Floresville ISD LoTi Lesson Plan

 

Character Ed. -- Amy Carter 
 

 

 

Lesson Information
Title of Lesson Character Ed. -- Amy Carter
Grade Levels 9th, 10th, 11th, 12th
Subject Language Arts
Course No course information associated with this lesson.
Authors and Contributors

acarter 
Lesson Submission Date 12/11/2006 11:24:22 AM
Lesson Approval Date 2/2/2007 5:59:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		Ninth Grade: 7H: draw inferences such as conclusions, generalizations, and predictions and support them from text. 10B: use elements of text to defend his/her own responses and interpretations. 12B: evaluate the credibility of information sources and determine the writer’s motives. 7F: identify main ideas and their supporting details. 8B: read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media.
Targeted TAKS /
Department Objectives 		Ninth Grade: Objective 2: The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. Tenth & Eleventh Grade: Objective 4: The student will, within a given context, produce an effective composition for a specific purpose.

 

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 		Students will be directed through in-class discussion towards questions similar to the following: 1. To what lengths do people go when in a life or death situation? 2. To what lengths would I go in a life or death situation? 3. To what lengths would I go to help those in a life or death situation? 4. What type of person am I? Would I want me around in a life or death situation?

 

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 identify life or death situations and the people affected by them. C -- Students will characterize the people who survive life or death situations. Ap -- Students will determine the lengths they would go in a life or death situation. An -- Students will analyze various life or death situations (Hurrican Katrina, hostage situations, etc.). S -- Students will predict how they would act in that same situation. E -- Students will measure their personal character based on their predictions of their personal actions using one of all of the 6 pillars of character. Character: Trustworthiness: Would the student stay honest in the situation? Respect: Would the student respect others' property, decisions, etc. in the situation? Responsibility: Would the student be responsible for his/her actions in the situation? Fairness: Would the student be fair in his/her decisions or actions in the situation? Caring: Would the student exhibit care in the situation? Citizenship: Would the student consider him/herself a good citizen in the situation?

 

Differentiated Instruction

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

Differentiation Activities Adjusted Questions , Interest Based Investigations , Graphic Organizers ,
Description Students with 504/IEP Accommodations will be addressed according to those accommodations. Other differentiation will be made according to individual student needs and include, but are not limited to, the following: shortened essay length, grade based on ability, extension of time, essay with technological element (Ppt, video, etc.) for GT and advanced students.

 

Technology Applications

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

Technology Applications Internet -- research of modern-day disasters, life and death situations, disaster drills and plans, six pillars of good character. Channel One (TV) and website. Desktops or Laptops to type TAKS based essay.
Web Resources

 

Assessment
Assessments

Culminating Activity Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1355197& 
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/TopicsSelf-analysis Research skills Prediction Analysis of character

EBAMResearch life and death situations. Analyze others' character in those situations. Analyze own character based on prediction as to how one would act in those situations.

Process SkillsStudents will be able to: 1. define the elements of the short story. 2. analyze theme development. 3. make a personal assessment of the theme.

Performance Task1. Research disasters and life and death situations (Hurricane Katrina, hostage situations, etc.). 2. Inquire of others (Red Cross workers, disaster survivors, etc) as to their character. 3. Reflect on own life and personality. 4. Write an essay reflecting on personal character if presented in a life or death situation.

Thinking StrategiesProblem Solving,Experimental Query,Decision Making

ResourcesTeacher Online articles Newscasts Channel One Guest speakers (survivor of Hurricane Katrina, Red Cross workers, etc.) Character Counts Faculty & Staff Community Members