Lesson: Can you identify good character?

Floresville ISD LoTi Lesson Plan

Can you identify good character?

Lesson Information
Title of Lesson	Can you identify good character?
Grade Levels	6th, 7th, 8th
Subject	Math
Course	No course information associated with this lesson.
Authors and Contributors	caktines
Lesson Submission Date	3/14/2008 11:15:46 AM
Lesson Approval Date	3/24/2008 12:56:47 AM

Learning Objectives

TEKS /
Student Expectations

7.1b The student is expected to convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator.

7.2d The student is expected to use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio.

7.11b The student is expected to make inferences and convincing arguments based on an analysis of given or collected data.

Targeted TAKS /
Department Objectives

Obj.1 -Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms.

Obj. 5 - Probability and statistics. The student understands that the way a set of data is displayed influences its interpretation.

Lesson Overview A brief summary of the lesson and the expected outcomes.
Overview	Students will brainstorm ideas of examples of the six pillars of character and try to identify them from watching a 30 minute clip of the movie “Cars”. Students will then make predictions about how many examples of good character are in the entire movie. They will represent their finding using two different kinds of graphs. They will create a power point to be posted on the school web site showing how TV and video viewing needs to be supervised by parents.

Lesson Overview

A brief summary of the lesson and the expected outcomes.

Overview

Students will brainstorm ideas of examples of the six pillars of character and try to identify them from watching a 30 minute clip of the movie “Cars”. Students will then make predictions about how many examples of good character are in the entire movie. They will represent their finding using two different kinds of graphs. They will create a power point to be posted on the school web site showing how TV and video viewing needs to be supervised by parents.

Engaging Questions

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

Engaging /
Essential Questions

What are the six pillars of character?
Give examples of each pillar.
Do you think good character is important?
Why should you exhibit good character?
Are movies today good examples of character? Why?
If you want to watch a movie showing good character, how would you know which one to pick?
Is it important for parents to monitor what their children watch?

Authentic Learning The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.
Activities	After asking the engaging questions, students will begin brainstorming examples of each of the six pillars of character. Student will be encouraged to use their agendas to get ideas. Students will be divided into 6 groups. Each group will be assigned a different pillar of character. Groups will then prepare to watch a 30 minute clip from the movie “Cars”. While watching the clip, students are to document examples of their pillar of character and how many times it occurred. Depending on the groups of students, the movie may need to be shown a second time to get an accurate list and count. Students will count the total number of times that they observed each pillar of character. Students will write their data as a ratio of number of times the pillar was seen over 30 minutes (time they watched). They will then make a prediction about how many times they should observe their pillar in the entire movie using a proportion. The second half of the proportion will have the total number of minutes in the entire movie as the denominator. Students may use a calculator to solve the proportions. After solving their proportions, students will check each others calculations. Students will then convert their proportions to decimals and percents. Using the percents the students will create circle graphs to first show their prediction. The students will then watch the rest of the movie, keeping track of the number of times they observed the pillars of character. Once again students will change the ratio into a decimal and percent. Students may use a calculator. Students will then check and see if their predictions are accurate. They will show the actual times the pillars of character appeared in the movie. Students will compare the predictions and the actual results. Students will then combine their actual results and create a circle graph to determine which pillar of character appears the most often. After constructing their circle graphs, students will work together to develop a power point to be posted on the school website. The power point will emphasize the importance of parental supervision in the viewing of TV and movies.
Related Character Pillars	Trustworthiness , Respect , Responsibility , Fairness , Caring , Citizenship

Authentic Learning

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

Activities

After asking the engaging questions, students will begin brainstorming examples of each of the six pillars of character. Student will be encouraged to use their agendas to get ideas.

Students will be divided into 6 groups. Each group will be assigned a different pillar of character. Groups will then prepare to watch a 30 minute clip from the movie “Cars”. While watching the clip, students are to document examples of their pillar of character and how many times it occurred. Depending on the groups of students, the movie may need to be shown a second time to get an accurate list and count. Students will count the total number of times that they observed each pillar of character. Students will write their data as a ratio of number of times the pillar was seen over 30 minutes (time they watched). They will then make a prediction about how many times they should observe their pillar in the entire movie using a proportion. The second half of the proportion will have the total number of minutes in the entire movie as the denominator. Students may use a calculator to solve the proportions. After solving their proportions, students will check each others calculations. Students will then convert their proportions to decimals and percents. Using the percents the students will create circle graphs to first show their prediction. The students will then watch the rest of the movie, keeping track of the number of times they observed the pillars of character. Once again students will change the ratio into a decimal and percent. Students may use a calculator. Students will then check and see if their predictions are accurate. They will show the actual times the pillars of character appeared in the movie. Students will compare the predictions and the actual results. Students will then combine their actual results and create a circle graph to determine which pillar of character appears the most often. After constructing their circle graphs, students will work together to develop a power point to be posted on the school website. The power point will emphasize the importance of parental supervision in the viewing of TV and movies.

Related Character Pillars

Trustworthiness , Respect , Responsibility , Fairness , Caring , Citizenship

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	Knowledge - Students write a ratio and can list the six pillars of character. Comprehension – Students are able to set up and solve a proportion. Students can list examples of the six pillars of character. Application – Students will predict the number of times the pillar of character will appear in a video clip Evaluation – Students will determine the significance of parent supervision in regards to what their children watch Analysis – Students will graph their results using a circle graph Synthesis – Students will be able to compile a list of different characteristics for each pillar of character

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

Knowledge - Students write a ratio and can list the six pillars of character.

Comprehension – Students are able to set up and solve a proportion. Students can list examples of the six pillars of character.

Application – Students will predict the number of times the pillar of character will appear in a video clip

Evaluation – Students will determine the significance of parent supervision in regards to what their children watch

Analysis – Students will graph their results using a circle graph

Synthesis – Students will be able to compile a list of different characteristics for each pillar of character

Differentiated Instruction Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.
Differentiation Activities	Flexible Grouping ,
Description	Flexible grouping – Students will first work in a large group and then separate into smaller groups. High ability students will be spread out so that they can assist other students. Students will also be attending SAC if needed.

Differentiated Instruction

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

Differentiation Activities

Flexible Grouping ,

Description

Flexible grouping – Students will first work in a large group and then separate into smaller groups. High ability students will be spread out so that they can assist other students. Students will also be attending SAC if needed.

Technology Applications Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.
Technology Applications	Students will use technology to view video, to create circle graphs and to make a power point. Projector and tablet will be used to view the movie. Microsoft Office with Excel and Powerpoint programs will be used to create graphs and power points.
Web Resources

Technology Applications

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

Technology Applications

Students will use technology to view video, to create circle graphs and to make a power point. Projector and tablet will be used to view the movie. Microsoft Office with Excel and Powerpoint programs will be used to create graphs and power points.

Web Resources

Assessment

Assessments

Rubric

File Attachments

Name

Rubric

Download

Other Resources
Other Resources	Student agendas, computer and projectors or TV for viewing videos, calculator, computer for making graphs and power point, movie – “Cars”.

Floresville ISD LoTi Lesson Plan

Can you identify good character?

Lesson Information

Learning Objectives

Lesson Overview

Engaging Questions

Authentic Learning

High Level Thinking Processes

Differentiated Instruction

Technology Applications

Assessment

Other Resources