Floresville ISD LoTi Lesson Plan

 

Encouraging Good Character Behaviors 
 

 

 

Lesson Information
Title of Lesson Encouraging Good Character Behaviors
Grade Levels 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 9th, 10th, 11th, 12th
Subject Special Education
Course No course information associated with this lesson.
Authors and Contributors

hmeans 
Lesson Submission Date 4/22/2007 4:38:46 PM
Lesson Approval Date 4/24/2007 12:24:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		113.37 Sociology (C) Knowledge and skills. (1) Citizenship. The student understands that individuals require knowledge of the dynamics of the relationships between self and others to be con- tributing members of the community. The student is expected to: (A) describe models of group systems and the interactive roles of other individuals, groups and of the community;and (B)evaluate role conflicts and methods of resolution that may occur among individuals and groups. (7) Goverment. The student understands how goverments promote cultural values and how they provide for social controls. (8) Goverment. The student understands different styles and forms of leadership,socialization and communication techni- ques that influence attit- udes and behaviors. (A) Culture. The student under- stands how culture, sociali- zation, norms, values, moti- vation and communication can influence relationships. among groups. The student is expected to: (C) analyze social problems in selected US subcultures. (15) Social studies skills. The student can communicate in either or all(written,oral,visual forms. The student is expected to (D) create written, oral and visual presentations of social studies information (16) Social studies. The student uses problem-solving and decison-making skills working independently and with others, in a variety of settings. The student is expected to (A) usea problem-solving process to identify a problem, gather information list-and consider options, consider advantages and the disadvantages, choose and impliment a solution and evaluate the effectiveness of the solution.
Targeted TAKS /
Department Objectives 		Grade 11-Social Studies: Obj. 5: The student will use critical thinking skills to analyze social studies information. Grade 11ELA Obj3: The student will demonstr- ate the ability to analyze and evaluate culturally diverse information. Grade11-Mathmatics:Obj 10: The student will demonstrate an understan- ding of the mathematical processes and tools used in problem solving. 111.36 Mathematical Models with applications (C) Knowledge and Skills (M.1) (A)compare and analyze various methods for solving a real- life problem; (C) select a method to solve a problem, defend the method and justify the reasonaableness of the results. (M.2) The student uses graphical and numerical techniques to study patterns and analyze data. The student is expected to: (A) interpret information from various graphs, including line graphs,bar-graphs,and circle-graphs. (M.3) The student develops and implements a plan for collecting and analyzing data in order to make decisions. The student is expected to: (A) formulate a meaningful question and determine the data needed to answer the question.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		1. What seems to be a problem that all of us can see with student bad character behaviors near the end of the school year? 2.What can we do to encourage good character behaviors? 3. What are some of the bad character behaviors we can see in school? 4. What are some of the good character behaviors that we can show in school? 5. How can these good character behaviors help us in our adult life?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description K- Students will use previous knowledge from developing good character "Moto" and "Honor Code" in class. C- Students will calculate from actual "Behavior consequences data" if there is an increased dicipline problem near rhe end of the school year. AP- Students will use technology to prepare various graphs so that they can intrepret information. An-Students will debate and draw to an agreed conclusion. S- Students will be able to explain their conclusion to others using the prepared graphs. E- Students will assess the problems and decide how to encourage ways to help solve the problem.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Anchor Activities , Adjusted Questions , Tiered Instruction , Personal Agendas ,
Description Students with IEP and 504 accomifations will be addressed accordingly. Other differentiantion will be made according to needs and include, but not limited to the above. Each student will be graded based upon his/her physical and intellectualabilities.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Will use the programs to develop: A. Bar-graphs B. Line- graphs C. Circle -graphs Using Excel New Office Documents and other resources using Technology Applications.
Web Resources

 

Assessment
Assessments

ID# 1402339 
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/Topics After the Life Skillss Active Daily Living Class has discussed the problem of increasing bad character behaviors increasing as the school year nears an end(last six weeks): the question needs to be answered in their opinion on "what can we do?" A list of "what can we do" activities will be developed. An activity will be provided by ADL class. A critique will also be developed of the actavity to determine if it was effective.

EBAMThe Life Skills Active Daily living class recorded the suggestions that were made to help this problem of "bad character" behaviors by developing "good character" behaviors. The following suggestions were developed: 1. Be the best example of "good character" behaviors ourselves. 2. Have fun activities to encourage a positive pattern of "good character" behaviors. 3. Recognize students with "good character" behaviors. 4. Publisize these fun activities and recognizitons at school and in the community. The students must learn in the socialization areathat to succeed in adult life and in the community, "good character" behaviors are very important. Students learned that "good character" behaviors are necessary for developing a good reputation and future happiness.

Performance TaskFunctional Goal: Each Life Skills student in the Active Daily Living class will help provide an activity to help develop "good character" behaviors the last six weeks of school. The students are to: 1. Plan an activity 2. Serve on a committe responsible for a specified part of the activity. 3. Conduct the activity. 4. Evaluate the achievements after the activity is over.

ResourcesTeacher Teacher's aide Library Internet School web-site School Administrators