K - Amerson-taylor - Character Education Paper

Character Education Paper 1

Character Education Paper: Activities in the Four Content Areas

Ashley Amerson and Amanda Taylor Education 410-001 Dr. Goodwin September 5, 2007

Character Education Paper 2 Introduction “No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure” (Emma Goldman, 2007). This quote by Emma Goldman captures the essence of character education. Character education should play a major role in the kindergarten curriculum and classroom because today’s children are bombarded with negative influences from all sides. Teachers should strive to maintain and model character that students can emulate. Teaching character education prepares and equips students to positively interact with their families, peers, and communities. Though teaching content prepares students for their future careers, character education principles teach students how “to apply what they have learned in your classroom to your school and ultimately, to your community” (Roerden, 2000). The activities contained in this paper integrate children’s literature to teach character in each of the four main content areas.

Perseverance The Merriam Webster Online Dictionary defines persevere as the ability “to persist in a state, enterprise, or undertaking in spite of counterinfluences, opposition, or discouragement”(2007). Teaching perseverance in the classroom enables students to understand that they will face difficult circumstances, but they can overcome them with hard work and determination. In defining perseverance, the late Dr. Jerry Falwell stated, “You don’t determine a man’s greatness by his talent, wealth, or education - as the world does - but rather by what it takes to discourage him. You are only as great as the thing that causes you to quit” (Liberty University Convocation Address, 2007).

Character Education Paper 3

English The teacher will read The Little Engine That Could to the class. To incorporate SOL K.11, the teacher will provide a paper with the title “I Think I Can…” on which the students will draw a picture of an activity or goal they think they can accomplish (Virginia Department of Education, 2007). For example, a student might a draw a picture of himself as an astronaut. Next, the students will be given a train coloring sheet on which they must write their first and last name, fulfilling SOL K.10 (Virginia Department of Education, 2007). The teacher will write his/her name on the engine (the first car) of the train and the student’s train sheets will be cut out and put together to assemble a class train around the perimeter of the classroom.

Math The teacher will divide the students into groups of three or four and give each group a magnetic train set. In the front of the classroom, the teacher will assemble a train pattern that the students are to follow. To fulfill SOL K.8, the students will use the cars to identify and continue the pattern (Virginia Department of Education, 2007). For example, the first car is blue, the second car is yellow, and the third car is red. Once the students identify the pattern, they will use the remaining cars to continue the pattern. After completing the first pattern, the students are to raise their hands and have their pattern checked by the teacher. If correct, the teacher will assign them another pattern to create.

Character Education Paper 4 Social Science In The Little Engine That Could, the train carried items that children need and want. To implement SOL K.7, the teacher will discuss the difference between needs and wants and ask the students for examples (Virginia Department of Education, 2007). The teacher will make a class chart containing the students’ examples. Next, the teacher will give each student an age-appropriate magazine and ask the students to find and cut out one picture of a need and one picture of a want. For example, a need could be a glass of water and a want could be a candy bar. These pictures will be glued onto a large poster board entitled “Needs and Wants”. Each student will glue the need and want in the correct location.

Science Using the same magnetic train sets from the math activity, the teacher will introduce and discuss the concept of magnetism (SOL K.3) (Virginia Department of Education, 2007). The teacher will divide the class into small groups and let them experiment with the magnetic train cars. For example, the students will find that some train cars repel while others attract. After ten minutes have passed, the teacher will give each student a refrigerator magnet. The students will be allowed to take their refrigerator magnet and test several objects around the classroom to determine which objects are magnetic and which objects are not magnetic.

Character Education Paper 5 Self-Discipline Self-discipline is defined as the “correction or regulation of oneself for the sake of improvement” (Merriam Webster Online, 2007). By learning self-discipline, children learn to regulate their health habits, school schedule, and daily life. Self-discipline skills learned early in life will benefit students throughout their education and future career.

English The teacher will read Adam Raccoon and the Race to Victory Mountain to the class (DeLong & Schwedt, 1997). In order to build oral communication skills, the teacher will ask the students to name one thing that a runner would do to prepare for a race. To accomplish SOL K.3, the students must raise their hands, wait to be called on, and use appropriate voice levels (Virginia Department of Education, 2007). As the students give their responses, the teacher will write the words on a picture of Adam Raccoon. For example, a student could raise her hand and suggest stretching.

Math The teacher will take the students out to the playground and divide them into groups of three. The teacher will remind the students of Adam Raccoon and how he prepared for his race. Then, the students will prepare for the race in the ways they suggested during the English activity. To teach ordinal numbers, the teacher will instruct each group of three (one group at a time) to run from one side of the playground to the other (SOL K.3) (Virginia Department of Education, 2007). When the race is finished, the three students will stand in front of the rest of the class and tell them the order in which

Character Education Paper 6 they finished their race. For example, if Billy finishes first, he will tell the class “I finished first.”

Social Science The teacher will review the story of Adam Raccoon with the class and discuss how Adam was not disciplined during his race. To implement SOL K.4, the students will draw their own map of Adam’s race course including the stops Adam made along the way (Virginia Department of Education, 2007). After completing their maps, the class will discuss the course Adam took and the course he should have taken. For example, Adam could have avoided Ruby’s Honey Stand and finished the course sooner.

Science In the story of Adam Raccoon, Adam stopped along the way to eat biscuits and honey. The teacher will provide biscuits and honey and the class will participate in a taste-testing activity. To accomplish SOL K.2, the students will describe how the biscuits and honey feel, taste, look, and smell (Virginia Department of Education, 2007). After tasting the goodies, the teacher will lead the class in creating a picture graph displaying whether or not the students liked the biscuits and honey (SOL K.1) (Virginia Department of Education, 2007). For example, for every two students that liked the biscuits and honey, one raccoon will be placed on the graph.

Character Education Paper 7 Honesty A dictionary states that honesty is “a refusal to lie, steal, or deceive in any way” (Merriam Webster Online, 2007). Teaching honesty is important because children need to practice honesty in every area of their lives. Being honest will benefit children in the present and in their future finances, relationships, and careers.

English The teacher will read The Empty Pot to the class. The teacher will instruct the students to find a partner. Once they are in partners, the students will take turns retelling the story making sure to include: characters, setting, and events (SOL K. 8) (Virginia Department of Education, 2007). After telling each other the story, the students will tell their partner what they would do if they were in Ping’s shoes. When the students are finished, the class will take a vote on who, if in Ping’s position, would or would not tell the emperor the truth. Then, the teacher will stress the importance of telling the truth and remind the students that Ping was rewarded for his honesty.

Math Just as Ping was given seeds, the teacher will give each student a bag containing thirty seeds. First, the students will count their seeds. Then, the teacher will write three addition problems and three subtraction problems on the board. The students will use their seeds to determine the answers. To fulfill SOL K.4, the students will be required to separate their seeds first into groups of five then into groups of ten (Virginia Department of Education, 2007). Next, the students will practice counting by fives and tens.

Character Education Paper 8

Social Science The teacher will remind the students about the setting of The Empty Pot. To accomplish SOL K.4, the teacher will show the students where China is located on a map and on a globe (Virginia Department of Education, 2007). The teacher will instruct the students that a map is a flat representation of the earth and a globe is a round representation of the earth, yet they are the same. For example, the teacher will say, “This is China on a globe and this is China on a map. Even though the shape of the map is different from the globe, China is still the same size and the same shape.” The teacher will distribute a map of China and a bag of seeds to each student. The students will then glue the seeds onto the map of China. The maps will be displayed around the room during the geography unit.

Science The teacher will bring five different plants (with noticeably different heights) into the classroom. To accomplish SOL K.1, the students (in partners) will make observations about each plant and put them in order from shortest to tallest. Then, the teacher will talk about what plants need to survive. For example, plants need food, water, and sunlight. The teacher will divide the class into groups and each group will be responsible to water, observe, and measure their plant each day. Their observations and measurements will be written in their plant journals and kept throughout the unit.

Character Education Paper 9

Courage The Merriam Webster Online Dictionary defines courage as the “mental or moral strength to resist opposition, danger, or hardship” (2007). Teaching courage in the classroom equips students with the bravery needed to try new things. Learning courage at an early age enables students to be bold as they face opposition and hardship in their futures.

English The teacher will read Amazing Grace to the class (DeLong & Schwedt, 1997). After discussing how much Grace loved to tell and participate in story telling, the teacher will provide several sheets of paper and instruct the students to draw pictures from their own favorite stories. To fulfill SOLs K.8 and K.11, the students will get into partners and use the pictures they have drawn to tell their favorite story to their partner (Virginia Department of Education, 2007). After the activity, the teacher will bind the students’ pictures enabling them to take their stories home and share them with their parents.

Math To accomplish SOLs K.14 and K.15, the teacher will conduct a class vote to determine their most beloved fairy tale (Virginia Department of Education, 2007). The teacher will provide several different fairy tales, such as: Cinderella, Aladdin, The Ugly Duckling, and Goldilocks and the Three Bears. The teacher will name each fairy tale one at a time and the students will raise their hands to vote for their favorite. As the class

Character Education Paper 10 votes, the students will keep a personal tally of the results for each fairy tale. When the voting is finished, the students will announce the winner based on their tallies. The teacher will assist the students in creating a class graph of the findings.

Social Science The teacher will review Amazing Grace with the class, making sure to mention the fact that Grace was an African American. Then, the teacher will discuss the life and dream of Martin Luther King Jr. (SOL K.1) (Virginia Department of Education, 2007). The teacher will go on to discuss cultural and physical differences. For example, the teacher would say “Just because someone looks different than you, it does not mean that you are better or smarter than them. We may look different on the outside, but we are all the same inside.” After the class discussion, the teacher will distribute a paper to each student entitled “I Have A Dream…”. The students will use this paper to draw or write a dream they would like to accomplish.

Science Just as Grace was brave in achieving the impossible, the students will have their own chance to be courageous. The teacher will provide four tall opaque bowls containing: grapes, cooked pasta, Jell-o, and gak. The bowls will be out of the students’ reach until the activity begins. In addition, the teacher will ensure that each student is blindfolded before he/she touches the object. The students will form a line to test their courage to feel and describe these “unknown” substances (SOL K.2) (Virginia Department of Education, 2007). The teacher will instruct the students to make a guess

Character Education Paper 11 as to what the object is, but to keep their guess a secret. Once each student finishes the activity, they are to return to their seat and write down or draw their guesses.

Cooperation Cooperate is defined as the ability “to associate with another or others for mutual benefit” (Merriam Webster Online, 2007). Students need to learn how to cooperate with family, peers, and teachers in order to be successful in their relationships. In addition, cooperation skills will benefit students in their future families, careers, and communities.

English The teacher will read Thanksgiving Is… to the class. The teacher will discuss new vocabulary with the students including: Thanksgiving, Pilgrim, Mayflower, and New England. The students will practice writing these words in their journals (SOLs K.9 and K.11) (Virginia Department of Education, 2007). Then, the students will draw a picture of what their family does for Thanksgiving. After drawing the picture, the teacher will ask the students to raise their hands and provide one word that reminds them of Thanksgiving. For example, the student could answer turkey, Pilgrims, football, etc. The teacher will write the students’ answers on a class Thanksgiving chart. This unit will occur in November before the Thanksgiving holiday.

Math Like the Pilgrims and Indians in the story, the students will play games together. After dressing the children up as Pilgrims and Indians, the teacher will divide the students

Character Education Paper 12 into small groups of three or four. Each group will contain at least one representative from the Pilgrim and Indian groups. Each group will be given a deck of Go-Fish cards and proceed to play the game. The teacher will walk around the classroom monitoring the students and answering any questions they may have. The Go-Fish game will help develop number sense, fulfilling SOL K.2 (Virginia Department of Education, 2007).

Social Science The teacher will remind the students that the Indians and Pilgrims in the story worked together to make their Thanksgiving meal. To reenact the first Thanksgiving, the students will wear the same costumes from the Math activity and be seated at tables for a Thanksgiving feast (SOL K.1) (Virginia Department of Education, 2007). This feast will take place on the last day of school before Thanksgiving break. Parents will be invited to join their children for this special occasion. The teacher will ensure that Indians and Pilgrims are interspersed at each table. The students must cooperate and listen to instructions so the meal will be a success. Last, for the feast, the teachers and parents will provide turkey, mashed potatoes, stuffing, etc.

Science To accomplish SOLs K.1 and K.8, the teacher will provide a pumpkin for the class (Virginia Department of Education, 2007). The students will be seated on the carpet around the pumpkin and make verbal observations about its color, shape, texture, and smell. Then, the teacher will show the students several different patterns that can be carved into the pumpkin. The students will vote on their favorite carving and the teacher

Character Education Paper 13 will proceed to carve the pumpkin. As the teacher carves the pumpkin, he/she will take out the seeds and give each child at least one seed to examine. The students will make oral observations about their seed’s shape, size, color, texture, and taste (if so desired).

Responsibility The Merriam Webster Online Dictionary defines responsible as “able to answer for one's conduct and obligations” (2007). Teaching responsibility in the classroom is important because students need to realize that they will be held accountable for their actions. Responsibility will not only benefit students during their education, but will benefit them throughout their lives.

English The teacher will read Curious George Rides a Bike to the class (DeLong and Schwedt, 1997). After discussing how George was irresponsible with his duties, the teacher will ask the students to raise their hands and name one thing they are responsible to take care of. For example, students could be responsible to take care of their pets, take out the trash, or clean their rooms. Next, the teacher will give the students a paper entitled “I Take Care Of…” and the students will use this paper to write the name and draw a picture of something they take care of. After completing their paper, the students will explain their drawings and how they fulfill their responsibilities (SOL K.6) (Virginia Department of Education, 2007).

Character Education Paper 14

Math In the story, George played with newspapers, thus the students will have their chance to play with newspapers. To fulfill SOL K.10, the students will be given one sheet of newspaper which they will measure with several non-standard units (Virginia Department of Education, 2007). For example, the students will measure the newspaper using foot length, hand span, and paper clip units. Once each student has finished measuring, the class will compare their measurements and the teacher will use an actual ruler to find the real length of the newspaper.

Social Science Just like George was given responsibilities in the story, the students will be assigned classroom jobs (SOL K.8) (Virginia Department of Education). For example, students will erase the board, be the line leader, collect the papers, and sharpen the classroom pencils. The teacher will ensure that each student gets a chance to perform each job. Each student will be responsible to remember his/her job and complete it whenever appropriate.

Science Though George was not responsible for his chores, the students will be responsible to grow and water a sunflower. To fulfill SOL K.6, the teacher will provide the pots, sunflower seeds, and soil for each group of three students (Virginia Department of Education, 2007). Each day, the group will be responsible for watering their plant and

Character Education Paper 15 making sure it is getting enough sunlight. In addition, the students will record observations and plant growth in their sunflower journals.

Citizenship A good definition states that citizenship is “the quality of an individual’s response to membership in a community” (Merriam Webster Online, 2007). Teaching citizenship in the classroom is important because students need to be aware of their role as citizens so they can make a difference in their community.

English The teacher will read A Picture Book of George Washington to the class. The teacher will discuss the ways George Washington fulfilled his role as an American citizen. The teacher will discuss the colors of the American flag and what they represent. Citizenship involves knowing and reciting the pledge to the American flag. To fulfill SOL K.1, the teacher will lead the class in reciting “The Pledge of Allegiance" (Virginia Department of Education, 2007). As a side activity, the teacher will assist the class in making a classroom flag using finger paint.

Math The teacher will remind the students of the importance of voting - one aspect of citizenship. The teacher will then ask the students for class mascot suggestions. As the suggestions are made, the teacher will write them on the board. The teacher will then lead the class in the voting process. Next, the students will write their votes on a slip

Character Education Paper 16 of paper and place them in the class voting box. As the teacher reads out the votes one at a time, each student will keep a personal tally of the class results (SOL K.14) (Virginia Department of Education, 2007).

Social Science The class will discuss events in the story about George Washington and recall his role as president. To fulfill SOL K.8, the teacher will discuss the various roles that the president plays in government and the election process (referring back to the math activity) (Virginia Department of Education, 2007). As an additional activity, the teacher will lead the class in constructing a class constitution. For example, Amendment One could state “I will listen when the teacher is talking”.

Science The teacher will review the roles of a good citizen with the class, reminding them that part of being a good citizen is taking care of the community and the environment. Accomplishing SOL K.10, the teacher will provide a class recycle bin so the students can throw away their recyclables after lunch and snack time (Virginia Department of Education, 2007). The class will also take a field trip to the local recycling plant to see how the process works.

Respect Merriam Webster Online Dictionary states that respect is the ability “to consider worthy of high regard” (2007). Teaching respect in the classroom is important because

Character Education Paper 17 students need to learn that their perspective is not the only perspective that exists. Laura Roerden suggests, “Most literature presents an opportunity to explore point of view and its relationship to conflict” (2000). In addition, students need to learn to recognize and appreciate differences. Being respectful will benefit the students in their family life, school, and future careers.

English The teacher will read Great Tales from Long Ago: Pocahontas. The teacher will ask the students to raise their hands and name one reason they respect Pocahontas. For example, a student could proclaim “She was brave” (SOL K.3) (Virginia Department of Education, 2007). The teacher will make a class list of the reasons the students provide. The teacher will then instruct the students to get into partners. In partners, the students will make a list of reasons they respect their partner. Roerden further states, “By learning to acknowledge differences without judgment, children help to create an environment in which each child feels comfortable about the ways he or she is different from others” (2000).

Math The teacher will remind the students that Pocahontas was a Native American and that some Native Americans previously lived in teepees. Then, the teacher will give the students a picture of a teepee and several different shapes cut out of construction paper. For example, each student will get several triangles, squares, circles, etc. To accomplish SOL K.18, the students will be instructed to make (and glue) a pattern onto their teepee

Character Education Paper 18 (Virginia Department of Education, 2007). This activity will be done during a Thanksgiving/Native American unit.

Social Science To fulfill SOL K.2, the teacher will lead the class in a discussion of the various groups of Native Americans and their everyday lives (Virginia Department of Education, 2007). The teacher will ask the class to raise their hands and name one aspect of life in the present that is different from life in the past. The teacher will write all of these things on a class chart. In addition, the teacher will arrange for an artifact resource worker to bring in several Native American tools and demonstrate how they were used.

Science Just as Pocahontas loved nature, the students will get to develop their own love for nature. The teacher will take the class on a nature walk outside the school. While on this walk, the students are required to pick up one item from nature that they can show to the class. When the nature walk is complete, the students will return to the classroom and prepare for “Show and Tell: Pocahontas Style”. During show and tell, the students must remember to be respectful of their peers. As each student takes a turn, he/she will come to the front of the class and hold up his/her item for the class to observe.

Conclusion As Emma Goldman stated, every true educator should strive to “unlock the treasure” of a child’s character. Teaching character education in the kindergarten

Character Education Paper 19 classroom will benefit students both in the present and in the future. By modeling character principles, teachers become positive influences in a negative world. Learning character principles early in life will instill good habits that will last a lifetime.

Character Education Paper 20 References Adler, David A. (1989). A Picture Book of George Washington. New York: Scholastic Inc. Borden, Louise. (1997). Thanksgiving Is…. New York: Scholastic Inc. Citizenship. Merriam Webster Online. Merriam-Webster Inc. Retrieved September 3, 2007 from http://www.m-w.com/dictionary/citizenship. Cooperate. Merriam Webster Online. Merriam-Webster Inc. Retrieved August 31, 2007 from http://www.m-w.com/dictionary/cooperate. Courage. Merriam Webster Online. Merriam-Webster Inc. Retrieved August 31, 2007 from http://www.m-w.com/dictionary/Courage. DeLong, Janice & Schwedt, Rachel. (1997). Core Collection for Small Libraries: an Annotated Bibliography of Books for Children and Young Adults. Maryland: Scarecrow Press. Demi. (1996). The Empty Pot. New York: Henry Holt and Co. Falwell, Dr. Jerry. (2007). Liberty University Convocation Address. Received August 29, 2007. Gleiter, Jan & Thompson, Kathleen. (1985). Great Tales from Long Ago: Pocahontas. New York: Torstar Books. Goldman, Emma. (2007) Brainymedia.com. Retrieved September 3, 2007 from http://www.brainyquote.com/quotes/quotes/e/emmagoldma101425.html Hoffman, Mary. (1991). Amazing Grace. New York: Dial Books for Young Readers. Honesty. Merriam Webster Online. Merriam-Webster Inc. Retrieved August 31, 2007 from http://www.m-w.com/dictionary/Honesty.

Character Education Paper 21 Keane, Glen. (1993). Adam Raccoon and the Race to Victory Mountain. Illinois: David C. Cook Publishing Co. Persevere. Merriam Webster Online. Merriam-Webster Inc. Retrieved August 31, 2007 from http://www.m-w.com/dictionary/persevere. Respect. Merriam Webster Online. Merriam-Webster Inc. Retrieved September 3, 2007 from http://www.m-w.com/dictionary/respect. Responsible. Merriam Webster Online. Merriam-Webster Inc. Retrieved August 31, 2007 from http://www.m-w.com/dictionary/responsible Rey, H.A. (1952). Curious George Rides a Bike. Boston: Houghton Mifflin Co. Roerden, Laura Parker. (2000). Don’t Laugh at Me Teachers Guide. New York: Operation Respect Inc. Self-Discipline. Merriam Webster Online. Merriam-Webster Inc. Retrieved August 31, 2007 from http://www.m-w.com/dictionary/Self-Discipline. Virginia Board of Education. (2007). Virginia Standards of Learning. Retrieved August 30, 2007, from Liberty University, ILRC site: http:www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml Watty, Piper. (1990). The Little Engine That Could. New York: Platt and Munk Co.