GESD Lesson Design Framework
Lesson
3
of 5
Essential Questions: What does it mean to be trustworthy? Why is it important to be trustworthy? What do you do in the classroom to be
trustworthy?
Big Idea: What we do as individuals affects everyone around us. We must be conscientious of our actions and the impact they have on the
group as a whole. In order for us to build a safe learning environment, we must build a trust with one another. If I don’t trust you, you’re not
going to trust me.
Performance Objective:
Writing: S1C1PO2: Determine the purpose of an intended writing piece.
S1C1PO4: Establish a central idea appropriate to the type of writing.
S1C1PO5: Use organizational strategies to plan writing.
Social Studies: S3C4PO1: Describe ways an individual can contribute to school or community.
S3C4P02: Describe the character traits that are important to the preservation and improvement of constitutional democracy in the United
States.
Lesson Objective: TSW describe what he or she does to show trustworthiness in the classroom by writing a paragraph describing what
behaviors he or she exhibits that contribute to the classroom community.
Building Background: TTW refer to the paragraphs the students have been constructing on the pillars of character and TSW be able to
identify each step needed to brainstorm and create the paragraph.
Sub-Objectives (Content)
TSW describe
trustworthiness by listing
its characteristics in a
circle map.
TSW describe specific
ways he or she shows
trustworthiness at school
by listing two examples
for each characteristic of
trustworthiness selected
Teacher Actions
Explain, Model, Demonstrate
TTW draw a circle map
on the board and write
two characteristics of
trustworthiness. TTW
write student-generated
responses for the
characteristics of
trustworthiness.
TTW ask the students to
select three characteristics
of trustworthiness from
the circle map to use with
the tree map. TTW
monitor student work and
Student Actions
TSW think of three
characteristics of
trustworthiness and share
them with a partner.
1) TSW draw a tree map
and label it
“Trustworthiness at
School.” TSW create
three categories, one for
each characteristic of
Check for Understanding or
Assessment
TTW select non
volunteers to share what
his or her PARTNER
said. TTW add student
responses to the circle
map.
TSW create a tree map
describing the ways he or
she demonstrates
trustworthiness at school.
Modifications &
Accommodations



TSW be given a
graphic organizer
rather than
constructing their
own.
TSW be required to
describe 2 ways in
which they are
responsible instead of
3.
TTW assist student in
developing the
introductory sentence
for the tree map.
TSW describe what he or
she does to show
trustworthiness in the
classroom by writing a
paragraph describing
what behaviors he or she
exhibits that contribute to
the classroom
community.
guide responses as
needed.
trustworthiness.
2) TSW think of ways he
or she shows
trustworthiness at school
and share them with a
partner.
3) Under each
characteristic of
trustworthiness on the
tree map, TSW describe
two ways the
characteristic is
demonstrated at school.
TTW ask students to
1) TSW identify his or
recall how to construct a
her topic
topic sentence. TTW have (trustworthiness at
the students write a
school) and write a topic
descriptive paragraph that sentence.
must explain three ways,
2) TSW write a sentence
with examples, he or she
about the first
exhibits trustworthiness in characteristic of
the class.
trustworthiness from the
tree map and describe the
two ways it is
demonstrated at school.
3) TSW repeat step 2 for
the rest of the categories
from the tree map.
4) TSW write a
concluding sentence for
his or her paragraph about
trustworthiness at
home.
and the concluding
sentence.
TSW create a descriptive
paragraph on the ways in
which he or she exhibits
trustworthiness in the
classroom.