Caring Sharing
Caring Sharing
Caring Sharing
New York • Toronto • London • Auckland • Sydney • Mexico City • New Delhi • Hong Kong
For my good friend Lorraine
Special thanks to Talley Kenyon and Debbie Maine
for sharing their wisdom with me. Debbie Maine, a
wonderful Highland School teacher, created and
shared the “Giving Encouragement/Using Put-Ups”
activity with me.
I couldn’t have written this book without the help
of Katy Obringer and Maya Spector, librarians at
the Palo Alto Children’s Library.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Acknowledgments These poems and activities can be reproduced for classroom use.
No other part of this publication may be reproduced in whole or
“At the School Fair” and “Manners on the Monkey Bars” are from in part or stored in a retrieval system, or transmitted in any form
Poem of the Week Book 2 by Betsy Franco. Teaching Resource or by any means electronic, mechanical, photocopying, recording
Center, 1999. or otherwise, without written permission of the publisher. For
“What Goes Around” is from Poem of the Week Book 3 by Betsy information regarding permission, write to Scholastic Inc., 555
Franco. Teaching Resource Center, 1999. Broadway, New York, NY 10012.
“Making New Friends” is variation of a poem from All About Me! Cover design by Judy Kamilar
by Betsy Franco and Friends. Scholastic, 2000. Cover illustration by Dawn Apperly
“How People Feel About Me,” “I’m Special, You’re Special,” and Interior design by Ellen Matlach Hassell
“Feelings” are from All About Me! by Betsy Franco and Friends. for Boultinghouse & Boultinghouse, Inc.
Scholastic, 2000.
Interior illustration by Anthony Lewis
“Rules at School” is a variation of a poem published in More
Phonics Through Poetry by Babs Bell Hajdusiewicz. Good Year ISBN: 0-439-20105-5
Books, 1997. Copyright © 2000 by Betsy Franco.
All rights reserved. Printed in the U.S.A.
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Getting Together
Our Class Is Like a Fruit Salad. . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Respecting Differences/Enjoying Diversity
What Goes Around. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Being Helpful
My Best Friend and I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Maintaining Friendships
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Rules at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Following Safety Rules/Being Considerate
Manners on the Monkey Bars . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Taking Turns
Safe Riding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Being Safe on a Bike
Getting Along
Part 1: The Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Solving a Conflict
Part 2: Working It Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Solving a Conflict (continued)
Good Sports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Being a Good Sport
Equal Shares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Being Fair
They Both Want the Same Toy . . . . . . . . . . . . . . . . . . . . . . . . . 54
Brainstorming Solutions to a Conflict
Nancy’s Bad Morning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Letting Out Feelings Appropriately/Listening with Compassion
It’s Only Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Being Treated Fairly
Words That Hurt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Taking Care of Yourself/Dealing with Put-Downs
A Place That’s Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Building a Caring Classroom Community
flicts and getting along together. “Getting Together,” addresses the important
What better way to introduce and reinforce topics of making and maintaining friendships;
these valuable lessons than through poetry—a helping each other through encouragement,
genre, which by its very nature, can elicit a vari- cooperation, and listening; and respecting each
ety of responses from humor to compassion to other and all living things.
laughter? A poem can capture a feeling, present “The Best Me I Can Be” introduces qualities
a situation, and make children feel that they’re that a child can strive for—honesty, integrity,
not alone in their efforts to understand generosity, patience, courage, and the end result
of self-respect—once he or she knows what
those qualities are. Poems encourage children
not only to understand their own feelings but
also to be compassionate toward other people.
“Manners and Rules” is full of poems about
the basics of being polite. The poems cover top-
ics such as the “magic” words, lining up, using
an inside voice, interrupting, and lunchtime eti-
quette. Safety rules appear in this section, too.
“Getting Along” presents situations involving
conflict and shows how children can work out
conflicts by cooling down, brainstorming
solutions, compromising, negotiating, being fair,
and standing up for themselves.
A bibliography for children at the back of the
book suggests a book to use with each poem. A
bibliography for teachers is also included at the
back of the book.
7
How to Use This Collection • participating in listening circles
You can use the poems as a weekly or daily • painting a mural or participating in
reminder for children. Poems can be introduced another group activity to experience
in those “teachable moments” in the classroom cooperation
as well, such as when a conflict arises between • making posters of safety rules
two students. Or if you already have a values • playing “The Favorites Game” to discover
curriculum at circle time or another part of the similarities and differences
day, you can use the poems to enrich and enliv- • drawing “conflict cartoons” to show how
en your teaching. to resolve a conflict
Each page contains a poem with a particular • role-playing situations involving conflict
focus and accompanying activity. The topics in using stuffed animals or puppets
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
the book are ones that people continue to learn • writing thank-you notes
about their whole lives, but the poems and • writing simple journal entries or poetry in
activities have been geared specifically for the “Feeling Journals”
primary learner. There is a wide variety of activi- • making a class book about being brave
ties for individuals, partners, groups, and the even when one is scared
whole class. Here is a sampling of the activities: • observing, drawing, and writing about a
living thing in nature to create nature
• brainstorming a list or web of friendly scrolls
phrases for making new friends • trying new ways of lining up at the door
• acting out “The Tortoise and the Hare”
and other Aesop’s fables The benefits of using this book in your class-
• creating a Polite Word Wall with a list of room are innumerable. The classroom becomes
courtesy words a community of children who understand how
• making a paper chain of the names of to make friends, solve conflicts, get along
children who are kind or caring together, and respect themselves. Of course,
• completing poetry frames about qualities “progress, not perfection” is the order of the
children like in themselves day—the goals of the book are lifelong goals.
• creating a collaborative class book But why not start now when children are
entitled We Care! young?
GETTING TOGETHER
9
GETTING TOGETHER
Being Helpful
Put the poem in a pocket chart, substituting the names of chil-
If I’m friendly,
dren in your class for the names in the poem. Create new vers- people
es by replacing the word helped with smiled at or said hi to. a re
to me.
Talk about the fact that, in general, the way you interact If I smile, peo
with other people is the way they will interact with you. Write ple
the sentences at the right on chart paper, and invite children at me.
to complete them. If I am helpfu
l, people
Have children talk about why it’s important to be helpful are
to me.
and friendly. Ask what the classroom would be like if
everyone helped each other and acted in a friendly way.
10
GETTING TOGETHER
Maintaining Friendships
Point out that having a friend can be a lot of fun, Things We Do Conf licts We’ve
but that friends make the effort to work out with Friends Had with Friends
conflicts between them. Make a T-chart on a large
sheet of paper. Have children talk about things
they like to do with friends and then discuss any
conflicts they’ve had. Write their responses on the
chart.
Continue the discussion by asking children how
they worked out the conflicts. List their solutions.
11
GETTING TOGETHER
Being Caring
Explain that one of the ways children can show they care is by helping
someone in trouble. Discuss the example in the poem and invite children
to describe times they’ve showed someone they cared. Have each child
complete and illustrate the following frame:
I showed I cared by .
(name)
The finished pages can be bound into a powerful collaborative book that
highlights the caring side of each child. The book can be titled We Care!
12
GETTING TOGETHER
Being Inclusive
Hearing and reciting friendly, inclusive phrases can be helpful for chil-
dren. Brainstorm and record other friendly phrases with the class, such
as “Hello,” “Hi,” “What’s your name?” “Come and play with us.”
Children can follow up by drawing a “Friendly Mural.” The mural can
be as simple as pairs of children’s colorful handprints (shaking hands,
holding hands, or giving high fives). Each hand can have the word Hi
written inside it. Or the mural can show pictures of children playing
and working together. Along the top of the mural, print the friendly
phrases the children brainstormed.
13
GETTING TOGETHER
At My New School
At my old school
when new kids came,
I didn’t always
say “Hello.”
I don’t know why
I didn’t try
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Having Compassion
Explain that having compassion means you can put yourself
in someone else’s place and understand how that person
feels. To help children experience compassion for a new kid,
let them role-play this poem using paper bag puppets or
stuffed animals. One child can be the new kid and the other
child can ask the new child to play, to eat lunch together, or
to come over to her or his house.
14
GETTING TOGETHER
Compliments
On birthdays
kids give compliments,
and my birthday is today.
I’m a little bit nervous
to sit in the circle and
hear what they have to say.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Giving Compliments
On a child’s birthday or during a child’s special week, let her or him
sit inside a circle and receive compliments. Go around the circle in
order and have children take turns giving compliments or “put ups”
(as opposed to put downs). Encourage children to compliment each
other on their qualities and achievements, rather than on what they
own or how they look. Remind the child in the center to thank each
classmate. When the circle is complete, you can say, “Emily is a very
special person!” and lead the class in applause.
15
GETTING TOGETHER
Encouragement
There’s a basketball hoop
inside our room,
and we practice shooting
one and all.
We each start where we
feel good
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
16
GETTING TOGETHER
Cooperation
Some things are fun
to do alone.
Some things are fun
in twos.
Some things are best
if you have a group
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Cooperating
Have children do something that requires cooperation; for example,
they could form a band, paint a mural, or construct a building in
the block area. You could involve the whole class by starting a story
and letting each child in turn continue it around the circle. You
could also sit in a circle and send a hand squeeze around the circle.
When the squeeze gets all the way around, compliment everyone
for cooperating. Talk about how every single person squeezed, and
that’s how the squeeze made it all the way around the circle.
17
GETTING TOGETHER
18
GETTING TOGETHER
Listening
Put the poem on a pocket chart and read it together with the class.
Have children find how many times the words listen and listening
are used in this 6-line poem.
Call the children together for a “listening circle.” Ask a question
and let each child take a turn giving the answer to the child to his
or her right. Remind everyone to listen carefully as each answer is
given. Questions can be as simple as “What did you have for break-
fast?” or “What is your favorite animal?” At the end of the listening
circle, ask the class if they can remember what each child said.
19
GETTING TOGETHER
20
GETTING TOGETHER
21
GETTING TOGETHER
Nice Surprises
Janet really surprised her dad.
He had a “happy fit”
when Janet took in the groceries
before he mentioned it.
Peter really surprised Ms. Stein.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Being Helpful
Brainstorm and record a list of nice surprises that
could be done for parents, teachers, or other
caregivers. Then give each child a sheet of paper in
My Nice Surprise
the shape of a gift box with a frame inside to
complete. I could
Each child can write a nice surprise to do for for .
someone at home or at school. Display the gift boxes
on a bulletin board entitled “Our Nice Surprises.”
22
GETTING TOGETHER
23
GETTING TOGETHER
Keeping Promises/
Not Making Quick Judgments ges.
things co me in small packa
Ask children what they learned from this • Great return.
ngs kindness in
wise fable. Some of their responses can be • Kindness bri
t you sow.
turned into time-tested slogans or new • You reap wha round.
slogans. Then each child can pick one to W hat g oes around comes a
•
to keep.
illustrate on mouse-shaped paper. Some • A promise is cover.
possible slogans are shown at the right. a book by its
• Don’t judge
Bind all the pages into a mouse-shaped
book entitled What the Mouse Taught Us.
24
THE BEST ME I CAN BE
Having Self-Esteem
use
Make sure children understand I like me beca
. likes me,
what this poem is saying. I
use likes me,
Have them finish one of these I like me beca and I like me
poetry frames. Note that I could . because
I I
be changed to I’m. e me .
After children complete their I especially lik
.
self-esteem frames, let them pre- because I
sent their poems to the class.
25
THE BEST ME I CAN BE
26
THE BEST ME I CAN BE
Making Mistakes
Everybody makes mistakes—
even me and you.
There’s just no way around it.
It’s something people do.
Have you hurt somebody’s feelings
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Taking Responsibility
Create cards for a “Taking Responsibility” game that describe situations
in which a choice needs to be made. Some examples are given below.
• You tell a friend you’ll play at her house. Then another child asks
you to play. Whom do you play with and why?
• You say you’ll watch someone’s dog, and then you have a family
dinner you can’t skip. What do you do about the dog?
• You promise you’ll clear the table right away, and then a TV show
comes on.
Have partners discuss what they would do in each situation and then
share their ideas with the class.
27
THE BEST ME I CAN BE
Someday
Jane stuck up for Tina
when everybody teased.
Jane has the guts to say what she thinks
when no one else agrees.
Someday I hope I have the nerve
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
to do whatever’s right.
I didn’t have the guts today.
But tomorrow I just might.
29
THE BEST ME I CAN BE
Patience
I’m growing some patience
inside of me
’cause I need it in different ways:
to finish a picture
to wait my turn
to hear what people say.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Having Patience
To explain patience, describe the opposite of patience
(restlessness; being antsy, wiggly, or fidgety; doing things too
quickly; not wanting to wait your turn; not wanting to wait for a
smaller child or someone who’s taking a while to do something).
Reproduce the poem on a pocket chart. Ask children to brain-
storm replacements or variations for lines 4–6. Write their ideas
on pocket chart strips with the authors’ initials at the ends of the
strips. Reread the poem with the new lines in place.
30
THE BEST ME I CAN BE
31
THE BEST ME I CAN BE
32
THE BEST ME I CAN BE
Feelings
There’s happy, embarrassed,
and silly and sad.
There’s excited, delighted,
and frightened and glad.
I’ve had lots of feelings
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
already today.
And Mom says it’s only been
half of a day!
Identifying Feelings
Copy the poem onto pocket chart strips and have I felt happy w
children talk about the feelings expressed in it. It’s hen
I felt embarra .
important for them to be able to identify their ssed when
feelings so that they understand themselves and .
I felt angry w
don’t take their feelings out on others. Have children hen
I felt excited .
write in “Feelings Journals” about their own feelings when
.
by completing some or all of the phrases shown.
As children share one of their entries with the class, let
them hold up a paper plate attached to a stick. The paper plate
should have a face with the appropriate feeling drawn on it.
33
THE BEST ME I CAN BE
Feeling Sad
I felt sad
when
Taffy died—
Taffy was
my cat.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
My father
hugged me
when I
cried,
and I was
glad for
that.
Expressing Sadness
In their “Feelings Journals” have children write about and illustrate a
situation that made them sad. They can use the frame, “I felt sad when
.” Older children can make a poem by using the following frame:
34
THE BEST ME I CAN BE
Having Courage
Compile a class book entitled Scared and Brave. Have each child
make a page for the book in which he or she completes the
phrase, “I felt scared when I , but I did it anyway!”
This book can serve as an inspiration to children who are feeling
scared about doing something that will take courage.
35
THE BEST ME I CAN BE
Listening
I listen mostly with my ears,
but I also listen with my eyes.
I look at your face to see how you feel—
sometimes it’s a surprise.
I listen mostly with my ears—
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
36
MANNERS AND RULES
Morning Greeting
Each morning
when I first arrive,
I say “Hello,”
or I say “Hi.”
My teacher greets me
with a smile,
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
a handshake,
or a big high five!
Greeting People
You may want to practice some form of these greetings with children
every morning. You can also put the poem on the pocket chart and let
children underline the four words that begin with the letter h—Hello, Hi,
handshake, and high five. Tell pairs of children to practice the greetings
with which they are comfortable.
Invite children to brainstorm other greetings to say at the beginning
and end of the day. Make a giant greeting card that contains their sug-
gestions inside. Write “Our Greeting Card” on the cover. Display the
card on a bulletin board or in a prominent place in the classroom.
37
MANNERS AND RULES
Expressing Gratitude
Whenever guests come to the classroom, have children
write thank-you notes to show their gratitude and to
describe what they learned from the presentations.
Let children use puppets or stuffed animals to act out
other situations in which a thank you is appropriate. At
the end of the activity, thank all of the children for their
good work!
38
MANNERS AND RULES
Please
“Pass the peanut butter, please.”
“Could we please go sledding now?”
“Could you please untie my shoe?”
“Please, could we get a horse or cow?”
I didn’t get the horse or cow, Please,
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Saying “Please”
Feature please as the polite word of the week. Add it to
the Polite Word Wall if you haven’t already done so. Let
children decorate a poster with the word please and post
it in the classroom. Whenever anyone uses the word
appropriately, put a marble in a jar. When the jar is full,
give the class a surprise.
39
MANNERS AND RULES
“Excuse Me”
“Excuse me.
Can I please get by?”
“Excuse me.
I’ve got something to say.”
Excuse me! Excuse me!
“Excuse me.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Magic Words
“Thank you . . .” They’re perfect
“May I . . .” when you ask for things
“Sorry . . .” or thank your friends
“Please . . .” for gifts they bring.
are magic words—
“Excuse me . . .”
don’t you agree?
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
“Sorry . . .”
They help you “Thank you . . .”
fix your big mistakes “Please . . .”
and other silly goofs They work like magic—
you make. take it from me!
41
MANNERS AND RULES
Interrupting
They say I interrupt a lot
(and I agree it’s true)—
my teacher, my mother,
my sister, my brother,
and even my best friend Stu.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
42
MANNERS AND RULES
A Clean Me
I brushed my teeth,
I combed my hair,
I washed my hands
and face with care.
I’m really clean.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
43
MANNERS AND RULES
Lining Up
Lining up at school
can be pretty hard to do.
I want to be first and so does Josh,
and maybe you do, too.
If people cut or push,
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
44
MANNERS AND RULES
45
MANNERS AND RULES
Lunchtime Manners
Keeping your mouth closed
whenever you chew
can make it much nicer
to eat lunch with you.
Using your napkin
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
46
MANNERS AND RULES
Rules at School
No pushing on the playground
or running in the hall.
No jumping from the jungle gym
or hogging of the ball.
No wrestling in the classroom
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
47
MANNERS AND RULES
Taking Turns
Brainstorm and record situations in the classroom and on the playground
when it is important to wait your turn—playing games, doing popular
classroom jobs, using class or playground equipment, and so on. Next
reproduce the following rhyming couplet and give a copy to each child:
When I wait my turn with everyone,
then is lots more fun!
Children can fill in indoor or outdoor activities in the blank and sign their
names. Compile finished creations in a class collaborative book entitled
Taking Turns.
48
MANNERS AND RULES
Safe Riding
You need to stop
at stop signs
and to signal with
your hand.
But most important,
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
your helmet
can protect you
if you land.
49
GETTING ALONG
Solving a Conflict
“Part 1: The Problem” and “Part 2: Working It Out” on the next page show the
steps in conflict resolution. Use the poems as a mini-play that can be acted out
by two children. You might want to have them use stuffed animals or puppets.
For older children who can read the poem, hand out copies of both poems,
divide the class into “Johnny” and “the castle builder” and read in unison.
Explain that conflict happens all the time—it’s part of life—and that
everyone needs tools to deal with it. The tool described here is cooling down
before trying to solve a problem. Methods for cooling down include taking
deep breaths, counting backward, and taking a walk. Emphasize that cooling
down doesn’t mean you’re giving up your point of view.
50
GETTING ALONG
I didn’t mean to do it
and you called me nasty names.
But I could build it up again
And I could say
and make it look the same.
I’m sorry
that I called you
all those names!
51
GETTING ALONG
Good Sports
Terry used to make kids mad
by boasting when he won.
But now, he always says, “Good game!”
and the games are lots more fun.
Tomeka used to dribble and dribble
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
52
GETTING ALONG
Equal Shares
When we have a snack,
we sit in chairs
and each one gets
an equal share
’cause that’s the
only way
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
it’s fair.
If we have twelve
for three of us,
we each get four
and not one more.
We split it up
in equal shares
’cause we agree
it’s only
fair.
Being Fair
Act out this poem using a real snack or some small item,
such as color cubes, that can be divided equally. Divide
the class into groups of three or four and give each group
a handful of items to share evenly. If they can’t share the
items evenly, groups will need to figure out what to do
(ask for more, give some back, divide the last item into lit-
tle pieces). Invite groups to come together and share their
strategies with the whole class.
53
GETTING ALONG
by flipping a coin
or they could
play together!
54
GETTING ALONG
55
GETTING ALONG
56
GETTING ALONG
If someone’s throwing
words around
and trying to ruin my day,
well, I can always walk away
or say, “Don’t talk to me that way!”
57
GETTING ALONG
Sharing.
Our classroom is a place that’s fair
’cause all the children really care.
58
Bibliography for Children
Respecting Differences/ Giving Compliments (page 15)
Enjoying Diversity (page 9) Rosie and Michael by Judith Viorst (Atheneum,
How My Parents Learned to Eat by Ina 1974) Viorst provides charming examples of
Friedman (Houghton Mifflin, 1984) This giving compliments as best friends Rosie and
elegantly told story of a mother and father from Michael describe what they like about each
different cultural backgrounds reinforces the other—warts and all.
theme of respecting diversity.
Giving Encouragement/Using “Put-Ups”
Being Helpful (page 10) (page 16)
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Giving by Shirley Hughes (Candlewick Press, Crow Boy by Tara Yashima (Viking, 1955)
1993) In this charming story, a little girl gives to When a new teacher appreciates Crow Boy’s tal-
and receives from lots of different people in her ents, he gains self-esteem.
extended family.
Cooperating (page 17)
Maintaining Friendships (page 11) Swimmy by Leo Lionni (Random House, 1963)
Matthew and Tilly by Rebecca C. Jones (Puffin Cooperation is the key in this book about a
Books, 1995) This book shows the ups and school of little fish that swim together in the
downs of friendship. Like most good friends, shape of a large fish to scare off any predators.
Matthew and Tilly play together, have disagree-
ments, and make up. Working Hard and Taking Care of
Yourself/Having Compassion (page 18)
Being Caring (page 12) Aesop’s Fables illustrated by Charles Santore
The Rag Coat by Lauren Mills (Little, Brown, (Random House, 1999) Embellish this fable by
1991) In this sensitively written book, the reading other versions and showing the beauti-
women in a community show they care by mak- ful illustrations. Note that in the original story,
ing a rag coat for Minna, a little girl in need. the ants show no compassion for the grass-
The children at school apologize for teasing hopper.
Minna and come to care for her, too.
Listening (page 19)
Being Inclusive (page 13) Sing Sophie! by Dale Ann Dodds (Candlewick
Will I Have a Friend? by Miriam Cohen Press, 1997) Nobody listens to Sophie’s singing
(Macmillan, 1967) This story fits in well with until a storm frightens the baby and her singing
the theme, as it describes Jim’s successful efforts calms him down.
to find a friend on the first day of school.
Combining Individual Strengths (page 20)
Having Compassion (page 14) Frederick by Leo Lionni (Random House, 1967)
Angel Child, Dragon Child by Michele Maria As the mice prepare for winter, they don’t realize
Surat (Scholastic, 1989) A lonely Vietnamese that Frederick’s strength is poetry writing. His
girl in an American school must deal with insen- poems raise their spirits in the depths of winter
sitivity, but ultimately receives a special gift from when the food is nearly gone.
a new friend.
59
Recognizing Similarities Taking Responsibility (page 27)
and Differences (page 21) Spinky Sulks by William Steig (Farrar, Straus
Stellaluna by Jannell Cannon (Harcourt, 1993) and Giroux, 1988) Spinky sulks when his family
Stellaluna the bat and her bird friends marvel at hurts his feelings. The book’s resolution
how different they are and yet how alike they introduces another aspect of making mistakes—
feel. forgiveness.
60
Being Generous/
Saying “Thank you” (page 32)
I Know a Lady by Charlotte Zolotow
(Greenwillow Books, 1986) Sally describes an
old lady’s generosity and friendliness toward the
children in the neighborhood.
kaleidoscope of feelings.
61
Getting Attention Politely/ Being Safe on a Bike (page 49)
Not Interrupting (page 42) Bike Trip by Betsy Maestro (HarperCollins,
Oops! Excuse Me Please! and Other Mannerly 1992) A boy recounts a pleasant family bike
Tales by Bob McGrath (Barrons, 1998) This trip, including safety rules.
book provides humorous situations and illustra-
tions related to good manners. Solving a Conflict (page 50)
The Honey Hunters by Francesca Martin
Being Reasonably Clean (page 43) (Candlewick Press, 1992) In this African
Pigsty by Mark Teague (Scholastic, 1994) folktale, the animals have a hard time sharing
Wendell’s room becomes so messy that a herd the honey, and children will see what happens
of pigs moves in. when conflicts aren’t worked out.
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
Lining Up in a Considerate Way (page 44) Solving a Conflict (continued) (page 51)
Mrs. Peloski’s Substitute by Joanne Oppenheim The Owl and the Woodpecker by Brian
(Dodd, Mead, 1987)* Classroom manners go Wildsmith (Oxford University Press, 2000)
out the window when a substitute comes to When the owl and the woodpecker become
Mrs. Peloski’s classroom. neighbors, there’s lots of conflict. But a storm
that blows in changes woodpecker’s perspective.
Using an Inside Voice and Pace (page 45)
No, David! by David Shannon (Scholastic, Being a Good Sport (page 52)
1998) David definitely doesn’t know about Old Turtle’s Soccer Team by Leonard Kessler
inside voices and behavior in this outrageous (Greenwillow Books, 1988)* Old Turtle not
look at a boy who is rambunctious but still very only teaches the other animals how to play
much loved. soccer but also the meaning of good
sportsmanship.
Using Manners When You Eat (page 46)
Mouse Mess by Linnea Riley (Scholastic, 1997) Being Fair (page 53)
A hungry mouse makes quite a mess as it hunts The Doorbell Rang by Pat Hutchins (Green-
for a snack in the kitchen. willow Books, 1986) Every time the doorbell
rings, there are more children to share Ma’s
Following Safety Rules/ cookies.
Being Considerate (page 47)
Officer Buckle and Gloria by Peggy Rathman Brainstorming Solutions
(G. P. Putnam’s Sons, 1995) The elementary to a Conflict (page 54)
school children start paying attention to Officer The Biggest Pumpkin Ever by Steven Kroll
Buckle’s safety rule speeches when he brings (Holiday House, 1984) Two mice are growing
along Gloria, the police dog. the same pumpkin, but they aren’t aware of
each other. Their solution to ownership is a
aking Turns (page 48) great lesson in compromise and sharing.
Dinosaurs Beware by Marc Brown (Little,
Brown, 1984) Appealing dinosaurs illustrate
safety tips.
62
Letting out Feelings Appropriately/ Taking Care of Yourself/
Listening with Compassion (page 55) Dealing with Put-Downs (page 57)
Alexander and the Terrible, Horrible, No Good, The Quarreling Book by Charlotte Zolotow
Very Bad Day by Judith Viorst (Atheneum, (Harper, 1963) This book shows how your
1972) Everything goes wrong, and Alexander words and actions (both quarrelsome and kind)
learns that “some days are just like that.” affect those around you.
ents love the other one better. but end up as a sharing, caring community.
63
Caring, Sharing & Getting Along © Betsy Franco, Scholastic Teaching Resources
64
Notes