Kids Learn Respect:
Billy Learns About Courtesy: Teacher’s Guide
Grade Level: 2–5
Curriculum Focus: Guidance
Lesson Duration: Three class periods
Program Description
Billy Learns about Courtesy —Courtesy means much more than saying “please” and “thank you.”
Courtesy also means generally acting in a positive way and having respect for others. Those are
the lessons Billy learns in this program, with the help of Jakey Pinehead, a private detective who
happens to be a puppet. Jakey interviews three of Billy’s former friends to find out why they are
hiding from him. Billy does not say “please” and “thank you,” won’t share or take turns, uses
negative words, an unpleasant tone of voice, and pushes and shoves. After Jakey shows Billy how
his behavior has cost him his friends, Billy changes and begins to treat others with courtesy.
Discussion Questions
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What words and actions are courteous?
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What words and actions are not courteous?
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How do your manners reflect your attitudes toward others?
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Discuss the right things to do when you are with other people.
Lesson Plan
Student Objectives
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Identify words and actions that are courteous and not courteous.
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Explain the importance of courtesy in everyday life.
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Choose courteous responses in everyday interactions with others.
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Devise and act out a simulation game on aspects of courtesy and discourtesy.
Materials
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Billy Learns about Feelings video and VCR, or DVD and DVD player, or access to the program in
downloadable or streaming format online
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Computer with Internet access
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Print resources about courtesy, etiquette, good manners, and related topics, including fiction
and nonfiction books on these topics
Billy Learns About Courtesy: Teacher’s Guide
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Procedures
1. Before viewing the program, ask students to define courtesy and to volunteer examples of
courteous actions. Have them tell how they feel about people who are not courteous. Explain
that this program relates the story of a boy who has to face up to his own discourteous
behavior.
2. After viewing the program, ask students to recall and describe details from the story. Students
should recall the names of the two main characters (Billy and Jakey); why Billy asked Jakey for
help (to discover where his missing friends were); how Jakey got information (by talking to
three of Billy’s friends); what disagreeable behavior Jakey discovered (not saying “please” and
“thank you,” not sharing or taking turns, speaking negatively, and shoving); and how Billy
changed his behavior (saying “please” and “thank you,” sharing, letting others take turns,
speaking pleasantly, and keeping his hands to himself).
3. Challenge students to think about why people should follow rules of courtesy. Begin by asking
students to describe how the characters in the story felt when Billy was discourteous. (Students
should recognize that discourteous behavior is a put-down that hurts other people’s feelings.)
Ask students what attitudes Billy shows by his discourtesy (lack of respect for others; feeling
better or more important than others).
4. Remind students that the program contained a series of situations in which courtesy was
required. Ask them to think of similar situations in their own experiences. Challenge them to
make lists of situations that call for courtesy. To help make their lists, suggest students consult
the following online sources.
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It’s My Life (Select “Friends,” “Emotions,” and “School.”)
http://pbskids.org/itsmylife/
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Out on a Limb: A Guide to Getting Along
http://www.urbanext.uiuc.edu/conflict/index.html
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101 Tools for Tolerance
http://www.tolerance.org/101_tools/index.html
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Kids’ Health: Bullying
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=286&id=1695
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KidsHealth: Dealing with Bullies
http://kidshealth.org/kid/feeling/emotion/bullies.html
5. After students have completed their online research, distribute index cards to the class. Ask
students to write one- or two-sentence descriptions of situations in which a person needs good
manners. Have them describe one situation per card. For example, a card might read, “You
expected to come in first in a race, but your best friend came in first instead.” Set a time limit for
writing the cards. Collect the cards and select representative situations for class discussion. For
each situation, ask students to identify courteous and discourteous words and actions.
Published by Discovery Education. © 2005. All rights reserved.
Billy Learns About Courtesy: Teacher’s Guide
6. Use the cards from Step 5 to play a simulation game. Divide the class into three teams.
Distribute three or more cards to each team. Have teams take turns acting out the situations.
Have other teams take turns acting out courteous and discourteous responses.
Assessment
Use the following three-point rubric to evaluate students' work during this lesson.
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3 points: Students were highly engaged in class discussions, research, and performance;
followed directions, including time limits; distinguished between courteous and
discourteous behavior; and demonstrated courteous behavior.
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2 points: Students participated in class discussions, research, and performance; followed
most directions, including time limits; usually distinguished between courteous and
discourteous behavior; and usually demonstrated courteous behavior.
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1 point: Students participated minimally in class discussions, research, and performance;
did not follow directions or time limits; did not distinguish between courteous and
discourteous behavior; and usually demonstrated discourteous behavior.
Vocabulary
courteous
Definition: Marked by respect for and consideration of others
Context: It is courteous to say “please” when asking for something.
interview
Definition: A meeting or conversation for the purpose of obtaining information
Context: The school counselor interviewed all the students, trying to determine why there was
so much bullying in the classroom.
negative
Definition: Marked by criticism, hostility, or withdrawal
Context: People who are not courteous often use negative words and tones of voice.
opinion
Definition: What a person thinks about an issue, event, thing, or person
Context: People have different opinions about music, politics, and nearly everything else.
positive
Definition: Marked by acceptance, approval, or affirmation
Context: It helps a friend when you say something positive about his or her efforts.
respectful
Published by Discovery Education. © 2005. All rights reserved.
3
Billy Learns About Courtesy: Teacher’s Guide
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Definition: Showing admiration, esteem, and consideration for another individual, group, thing,
or belief
Context: People should always be respectful of the feelings of others.
rude
Definition: Discourteous; offensive in manner or actions
Context: If you are always doing rude things, you are not likely to have many friends.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit http://www.mcrel.org/.
This lesson plan addresses the following national standards:
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Behavioral Studies—Understands conflict, cooperation, and interdependence among
individuals, groups, and institutions
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Life Skills—Self-Regulation: Performs self-appraisal; restrains impulsivity
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Life Skills—Working with Others: Works well with diverse individuals; displays effective
interpersonal communications skills
The National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS,
or to view the standards online, go to http://www.socialstudies.org
This lesson plan addresses the following thematic standards:
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Individual Development and Identity
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Civic Ideals and Practices
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
•
http://school.discovery.com/teachingtools/teachingtools.html
Credit
Judith Conaway, curriculum writer, editor, and instructional designer
Published by Discovery Education. © 2005. All rights reserved.