Wrinkled Heart

  • 3

  • 4

  • 5

Objective: Students will be able to visualize the weight of their words.

Wrinkled Heart

  • 3

  • 4

  • 5

Objective: Students will be able to visualize the weight of their words.

Activity:

Have you ever had clothes that are really wrinkled? How do you fix that? Have students Shout Out answers to the question.

Distribute a sheet of paper to each student. Have each student place the paper flat in front of them until directions are provided. Teacher will be modeling the same activity using a large heart-shaped piece of paper. 

Ask students to wrinkle up their piece of paper the best they can without ripping it.  

Demonstrate wrinkling up your paper into a tight ball.

“You have one minute to wrinkle up your paper, go!”

Explain that the paper they wrinkled up is just like a person’s heart. Each time you say something unkind to another person or to yourself your heart becomes a little bit more wrinkled.

Ask them to try to best to unfold your wrinkled paper and return it to a flat sheet. 

Model for students unwrinkling the paper and trying to get it to be as smooth as possible. Allow students time to do the same.
 

Turn and Talk to the person next to you about what you notice about your paper.

Does it look the same as when you first received it?

Why or why not?

Is it possible to get it to be perfectly smooth again?”

Our wrinkled papers and our wrinkled class heart show us that even though an apology can smooth out the wrinkles in our hearts, our hearts will still never go back to their original state. It’s important to not say unkind things to one another. Each time we do, our heart becomes a little bit more wrinkled and isn’t the same.”

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )