Objective: 

Students will practice giving kind and constructive feedback to their peers, understanding how thoughtful communication can impact emotions. They will learn how the principles of clear communication in both personal interactions and digital spaces mirror the structured communication rules that computers follow.

Materials Needed:

• A set of emojis (to represent positive and negative feedback).

• Simple drawings or artwork created by students.

Steps:

• Introduction to Kind Feedback: 

  • Start by discussing what it means to be kind and respectful. Explain that when giving feedback, whether in person or digitally, we want to help others feel good and improve their work, not hurt their feelings. 

  • Compare this to how computers require clear, respectful "instructions" to function correctly, just like how people need kind words to feel supported.

• Demonstrate Feedback: 

  • Show the class two examples of giving feedback. One example uses positive, kind language (e.g., “I like how you used bright colors in your picture!").

  • Maybe you could add more trees to your drawing.”), and the other example uses negative language (e.g., “I don’t like your picture; it needs more trees.”). 

  • Discuss how each example made them feel, emphasizing how the words used can make someone feel happy or sad.

• Feedback Circle: 

  • Have students sit in a circle and take turns showing their drawing or artwork to the group. 

  • Encourage students to give kind feedback to each other using the "kindness checklist." 

  • For example, “I like your picture because... Maybe you could try adding...” 

  • After giving feedback, the student can show the smiley or frowny face card to indicate how the feedback made them feel.

  • After giving feedback, the student who received the comments will use an emoji card (smiley or frowny face) to express how the feedback. This mirrors how computers and programs "react" based on the quality of the inputs they receive.

• Reflection: 

  • After the activity, discuss how using kind words helped everyone feel good. 

  • Talk about how sometimes words can be misunderstood and how we should always try to explain our ideas clearly and kindly whether in person or in virtual spaces such as video calls.

Equity and Access: 

Provide additional supports, such as sentence starters or visual aids, to help students who may struggle with verbalizing feedback. Encourage students who may be less comfortable speaking to participate by using emoji cards or gestures to express their feelings.

Real-World Application: 

Connect the lesson to real-life situations by explaining how giving kind, constructive feedback is essential in various settings, such as group projects, friendships, and even family interactions. Help students understand that thoughtful communication is crucial for successful collaboration, whether in face-to-face interactions or when communicating online.

CS Practice(s):

• Fostering an Inclusive Computing Culture: Students learn how to create a positive environment by giving and receiving kind, respectful feedback, promoting inclusivity in their interactions.

• Communicating About Computing: Students practice sharing feedback in a constructive way, mirroring how clear and respectful communication is essential in both interpersonal and digital interactions.

Standard(s):

• CA CCSS for ELA-Literacy W.K.5

• CA CS K-2.IC.19

Objective: 

Students will use a digital tool to give kind and constructive feedback on a peer’s artwork, reflecting on how words are interpreted online. 

Materials Needed:

• Tablets or computers with access to a drawing app like Seesaw or Book Creator.

• A digital "kindness journal" template where students can type or record their feedback.

Steps:

• Introduction to Digital Communication: 

  • Ask students how they communicate using technology, like sending messages or writing comments online. 

  • Explain that it’s important to be kind when we write things because people can’t see our faces or hear our voices to know how we feel.

• Create and Share Artwork: 

  • Ask students to create simple drawings using the digital drawing app. 

  • Once the artwork is complete, they will share it with a classmate by showing it on their screen or through a shared digital space. This process models how we share and receive information online, just like sharing files or ideas in a digital environment.

• Give Digital Feedback: 

  • Students will use the digital "kindness journal" to type or record feedback for their peer’s work. 

  • Encourage them to use positive language and suggest one idea for improvement, such as “I like your drawing because it is very colorful! Maybe you could add a sun in the sky.” 

  • Discuss how this feedback could be misunderstood if it wasn’t worded carefully (e.g., “You should add more colors” could sound negative if the intention was positive).

• Reflection and Discussion: 

  • After sharing feedback, students can discuss how it felt to receive digital feedback. 

  • Emphasize the importance of reading over their messages before sending them to make sure they are clear and kind. 

  • Talk about what to do if they see unkind behavior online, such as telling a teacher or parent.

Equity and Access: 

Provide differentiated options for students to participate by allowing them to either type or use voice recordings for their feedback, ensuring that students with varying literacy levels or comfort with technology can engage meaningfully in the activity.

Real-World Application: 

Connect the lesson to real-world scenarios by discussing how we often communicate through text messages, emails, or social media. Emphasize how important it is to use kind and clear language in online interactions, helping students understand the impact their words can have when facial expressions or tone of voice aren’t available.

CS Practice(s):

Fostering an Inclusive Computing Culture: Students practice giving kind and constructive feedback in a digital environment.

Communicating About Computing: Students learn the importance of clear and respectful communication online.

Standard(s):

• CA CCSS for ELA-Literacy W.K.5

• CA CS K-2.IC.19