Beruflich Dokumente
Kultur Dokumente
20%
Project
Name(s):
Lindsey
Harding,
Lizzie
Collier,
Catherine
Keeter
Title
of
Project:
Character
Counts:
Building
a
Positive
Classroom
Community
Needs
and
Opportunities:
Research
says
that
character
education
is
not
only
effective
at
promoting
the
development
of
good
character,
but
is
a
promising
approach
to
the
prevention
of
a
wide
range
of
contemporary
problems.
(Character
Education,
Prevention,
and
Positive
Youth
Development)
One
of
these
contemporary
issues
is
bullying.
According
to
statistics,
one
out
of
every
four
students
are
bullied
at
some
point
throughout
the
school
year(National
Center
For
Educational
Statistics,
2015).
Being
in
the
classroom
over
the
course
of
the
last
few
months
we
have
seen
first
hand
how
easy
it
is
for
students
to
tear
one
another
down.
We
chose
to
do
this
project
because
character
education
has
the
important
additional
benefits
of
helping
youth
to
develop
positive
personal
and
social
attitudes
and
skills
that
will
help
them
to
lead
satisfying
and
productive
lives,
and
to
become
active
and
effective
citizens
in
our
democratic
society
(Character
Education,
Prevention,
and
Positive
Youth
Development).
We
thought
that
we
could
best
accomplish
this
through
teaching
a
series
of
lessons
on
character.
At
the
beginning
of
the
project
we
asked
the
students
What
do
you
think
being
a
good
student
means?
We
recorded
each
students
response
so
that
at
the
end
of
the
series
of
lessons
we
could
determine
if
their
schema
on
that
had
grown.
Because
it
is
the
middle
of
the
school
year,
we
thought
that
this
would
be
a
great
time
for
a
project
like
this;
to
remind
the
students
what
is
expected
of
them
and
to
continue
encouraging
them
in
the
development
of
their
character.
Audience
/
Clients
/
Users:
This
project
will
executed
by
Elizabeth
Collier,
Lindsey
Harding,
and
Catherine
Keeter
and
will
be
implemented
in
Mrs.
Jordans
first
grade
classroom.
This
project
is
intended
to
directly
benefit
the
classroom
students
in
turn
benefiting
the
classroom
teacher.
The
students
will
benefit
from
learning
how
to
become
well-
rounded
citizens.
The
students
will
be
learning
about
the
qualities
of
a
good
friend
and
classmate
should
have.
Mrs.
Jordan
will
benefit
from
having
a
classroom
of
cooperative
students.
Student
learning
will
be
impacted
because
positive
classroom
communities
create
an
environment
that
is
physically
and
emotionally
safe
for
the
student
and
promotes
academic
risk-taking.
Students
make
academic
growth
when
they
are
willing
to
try
something
new
and
risk
being
wrong
(Minard
2013).
When
students
feel
accepted
a
comfortable
in
front
of
others
they
are
more
likely
to
participate
in
classroom
discussions
and
share
their
thoughts
with
others.
Without
a
feeling
of
community
people
are
on
their
own,
likely
to
be
anxious,
defensive
and
unwilling
to
take
the
risks
involved
in
learning
(Meredith
2013).
It
is
essential
that
students
feel
comfortable
in
the
classroom
and
students
will
feel
comfortable
when
their
peers
are
inviting,
kind,
and
respectful.
Some
of
the
most
important
skills
children
need
for
school
readiness
and
success
are
the
"people
skills"
of
social
interaction,
communication,
collaboration,
and
problem
solving
(Church
2003).
The
process
of
teaching
students
character
qualities
will
also
provide
the
students
with
the
skills
they
will
need
to
interact
with
others
successfully
in
the
future.
Students
need
an
emotionally
safe
environment
to
learn
in
and
we
believe
that
integrating
character
lessons
into
a
classroom
will
help
students
acquire
information
on
how
to
be
a
kind
and
respectful
student.
We
believe
students
will
feel
safe
in
an
environment
where
the
students
are
respectful
and
considerate
towards
each
other.
We
will
measure
the
successfulness
of
our
project
by
questioning
the
students
on
character
qualities
after
each
lesson.
We
will
also
create
a
final
video
that
showcases
the
students
understanding
of
being
a
good
friend
in
the
classroom.
Timeline:
February
4
and
6,
2016
1
hour
Initial
meeting
-
Decided
that
we
wanted
to
work
with
the
first
grade
in
building
character
development.
We
have
been
working
with
them
over
the
past
few
months
and
decided
to
develop
a
plan
of
lessons
to
target
the
needs
of
the
classroom.
February
10,
2016
30
Met
briefly
with
Mrs.
Jordan
to
go
over
our
plans
with
her
and
to
minutes
gain
any
further
advice
or
insight
on
our
project.
February
17,
2016
February
24,
2016
2
hours
Spent
time
working
on
our
lesson
plans
for
next
week
in
the
classroom.
We
collaborated
on
ideas
and
continued
to
refine
our
project.
March
1-3,
2016
March
9,
2016
May
2,
2016
Product:
The
final
product
for
our
Google
20%
project
will
be
a
video
of
students
responding
to
questions
about
what
it
means
to
them
to
be
a
good
friend.
Over
the
course
of
the
semester,
we
will
be
talking
with
and
teaching
lessons
on
how
to
be
a
good
friend,
practicing
saying
nice
words
instead
of
mean
words,
and
we
will
discuss
good
character
qualities.
We
will
be
teaching
our
main
lessons
throughout
the
course
of
a
week.
After
we
teach
our
lessons,
we
will
ask
a
set
of
questions
to
individuals
in
the
class
asking
them
what
it
means
to
be
a
good
friend.
Reality
Check:
The
equipment
we
need
for
our
Google
20%
project
are
attainable
for
us
to
get
without
a
grant
or
spending
an
excess
amount
of
money.
Lindsey,
Catherine
and
I
will
each
be
teaching
a
lesson
covering
subtopics
of
bullying.
For
Catherines
lesson
she
will
need
the
book,
Making
Friends
is
an
Art,
by
Julia
Cook,
crown
templates,
crayons/markers,
and
scissors.
For
Elizabeths
lesson
she
will
need
the
book,
Llama,
Llama
and
the
Bully
Goat,
by
Anna
Dewdney
and
the
wrinkly
Sam
paper.
Lindsey
will
need
chart
paper
and
the
book
The
Three
Little
Pigs.
Video:
https://www.youtube.com/watch?v=MSRSWlMvwd8&feature=youtu.be
Conclusion:
In
conclusion,
we
believe
that
this
project
will
influence
students
to
become
better
citizens,
classmates,
and
friends.
The
lesson
plans
and
activities
that
we
designed
were
intentionally
selected
so
that
we
could
target
specific
character
areas
for
the
students.
Today
where
bullying
is
an
issue
and
our
culture
breeds
selfishness
and
even
violence,
we
really
saw
it
as
important
to
instill
in
these
children
what
it
means
to
have
good
character.
We
chose
to
videotape
each
students
responses
to
our
week
of
character
building
so
that
the
students
can
look
back
and
watch
it,
being
reminded
of
not
of
what
we
told
them,
but
what
they
themselves
said
and
believed.
We
believe
that
all
students
should
feel
welcomed,
comfortable,
and
loved
in
the
classroom
and
we
thought
that
this
project
would
be
a
great
way
to
encourage
that.
We
feel
like
positive
character
qualities
and
friendship
can
never
be
overemphasized
in
the
classroom
and
students
will
only
benefit
from
every
mention
of
these
aspects.
Reflection:
We
feel
as
if
our
Google
project
had
a
positive
impact
on
the
community
of
Mrs.
Jordans
classroom.
The
students
benefited
from
a
week
immersed
in
character
focused
lessons.
Everyday
they
were
able
to
participate
in
a
new
activity
that
involved
building
friendship
skills
or
learning
about
character
qualities.
The
students
reacted
positively
towards
Catherines
lesson.
They
were
able
to
relate
to
the
different
colored
pencils
mentioned
in
the
read
aloud
book
Making
Friends
is
an
Art
by
Julia
Cook.
When
asked
why
the
brown
colored
pencil
didnt
have
any
friends
the
students
recognized
that
Brown
didnt
have
any
friends
because
he
wasnt
a
good
friend
himself.
They
stated
that
Brown
learned
from
the
qualities
he
found
in
others.
When
asked
how
to
be
a
friend
to
others
the
students
decided
that
they
could
be
kind
to
others
and
help
them.
They
could
encourage
each
other
and
could
refrain
from
doing
rude
things
to
one
another.
The
students
also
reacted
positively
to
Elizabeths
lesson.
The
students
were
able
to
realize
what
the
Bully
Goat
was
doing
wrong
and
discussed
how
it
would
make
them
feel
to
be
bullied.
During
the
Wrinkly
Sam
activity,
students
and
Ms.
Collier
sat
in
a
circle
and
passed
around
the
paper
friend.
The
first
time
we
spoke
mean
words
to
Sam
and
each
time
a
mean
word
was
said
the
students
wrinkled
the
paper.
Eventually,
Sam
was
just
a
big,
crumpled
ball
of
paper.
The
second
time
we
passed
our
friend
around,
we
said
kind
words
to
him
and
unwrinkled
him.
After
all
of
our
words
you
were
able
to
see
that
Sam
still
had
wrinkles.
This
gave
the
class
a
clear
understanding
and
visual
that
their
words
to
one
another
have
a
lasting
effect.
The
class
stated
that
they
did
not
want
Sam
to
be
sad
therefore
each
student
was
able
to
say
something
loving
and
encouraging.
The
classroom
teacher,
Mrs.
Jordan
also
had
the
class
go
around
in
the
circle
and
say
one
nice
thing
about
Elizabeth,
Lindsey,
or
Catherine.
In
Lindseys
lesson,
she
integrated
a
language
arts
study
of
character
analysis
to
showcase
different
character
qualities
that
the
students
should
or
should
not
follow.
They
analyzed
each
pig
as
well
as
the
wolf.
The
class
had
a
grand
discussion
talking
about
features
of
the
characters
and
what
the
students
thought
about
each
ones
qualities.
They
then
wrote
a
story
about
why
they
would
or
would
not
want
to
be
that
character
based
off
of
the
traits
they
learned
that
day
and
earlier
in
the
week.
This
lesson
also
included
a
STEAM
component
that
modeled
the
students
the
hard
working
quality
of
the
last
little
pig.
The
students
really
enjoyed
it
and
it
helped
them
apply
what
they
have
learned
to
everyday
tasks.
Our
video
shows
that
the
students
truly
picked
up
on
friendship
qualities.
The
students
in
the
video
stated
that
you
should
treat
others
the
way
you
want
to
be
treated,
be
kind
to
others,
help
each
other,
be
respectful,
say
nice
words,
and
not
be
mean
to
those
who
are
mean
to
you.
The
video
reflects
that
the
students
picked
up
on
ways
that
they
can
be
a
good
friend
to
others
through
the
display
of
positive
character
qualities
such
as
kindness
and
respect.
As
the
students
exhibit
positive
character
traits
in
the
classroom
they
are
creating
an
uplifting
classroom
environment
that
makes
others
feel
welcome,
safe,
and
respected.
As
the
students
continue
to
grow
in
their
friendship
skills
we
believe
the
classroom
community
will
deepen
and
the
students
will
have
an
increased
opportunity
to
learn
as
they
become
comfortable
around
each
other.
Works
Cited:
Church,
E.
(2003).
Building
Community
in
the
Classroom.
Retrieved
from
http://www.sch
holastic.com/teachers/article/building-community-classroom
Meredith,
J.
(2013).
Classroom
Community:
The
Ecology
for
Learning
The
Research.
Retrieved from
https://www.missouristate.edu/fctl/193962.htm
Minard,
D.
(2013,
September
4).
Building
Successful
Learning
Communities
In
The
http://www.sequimschools.wednet.edu/domain/781
Teacher
Modeling:
The
teacher
will
discuss
friendship
with
the
students
and
listen
to
their
thoughts
on
how
to
make
and
keep
friends.
The
teacher
will
ask
the
students
about
the
qualities
discussed
in
the
book.
Independent
Practice:
Okay
class,
in
order
to
remember
the
positive
qualities
we
have
learned
about
today
we
are
going
to
make
a
crown!
Teacher
pulls
out
crown
example
to
show
to
the
students.
On
each
point
on
the
crown
Ive
written
tips
I
learned
from
the
other
colored
pencils
about
how
to
be
a
good
friend.
In
the
book
we
learned
that
the
pink
colored
pencil
is
a
good
listener
so
on
one
point
of
the
crown
I
wrote
listen.
The
other
points
of
the
crown
say
share,
help
others,
smile,
laugh,
be
kind,
be
respectful
and
encourage.
Does
everyone
know
what
encourage
means?
Encourage
means
to
support
others.
Encouraging
would
be
to
tell
someone
that
they
are
doing
a
good
job.
Encouraging
is
not
telling
someone
they
are
not
smart
when
they
get
an
answer
wrong.
What
about
respectful
does
anyone
know
what
respectful
means.
Teacher
calls
on
students
who
know
what
respectful
means.
Being
respectful
is
caring
about
the
importance
of
others.
An
example
of
being
respectful
is
not
talking
while
the
teacher
is
talking.
Listening,
sharing,
helping
others,
smiling,
laughing,
encouraging
and
being
kind
and
respectful
to
others
are
great
ways
to
be
a
friend.
We
want
to
make
sure
to
be
a
good
friend
in
the
classroom
so
others
feel
welcomed
and
loved
here
and
to
make
school
a
fun
place
to
be.
On
your
tables
you
will
find
crown
papers.
First
color
your
crown
and
then
cut
it
out
with
scissors
and
I
will
help
you
tape
together
to
wear.
Table
one,
you
may
walk
back
to
your
table.
Teacher
continues
to
call
tables
two,
three
four,
and
five,
and
students
walk
back
to
their
tables.
Assessment
and
Reflection:
The
teachers
will
observe
how
the
students
interact
with
each
other
in
the
classroom.
The
teacher
will
make
a
note
of
which
students
are
acting
with
the
positive
character
traits
they
learned
about
in
the
lesson.
The
teacher
will
also
reemphasize
how
to
be
a
good
friend
and
will
reference
the
crowns
the
students
made
whenever
the
students
seem
to
be
struggling
with
friendship
issues.
The
students
responded
well
to
the
lesson.
They
enjoyed
listening
to
the
book
and
picked
up
on
the
character
qualities
mentioned
in
the
book.
The
students
also
enjoyed
coloring
their
crowns
and
wore
them
for
awhile
after
they
created
them.
I
feel
as
if
the
lesson
went
well
and
as
if
the
students
gained
an
understanding
of
how
they
can
be
a
good
friend
to
others.
her
too.
Student
A,
why
is
she
your
favorite
character?
Teacher
waits
for
student
response.
Boys
and
girls,
each
story
has
characters
that
have
different
traits
and
personalities.
Each
character
is
different
and
we
may
or
may
not
like
them
for
certain
reasons.
Why
might
we
not
like
a
character
in
a
story?
Teacher
calls
on
students
and
writes
their
responses
on
chart
paper.
You
all
have
been
talking
about
character
with
Miss
Keeter
and
Miss
Collier
this
week,
right?
Looking
at
this
list,
do
you
think
these
qualities
are
something
that
a
good
student
would
have?
Teacher
refers
to
the
list
that
the
class
has
made.
No,
thats
right.
What
kind
of
qualities
do
we
want
to
have?
Give
me
a
silent
thumbs
up
if
you
think
you
know.
Teacher
listens
to
students
responses
and
writes
them
on
the
board.
These
are
all
great.
Now
looking
at
this
list,
can
you
think
of
any
characters
that
have
these
qualities?
Teacher
waits
for
student
responses.
Cinderella
was
very
kind
to
her
stepsisters
and
family
even
though
they
were
mean
to
her.
Class,
something
that
I
think
is
really
cool
is
that
you
can
learn
a
lot
from
studying
the
characters
in
a
story.
Today,
we
are
going
to
look
at
the
story
of
The
Three
Little
Pigs
again.
Right
now
we
are
going
to
watch
a
BookFlix
but
as
you
watch
I
want
you
to
really
think
about
the
characters.
At
the
end
of
today
you
are
going
write
a
story
about
one
of
these
pigs
and
what
set
him
apart
from
the
others.
See
if
you
can
find
out
what
set
him
apart
as
you
watch
this.
Teacher
plays
the
video
and
then
transitions
into
instruction.
Learning
Design:
I.
Teaching:
The
teacher
will
tell
the
students
the
objective
again.
She
will
remind
them
of
the
lessons
that
have
been
taught
earlier
in
the
week
by
Miss
Keeter
and
Miss
Collier
on
character
traits.
The
teacher
will
use
this
as
a
lead
into
reminding
students
how
characters
affect
a
story
and
why
it
is
important
to
look
at
them
and
understand
them.
Okay
boys
and
girls,
like
I
said
earlier
we
are
going
to
be
learning
more
about
the
characters
of
the
three
little
pigs
today!
We
are
going
to
be
talking
about
the
characters
in
this
story,
but
this
week
you
also
have
been
talking
about
another
kind
of
character.
Miss
Keeter
and
Miss
Collier
talked
this
week
about
some
things
that
make
us
good
friends
and
students.
They
have
been
talking
about
character
traits.
Who
can
tell
me
what
a
character
trait
is?
Teacher
waits
for
student
response.
Character
traits
are
things
about
a
person
that
tell
us
more
about
them.
There
are
both
good
and
bad
character
traits
that
people
can
have.
Who
can
give
me
a
silent
thumbs
and
tell
me
what
kind
of
character
traits
you
have
learned
this
week?
Teacher
waits
for
student
responses.
What
character
traits
make
someone
a
good
friend?
Teacher
waits
for
student
responses.
Thats
great
you
guys.
Well
today
as
we
talk
about
the
three
little
pigs
I
want
us
to
think
about
their
character
traits
and
how
it
relates
to
the
story
and
to
you
as
students!
Who
are
the
characters
in
this
story?
Teacher
calls
on
student
A.
She
says
the
wolf.
The
teacher
writes
this
on
the
chart
paper.
Teacher
calls
on
a
few
other
students
to
tell
her
the
other
3
characters
(the
three
pigs).
So
now
we
have
all
of
our
characters
lets
look
at
their
traits.
Are
all
the
characters
the
same?
No!
We
are
going
to
look
at
what
makes
them
different.
First,
lets
look
at
the
wolf.
I
know
you
all
have
been
reading
lots
of
different
versions
of
this
story,
but
lets
look
at
this
one
right
now.
Teacher
refers
to
the
original
book
The
Three
Little
Pigs.
What
does
this
book
tell
us
about
the
wolf?
Teacher
listens
to
students
responses.
Good
job.
He
was
not
very
nice
because
he
wanted
to
tear
down
the
pigs
houses.
What
are
some
other
character
traits
of
the
wolf?
The
teacher
allows
students
to
respond
and
writes
down
on
the
chart
paper
that
the
wolf
is
bad,
mean,
angry,
naughty,
and
hungry.
Why
do
you
think
the
wolf
was
so
mean?
How
did
his
character
traits
affect
the
story?
If
the
wolf
was
not
mean
and
hungry
do
you
think
story
would
have
been
different?
Turn
and
talk
to
your
neighbor
about
what
you
think.
Teacher
gives
students
time
to
respond
and
to
share
some
responses
with
the
class.
Class,
character
traits
that
the
author
gives
the
character
can
really
shape
a
story.
Do
you
all
agree?
Lets
look
at
the
other
three
characters
and
see
if
their
character
traits
shape
the
story.
What
did
you
all
think
of
this
first
little
pig?
His
house
obviously
didnt
work
out.
What
do
you
think
might
have
caused
his
house
not
to
stand?
Teacher
waits
for
student
responses.
Do
you
think
it
had
to
do
with
how
hard
he
worked?
I
do
too!
Lets
list
some
of
the
character
traits
we
see
in
this
pig.
Student
B,
what
are
some
characteristics
of
the
first
little
pig?
Remember
we
are
looking
at
the
pig,
not
the
materials
he
used.
Teacher
calls
on
different
students
and
listens
to
their
responses.
The
teacher
writes
down
the
characteristics
on
the
chart.
She
writes
down
lazy,
not
smart,
wants
to
play,
and
doesnt
want
to
work.
So
the
first
little
pig
was
lazy
and
not
a
very
hard
worker.
Boys
and
girls,
how
did
the
pigs
character
traits
affect
the
story?
How
did
those
traits
affect
the
pig?
Teacher
gives
students
time
to
respond.
He
ended
up
with
no
house!
Yikes!
Lets
look
at
pig
number
2.
This
pigs
house
didnt
stand
either!
Lets
look
at
some
of
his
character
traits
and
see
why
the
whole
house
thing
didnt
work
out
for
him
either.
Student
C,
what
are
some
characteristics
of
this
little
pig?
Teacher
calls
on
students
and
writes
their
response
on
the
chart
paper.
They
realize
that
the
traits
are
the
same
as
the
first
pig
and
the
teacher
writes
down
the
same
traits
in
that
category.
What
do
you
all
notice
about
the
character
traits
of
this
little
pig?
It
is
just
like
the
other
little
pig!
Do
you
think
it
was
the
materials
that
the
pigs
used?
Yes,
it
could
have
been.
Do
you
think
that
if
they
worked
harder
and
smarter
that
they
could
have
built
a
stronger
house?
Teacher
waits
for
student
responses.
So
boys
and
girls
we
can
already
see
how
a
persons
character
traits
can
really
affect
a
story.
Lets
look
at
the
last
little
pig.
Do
you
think
he
was
the
same
as
the
other
two
pigs?
Teacher
waits
for
student
response.
Turn
and
talk
to
your
neighbor
about
why
you
think
this
little
pig
is
different.
Teacher
gives
students
time
to
talk
to
one
another.
One,
two,
three
eyes
on
me.
Student
D,
I
heard
you
say
something
interesting.
Can
you
share
with
the
class
what
you
and
Student
E
talked
about?
This
pigs
house
withstood
the
wind!
What
changed
here
boys
and
girls?
Lets
write
down
some
character
traits
of
this
third
little
pig.
Teacher
calls
on
students
and
writes
down
their
responses.
She
writes
down
that
he
was
a
hard
worker,
a
good
builder,
smart,
and
that
he
had
a
good
brain.
Man,
this
is
a
lot
different
then
the
other
pigs.
Looking
at
the
story,
how
did
these
character
traits
affect
the
rest
of
this
story?
It
changed
it
all,
right?
The
wolf
wasnt
able
to
blow
the
house
down
anymore.
After
looking
at
these
character
traits
class,
what
kinds
of
things
do
you
think
it
can
teach
us?
Teacher
waits
and
listens
to
student
responses.
The
first
two
pigs
were
very
lazy
and
did
not
want
to
work
hard.
It
did
not
turn
out
very
well
for
them.
Can
you
think
of
another
story
where
the
character
was
lazy?
How
did
that
turn
out?
Have
you
ever
been
lazy?
How
did
that
turn
out?
Teacher
gives
time
for
students
to
respond.
The
last
pig
was
different.
What
was
different
about
him?
I
want
you
to
think
in
your
head
about
what
pig
you
would
want
to
be
like
and
why.
Now
I
want
you
to
think
about
what
pig
you
would
not
want
to
be
like
and
why
you
would
not
like
to
be
like
them.
Boys
and
girls,
character
traits
not
only
affect
a
story
in
a
book,
but
our
character
traits
can
affect
our
own
life
story.
How
could
your
character
traits
affect
your
life
story?
I
want
you
to
answer
this
question
in
your
head.
Teacher
allows
time
for
students
to
think.
Character
traits
are
very
important
both
in
the
story
and
in
our
lives.
We
can
always
learn
a
lot
from
looking
at
the
characters
in
a
story!
Teacher
transitions
into
practice.
II.
Opportunity
for
Practice:
The
teacher
will
pass
out
a
graphic
organizer
to
each
student.
She
will
explain
how
they
will
use
this
character
web
to
brainstorm
traits
of
one
character
from
the
story.
They
will
use
the
story
to
provide
evidence
for
the
character
traits.
Once
they
fill
out
the
graphic
organizer
they
will
transition
into
writing
their
opinion
piece.
Alright
boys
and
girls,
we
just
looked
at
all
of
the
characters
in
the
book
The
Three
Little
Pigs,
but
now
you
all
are
going
to
look
at
just
one
of
them.
The
fun
part
is
that
YOU
get
to
choose
which
one
you
want
to
pick.
Each
one
of
you
will
be
writing
and
telling
me
why
you
would
or
would
not
want
to
be
this
character.
Boys
and
girls,
that
is
very
important
to
keep
in
mind
when
you
are
choosing
the
character.
You
have
to
take
time
to
think
about
the
character
traits
so
that
you
can
really
write
a
good
paper!
You
all
have
been
writing
a
lot,
so
I
expect
to
see
some
good
pieces!
Before
you
start
to
write,
you
have
to
get
to
know
your
character
a
little
bit
more
first.
I
have
the
fun
sheet
that
I
want
you
all
to
fill
out.
Teacher
draws
attention
to
the
graphic
organizer.
There
is
a
big
blank
circle
in
the
middle.
What
do
you
think
is
going
to
go
there?
A
picture
of
your
character!
You
all
get
to
draw
it
however
you
want!
In
these
other
boxes
I
want
you
to
write
a
few
words
that
describe
your
character.
You
do
not
have
to
fill
in
all
of
the
boxes,
but
you
have
to
fill
in
at
least
3.
This
is
very
important
because
like
I
said,
it
helps
you
understand
the
characters
helping
you
write
your
paper
about
why
you
would
or
would
not
want
to
be
that
character!
I
am
going
to
give
you
5
minutes
to
complete
this
so
please
be
good,
hard
workers.
I
am
going
to
be
walking
around
making
sure
that
you
are
following
directions.
Teacher
releases
the
students
back
to
their
tables.
She
hands
out
the
graphic
organizer
and
walks
around
assisting
students
and
formatively
assessing
if
the
students
are
grasping
the
character
traits
of
the
one
that
the
chose.
III.
Assessment:
Before
they
begin
writing
the
teacher
will
go
over
the
rubric
with
the
students.
She
will
put
the
writing
prompt
on
the
board.
She
will
then
allow
them
time
to
write
and
answer
questions
if
needed.
When
they
are
finished
students
will
give
their
written
work
to
the
teacher
and
she
will
assess
if
the
student
was
able
to
analyze
the
chosen
character
and
apply
it.
Students
have
to
score
at
least
a
3
on
the
rubric
to
be
considered
proficient.
Okay
class,
now
that
you
have
brainstormed
your
character,
you
are
going
to
write
about
it.
You
have
written
an
opinion
paper
before,
right?
You
did
one
just
the
other
week.
Remember
when
Mrs.
Jordan
asked
you
to
write
about
why
Cinderella
was
your
favorite
character?
Or
when
she
asked
what
is
your
favorite
fast
food
restaurant?
We
have
to
remember
that
when
we
are
writing
our
opinion
we
have
to
tell
the
reader
why!
We
always
have
to
keep
in
our
brain
whoever
is
reading
our
paper!
We
want
them
to
understand
what
we
are
trying
to
say.
You
all
are
going
to
tell
me
why
you
would
or
would
not
want
to
be
the
character
that
you
chose.
Lets
remind
ourselves
of
the
three
characters
again.
We
have
the
wolf,
the
first
little
pig
that
built
his
house
with
what?
Straw!
What
about
the
second
little
pig?
He
built
his
house
with
sticks!
What
about
the
third
little
pig?
He
built
his
with
bricks!
We
talked
about
the
difference
between
all
the
characters;
so
lets
remember
that.
You
have
the
notes
on
the
board
to
remember
it.
Before
we
begin
I
am
going
to
read
you
the
rubric
and
show
you
an
example
of
what
I
am
expecting.
Teacher
goes
over
the
rubric
with
students
and
shows
them
an
example
of
what
she
is
expecting.
Remember
again
to
think
about
the
character
traits
that
we
have
talking
about
this
week!
Does
anyone
have
any
questions?
Alright
then
if
you
have
on
anything
pink
you
can
go
back
to
your
deskblueblack.
Teacher
passes
out
writing
sheet
and
walks
around
supporting
students
if
needed.
IV.
Closure:
The
teacher
will
gain
the
students
attention
back
after
they
have
finished
their
writing.
She
will
revisit
how
important
characters
are
to
each
story
and
how
we
can
learn
from
each
of
them.
She
will
talk
about
how
some
characters
we
want
to
be
like
and
some
we
should
not
want
to
be
like.
To
close
out
the
lesson
she
will
explain
to
the
students
a
STEAM
project
that
they
will
work
on.
They
will
use
gumdrops
and
toothpicks
to
build
a
house
that
will
have
to
withstand
wind
from
a
hair
dryer.
They
will
have
to
work
hard
and
smart
like
the
last
little
pig
to
make
sure
that
it
can
withstand
the
wind.
The
teacher
will
give
the
students
instructions
and
let
them
work
in
their
table
groups
before
she
comes
around
to
test
each
house
with
the
hair
dryer.
Okay
class,
I
need
all
eyes
and
ears
on
me.
It
is
very
important
that
you
listen
to
me
during
this
time
because
we
are
about
to
do
something
where
you
will
need
to
hear
what
I
am
saying.
We
have
just
talked
about
all
the
characters
in
the
story.
We
focused
a
lot
on
the
last
little
pig.
What
are
some
character
traits
about
the
last
little
pig
that
we
learned?
Teacher
waits
for
student
responses.
Good!
He
was
smart
and
hardworking.
We
also
looked
at
the
other
characters
who
werent
so
hardworking
or
nice.
There
are
some
characters
that
have
qualities
that
we
want
to
have
and
some
that
we
do
not.
Today,
we
are
going
to
try
to
be
like
the
last
little
pig.
We
are
about
to
do
a
project
so
I
am
going
to
need
your
full
attention
right
now.
You
are
going
to
go
back
to
your
tables
in
just
a
minute.
I
have
given
each
table
some
gumdrops
and
toothpicks.
You
are
not
to
eat
the
gumdrops
or
poke
one
another
with
the
toothpicks
at
all.
If
I
see
you
doing
this,
your
table
will
be
disqualified
immediately.
This
can
only
be
fun
if
you
all
follow
directions.
You
all
are
going
to
use
these
materials
to
build
a
strong
house
like
the
last
little
pig.
The
only
thing
is
that
it
will
have
to
withstand
the
wind
of
the
hair
dryer!
Are
there
any
questions
before
we
begin?
You
will
have
5
minutes
to
work
on
building
a
house.
It
has
to
have
four
walls
and
a
roof.
I
am
going
to
call
you
back
to
your
tables,
but
please
wait
to
begin
until
everyone
is
back
in
their
seats.
Table
1
you
may
go
back
to
your
tabletable
2345.
You
all
may
begin
working
and
think
like
that
last
little
piggy!!
Teacher
walks
around
observing
student
work
and
collaboration.
When
the
5
minutes
is
up
the
teacher
will
walk
around
with
the
hair
dryer
and
the
students
will
watch
to
see
if
they
all
withstand
the
wind.
Materials
and
Resources:
Book
Flix
The
Three
Little
Pigs
Chart
Paper
Graphic
Organizer
Writing
paper
Rubric
Gum
Drops
Tooth
Picks
Hair
Dryer
Differentiation
Strategies
(including
plans
for
individual
learners):
For
students
in
the
green
range,
they
will
be
asked
to
fill
out
more
character
traits
in
the
graphic
organizer
and
do
an
extended
writing
project
based
on
their
opinion
piece.
For
students
in
the
red
range,
those
who
are
not
proficient
in
writing
and
could
not
explain
their
opinion
of
the
character,
will
meet
with
the
teacher
one
on
one
and
explain
their
opinion
of
the
character/
prompt
to
the
teacher
orally.
Mini-lesson
for
Character
Count
Name:
Elizabeth
Collier
Date:
March
2nd,
2016
Objective
or
Focus:
Students
will
learn
to
think
before
they
speak.
They
will
learn
the
power
of
their
words
and
how
saying
mean
things
can
affect
others.
Materials
List:
Chart
paper
Wrinkly
Sam
Llama,
Llama
the
Bully
Goat
by
Anna
Dewdney
Invitation
or
Introduction:
Good
morning
boys
and
girls
like
Ms.
Keeter
and
Ms.
Harding
said
my
name
is
Loving
Lizzie.
I
heard
Ms.
Keeter
taught
you
a
lot
of
nice
words
you
can
use
to
describe
people
yesterday.
These
words
are
also
traits
that
we
should
all
strive
to
have.
Could
anyone
tell
me
a
couple
of
character
traits
you
would
like
yourself
and
others
to
have?
Teacher
will
listen
to
words
mentioned
by
students.
For
example:
kind,
trustworthy,
honest,
good
listener,
and
fun.
Yes,
those
are
very
encouraging
and
nice
words!
Today
I
am
going
to
read
you
all
a
story.
This
story
is
called,
Llama,
Llama
and
the
Bully
Goat.
After
reading,
the
teacher
will
ask
questions
about
how
the
animals
in
the
class
were
being
bullying
by
the
goat
and
what
the
goat
should
have
done.
Teacher
Modeling:
Teacher
will
show
her
paper
friend,
Sam.
Sam
is
a
character
who
is
smooth
and
looks
very
happy.
Teacher
will
ask
the
class
how
Sam
looks.
Okay
class,
this
is
my
friend
Sam.
Sam
is
a
great
friend.
He
is
in
first
grade
at
another
elementary
school.
Can
anyone
tell
me
how
Sam
looks
right
now?
(Teacher
and
student
will
list
qualities).
What
if
Sams
friends
at
school
said
mean
words
to
him?
Could
anyone
predict
how
that
would
make
him
look?
Teacher
will
then
lead
students
in
an
activity
and
model
example
mean
and
kind
statements.
This
activity
will
be
the
students
sitting
in
a
circle.
They
will
past
the
paper
friend,
Sam,
around
in
a
circle.
The
first
time
Sam
goes
around
the
circle,
the
students
will
say
something
mean
to
him.
When
mean
words
are
said,
the
students
will
wrinkle
the
piece
of
paper.
By
the
end,
Sam
will
be
a
big
wrinkled
ball.
The
second
time
Sam
is
passed
around,
the
students
will
say
something
kind
and
unfold
Sam.
By
the
end
of
the
second
time,
Sam
will
be
unfolded
but
still
not
smooth.
This
will
show
the
class
that
words
have
a
lasting
impact
and
to
remember
to
always
be
kind.
Independent
Practice:
Okay
boys
and
girls,
now
we
are
going
to
go
around
the
circle
and
say
something
nice
about
a
friend
in
the
classroom.
Students
will
practice
saying
kind
words
to
their
friends.
Assessment
and
Reflection:
This
activity
gave
the
class
a
clear
understanding
and
visual
that
their
words
to
one
another
have
a
lasting
effect.
The
class
stated
that
they
did
not
want
Sam
to
be
sad
therefore
each
student
was
able
to
say
something
loving
and
encouraging.
The
classroom
teacher,
Mrs.
Jordan
also
had
the
class
go
around
in
the
circle
and
say
one
nice
thing
about
Elizabeth,
Lindsey,
or
Catherine.