Floresville Elementary Character

Ask the students to say whether it's half-empty or half-full. Quickly they'll conclude it could be either one.

Explain that how you see things, your point of view, is called your "perspective." Your perspective on this glass can be compared to your perspective on almost anything. Another word similar to perspective is "attitude." The glass can be either half-empty (negative attitude) or half-full (positive attitude).

Ask for examples of how our perspective and attitude can influence the way we see many things in our lives. A way to do this might be: On slips of paper have the class write examples of times when kids their age might feel disappointed or feel like a failure. Have them pick one slip at a time from a hat, read it aloud, and offer suggestions for how to deal with it.

Make a class chart to showcase in the hallway on how your class is “seeing the glass half-full.”

As a large group, brainstorm issues or places you see in your community or the world that make you angry because they demonstrate a lack of respect. Newspapers, news-stories, and other media may be used to help generate ideas.

Then, in smaller groups, pick one issue per group and brainstorm some things you could do that would address that issue.

Create a poster/skit/or PowerPoint slide that addresses the issue. Make sure to include color, large font/text and pictures. Catchy phrases are also a plus in making the product stand out.

(Thinking before you Speak!)

Materials: One Large Heart traced out of Butcher Paper or Large Construction Paper with the Name of the Class: “Mrs. Jones Class” “Mr. Jones Class” written in the middle of it.

Pass the heart around and have students write their name on the heart with a marker.

Teacher begins by asking students, “Has anyone ever said anything that hurt your feelings?”

Teacher then gives students a chance to think about it. Once wait time has been given the teacher has each student respond to the question with one example from each student. As the students respond, the teacher will start to “crumple” the paper up. The teacher does this with each response until the last person goes. By then the paper should be in a ball.

Then the teacher allows each student to respond to the question, “Have you ever had anyone say anything to you that made you feel good about yourself?”

As each student responds, the teacher then opens up the heart. When the last student responds, the teacher then asks the students, “What do you notice about the heart?”

Student’s responses might include… “It is fixed now…” , “It has wrinkles all over it.”, etc.

This is the opportunity to discuss with the class that even though we said nice things to fix the bad things that were said to us…the wrinkles still remain. Sometimes, we may forgive and/or say we are sorry but the things we say might even hurt the person’s self-confidence and self-esteem.

Start class discussion off with the statement: To have good friends you must be a good friend. Discuss as a group what a good friend is, and how they treat each other (ex: listen to each other, help solve problems, respect, support, and understand one another).

As a class watch Brain POP Jr. movie on friends (www.brainpopjr.com, enter: user name, password, and search topic: friends). (Teachers, you have been provided the username and password, email Melissa Naranjo if you need assistance with them.)

Using a piece of paper folded in half, write what you want a friend to be like on one side and on the other side write how you treat your friends. Students are free to share at the end of the given time.

Utilizing Brain POP Jr. have students complete the activity on the website: Make a card that gives a friend a compliment! Decorate the card and give it to a friend. (you can print out the template on the activity link of the friend page or have the students use construction paper to make their card).

Additional resources: Bill and Pete by Tomie dePaola; Chester’s Way by Kevin Henkes; utilize other activities on the Brain POP Jr. website (Write About It, Draw About It, and Talk About It activities)

Discuss caring and what it means to you (teacher/student). How do you know if someone cares about you? Do you think that your actions affect others? Have you ever been mean or hurtful to others? What do you think would happen if nobody cared about anyone else but themselves?

With a partner discuss the most caring thing someone has done for you. How did it make you feel? (Students can share their responses)

Using the Wilson County Newspaper (or other newspaper/magazine) cut out articles that describe caring and non-caring situations/actions by people, organizations, groups, etc…, in their community. Have students classify and glue each caring and non-caring situation/action on a piece of construction paper that is folded and labeled as caring and non-caring. When finished each student can share at least one of each with the class.

Have you ever said, “That’s unfair!” or has anyone ever tricked or cheated you? Ask how many students have heard or know what the Golden Rule is. Introduce the Golden Rule to the students; treat people the way you want to be treated. Students can discuss with a neighbor and then share with the class what they think that means. Other ideas generated by students and teacher of Fairness can be discussed and real world experience that relate to them can be shared in (take turns, tell the truth, play by the rules, think about how your actions will affect others, listen to others with open minds, don’t take advantage of others, etc…) this class meeting experience.

What does it mean to be a fair person? Using butcher paper or a poster board have your class brainstorm a list of do's and don'ts for being fair. Ask for specific examples of each behavior they identify. Hang the list up on the wall as a reminder.

Extension activity or alternate activity: Think of something that you consider to be unfair. Describe it in detail, and write what you think should be done about it. Is there anything you can do to help change it? If so, what?

Materials: Large piece of construction paper, markers, crayons, pencil, scissors, and glue

Discuss the 6 pillars of character as a class and what they mean. Provide each student the opportunity to express their thoughts, feelings, and real world experiences in relation to the pillars with the class or in small groups.

After a clear understanding of each of the different character traits (respect, fairness, trustworthy, citizenship, responsibility, and caring) divide students into groups of 6. As a group each student will create and complete a Main Idea Web or Character Web for each group member.

Each student will begin their own Character Web by writing their own name in the center of the web, and by providing one way he/she portrays one of the character traits (Ex: I am trustworthy because I always tell the truth). Then he/she passes the web to the next person in the group and he/she writes another positive way that the student posses a different character trait (Example: Alex is caring because he always helps others when they drop their pencils, etc…). Each student in his/her group will have the opportunity to provide one detail about how that person has good character. In the end each student will have a web full of positive things their fellow classmates have said about their character. Students can decorate the web if they wish.

Ask students if they have or have ever had a special pet. They them tell about their pets by drawing pictures and sharing with the class.

Ask students if they think they can learn anything from pets. See what they say and discuss their ideas.

Then introduce the ideas that pets don’t judge and they forgive; they don’t care what anyone or anything looks like; they don’t do anything to hurt their environment; they notice everything and live by their senses. What else do animals do to show us ‘good character’? How would our world be different if we were a little more like our pets?

A young boy cheated on a math test and was caught by the teacher. There was a parent conference with the teacher. Afterwards, his parents told him they were really disappointed in his behavior. Later that night the boy felt like he had let everyone down.

The next weekend, the boy and his family went to the movies. The dad asked for 2 children’s tickets, even though the children were over the age limit. The dad wanted to save money on the tickets. The young boy was very confused. On the way home from the movie, the young boy asked his father why it was okay to lie and cheat the theater out of money but it was wrong to cheat on a math test. His dad said that sometimes it is okay to lie as long as nobody gets hurt. This situation focuses on the hypocrisies that kids notice and take in every day when they are listening to adults and watching their behavior at the same time.

Have you ever been so mad that you couldn’t control your actions? Have you been dishonest to someone? Do you know how to express your feelings appropriately? Is it okay for boys to cry?

Think of some times when you have not been in control of your emotions. What did you do or how did you react? Draw a picture depicting your emotions at the time. Some students might want to share with the others.

What are some emotions that we deal with on a daily basis? Have students show what the different emotions might look like and see how the other students react to them.

The Gift that Keeps on Giving

(Students will realize that they can contribute to their family and their class.)

Character Traits: Caring

Materials: Green bulletin board paper, manila paper, crayons, scissors, glue

Procedure: Whole group

A teacher begins a discussion about what a community is and compares it to their family. Then discuss the importance that each of us has in their community and their family. Allow the students to realize through discussion that they each have an important role to play in their family, their class at school and in the community.

Point out the responsibilities that each of us has to help the community. Allow the students to give a gift of caring to their family such as sweeping the floor at home, setting the dinner table or feeding the dog.

Allow the children to create a Christmas ornament with manila paper and crayons. Then have the students write on the ornament what they plan to do for their family. You may even have them create a second ornament and promise to do something for the classroom.

The teacher should have a Christmas tree cut out of the green bulletin board paper. The students will place their ornaments on the tree. The tree should be placed where the students will see it.

To take it a step further and have the parents included the children may make a Christmas card. In the card the student will write the “gift” that he/she has decided to give to their family during the holidays and all year long.

How Responsible Are You?

Character Trait: Responsibility

Materials: Large Pieces of paper, Crayons

Procedure: On the board the teacher will list a few examples of responsible behavior. Encourage the children to think of as many examples of responsible behavior as they can while you write them on the board. Have a class discussion about these behaviors.

Have the students make posters of these behaviors and put them up around the school.

For a twist to this lesson, instead of having the children create posters allow them to turn these into role-playing situations. The students can act out these examples out themselves. The students may first role-play the irresponsible behavior. Then, They may role-play the responsible behavior.

Where is the Hero in You?

(Define a Hero)

Character Traits: All targeted

Materials: Class Journal (individual) or Poster or Butcher Paper (Group Work)

Procedure:

This can be done in a class meeting style:

Think of the word “hero”. Chances are many other words and images spring to mind. Brainstorm the heroes you’ve read about in books, seen in movies, or observed in real life. Brainstorm a list of characteristics about these heroes and focus on the words that you feel capture the true meaning of the word “hero”. What character traits does that hero or heroes have? Create a poster defining your definition of a hero. Write a short paragraph about your actions and how those contribute to you being a hero in some way.

Optional Extension: Write an original short story about one of these heroes by applying what you know about the hero. Present the story to your class in the form of a skit.

Adapted from free promotional materials by:

Disney Educational Products regarding The Chronicles of Narnia: Prince Caspian

You Are Great!

This lesson encourages a child's self esteem. It is to help them realize that each of one of us is special in our own way.

In a circle have each child take a turn and say one thing good about the person to their left. Once each child has had a chance to do this then have each child do this again and say one thing good about the person to their right. Now, for a third time have each child say one good thing about him or herself.

After this exercise ask the students to design a poster advertising him or herself. It will include the positive traits that were discussed in the oral exercise.

Appreciating You

Discuss the following with the students.

Remind the student to be careful comparing themselves t others. At times this may make you feel good or inspire you to become a better person. Yet, it may sometimes make you feel bad about yourself. You may overlook what is truly good about yourself.

Encourage the students to think about times when they have done something good. Also, include the times when they have made a difference to someone else by being helpful, kind, or thoughtful.

Discuss with student about failing, They should not be afraid to do new things because they are afraid of failure. New experiences can help you grow and discover wonderful new things.

When people do fail at something they should not get down on themselves, Just think about what you learned from the experience and how you can do better next time.

Think about things that you do well. Take pride in these.

After the discussion give each students a piece of drawing paper. Instruct the children to write their names rather large on the top of their paper. Then allow the students to create a design or drawing that says something about who they are. Post the papers on a bulletin board. Then give everyone time to write positive qualities about their classmates on the individual sheets.

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