Students will reflect on the meaning of the pillars of Character Education and create a motivational banner reflecting one of the pillars. 

Students will explore the pillars and generate practical applications for the high school student. 

Students will present their banners to the class and explain the significance of the pillar, and how students can daily reflect the pillar in their actions.

(4)  Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to:

(C)  research topics using primary and secondary sources, including electronic technology;

(E)  use information effectively to support and clarify points in presentations;

(G)  prepare and use visual or auditory aids, including technology, to enhance presentations;

(I)  use effective verbal and nonverbal strategies in presentations;

(K)  make individual presentations to inform, persuade, or motivate an audience;

(M)  apply critical-listening strategies to evaluate presentations; and

(N)  evaluate effectiveness of his/her own presentation.

None Specified for Department

In this lesson, students will explore the six character education pillars our school district has adopted unsing technology available. 

Students will reflect on the meaning of the pillars of Character Education and create a motivational banner reflecting one of the pillars. 

Students will explore the pillars and generate practical applications for the high school student. 

Students will present their banners to the class and explain the significance of the pillar, and how students can daily reflect the pillar in their actions.

As the students explore the six pillars, they will begin to explore their own questions such as:

1) Which pillar do I most associate with at this time?

2) What does this pillar mean to me?

3) How can I, as a current FHS student, live out this pillar daily?

4) How can I motivate other students to reflect upon their actions to see if they are modeling this pillar daily?

Students will research the pillars in respect to their true definition, as well as synonyms for this pillar.  Based upon the true definition, students will generate their own definition of the pillars.  Students will evaluate the meaning of the pillars and choose the one that resonates most with them.  The students then have the task of designing a motivational banner reflecting this pillar, making sure to include all of the required elements. 

Required elements to be included are: pillar chosen depicted creatively, a dictionary definition of the pillar, the student's personal generated definition, two quotes about the specific pillar including its author, synonyms for the pillar chosen, and practical ways in which students can daily act in response to the pillar at school, at home or at their jobs.  One of the most significant parts of this task is for students to motivate others to live out this pillar daily through the creation of the banner. 

In this lesson, students apply what they know about the 6 pillars to the creation of a motivational banner for their peers. 

Students evaluate the role this pillars plays in the daily occurrences of a high school student, and generate practical ways in which students can promote this pillar through their actions. 

Students will analyze the effectiveness of the banners in motivating peers to act daily following one of six pillars.

In this activity students are provided a graphic organizer to use during research of the 6 pillars to help organize thoughts and required elements.

The lesson provides students a character based activity in which they can motivate others to follow the six pillars daily.

Students are provided opportunities to use available technology to create the motivational banners, as well as to research the pillars and find required elements.

Students may use, but are not limited to using:  word, publisher, frontpage, and internet character based websites.

Teacher

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