Character Education Lesson 9 of 10

Character Education Lesson 9 of 10

Grade Level:5 and 6

Subject: Persevere.

Duration:Day 1: 20 minutes

                 Day 2: 30-40 minutes

DOK Level:3

SAMR Level: Redefinition

Indiana Standard:

Counseling Competencies: Social/Emotional Development

Competency 1: Students will acquire and further develop the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

Competency 2: Students develop personal management and collaborative skills needed to become successful learners, responsible citizens, and productive workers.

Competency 3: Students will understand personal safety skills.

Objective: 1. Students will understand what it means to persevere.

                   2. Students will be able to reflect upon what it has felt like in the past to persevere and  

                       not to persevere.

                   3. Students will create skits based on teacher-given scenarios. These skits are

                       scenarios that may happen at school or home for students this age. Students

                       should be able to be able to put themselves in the scenarios as perseverance role  

                       models/motivators.

Procedure:

1. Day 1: The teacher delivers the Perseverance Google document. Students will watch the videos and read the text. Class discussion using the Perseverance Discussion & Activity Google document.
2. Day 2: Continue the class discussion from yesterday as needed. Divide students up into 8 groups and assign them one of the 8 scenarios from the Perseverance Discussion & Activity Google document. Students will have about 5 minutes to discuss, plan, and practice their skits. The 8 groups will present their skits to the class making sure to show what great perseverance motivating skills they have!

Product or Assessment: Day 1: nothing unless the discussion is started on this day

                                        Day 2: class discussion and skits

Accommodations:

1. Assign specific roles for a group working on a skit.
2. A group could write out a skit rather than act it out.
3. Groups could come up with ways to “act out their skits”- some ideas are poems, videoes, write it out, IMovie, journal (written or an oral one that is video taped).

Enrichment:

1. Groups could critique each other’s skits. It might be best to offer up a rubric or at least some advice in doing so. For example, those students critiquing skits could be required to give one thing that was done well and one “I wish you would have ______.” (Give one piece of advice to make it better).