utilizing a grouchy, irritated, angry voice for the puppet, say, “I don’t want to say “Hi” to these children!   I don’t want to talk to anyone! I am hungry though!  I want a snack!  I want all of the snacks that you have in your room!  I also want all of the toys in this room!  And, I want Mrs. Guess to read a story just for me!  You children leave!”

In your normal voice, invite discussion from the children while asking, “Girls and boys, do you think this is a good idea?  Why not?  How is The Grouchy Ladybug acting?  How does this make you feel?  What do you think her name might mean?  What do you think would be a better way for her to act?  Yes, being kind to us would be a much better choice!”  Following this discussion, move into the Day One activities.
      
Day One
Read aloud The Grouchy Ladybug to the whole group.  While reading, invite discussion and predictions focusing on kindness, friendship, caring/sharing, courtesy, helpfulness, cooperation and feelings.  Utilize dialogue such as, “How do you think the friendly ladybug felt?  How would this make you feel?  How do you think the other animals felt?  What do you think might have been a better choice for the grouchy ladybug?  Why do think she was kind at the end of the story?”
  
Day Two
With the whole group, conduct a brainstorming session focusing on the statement “I Can Be Kind.”  Say, “Yesterday, we read The Grouchy Ladybug and decided that the ladybug would have been a better friend if she had been kind to the other animals.”  Ask, “What are some ways that you can be a kind friend?”  On the top of the chart paper, write “I Can Be Kind.”  As the children add ideas, they are listed on the paper.  The child’s name can be noted next to his or her suggestion if desired.  During the brainstorming session, invite children to role-play their ideas utilizing the ladybug masks if they wish.  When the brainstorming list is completed, it can be posted in the hallway near the classroom door and reviewed with the class.

Day Three
During small group or Center Time, review discussion from the previous days saying, “We’ve been talking about kindness and ways that we can be a kind friend.  Yesterday, each of you shared a way that you can be kind.  Today, we are going to make a book about kindness.  Each of you will make a page for our book.”  Write “I Can Be Kind” on a piece of construction paper to be used as the front of the book.  Read the title with the children and ask, “What is something that you can do that is kind?”  Invite each child to share their idea with the others in the group providing support as needed.  Provide markers for the children to illustrate a picture of kindness and, then, they may utilize shared writing, temporary spelling, and dictation to record their sentence.  When all of the pages are completed they can be laminated; and, the book binder can be utilized to bind the pages together with each child adding his or her own page.

Day Four
Share the class book with the children, encouraging each child to share his or her page with the group.  Then, say, “This book has some great ideas about kindness!  I was thinking that it might be kind for us to share this book with another class!  We might even want to let them add it to their classroom library!  Let’s think about how we might do this.”  Lead the children through the process of deciding on the class with which they will share their book.

Day Five
Visit another classroom to share the class book, I Can Be Kind, with those students.  Again, invite each child to share his or her illustration and written message with the group.  Following the reading, the children can place the book in the Book Center of the other class.

Assessment of lesson objectives will be accomplished through teacher observations of student participation, interaction between students, behavior, and role-playing with the ladybug masks in the Dramatic Play Center.

“Copy-and-Paste” Class/School Newsletter Information Insert:
Next week, the children will be reading The Grouchy Ladybug by Eric Carle.  This story focuses on a very grouchy ladybug and her relationship with a very friendly ladybug.  Following our group reading, we will discuss the feelings of each ladybug and brainstorm a class list of ways that we can be kind to one another.  Look for our list outside the classroom door and discuss it with your child during drop-off or pick-up.  It might be fun to make a family list of ways that your family members can be kind to one another.  This list would be perfect for posting on the refrigerator – perhaps with an accompanying illustration by your child! 

The Grouchy Ladybug, HarperTrophy, September 30, 1996, USBN #0064434508

English/Language Arts   

Foundation 1 Reading, Concepts About Print: Vocabulary and Concept Development,
Foundation 2 Reading, Reading Comprehension:  Structural Features of Informational and Technical Materials
Foundation 3 Reading, Literacy and Analysis:  Emergent Literacy with Appropriate Books and Stories
Foundation 4 Writing, Writing Process:  Organization and Focus
Foundation 5 Writing, Writing Application:  Different Types of Writing and Their Characteristics
Foundation 6 Writing, Writing Conventions:  Handwriting and Spelling
Foundation 7 Listening and Speaking, Listening and Speaking Skills, Strategies, and Applications:  Comprehension, Oral Communication, Speaking Applications

Mathematics           

Foundation 1 Number Sense:  Number Relationships
Foundation 3 Algebra and Functions:  Finding Patterns and Relationships 
Foundation 4 Geometry:  Spacial Awareness and Reasoning
Foundation 5 Measurement:  Time and Measurement Relationships
Foundation 6 Problem Solving:  Ability to Reason, Predict and Problem Solve Through Exploration

Science           

Foundation 1 The Nature of Science:  Scientific Inquiry and Process
Foundation 4 Communication:  Sharing Observations and Discoveries

Foundation 1 History:  Chronological Thinking and Historical Knowledge
Foundation 2 Civics and Government:  Foundations and Functions of Government and its Citizens
Foundation 5 Individuals, Society, and Culture:  Cultural Diversity

Physical Education/Health   

Foundation 5 Respect For Differences

4.   Define and give examples of selfishness and selflessness.         Phil.I.DP 01.E.4
2.   Explain the difference between wants and needs.                         Phil.I.DP 02.E.2
8.   Describe classroom behaviors that help the students learn.        Phil II.PCS05.E.8