3rd-mink ,weaver- Character Ed

Courage

Courage holds more than a simple classroom value. In teaching students about courage, teachers can enable them to be open in trying new things. Each student at some point in their life will face hard times but with character education in this area, the students will be able to examine the situation and make decisions knowing a best shot was given. Courage can be integrated into all four content areas by using the book by Patricia Polacco, Thunder Cake. In the story, a little girl is afraid of thunderstorms. Her grandmother realizes this, and sets about to help the little girl face her fears by collecting ingredients for a special cake during a thunder storm. The young girl learns to be brave in spite of her fear. The teacher may open with a discussion on fears and the need to overcome them. The students will participate in a discussion on how to be brave during certain situations. After the unit is finished on this book, the class as a whole will have a project to make thunder cake. It is a fun way to reinforce the lesson. The math lesson that will be accompanying the book will be one of measurement. Making a cake which students will do at the end involves accurate measurements. In this lesson students will learn how to measure liquid volume determine appropriate weights of ingredients. This also incorporates SOL 3.14 b & c. The teacher will introduce what will be expected in this lesson. Explanations of each required measurement will be given; for example, what an ounce is, how it can be measured and what types of things are measured in ounces. The students will complete a work sheet comparing the various measurements in order to see which is greater. A list of conversions will be provided on top so students may see for example how many cups are in a quart. Next students will

proceed in groups of 3 or 4 to stations set up for volume and mass. Each student in the group will take a turn measuring out specified amounts of water for liquid, and salt for weight. At the end of the lesson, the teacher will write out on the board some of the students’ results. The class will verbally go over answers and correct any mistakes that have been made. For a science lesson students will learn about storms and in particular, thunder. SOL 3.8 will be addressed. Posters of exciting, colorful storms may be hung up around the classroom. The teacher will explain this natural event of storms and what is happening to cause thunder to be heard. Since electron study may be too involved for this grade, a demonstration with a balloon may be used to shown how charges may attract and repel on a small scale for students. Following this discussion, students will be given a sheet explaining how to know distance of a storm. Students will be asked to figure out several distances. They will construct a timeline of storms, starting with when the storm is one mile away and ending when it was ten miles away. They will also be asked to be creative and add drawings and color to their timeline. An English unit may be taught from the book as well. Students will improve their reading skills and vocabulary from the story in accordance with SOL 3.3. Students will be asked to listen for unfamiliar words as the teacher reads the story out loud. The teacher will put a list of newer words on the board. Students will be asked to read the words aloud following the teacher. Next each student will create appropriate sentences using each of the words from the board on a sheet of paper. Some newer words include: babushka, bellow, ingredients, and overripe. Students will also be checked on spelling and will be asked to correct their papers before handing them in.

A social science lesson may be taught from SOL 3.6. Students will be given maps of the world and asked to locate Russia, which is where the little girl is from. The teacher will have them compare the classrooms location in reference to Russia. From this point the lesson may turn to Russian culture. Students will see a slide show detailing specific areas or objects in Russia as the teacher explains what each is. Afterward students will participate in a journaling on where there ancestors were from and any information on their family pertaining to the entry.

Creativity

The next principle will be creativity. The teacher will point out that as each student in class is different we all have different ideas and strengths. There is an important facilitation guideline for promoting healthy expression in the DLAM resource on pg. 86. When encouraging students to be creative and express themselves, students still need to learn to do so in appropriate ways. The page details how a teacher may guide students in appropriate expression. The book, “The Paper Crane,” by Molly Bang will be used to illustrate this principle. For math, the geometry portion in SOL 3.19 can be used. The students will examine the origami figure in the pictures. Then students will be asked to measure angles with their protractors from a simple folded figure on each of their desks. The students will be asked to take out a piece of paper and given a sheet with directions on how to make an origami bird. The folds and angles must be precise in order to make the exact bird. Students will follow step by step directions. Finished products will be hung from the

ceiling in class as geometric creations. The students can then be given assignments from the text on various angles and measurements. A science lesson may be taught using a Life Processes SOL 3.4 a & b. The teacher will post a picture of a crane. The teacher will have students write down any observations they see about the crane and make predictions on where it lives and what it may eat. The teacher will launch a lecture on the crane including how it gets food, where it lives, where they are found, and behaviors of the crane. Students will design a life chart at the end of class on the crane, including a picture and basic information. An English lesson using SOL 3.10 will be taught. The teacher will ask students how a newspaper article is different than a letter might be. The class will discuss these answers. With the story being about a paper crane that comes to life and dances, students will be asked to write a short article on how they story might appear in the newspaper if the same occurrence happened here in their hometown. Students will be asked to do this assignment checking for grammatical errors, but also making sure they include specific details as a real paper would do. A few examples will be read aloud with expression in the classroom. The activity is fun, but will also improve writing skills. The social science lesson will extremely reinforce the creativity principle. The civics SOL 2.12 will be used. This particular SOL focuses on diversity and contributions to America. A brief overview of Japan, where the art of origami comes from may be given. The teacher will reiterate that everyone comes from different backgrounds and have different talents or abilities to offer. Students will receive a list of people or people groups that have made contributions to American culture. A report list of expectations will be given. Students will be expected to compile information on each chosen

contribution and or people. Students may receive help in retrieving facts on their report from the teacher, library staff, or a parent. However, students will be asked to write a 1-2 pg. report in their own words based on what they have found. Each student will be assigned a day to present their findings and a visual aid if applicable to the class. Responsibility

This is an important principle to be taught in any class. Students will see it is important to take responsibility for many things, such as actions, words, ideas, and mistakes. Being responsible prepares students for life tasks. An exercise from the DLAM resource is on page 55 about taking responsibility and making more “I” statements. The role-play cards will help children think through the situations respond with strong personal responsibility. This principle can be taught using the book, “The Trumpet of the Swan” by E.B. White. A math lesson can be tailored around this book using computation SOL 3.8. Louis the swan works to pay for the stolen trumpet. The teacher will review how to add and subtract with decimals in the tenths and hundredths places. Then an exercise with amounts Louis earned each time will be given. Students will be asked to compute the total amount Louis has after each earning, and will also need to figure out how much more he has yet to earn by taking the needed amount and subtracting the current amount. This figures into the principle because it reminds students of earning something and taking responsibility for an action that has occurred. A science lesson can be taught based off of SOL 3.1 k. The teacher will explain that swans are hatched from eggs, and that is just the beginning of their life cycle. The

teacher will continue explaining that they mature into younglings and on into the adult stage. Students will be given a chart of the life span and events of the swan’s life; however the events are not in order. Students will have to listen carefully to a short narrative with these events in order. The students will then number the pictures in chronological order. Students will be asked how even animals, including swans can be responsible. Students may give answers like caring for their young, etc. For English SOL 3.5 d & g, this story is excellent for character mapping. The teacher may begin the lesson by re-summarizing what happened in the story. The teacher will then explain that each student is to choose one of the 2 main characters and on a separate sheet brainstorm facts and qualities of their character. The teacher will then provide a blank character web (www.abcteach.com/ebwhite.trumpetswan.) Students will fill in each blank with short phrases or words that describe that character. Students may then discuss which character was more responsible, and what other choices that could’ve been made. The social science lesson will be based on SOL 3.10. The teacher will ask students questions like why there is no running in the halls, or even on a larger scale why in the U.S. drivers must drive in the right hand lane. Students will give reasons, leading into a discussion on the purpose of rules and the need to behave responsibly. The teacher will reiterate the story details about the swan and human community’s rules. At this point that teacher can feel free to recall classroom rules for reinforcement. Students will be divided into groups and given chaotic theoretical situations. Students will be asked to brainstorm and reason out what rules need to be in place. Each group will create their own rule constitution according to that situation, and briefly discuss in class.

Integrity

Integrity is an important principle to be taught especially since it a more internally measured thing. Students must take to heart the need to maintain one’s integrity, because no one else can do it in someone’s place. The definition of integrity incorporates more than simple honesty. It is “the quality of living honestly, truthfully, and sincerely so that others may always believe what one says and trust what one does…” A perfect book to illustrate this is Sam, Bangs, & Moonshine by Evaline Ness. A little girl named Sam always makes up things and tells it to others. Her friend Thomas always believes her and does what she says. However, one day her lies put Thomas and her cat’s lives in danger. She learns that she needs to always be truthful and stop making up false stories. The teacher can facilitate class discussion by asking students why it is important to have integrity, and why it was important that Sam should have had integrity. A math lesson may be introduced using SOL 3.23 on probability and chance. The teacher will have on the board, several of Sam’s stories. Under each one they will decide if it was possible at first and secondly, if it was probable. The teacher will go over these stories in class. The lesson on probability can be given at this point. Students will take notes on possible events, and their probabilities. A worksheet will be distributed with word problems. After completing the calculations students will determine how probable each event is. Students will trade papers and grade in class. Difficult problems will be put on the overhead and as a class the teacher will walk through them.

A science lesson may be taught using SOL 3.8 a on tides. The students will recall the danger of Thomas and Bangs the cat being caught on the rock when tide came in. The teacher will display a chart on tide level illustrating the various depths the water covers. The teacher will accompany a lecture on tide and pull of the moon with power point. Before and after tide pictures will be shown to give students a broad idea of what occurs and the danger behind it. Students will at the end of class read a story on how island fishermen adjust to the tides coming in and how their daily routine is affected. The English lesson plan will incorporate SOL 3.1 and 3.2 for oral language. The teacher will redo the story into play format, not only having lines for the characters in the story, but a narrator as well. Students will be assigned parts and sections. In class, the story will be read aloud as a play. Students will be able to practice listening, speaking, inflection, and speech rate. After the reading students will be asked questions to determine if they were following along well. Doing the story in play format will not only be a fun interactive activity but it will foster classroom community. The social science lesson will focus on SOL 3.3a. Since the students learned about tides and the water in science class, this lesson will pick up on ocean exploration, and the well known explorers. Students will read selected diary entries from a sea captain’s journal while on a voyage. The students will learn what it is like on board a ship and responsibilities while on the water. A brief PowerPoint presentation will be given on 4 main explorers: Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport. Students will then be given maps and asked to use textbooks to trace out and label the routes of each explorer. A closing point can be made that a captain as well as an explorer needed to have integrity in order for a crew to trust and follow them.

Conclusion

Teachers do more than just instill information into children’s minds. Educators shape who students become by molding them into individuals with character and hopefully leaving them with a lifelong love of learning. Character education is so important to include in the classroom setting. It reinforces what students learn while promoting those character principles. In the teacher’s guide “Don’t Laugh at Me,” the exercise on pg. 29 reemphasizes the mission of Falwell Elementary. You could conduct short class meetings on how to solve certain problems and encourage the working together of a shared goal. The exercise makes several helpful steps on conducting a meeting: “Create a goal for the meeting, state the problem/goal, get agreement to try to solve it, explore the problem, brainstorm solutions, choose a solution, agree to the solution, and evaluate the solution.” (30) It is the expectation of the third grade class to graduate to fourth grade able to well display diligence, courtesy, humility, loyalty, courage, creativity, responsibility, and integrity. These principles not only make for a better individual, class, and school but a better community as a whole. As the Importance of Character Education states, “By emphasizing the feelings and rights of others, we attempt to lead students to a more empathetic and social understanding of the effects of their actions and the fact that this behavior impacts on the whole school community.”

Resources Roerden, Parker Linda. 2000. Don’t Laugh at Me. Operation Respect, Inc. Delong, Janice & Schwedt, Rachel. 1997. Core Collections for Small Libraries. Scarecrow Press.

( Suggested books were used)

The Importance of Character Education, The Advantage Press, http://www.advantagepress.com/newsletters/decnews.asp 2006 The Josephson Institute Online. http://www.josephsoninstitute.org/98Survey/98survey.htm 1998 Virginia Standards of Learning. www.pen.k12.va.us 2000 Abcteach.com www.abcteach.com/ebwhite.trumpetswan 2001.

Stan and Jan Bernstein. The Bernstein Bears and Too Much Teasing Random House Children's Books. Berenstain Bears First Time Books August 1985 Marjorie Weinman Sharmat. Mitchell is Moving. Simon & Schuster Children's Publishing. April 1, 1996 Stan and Jan Bernstein. The Bernstein Bears Lend a Helping Hand. First Time Books. 1998 McMullen, Kate. Fluffy Grows a Garden. Hello Reader. 2002 Polacco, Patricia. Thunder Cake. Philomel Books. 1990 Bang, Molly. The Paper Crane. The Trumpet Club. 1985. White, E.B. The Trumpet of the Swan. Harper Trophy. 1970 Ness, Evaline. Sam, Bangs, and Moonshine. Henry Holt and Co. 1966.