Floresville ISD LoTi Lesson Plan

 

Character Ed.-Pat Reile 
 

 

 

Lesson Information
Title of Lesson Character Ed.-Pat Reile
Grade Levels 3rd, 4th
Subject Social Studies
Course No course information associated with this lesson.
Authors and Contributors

preile 
Lesson Submission Date 12/11/2006 1:51:43 PM
Lesson Approval Date 2/2/2007 3:47:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		113.5 Social Studies, Grade 3. (1) In Grade 3, students learn how individuals have changed their communities and world. Students study the effects inspiring heroes have had on communities, past and prsent. Students learn about the lives of heroic men and women who made important choices, overcame obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new inventions, and new communities. Students expand their knowledge through the identification and study of people who made a difference, in fluenced public policy and decision making, and participated in resolving issues that important to all people. Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals. (10) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: (A) identify characteristics of good citizenship such as a belief in justice,truth,and responsibility for the common good: (B) identify historic figures who have exemplified good citizenship:
Targeted TAKS /
Department Objectives 		Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. Objective 4: The student will apply critical thinking skills to analyze culturally diverse written texts.

 

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 		The teacher will randomly group students. The teachers will then call one group at a time out into the hallways. Each group will be assigned a color of a construction paper fish to wear on a ribbon around his or her neck. When in the hallway the group will be told not to talk to or play with any member of the group wearing a red fish. The group wearing the red fish will just be asked to wear the fish. Allow this to go on through most of the day. The next day the teacher will ask the students wearing the red fish the following questions. 1. Did the other students treat you any differently once you began to wear the red fish? 2. How did their treatment make you feel? 3. Were you angry with the rest of the class? 4. Did you begin to think that something was wrong with you? The teacher will ask the entire class the followinging questions. 5. Were you comfortable treating the red fish group diffently? 6. Did you feel it was fair treating them in this way? 7. Why do you think people exclude one another? 8. Are people more likely to include or exclude others in our school? 10. Do you believe that if someone treats you with prejudice you have the right to hurt that person? 11. Is fighting the way to end prejudice?

 

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 Knowledge:How do you define predjudice? Analysis:In our classroom, what would a peaceable person do if someone wanted to play with him or her? (After playing Musical Chairs ask the following questions.) Analysis:How did it feel to sit on the sidelines? Comprehension:Have there been other times you have been on the sideines while other children played? Synthesis:How did it feel? Application:Can you think of other games you cour redesign as I did with Musical Chairs? (After playing The Tight Hands Game ask the following questions.) Comprehension:What did if feel like to be an outsider? Analysis:Did anyone want to let the outsiders inside the circle? Did you let them slip in? Synthesis:Have you ever felt like an outsider in school? When? ( When students are about to write the letter to Dr. King ask the following questions} Synthesis: What changes in your behavior would you make to let the new student know that you do not exclude others due to the color of their skin? Evaluation: What choice would you make if everyone in the class excluded a student based upon something such as the color of his skin? Would join them or would go against all of your friends and include this student?

 

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 , Flexible Grouping , Tiered Instruction ,
Description Anchor Activities-Organize students in groups. Each group is giving a different color of construction paper fish to wear as a necklace for a day. All of the groups are told to ignore the group of children wearing the red fish. Those students wearing the red fish are unaware of the instructions the rest of the class was given. After a day of this discuss with students their feelings. Explain that this is an example of prejudice. Adjusted Questions-During the discussions and while the students are working on the various activities the teacher should ask students not only according to the child's learning ability but also to help the child go through the different levels of Bloom's taxonomy. Flexible Grouping- The teacher should organize the groups that make the Peaceable Person Profile. Tiered Instruction- *Group Instruction- as a class we will discuss the concepts *Small Group Instruction-the students will work together in creating the Peaceable Person Profile, playing Musical Chairs and the Tight Hands Game. *Individual-the student will write a letter to Dr.King describing how a fellow student and his family are being excluded due to skin color. The student will offer a solution to this problem.

 

Technology Applications

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

Technology Applications Computer-www.holidays.net Microsoft word or www.readwritethink.org Gateway Laptop Computer Mircrosoft Journal Program projector
Web Resources

 

Assessment
Assessments

SCORING RUBRIC Excellent 4: The ideas were expressed in a clear and organised fashion. It was easy to figure out what the letter was about. Good 3: The idease were expressed in a pretty clear manner, but the organization could have been better. Fair 2: Idease were somewhat organized but were not very clear. It took more than on time reading to figure out what the letter was about. Poor 1: The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Unsatisfactory 0: The writer leaves the page blank or fails to respond to the writing task. 
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 Students will define prejudice. After this lesson the student will be able to distinguish between prejudicial behavior and fair behavior. The student will have more knowledge of the work of Dr. Martin Luther King Jr. and a better understanding of his battle to obtain equality for all people through nonviolent ways. The student will be able to write a letter describing an incident when he/she was excluded in school and in the community due to skin color.

EBAMIn order to help the students understand what makes a peaceable person, group the students according to learning levels. Have one volunteer from each group lie down on a 4 by 7 foot sheet of bulletin board paper and ask the other students in the group to hrace hir or her body. Now ask the class what behaviors, attitudes, and actions they think contribute to a feeling of caring in the classroom. Allow the students time to take turns writing these positive attributes inside the the outline of the person. As the students write down their thoughts, ask them to give examples of what they mean by helpful, courteous, and so on. If no one thinks of any qualities related to including others ask,"In our classroom, what would a peaceable person do if someone wanted to play with him or her? Now have the students write outside of the outline all of the negative behaviors, attitudes, and actions that they do not want as part of the class. Finally, ask the class if they can agree to use the attributes of the peaceable person to guide their behvior. Post the peaceable person as a visual contract for you and your students. Whenever a positive or a negative behavior occurs, the students will be able to point it out on the outline. Musical Chairs Allow the students to play Musical Chairs. This will give the teacher an opportunity to raise issues of inclusion and exclusion. First, play Musical Chairs the traditional way. When the game is over explain to the class that you would like to try a different version of the game. This time the object is to make sure no one is exluded. If everyone has a place to sit, the group wins. If anyone is without a place to sit,the group loses. When playing, eliminate a chair, but not a child, every time the music stops. Students will need to figure out creative ways to pile everyone on one chair. After the game discuss the difference in the two experiences: How did it feel to sit on the sidelines? Have there been other times you have been on the sidelines while other children played? How did it feel? Can you think of other games you could redesign this way? The Tight Hands Game This game will give the class an opportunity to discuss inclusion and exclusion. Begin by explaining that the class will act as if it is excluding someone. Have the students hold hands in a circle. One child volunteer, the outsider, will try to get into the circle through spaces between people, while everyone else tries to keep hime or her out. Warn the children to be gentle when blocking the outsider. When the outsider gets into the circle, stop the game and ask for another volunteer. You may have two or three outsiders at one time. After playing several times ask the students what it felt like to be an outsider. Did anyone want to let the outsiders inside the circle? Did you let them slip in? Why or why not? Have you ever felt like an outsider in school? When? Read the story THANK YOU, DR. MARTIN LUTEHR KING JR. by Eleanora Tate (Bantam,1992) Discuss with students the role Dr. King played in helping people learn to include each other in everything they do. The teacher will use the laptop computer and projector. The teacher will go to the site www.holidays.net. The teacher will project the biography of Dr. King and his I HAVE A DREAM SPEECH. Then give the students an opportunity on the computer to visit this website and research other leaders in the Civil Rights movements such as Rosa Parks.

Performance TaskGive the students the following writing assignment. Pretend a new student has moved to Floresville. This student and his family has a skin color that is different from everyone else in the community and the school. During the first week of school this student is treated poorly by everyone. The students will not play with him because he is different. You saw when this student and his family were told to leave a restaurant because they do not serve people with that skin color. Write a letter to Dr. King telling him about this experience. Tell him how this treatment made you feel watching what the student going through this. Tell Dr.King what you are going to do in order change how this student is being treated. Students may use pencil and paper or they write the letter on a computer using Microsoft Word or www.readwritethink.org.

ResourcesHere is a list of books that may be helpful to have in the classroom during this lesson. Chrysanthemum by Kevin Henkes Oliver Button is a Sissy by Tomie dePaola The Hundred Dresses by Eleanor Estes Thank You, Dr. Martin Luther King Jr. by Elenora Tate