Floresville ISD LoTi Lesson Plan

 

Character Banners 
 

 

 

Lesson Information
Title of Lesson Character Banners
Grade Levels 9th, 10th, 11th, 12th
Subject Other
Course No course information associated with this lesson.
Authors and Contributors

smoore 
Lesson Submission Date 9/5/2007 1:31:48 PM
Lesson Approval Date 9/5/2007 1:53:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		ELA 11th 6) Reading/word identification/vocabulary development. The student uses a variety of strategies to read unfamiliar words and to build vocabulary. The student is expected to (F) identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation. ELA 11th 19) Viewing/representing/interpretation. The student understands and interprets visual representations. The student is expected to (B) analyze relationships, ideas, and cultures as represented in various media.
Targeted TAKS /
Department Objectives 		ELA 11th Objective 3 The student will demonstrate the ability to analyze and critclly evaluate culturally diverse written texts and visual representations.

 

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 		Why must we know our strongest character pillar? In what ways do I show each pillar of character? What is my strongest character trait? How do I show my strongest character trait? How can I build on my weakest character pillar?

 

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 Student will define and identify (K) the six pillars of character. They will work individually to create their own poster (C). They will choose and interpret (Ap) their pillar by using the textbook definition, their own definition, two quotes by historical figures, actions that can be used for th word and their own pictures or drawings of the pillar. They will organize and create (S) their posters for display. After all posters are complete they will self-evaluate (Ev) and compare (An) all posters. They will present them to the class and then hang them around the school. Character trait: Students will demonstrate the understanding of one of the following pillars of character: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.

 

Differentiated Instruction

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

Differentiation Activities Exit Cards , Tiered Instruction , Compacted Curriculum , Interest Based Investigations ,
Description Students with IEP/50 Accommodations will be addressed according to those accomodations. Other differentiation will be made according to the student needs and included but are not limited to the following: personal agendas for individual deadlines, graphic organizers for research and steps of the process.

 

Technology Applications

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

Technology Applications Available technology including but not limited to the following: laptops: software available Internet Databases Web Quest projects
Web Resources

 

Assessment
Assessments

Rubric #1446127 
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/TopicsThe student will work alone to figure out which pillar of character they demonstrate the most. They will then share their pillar with the rest of the class and share it with the school by posting them around the campus.

EBAMThrough steps of the lesson the student will meet deadlines work with technology individual evaluation and reflection

Performance TaskYoung adults come into contact with a variety of individuals who are different in their beliefs. These young adults must realize which character pillar they possess and build upon each character strength. Their realizations of building upon these character pillars will enhance their relationships in the "real-world."

ResourcesTeacher other faculty and staff Library