CULTURALLY RESPONSIVE CHARACTER EDUCATION
Margaret Boles Murphy
B.A., California State University, Northridge, 1997
PROJECT
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS
in
EDUCATION
(Curriculum and Instruction)
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
SPRING
2010
CULTURALLY RESPONSIVE CHARACTER EDUCATION
A Project
by
Margaret Boles Murphy
Approved by:
__________________________________, Committee Chair
Jana Noel, Ph.D.
__________________________________, Second Reader
Rita M. Johnson, Ed.D.
____________________________
Date
ii
Student: Margaret Boles Murphy
I certify that this student has met the requirements for format contained in the University
format manual, and that this project is suitable for shelving in the Library and credit is to
be awarded for the Project.
, Graduate Coordinator
Dr. Rita M. Johnson, Ed.D.
Date
Department of Teacher Education
iii
Abstract
of
CULTURALLY RESPONSIVE CHARACTER EDUCATION
by
Margaret Boles Murphy
Statement of Problem
Each day children attend school and often experience the challenge of how to
become contributing and accountable members of their classroom and community.
Teachers have opportunities throughout the day to model and assist students in
developing their life skills. With the daily opportunities also come obstacles to integrate a
viable and productive character education program for students in a classroom or school.
Teachers already have a full schedule each day and lack an ample amount of time to
teach life skills curriculum.
Time is an obstacle in addition to the lack of curriculum. Schools often do not have
a curriculum in place to teach life skills. A variety of character education programs exist,
although schools do not always have funds or resources available to acquire them. The
available programs do not always make a cultural connection to students.
To create a deeper connection for students to the character education curriculum, it
is important to use culturally responsive teaching strategies. Culturally responsive
iv
teaching allows the teacher to gain a deeper level of knowledge about their students and
their family cultures.
The purpose of this project was to create a character education program that is
culturally relevant for all students. The curriculum will provide teachers with lessons that
will teach students a life skill while connecting the lessons to their culture.
Sources of Data
The information and materials used to create the curriculum guide were gathered
from books, articles, and existing character education programs. A review of several
character education programs provided ideas about what to include in the lessons and
how the lessons should flow. In addition, several books and lessons plans incorporating
culturally responsive teaching techniques were reviewed to determine how to connect the
culture of students to the curriculum.
Conclusions Reached
Character education is an important subject to teach every week in the classroom.
Schools have a responsibility to assist students in becoming socially competent in the
classroom and the world. Students have a greater opportunity to have a deeper connection
to the curriculum when it makes a cultural connection.
_______________________, Committee Chair
Jana Noel, Ph.D.
_______________________
Date
v
TABLE OF CONTENTS
Page
Chapter
1. INTRODUCTION .................................................................................................. 1
Statement of Problem ....................................................................................… 2
Significance of Project ..................................................................................... 5
Methodology ..................................................................................................... 7
Definitions of Terms ........................................................................................ 8
Organization of Study ...................................................................................... 9
2. REVIEW OF LITERATURE ............................................................................... 11
Introduction ......................................................................................................11
The Importance of Character Education .................………….........................12
The Benefits of Character Education .............................................................. 21
Culturally Responsive Teaching ..................................................................... 25
The Benefits of Culturally Responsive Teaching ........................................... 29
Implementing Culturally Responsive Teaching.............................................. 31
Summary ......................................................................................................... 32
3. METHODOLOGY ............................................................................................... 34
Organization of the Curriculum Guide ............................................................ 35
4. CONCLUSIONS AND RECOMMENDATIONS ............................................... 36
Introduction…………………………………………………………………...36
Conclusions…………………………………………………………………...36
vi
Recommendations……………………………………………………………..38
Appendix……………………………………………………………………………...39
References…....……………………………………………………………………….72
vii
1
Chapter 1
INTRODUCTION
Teachers have an enormous challenge to engage all students in culturally responsive
pedagogy and curriculum everyday in the classroom. The strategy of using culturally
responsive teaching increases the opportunity to engage all students and involve their
culture in their learning (Villegas & Lucas, 2007). Teachers must motivate all students to
want to learn in an environment that is productive for everyone. Teachers need to be
aware of culturally responsive pedagogy and how to inspire students to become life-long
learners. The way that teachers perceive education and students makes a difference in
student performance and achievement (Ladson-Billings, 1994). The classroom is a place
to ignite the passions for learning and empower students to be successful citizens in
school, the workplace, and life.
Teachers can empower students each day in their classroom to be active in their
learning, while also developing their life skills. Life skills are social traits that students
must learn during their formative years to become contributing members of society. The
beliefs and attitudes that students bring to school in regards to an acceptable way to
conduct themselves can vary greatly from one student to another. One child’s idea of the
right way to behave and the wrong way to behave can be just the opposite of a student
who has received different support from home. The children in our classrooms often
come to school with problematic behaviors and attitudes (Brannon, 2008). Schools need
to support children in learning fundamental life skills in order for students to become
successful, contributing members at school, in their community, and at home.
2
Statement of the Problem
School populations have dramatically changed in the last 30 years. In 1972, 22% of
all students in elementary and secondary public schools in the United States were of
racial/ethnic minority backgrounds. In 2003, that number increased to 41% (Villegas &
Lucas, 2007). The California Department of Education reported that during the
1981/1982 school year 56% of California students were white and 44% were of minority
backgrounds (1981). For the 2005/2006 school year 68% of all California students were
of racial/ethnic minority backgrounds (2008). As the demographics change, the
experiences and attitudes that children bring to school are changing as well. There is no
longer a domination of the middle-class European values (Bazron, Osher, & Fleischman,
2005). The life skills and values that students possess are as diverse as their cultures. The
life skills are necessary for all students in the classroom and every student should have an
equal opportunity to gain the knowledge.
Due to the nation’s changing demographics, it is vital that teachers become
culturally responsive to their diverse student populations (Bazron, Osher, & Fleischman,
2005). Researchers agree that it is imperative to address the needs of culturally and
linguistically diverse students and their families (Brown, 2003; Brown, 2007; Hudson,
Bergin, & Chryst, 1993). It is important not only academically, but socially as well. It is
critical to model for students how to interact with each other and students who have
disabilities.
The achievement gap refers to the disparity in the academic performance between
groups of students. This gap between students has been a concern for administrators,
3
schools, and teachers since it was addressed in the Elementary and Secondary Education
Act in 1965. The concern continued through the next decades, resulting in President Bush
signing into law the No Child Left Behind Act of 2001 as a reauthorization of the
Elementary and Secondary Education Act of 1965. Currently, the stakes are high for
schools to perform well and for all California students to be proficient or advanced on the
California STAR test, with No Child Left Behind legislation creating significant
accountability for schools and teachers. However, despite all of this legislation, studies
show that the achievement of culturally diverse students is still significantly lower than
that of white students (Jones, 2007). It is essential to acknowledge this issue and
determine how to make the classroom community an equitable place.
NCLB included guidelines for character education to be integrated into the daily
lessons and curriculum. The proponents of character education maintain that the inaction
of schools and the inability of many parents to teach values to children has created a
values vacuum in youth, and this vacuum allowed attitudes and behaviors to develop that
are negatively impacting schools and society in general (Collins & Henjum, 1999). While
behavioral difficulties and situations in schools have significantly increased, the
importance of teaching acceptable societal behaviors is becoming increasingly important
to administrators, school, and teachers (DeRoche & Williams, 2001).
Culturally responsive teaching is a practical strategy to teach character education
programs in classrooms. Using culturally responsive teaching practices is not the only
solution to the problem, but one method that can connect students to what they are
learning. Focusing on culture alone will not improve student achievement or help
4
students become productive citizens. However, infusing culturally responsive practices
and equity education into daily standards based instruction in all subject areas is one
element that will increase student achievement (Jones, 2007). Furthermore, teachers must
make adjustments in their teaching strategies to support achievement with diverse groups
of students (Ladson-Billings, 1994).
There are high stakes to decrease school violence, increase student achievement,
and create an equitable atmosphere for all students to be successful. It is critical to teach a
foundation of values and life skills during a cognitive development stage in which
students have the opportunity to develop their character (Bybee & Sund, 1982).
As teachers attempt to connect learning with the appropriate stage of development,
there are other difficulties that exist in establishing the culture of classroom communities.
Often times, teachers feel that parents do not care or support their efforts. Teachers may
feel that the countless hours that they devote to their practice is not always acknowledged
or valued by parents. In contrast, parents feel that teachers do not appreciate what they
have to say or can offer in terms of teaching their children (Howard, 2007). There are
race, socio-economic, and cultural differences that are felt by all parties involved. The
thought that a culture of poverty exists distracts us from a dangerous culture that does
exist, the culture of classism (Gorski, 2008). It may not be the intention of schools or
teachers to make parents feel inadequate, but often times this is exactly what happens.
The fundamental purposes of schools are to provide equal access to all students to
obtain an education in a safe environment. The objective of culturally responsive
teaching practices is to create an environment that allows the curriculum to be available
5
to every student in the classroom regardless of their ethnicity (Au, 2009). Teachers get to
know their students on a more meaningful level and the students know that their teacher
cares for them (Bazon, Osher, & Fleischman, 2005). Administrators must make it a
priority to inspire teachers to become motivated to be culturally responsive and integrate
character education into their classroom.
Significance of the Project
An important aspect of school and classrooms is to assist students in learning how
to get along with others and to work collaboratively as well as independently. The
existence of moral confusion is on the rise and what used to be societal norms are no
longer being taught to children in the home. DeRoche & Williams describe that for the
past two decades the state of moral decline has increased dramatically and the 1994
Superintendents of the Year have reported ten major changes have been observed to set
the stage for a reformation in moral education:
1. The number of dysfunctional families has increased.
2. High technology has influenced school, work, and home life.
3. Children are threatened by crime, violence, ignorance, and poverty.
4. Communities are changing, becoming more diverse.
5. Mass media grips our children, giving them more knowledge at an earlier age.
6. Students question authority and shun traditional values and responsibilities.
7. A hurry-up society often lacks a sense of community.
8. Changing workplaces create demands for a higher level of literacy.
9. Knowledge about learning styles demands new kinds of education.
6
10. Peers exert a powerful influence on values (2001).
Students are entering classroom each day and do not always possess a basic level of skills
to interact in a positive, productive manner with their peers (Murphy, 2002). Character
education programs can be used to bridge the gap that students possess and provide them
with skills to successfully navigate their way through any school or social situation.
Character education programs that currently exist can provide districts, schools, and
teachers with a program to instruct students about a word of the month and activities that
focus on the word or the 6 pillars of good character (U.S. Department of Education,
2009). By creating a character education program that is culturally responsive, teachers
will be able to connect the lessons on a more personal level to their students and their
cultures. The hope is that students will be more accepting of the lessons and life skills
being taught and they will internalize them and put them to use.
The author viewed the ethnicities of the students in the Twin Rivers Unified School
District in Sacramento, California in grades second through sixth who took the 2009
STAR test in May (California Department of Education, 2009) and determined the top
four ethnicities in the district:
1. Hispanic or Latino = 3,930 students.
2. White = 3,801 students.
3. Black or African American = 1,828 students.
4. Asian = 948 students.
The lessons will integrate cultural practices relevant to each population and focus on
prominent ideas and philosophies to support student engagement and interaction with the
7
information in the lesson. The desired outcome is for students to have a deeper interest in
the curriculum and make connections to positive life skills that will increase their
academic achievement and prepare students to become members of society and the
workplace.
Methodology
The purpose of this project is to provide teachers with a specific knowledge base
and activities to teach culturally responsive character education in diverse second through
sixth grade classrooms. After completing a detailed review of the relevant literature on
the subjects of character education, culturally responsive teaching, and moral
development, this project will provide a curriculum guide broken down into monthly,
weekly, and daily lessons for teachers to use with their students to promote the use of
positive life skills.
The intended end result is to create a set of curriculum to teach diverse students
core social competencies to use with one another in the classroom, the work place, and
life. The books, articles, and journals used in writing this project were thoroughly read
and evaluated to only include the pertinent information. The resources used for the
project were gathered through a variety of library inquiries and through the use of the
Internet.
The curriculum guide will be shared with the Superintendent of the Twin Rivers
Unified School District and teachers of students ages seven to twelve in grades second
through sixth with the hope to provide professional development for all district teachers.
By integrating this curriculum into classrooms, teachers can begin to teach students
8
important life skills while creating a positive and interesting learning environment for all.
A copy of this project will also be available in the library at CSU, Sacramento, and
hopefully it will be of value to all readers.
Definition of Terms
Achievement Gap – The disparity in academic performance between groups of students.
Administrator – The individual in charge of a district.
API – The Academic Performance Index (API) is California’s method of comparing
schools based on student test scores.
CDE – California Department of Education
Character Education – A curriculum designed to educate others about the different
elements of good character and problem solving skills to help one make better decisions
in social situations.
Character – A person’s own moral or ethical quality.
Culturally Responsive Teaching – A teaching practice that integrates student’s culture
and heritage into the classroom curriculum.
Curriculum – A course of study in a particular subject.
Ed. Code – Education Code of Law, a collection of laws that relate to education, in this
project specific to California.
Ethnically diverse – People with different ethnic backgrounds.
Learning environment – The environment and climate of a school that either promotes or
hinders student achievement.
Life Skills – skills that students need to possess to become productive citizens of society.
9
Principal – The individual in charge of a school site.
Respect – Esteem for or a sense of the worth or excellence of a person.
School – An institution for the instruction of children.
Socioeconomic – A category that involves social and economic factors.
STAR – Standardized Testing and Reporting was authorized by the state in 1997 (Senate
Bill 376) as a method of comparing school performance in California.
Organization of the Study
The chapters included in this project and a summary of each are as follows:
Chapter 1 provides an introduction to the project which includes a statement of the
problem, the significance of the project, the methodology used by the author, a list of the
pertinent definition of terms used in the project, and the organization of the project.
Chapter 2 is a review of how the literature is organized, a review of the importance
of character education, the benefits of character education, strategies for implementation
in the classroom, description of culturally responsive teaching, and the benefits of
culturally responsive teaching.
Chapter 3 includes information about how the curriculum guide was designed, the
student population the guide was intended for, and an overview of how the curriculum
guide was organized.
Chapter 4 includes recommendations on how to integrate the lessons into a school
schedule on a monthly and weekly basis.
Appendix A is a curriculum guide that provides an outline for each month
identifying the focus word of the month and a lesson outline to be used each week along
10
with a clear set of instructions and appropriate activities. The guide will also include
information about how to teach students of diverse backgrounds with culturally
responsive teaching strategies.
11
Chapter 2
REVIEW OF LITERATURE
Introduction
How do you teach people to be productive citizens that possess fundamental life
skills (DeRoche & Williams, 2001)? This is a question that teachers may not give any
consideration to during their busy day of teaching reading, writing, and arithmetic. At a
time when our societal values are continuously scrutinized, teachers may begin to ponder
how to educate students academically as well as socially (Bassett, Houston, & Kidder,
2009; McDonnell, 2008). As students come to school, teachers have an enormous role in
shaping children’s minds, attitudes, and behaviors (Brannon, 2008). Teachers must work
with parents and administration to bring a focus to an important aspect that is lacking in
schools, the use of curriculum that focus
es on character education. Determining the exact role of the school and the teacher in the
education of children’s character is unclear (Brannon, 2008).
Those who support the use of character education curriculum believe strongly that
the integration of a program is imperative for student success (Schaps, 2009). Character
education advocates feel that schools have failed to teach children how to be good people
and have not helped children develop the skills needed to be competent and contributing
members of society (Collins & Henjum, 1999). Character education is designed to teach
students a set of core values that will assist them in becoming positive members of
society. When schools do not take time during the instructional day to include character
12
education curriculum, students are incapable of making decisions between right and
wrong behavior and this is devastating (DeRoche & Williams, 2001).
The movement to encourage character education has been steadily growing since
1994 when the United States Congress authorized the Partnerships in Character
Education Program (Hoge, 2002). President George Bush renewed and revitalized an
emphasis for character education in schools and classrooms as he included it as a
requirement in the No Child Left Behind Act of 2001 (NCLB). The United States
government increased financial support for character education programs after the
inclusion in NCLB. The Department of Education named it as one of their six goals in
education by stating their desire to promote strong character and citizenship among the
nation’s youth (2009).
The Importance of Character Education
Brimi suggests that character education is gaining prominence in education as an
increasing number of students enter school with diminished social competencies (2008).
This is happening during a time when teacher accountability is at its highest level for
academic achievement for all students (U.S. Department of Education, 2009). Where are
educators expected to find the time to teach character education (Brimi, 2008)? The
NCLB legislation requires teachers to teach lessons on moral development during the
school day (Department of Education, 2009). The Department of Education states that
schools should be teaching moral and character development, but does not require
schools to use a set curriculum to teach character education (2009). The appropriate way
to teach character education and the proper curriculum to use is unclear for teachers. The
13
curriculum must engage students and provide an opportunity for students to make
connections to what they learn (Bryan, 2005).
In his 1996 State of the Union address President Clinton affirmed that every
teacher in every school in the nation should teach character education. NCLB requires
character education to be part of daily lessons taught in schools which emphasized
President Bush and Congress found great value in developing the character of students
(Department of Education, 2009).
Character education is important to the federal government and is also included in
the state code of education for all fifty states (Bohlin, Farmer, & Ryan, 2001). Bohlin,
Farmer, and Ryan stress that every state supports instruction in character education.
Furthermore, each state has established standards and recognized the responsibilities of
schools to teach students how to become democratic citizens (2001).
District and school administrators must make character education a priority for all
teachers to teach during the school day. The leadership at the district level or school site
level has a direct impact in establishing a positive and productive character education
program in schools. DeRoche and Williams emphasized that a district or school without
proper leadership will not have success in implementing educational reforms, changes in
school curriculum, or successful adoptions of news programs (2001). Leadership is the
key ingredient in creating a district or school wide movement to implement character
education into daily learning.
Administrators must take action in their districts and schools to create a strong
desire to teach character education. There are many ways that administrators can support
14
the integration of character education into the daily curriculum at their site. The behavior
of the students in a district or school is a direct reflection of the leadership within the
school community (DeRoche & Williams, 2001).
Many teachers are overwhelmed with a full day of lessons to teach their students.
Even with the full schedule, it is important to allocate instructional minutes each week to
teach character education and help students develop their social competencies (Murphy,
2002). Teaching students how to be a good person is difficult work, but it is an aspect of
education that should not be overlooked (Coles, 1997).
The task of creating good people is a huge endeavor for schools. While schools take
on this enormous task, teachers must take responsibility and create an environment where
student learning can occur (Harriot & Martin, 2004). The classroom must provide a safe
place for students to come every day to learn and grow. In a safe environment students
can feel confident to take the risks they need to become active participants in their
education. An active student is able to cognitively understand both the curriculum and
instruction. Bybee and Sund detailed the four stages of cognitive development for
children developed by Piaget for learning:
1. The sensorimotor stage begins at birth to age 2 and involves children experiencing
the world through movement and the five senses. The six substages of
development start at birth and continue to 24 months old.
2. The preoperational stage begins at age 2 and continues until age 7. Children in
this stage are developing their acquisition of motor skills, magical thinking is
15
dominate, their egocentrism begins and tapers off, and children are unable to
conserve or think logically.
3. The concrete operational stage which begins at age 7 and continues to age 12.
This stage is the focus of this project curriculum guide.
4. The formal operational stage begins at age 12 and continues from there into
adulthood. During this stage students develop abstract reasoning, develop abstract
thoughts, can easily conserve, and can think logically in their own mind (1982).
The stages of cognitive development will directly determine if a student is at an age
to internalize the instruction of character education and create a long term connection to
positive life skills. Vygotsky, a contemporary to Piaget, stated that there are four
principals to consider when providing new information to children:
1. The ability to construct the knowledge being taught.
2. The social development stage of the child.
3. Learning can lead the development of the student.
4. The use of language is important in development (Langford, 2005).
Vygotsky described the Zone of Proximal Development is the difference between what a
learner can do without help and what he or she can do with assistance (Langford, 2005).
Both Piaget and Vygotsky’s theories support that children should be at a certain stage to
be able to understand what is being taught and how to internalize the information and put
it into use every day. The information must be relevant and appropriate to make the
character education curriculum accessible to students at an age where it is possible for
them to understand and put into practice.
16
In order for students to learn, the appropriate cognitive level must be attained.
Furthermore, students should have their basic psychological needs met for them to learn
and grow as individuals. Children must have oxygen, water, and a feeling of safety before
learning can take place. When students have their core needs met they become capable of
internalizing new information. Their ability to pursue greater connections facilitates
increased intellectual thoughts. As the basic and emotional needs of a student are met, the
walls come down and students become able to learn the essentials of being a good person
(Maslow, 1997).
With the knowledge of the cognitive abilities of students, teachers have an
opportunity to tailor their instruction to meet the needs of their class. Teachers can be
positive role models for students while modeling good character and moral values during
everyday classroom situations (Gilness, 2003). When children come to school and exhibit
unacceptable behavior, teachers have an opportunity to correct immediately. Students are
often confused about appropriate behavior and the classroom provides a place to model
respectful and productive interaction (Brannon, 2008).
Students are faced with many social challenges in schools if they do not receive
fundamental character traits at home (DeRoche & Williams, 2001). There are situations
each day in the classroom that require students to make decisions about being a good
person. Teachers must take their words and put them into action to engage students in
becoming people with good character (Coles, 1997). Becoming a good person is more
than a teacher or parent telling a student what a good person is. It involves teachers
modeling positive behavior and explaining why their behavior is desirable. Teachers are
17
with students for a large amount of time each day and have ample opportunities to create
an atmosphere that promotes being a good person. An important aspect of being a good
person is showing children explicitly what being a good person looks like (Coles, 1997).
Character education does not need to be done through a specific program for
students to learn how to be a good person. Gilness describes how she uses opportunities
in her classroom to effectively teach character education (2003). Gilness recalls that
during one of her lessons she taught the concept of community by utilizing eulogies in
her Honors English class. Her students learned about prefixes and roots and she had them
look up the meaning of prefixes and the root word to determine the meanings of words
used in the eulogies. She used real life examples with a goal to teach her students how to
express yourself and how you feel about a person before they pass away. She emphasized
using nice words when interacting with people and how it is important to express yourself
before someone can no longer hear you. Her students were able to connect with their
curriculum by learning a life skill that was permanently embedded into their life.
Students can learn to be good people if schools and teachers would take the time to
model productive and acceptable behavior (DeRoche & Williams, 2001). Character
education can help teachers create an atmosphere that is calm and reassuring for students
to learn. A classroom that is calm without a great deal of distractions helps to promote
student learning and achievement (Brannon, 2008). When a classroom community
functions as a family, students learn to work cooperatively with respect. The classroom
becomes a true workplace where students can focus on reading, writing, and arithmetic.
(Au, 2009)
18
Generally, parents care about their children and want them to succeed in school and
life. Character education programs can provide an opportunity to bridge the gap between
parents and schools (Murphy, 2002). Developing the moral character of students is a task
that should require both parents and teachers to work together. When character education
is a joint responsibility, it provides an opportunity for parents and teachers to collaborate
on ideas and share the task of promoting effective student learning (Berkowitz & Bier,
2005). Students enter school with beliefs and identities already established from their
home environment. Parents and teachers must work hard to cultivate a desired behavior
for all students to be successful in school and life (Brannon, 2008).
The early years of school provide a time for parents and teachers to instill
foundational character traits for students to use during their lives. At this time, the
conscience of child is molded and developed and should not be overlooked (Coles, 1997).
When the family and the school community come together to complete the task of
modeling productive social behavior, the student has immediate reassurance that the
learning is valued at school, home, and in their community (Brannon, 2008).
According to the Department of Education, character education can be taught in a
variety of ways with a variety of different programs as long as it is part of the classroom
curriculum (2009). Brannon details five successful ways to include parents in character
education:
1. Allow families to be part of the classroom learning about character education by
incorporating a component for homework such as a discussion or family activity.
19
2. Inform parents about what their children are learning in the classroom through a
classroom newsletter or website.
3. Inform parents about the classroom rules, procedures, and expectations at the
beginning of the school year. Informed parents can support what is going on in
the classroom and be an advocate for teachers.
4. Invite parents to visit the classroom and work as volunteers. Provide parents with
an opportunity to learn about what is going on in the classroom and specific
terminology used during character education lessons.
5. Create a classroom environment that relates to the character education lessons.
Plan classroom events that allow parents to be part of the learning with their
children (2008).
There are continual opportunities during the day to teach character education. It is vital to
have parental support in order for a program to be as successful as it can be. Parents can
have the greatest influence on children and acknowledging that relationship is important
(Berkowitz & Bier, 2005).
Character education has gained a lot of attention and will continue to be a hot topic
for administrators and teachers. The inclusion in NCLB shows the importance to the
United States government for all schools to be teaching some program that promotes
social competencies (Department of Education, 2009). Character education programs are
designed to help children understand, care about, and act upon core ethical values (Davis,
2006). The implementation of character education has also become a movement that is
supported by many corporations, funds, and foundations (Collins & Henjum, 1999).
20
There is a strong desire by society to teach students core values that will be influential
during their school years, as well as after their education is complete.
While there are many people who support character education, there are also many
people who believe that it does not belong in schools and classrooms. During the early
years of the educational system, the job of schools was to teach students how to act
morally in relationship to the religious expectations of the time (Brimi, 2009). This can
present a slippery slope for teachers to ensure that the character education taught in their
classrooms does not have a religious connotation. Schools must teach character education
that does not include a religious connection, but lessons that incorporate honest values
and virtues (Davis, 2006).
The task of teaching character education can also be difficult to navigate as the
lessons taught in the classroom should not reflect the beliefs of the teachers or
administrators. The values that are taught in classrooms should be to better society as a
whole and have a greater impact for the stability of society (Brimi, 2009). Teachers
should be focused on teaching students habits that promote a greater sense of society.
Unfortunately, many character education programs are based around anticipated
outcomes that may not yield a true understanding of the core values that are being taught
(Collins & Henjum, 1999).
How do teachers effectively integrate character education into their classrooms
without bringing their own values and biases to the lesson? This is an important aspect to
consider when determining an appropriate character education program for the
classroom. Teachers must present lessons that are founded in sound societal practices and
21
virtues that are desired by all. A constant thread in character education has been to instill
in students the practices of acting appropriately in school and society (Brimi, 2009).
Teachers can use character education in their classrooms everyday while not
infusing their own values into the lessons. The two most popular ways of teaching
students to value character education and the intended outcomes is through teacher
modeling and taking advantage of teachable moments during the course of the day
(Brannon, 2008). When a situation arises during the day, teachers can use the opportunity
to show students the correct and incorrect way to react to a situation. Molding the
character of students is not something that will happen overnight and takes time to
nurture and develop. The effects of a positive character education program can not be
seen immediately and are not often measurable outcomes (Milson & Mehlig, 2002). With
a constant focus and a determination by teachers, character education programs can be
successful and help to create students that are compassionate citizens.
The Benefits of Character Education
The importance of teaching character education is making a comeback in our
schools and classrooms (DeRoche & Williams, 2001). As societal values change,
students are not always aware of the proper way to conduct themselves in the classroom.
It is vital for schools to teach students the core fundamental values that are necessary to
conduct themselves both in school and the work place. Teachers and schools have a huge
task at hand to make character education available to all students to learn and provide
ample opportunities to practice.
22
It can be very difficult for teachers to integrate another subject in their already busy
day of educating students. Character education when taught on a consistent basis does
have positive effects for students. Students who engage in character education lessons
increase their time for being on task during learning and it has been shown that their
learning is more meaningful (Brannon, 2008). Children learn how to be more accepting
of each other and the differences that they bring to the classroom. Students learn to
develop skills of being more compassionate of one another and this increases their ability
to be more respectful of their peers (Brannon, 2008). Character education programs
should establish a common set of character traits that are valued by society. The
programs must meet the needs of students and should not be delivered in a prepackaged
set of curriculum that does not work for the students involved (Bryan, 2005). Character
education curriculum should include a set of principles that students strive to gain every
day. The curriculum is not intended to program student, but should be a vehicle in which
students have the opportunity to make positive decisions about how they will interact
with others (Bryan, 2005).
Character education yields benefits that go beyond the classroom environment and
the basic learning of students. In a review of the Eleven Principles of Character
Education, the highlights of the lessons must include the following:
1. The information and activities must be able to be completed actively by all
participants.
2. The lessons should connect with students on an individual basis.
23
3. The material taught during the lesson must be for the good of society (Hoge,
2002).
Character education lessons should be accessible by all students and should assist them in
becoming productive students in the classroom. Effective character education involves a
curriculum that is productive for the individual that is learning the new information, as
well as something that they can easily put into practice to hone their skills. Students are
encouraged to develop skills such as self-esteem, understanding their own feelings and
emotions, and developing positive attitudes towards other (DeRoche & Williams, 2001).
Teachers will teach basic values that will transcend time, but students must be able to
promote their skills which will be developed in their adolescents and continue to flourish
during their adult years. The key purpose of elementary schools is to establish a solid
foundation in character skills and provide a back drop where students can productively
use those skills to promote their own social development (Zimmerman & Schunk, 2003).
Character education is important to many teachers and helps to create a calm and
productive classroom environment (Gilness, 2003). Teachers are able to teach more
effectively when their classroom runs smoothly due to strong connections between the
teacher and students. Teachers see the benefit of having their students’ input in
establishing classroom rules, consequences, and procedures. Students feel like their voice
is heard and what they have to say matters to everyone in the classroom. Teachers can
focus on academics as their students understand their role in the classroom is to learn and
be successful.
24
Brannon explains that teachers can incorporate a comprehensive character
education program into their classroom with the use of the following nine components:
1. Act as models and mentors for students.
2. Create a classroom that provides a supportive moral community.
3. Use discipline as an opportunity to teach about moral reasoning.
4. Encourage democracy in the classroom.
5. Teacher character across curriculum
6. Utilize cooperative learning when teaching.
7. Provide opportunities for moral reflection.
8. Teach students about conflict resolution.
9. Encourage students to take pride in their work (2008).
The items that are described in the list are many of the key ideas that many teachers want
to include in their classrooms every day. Teachers have an enormous opportunity to
shape the minds of their students and this opportunity must be taken seriously (Au, 2009).
When the classroom is an equitable place, then is transforms into an exciting space for
children to learn and grow both socially and academically (Brown, 2007).
Teaching character education in the classroom is beneficial for parents, which
transcends into society. While the development of character begins in the home, schools
can support what is being taught in the home or supplement the lack of teaching in the
home (Brannon, 2008). As the family unit of today differs from that of the 1950’s, it is
essential that schools support parents in creating socially competent children. The
increasing rate of single parenthood sheds light on the reality that many single parents are
25
unable to properly teach their children life skills (DeRoche & Williams, 2001). Parents
are often away from the home to extended periods of time due to work commitments and
children may not see them a great deal.
With parents being away from the home more, an increased interest in character
education is booming in society. There is wide spread concern regarding a system to
teach and set clear values to teenage students. The nuclear family is no longer what it
once was and the affects of broken families is more apparent than ever (Davis, 2006).
Davis describes many of the factors that have lead to a renewed effort to teach character
education:
1. Teen crime is on the raise and increasing rapidly.
2. Suicide, alcohol and drug abuse among teens.
3. Teenage sexual promiscuity (2006).
All of these are undesirable behaviors for children to pursue and engage in. If character
education is used regularly in classrooms, students will receive a moral foundation and
decision making skills to help them make appropriate decisions (Berkowitz, 1997).
Culturally Responsive Teaching
Culturally responsive education is using the cultural knowledge, prior experiences,
frame of reference, and performance styles of ethnically diverse students to make
learning more relevant and effective (Bazron, Osher, & Fleischman, 2005). Culturally
responsive, standards-based instruction is a teaching style that validates and incorporates
students’ cultural backgrounds, ethnic history, and current societal interests into daily,
standards-based instruction (Jones, 2007). To be culturally responsive, teachers work to
26
create a deeper, more meaningful relationship with their students. Teachers work to find
out information about their students’ families and cultures in order to insert education
into student culture (Ladson-Billings, 1995). The knowledge gained by teachers should
give them insight into the culture of their student’s lives. The traditions and practices of
the home culture, the expectations of the parents, and how the school community can
meet the needs of these culturally diverse learners must be a priority for culturally
responsive teachers (Weinstein, Tomlinson-Clarke, & Curran, 2004).
Becoming culturally responsive requires teachers to look at their practice and own
biases when it comes to other cultures (Brown, 2007). Teachers must be willing to go out
in the community and meet with families to gain a fuller understanding of the culture that
students bring to the classroom. Brown describes the five key areas to becoming a
culturally responsive teacher:
1. Develop a culturally diverse knowledge base: understand the culture of your
students.
2. Design culturally relevant curricula: understand the curriculums used in the
classroom and make modifications to meet the needs of diverse learners,
demonstrate cultural caring and build a learning community.
3. Use scaffolds to connect learning, be conscious of bias in curriculum, and make
necessary adjustments to connect curriculum to student backgrounds.
4. Build effective cross-cultural communications: be able to interpret cultural
language and teach more effectively.
27
5. Deliver culturally responsive instruction: bring culture into teaching and develop
a rich understanding of the cultural backgrounds of the students (2007).
There are prerequisites to becoming a culturally responsive educator. First, teachers
must realize that we are all cultural beings, with our own beliefs, biases, and assumptions
about human behavior. Second, teachers must acknowledge the cultural, racial, ethnic,
gender, and class ability that exist among people (Weinstein, Curran, & TomlinsonClarke, 2003). Once teachers have a firm understanding of how these ideas connect to
their teaching, adjustments can be made to make their teaching more accessible to all
students. The concept of cultural modeling is a way to design instruction to make explicit
connections between content and literacy goals and the knowledge and experiences
students share with family, community, and peers (Risko & Walker-Dalhouse, 2007).
The goal of educators is to ensure that all students have access to curriculum and teaching
strategies that meet the diverse needs of everyone.
Culturally responsive educators need to acquire a basic set of beliefs in their
teaching practice. The premise of the beliefs must be evident everyday and in every
aspect of classroom instruction. Culturally responsive teachers integrate student culture
into the classroom instead of requiring students to integrate solely into the school culture
(Ladson-Billings, 1992). Irvine and Armento define the beliefs as a foundation to how
teachers approach their job as educators of all children:
1. Hold high academic and personal expectations for each child.
2. Provide for each child equitable access to necessary learning resources and
sufficient opportunity to learn.
28
3. Ensure that learning outcomes are meaningful, relevant, useful, and important to
each child.
4. Nurture learning-support communities for each child (families, peers, homework
hotlines, community centers).
5. Facilitate the maximum growth of each learner by making informed academic
adaptations that match and build upon the learner’s prior knowledge, experiences,
skills, and beliefs.
6. Build positive and supportive school and classroom learning environments that
are grounded in mutual and genuine respect for cultural diversity.
7. Promote classroom climates built on social justice, democracy, and equity.
8. Promote individual empowerment, self-efficacy, positive self-regard, and a belief
in societal reform.
9. Value diversity as well as human commonalities.
10. Believe that it is their role and responsibility to provide effective and empowering
instruction for each child (2001, p.23).
The empowerment that students experience in culturally responsive classrooms allows
them to question the status quo of society and provides them with critical thinking
strategies to effectively evaluate situations (Ladson-Billings, 1992).
Culturally responsive teachers understand how to deliver an effective lesson and
the role of culture and language in student learning. Teachers acknowledge their role in
connecting a student’s background with classroom instruction (Bazron, Osher, &
Fleischman, 2005). Teachers strive to make learning relevant, while creating a connection
29
between the school and home (Au, 2009). There is a better understanding of the cultural
make-up of the class due to learning more about the lives of students. Culturally
responsive teaching is fundamental for students to achieve academic success, develop and
maintain cultural competence, and gain intellect to critically review current social issues
(Ladson-Billings, 1995).
The Benefits of Culturally Responsive Teaching
School classrooms are filled with diverse students from many cultures. As these
students make their way through the educational system, these same students will create a
diverse society. Our schools must equip these students with the tools necessary to be
productive community members. The tools that students learn will allow them to work
together at a job site, interact with one another is higher educational settings, and
ultimately in everyday life interactions. The importance of social competence,
communication, and classroom community is defined as incorporating four components
(Harriott & Martin, 2004): positive relationships, age-appropriate social knowledge,
absence of inappropriate behavior, and appropriate social behavior. The four components
are necessary for students to be successful in the classroom. At closer glance, the
components are critical in all phases of life, as they represent fundamental life skills. It is
important to see the connection between what is taught in classrooms and what is
required in real world settings. The classroom is a place where teachers can teach
academics, as well as life skills. When life skills are taught in conjunction with
academics, students have a safe place to make mistakes and learn from them. Language
30
and communication skills are essential for social competence and friendship (Harriott &
Martin, 2004).
The obvious benefits of culturally responsive teaching are the deeper relationships
that teachers establish with their students. The connection to a students’ culture will
promote more effective learning which will contribute to better performance in class. The
cultural connections will make the learning environment more interesting and tangible to
students. Knowing the native language and culture of students will help teachers tap into
possible resources for teaching students in their native language (Hill & Flynn, 2006).
Teachers use their knowledge of students’ lives to design instruction that builds on what
they already know while stretching them beyond the familiar (Brown, 2007). The ability
to tap into a students’ prior knowledge on a subject allows teachers to make clear
connections on what is known, while preparing students’ to learn the essentials of the
lesson. A study by Phuntsog (2001), revealed that teachers believe that culturally
responsive teaching is valuable and does create a positive connection with families.
About 96% of respondents in the study considered it important and not a single teacher
thought it was unimportant.
The classroom becomes a place for students’ to share their cultural heritage.
Teachers can establish bulletin boards in class with information about the cultures
represented in the class. Each week students can complete a project to provide a look at
their culture with a drawing or writing. Weekly class meetings provide students a forum
to share stories or items about cultures. The stories are a window into the home culture
31
and the meetings do not require a lot of time. Teachers can set aside 15 to 20 minutes on
Friday afternoons.
Culturally responsive schools and classrooms have a stronger connection with
parents. To implement a school-wide transformation, there are five phases districts and
schools need to consider: a level of trust must be established with parents so they know
the school has the best intentions with their children, teachers need to be encouraged to
build personal relationships with students and families, there must be a common arena to
discuss the issues of social dominance and social justice, the conversations can lead to a
transformation in instructional strategies and engage the entire school community, and
there are risks to be taken by both the school and community to find a common ground
(Howard, 2007). When schools implement culturally responsive approaches to education
students thrive due to their connection with their learning environment. Parents feel
valued because the school and teachers are making great efforts to know their family on a
more personal level (Bazron, Osher, & Fleischman, 2005). Teachers feel more support
from parents and families. When situations arise during the day, they know there is
support at home. Parents feel like the teacher is taking an active interest in their child and
this helps parents know their child is important.
Implementing Culturally Responsive Teaching
Culturally responsive teaching starts with getting to know students and their families.
The relationships that are established are fluid and equitable between the teacher and
students (Ladson-Billings, 1995). Teachers meet with parents at the end of the school day
to gain a deeper level of understanding of their students. The home visits provide the
32
teacher a glimpse of the home environment and the predominant cultural themes of the
family. The meetings are a time for teachers to gather important information about the
family and create opportunities to connect the culture to the classroom.
The strong connection to the classroom creates a community of learners that value
diversity and appreciate one another’s similarities and differences. The teacher works
diligently to ensure the success of all students in the classroom. Ultimately, students are
encouraged to connect their culture to their learning while working collaboratively to
teach each other, and be responsible for each other’s learning (Ladson-Billings, 1995).
Summary
The classroom communities must engage all students regardless of their culture. It
has been a great challenge for teachers to create a classroom environment that is
welcoming for all. Over the past few decades, schools and teachers have worked to find
creative ways to work with students from culturally diverse home to establish equity in
education. Teachers are working hard to create a closer connection between students’
home cultures and the culture of the school (Brown, 2007).
By creating a culturally diverse classroom, teachers are assisting students with
learning how to work with and appreciate other cultures. If the cultural diversity of
students’ is not talked about and explored, students’ may feel that their culture is not
important or valued. The practices and traditions of cultures need to be shared in order for
students to realize their differences are accepted. A strong established classroom
community is a place where everyone feels important and knows that they are safe to
share.
33
The need for growth is imperative to ensure that the classroom is a place for
everyone to learn and grow. The global community makes its way into classrooms
everyday and it requires teachers to grow as they learn from and with students and their
families (Howard, 2007). The concept of a welcoming school needs to be established not
only in the classroom, but in the entire school. With this sense of feeling “welcomed”
students have the opportunity to grow and thrive.
When the classroom community is a welcoming place for all students, a sense of
relief can be felt and students are ready to learn. Once an atmosphere of respect is
established, the teacher and students can begin their work on fundamental life skills.
Character education should not be a discrete curriculum, but should be something
children live with every day (Bryan, 2005). A classroom that appreciates diversity will be
a place where students can learn from each other and grow as individuals.
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Chapter 3
METHODOLOGY
Teachers have many goals for students and want them to succeed. The use of
character education curriculum does not always make its way into the daily curriculum or
classroom instruction. When character education is implemented in classrooms it leads to
success. Students become more engaged and this can lead to higher academic
achievement when character education instruction is integrated into daily learning.
Students begin to be more empathetic towards one another, learn how to work together,
and learn valuable skills that promote success in their lives (Brooks & Kann, 1993).
A desire by the author to teach character education each day in the classroom was
the inspiration for this project. The author has worked with elementary age students and
found there are fundamental skills that students lack and could benefit from learning.
This curriculum guide can be used by districts, schools, and teachers to infuse character
education into their classrooms, while increasing student interest with lessons that teach
students about one another’s cultures.
The lessons will teach the students a word of the month and follow up with daily
activities that cement the life skills into the students mind. It is the goal of the author to
create a deeper connection for students to share their culture and family traditions with
their peers. Students can develop and internalize the life skills, while learning more about
each other and the diverse world they live in.
35
Organization of the Curriculum Guide
This curriculum guide will be a beneficial resource for districts, schools, and
teachers to use to immerse culturally relevant character education into classrooms. The
curriculum guide will include weekly lesson plans to integrate culturally responsive
character education curriculum to be used in the classroom and school community. Each
lesson will have a cultural connection for the students and will provide opportunities to
explore different cultures. The curriculum guide will explain the role of the teacher as the
facilitator of the information and the role of the students as active learners. The guide will
include a focus word for each month and a weekly lesson plan to be taught during the
month. The set of daily lessons with include explicit instructions on how to teach the
lesson, worksheets, and desired student outcomes. There will be a 15 minute lesson for
Monday and then a 15 minute follow-up lesson for Wednesday. The lesson on Friday will
be a 15 minute wrap up lesson including information from the previous lessons of the
week (see Appendix).
The information and materials used to create the curriculum guide were gathered
from books, articles, and existing character education programs. A review of several
character education programs provided ideas about what to include in the lessons and
how the lessons should flow. In addition, several books and lessons plans incorporating
culturally responsive teaching techniques were reviewed to determine how to connect the
culture of students to the curriculum.
36
Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
Introduction
Character education lessons are mandated by the NCLB legislation and are a
practical way for students to learn fundamental life skills that they may not learn
elsewhere. The school day is dedicated to learning how to solve math equations, how to
comprehend what children read, along with social science and science lessons. There
often is not enough time to cover every aspect of educating the whole child.
Education is not just reading, writing, and arithmetic, but also should incorporate
strategies to teach students how to be functional, contributing members of society. The
purpose of character education programs is to teach students fundamental life skills that
will assist them in being productive at school, the work place, and their community.
An advantageous character education program will connect to student’s lives and
can create a bridge for them to learn how to behave in school and society. Students who
learn about fundamental life skills have a greater opportunity to succeed in school and in
life. Culturally responsive character education can ignite a passion for learning in
students as it connects and appreciates their own life experiences and family culture.
Conclusions
Students can learn to be good people if schools and teachers take the time to model
productive and acceptable behavior (DeRoche & Williams, 2001). A well established
character education program can promote the use of acceptable behavior by students.
Character education programs are the key factor in creating a bridge between school and
37
the families of students. When character education is a joint responsibility, parents and
teachers have an opportunity to collaborate on effective ways to promote student
learning. The collaboration between schools, teachers, and parents can assist students in
acquiring the skills necessary to be responsible students. Parents can have the greatest
influence on children and acknowledging that relationship is important (Berkowitz &
Bier, 2005). A classroom that is calm and has limited distractions promotes student
learning and achievement (Brannon, 2008).
Culturally responsive character education is an effective way to teach students life
skills, while acknowledging the cultures of students in the classroom. Culturally
responsive teaching strategies assist students in learning how to work with and appreciate
other cultures. If the cultural diversity of students’ is not talked about and explored,
students’ may feel that their culture is not important or valued. Schools and teachers must
foster an environment that is welcoming for everyone. Teachers must work hard to create
a closer connection between students’ home cultures and the culture of the school
(Brown, 2007).
A strong connection to the classroom creates a community of learners that value
diversity and appreciate the similarities and differences of people. When the teacher
works diligently to ensure the success of everyone in the classroom, students feel
important and valued. The final outcome is that students are encouraged to connect their
culture to their learning while working together, teaching one another, and being
responsible for each other’s learning (Ladson-Billings, 1995).
38
Recommendations
Through this project, a curriculum guide was developed to provide practical
information about character education that is culturally relevant to assist students in
developing life skills. The daily lessons and subsequent activities are designed to deepen
the students knowledge of the word of the month, while providing opportunities to
engage with other students about what has been learned during the lesson. The
curriculum guide was designed to meet the cognitive development of students’ age 7 to
12 in the second through sixth grades taking into consideration the top four ethnic groups
of the Twin Rivers Unified School District as the focus. The top four ethnic groups are
Hispanic/Latinos, White/Caucasian, Black/African-American, and Asian. This
information can be used by districts, schools, and teachers who want to foster a classroom
that values character education and life skills.
The author will meet with the Superintendent of the Twin Rivers Unified School
District, as well as with colleagues to disseminate the contents of the curriculum guide.
This guide will be a tool for teachers to use in diverse classrooms where culture is valued
and integrated into the daily curriculum. The activities included in this curriculum guide
will be taught using culturally responsive teaching techniques to make the information
accessible to students of diverse cultures. The purpose is to assist teachers in creating a
classroom community that appreciates the similarities and differences of each culture
represented in the class. This curriculum guide is designed to be used every week in the
classroom and build on the previous lessons and activities.
39
APPENDIX
40
Culturally Responsive Character
Education
A Curriculum Guide for Teachers
41
Table of Contents
I. Introduction
II. August/September – Respect
III. October – Responsibility
IV. November – Cooperation
V. December – Trustworthiness
VI. January – Courage
VII. February – Tolerance
VIII. March – Fairness
IX. April – Honesty
X. May – Perseverance
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Introduction
This curriculum guide was designed to be used by teachers to teach culturally
responsive character education to their students. There is one focus word each month
with a lesson plan and activities to support student learning of the word and the concept
behind the word. Students will have an opportunity to cement their understanding of the
word by working on meaningful activities with their peers and teacher.
The lessons are culturally responsive and allow the curriculum to be accessible to
students on a deeper level. Students develop a connection to the curriculum due to the
integration of culturally responsive teaching techniques. Students will have an
opportunity to practice with their new knowledge with one another several times over the
course of the month. Every month there will be one focus word to increase the
opportunity for students to learn the information.
Each month there will be a detailed lesson plan for all lessons to be completed
during the month. The lessons are designed to be taught three days per week for
approximately 15 to 30 minutes per day. On Monday the first lesson of the week will be
taught, on Wednesday the second, and on Friday the last lesson of the week. The lessons
should be presented to students in a whole group setting and students should be sitting
together in a circle while the lessons are presented by the teacher.
The teacher must create a safe environment before the lessons are taught. Students
need to feel safe to share their feelings and thoughts in a non-judgmental classroom. The
teacher must model for students how to be active listeners, use eye contact while
speaking and interacting with peers, ways to use supportive words, and how to be active
43
participants in the classroom discussions. Students will learn how to interact with one
another and learn fundamental life skills that they will use in school and life.
44
Culturally Responsive Character Education
Daily Chant
Each day before the lesson begins the teacher will lead the students
in the daily chant. Use the sound off 1, 2 rhythm or a different beat
chosen by the teacher. The teacher should say the line then
students repeat line by line.
Respect myself and the world
Responsible for all I do
Cooperate with everyone
Trustworthiness is great fun
Courage is key to success
Tolerance makes you your best
Fairness in all you do
Honesty will keep you true
Persevere you’re never blue.
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Lesson Plan One
August/September Word of the Month: Respect
Objective:
- Students will learn about the word respect and how to show respect, be respectful
of themselves and others, and be respectful of the world around them.
- Students will connect their prior knowledge of respect to this lesson that will
continue for the first month and a half of the school year. Students will engage in
classroom discussions and share with their peers the key points that they learned
about being respectful.
Materials:
- Art Supplies
- 9x12 White Construction Paper
- Magazines
- Poster Size Piece of White Paper
- Markers
- Writing Journals
- Writing Paper
- Pencils
Culturally Responsive Teaching Strategy: Students connect their families and culture
to a classroom project at the beginning of the school year. This sets a tone that students
will be encouraged to share their life at home on a regular basis with their classmates.
Recommended Read Aloud:
Respect by Lucia Raatma
Self Respect by Lucia Raatma
A book related to respect
Procedures:
1. Students will receive an overview of the character education program during the
first lesson. The teacher will explain to the students that each month they are
going to work on a life skill that will teach the students a word and all about what
the word means. Students will learn how to interact with one another using the
concept of the word.
2. Teacher leads students in the daily chant each day a lesson is taught.
3. The teacher will introduce the word respect as the first word the students will
learn about. The teacher will write the word on the whiteboard or establish an area
in the classroom where the word and definition can be displayed. A board in the
classroom will provide an area for students to bring in other items that can be
displayed with the word of the month.
46
4. Monday during the second week of school: Activate prior knowledge with the
students. What do they know about the word respect? Have they heard the word
before? Do they know a definition for the word? Allow students 3 to 5 minutes of
discussion time.
5. Next, choose one of the stories listed above or another children’s book focused on
respect. Read the book to students and allow time for discussion as necessary
during the read.
6. Create a list of ways people can show respect with the students. This list should
remain visible in the classroom during the month and be used as a reference
during lessons and discussions.
7. Wednesday: Students will begin to create a collage of their family and their
culture. Students can use pictures that they cut out of magazines or draw their
own pictures while they create their collage. Students will work on this collage for
15 minutes per day on Friday during the second week of school then for 15
minutes on Monday, Wednesday, and Friday during the third and fourth weeks of
school.
8. During the fifth and sixth weeks of school the students will write an
autobiography about their life and family. The teacher should brainstorm with
students all of the ideas that they would like to incorporate in their writing. The
teacher should model for students the necessary steps to complete their writing:
use of a topic sentence, detail sentences, and appropriate grammar usage.
9. Last week of September: Each day the teacher will set aside time for students to
present their collage to their classmates. The teacher should establish an area in
class to display each student collage and autobiography. The display area will be
an on-going work area until all students have had an opportunity to present their
work. During the last week, the teacher should set aside enough time for 5 to 6
students to present each day.
Independent Activity:
Have students complete a journal entry using one of the following sentence frames or one
created by the teacher:
I learned that respect is ______________________.
I can show respect to my classmates by ____________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
47
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of September with the class. The teacher should
engage all students and participation should be required by all students.
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Lesson Plan Two
October Word of the Month: Responsibility
Objective:
- Students will learn about the word responsibility and how to act responsibly.
- Students will connect their prior knowledge of responsibility to this lesson that
will continue for the remainder of the month. Students will engage in classroom
discussions and share with their peers the key points that they learned about being
responsible.
Materials:
- 9x12 White Construction Paper
- Poster Size Piece of White Paper
- Markers, crayons, and colored pencils
- Writing Journals
- Writing Paper
- Pencils
Culturally Responsive Teaching Strategy: Students share their ideas and connections
to the word responsibility. Students share how they are responsible in their family,
classroom, and community. Students engage in a daily chant with their peers and teacher.
Recommended Read Aloud:
Responsibility by Lucia Raatma
Responsibility by Kristin Keller & Madonna Murphy
Responsibility by Cynthia Roberts
A book related to responsibility
Procedures:
Week One:
1. The teacher will introduce the second word of the month responsibility. The
teacher will write the word on the whiteboard or in the established area in the
classroom. The word and definition will be displayed later. A bulletin board in the
classroom will provide an area for students to bring in other items that are related
to the word and can be displayed along with the word of the month.
2. Teacher leads students in the daily chant each day before the lesson begins.
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word responsibility? Have they heard the word before? Do they
know a definition for the word? Allow students 7 to 8 minutes of discussion time.
49
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on responsibility. Read the book to students and allow
time for discussion as necessary during the read.
5. Friday – 15 minutes: Create a list of ways people can show responsibility with the
students. This list should remain visible in the classroom during the month and be
used as a reference during lessons and discussions.
Week Two:
1. Monday – 15 minutes: Students will role play the ideas written down on the list
from Friday. Students can be paired up or put into groups to act out each item on
the list. The teacher should explain how to act out an idea and model it for
students. The teacher should circulate around and assist students with their acting
while monitoring. After students have 10 minutes to practice, each pair or group
can present their skit. Provide each pair or group 2 minutes to complete their role
play.
2. Wednesday – 15 minutes: Continue with student presentations. Complete them
today.
3. Friday – 15 minutes: Today each student will create a picture on a sheet of 9 x 12
white construction paper with markers, crayons, and colored pencils. The pictures
will represent their role playing skits and will be displayed in the classroom in the
culturally responsive character education area. The students should write down
the idea they are illustrating.
Week Three:
1. Monday – 15 minutes: The teacher will explain that today we are going to include
our families in our learning. The teacher and students will brainstorm three
questions to ask families and the teacher will model for students how to ask the
questions and how to take notes when students get home that evening. Students
can chose to interview three members of their family: their parents, aunts, uncles,
grandparents, or siblings. The students should bring their answers to the questions
on Wednesday to share with their classmates. They will have two nights to
complete the task and it should be turned in on Wednesday.
2. Wednesday – 15 minutes: Students should sit down in a circle on the carpet. Each
student will have 2 minutes to share the information that they learned from
interviewing their family. The teacher should model and remind students of how
to be an active audience by making eye contact with the presenter, sitting quietly,
and actively listening.
3. Friday – 15 minutes: Presentations should be completed today.
50
Week Four:
1. Monday – 15 minutes: Students should complete a journal entry using one of the
sentence frames below or one that their teacher creates.
2. Wednesday – 15 minutes: Individual students share their writing with another
student in class.
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about responsibility. Students have an
opportunity to share their ideas and experiences from the last month.
Independent Activity:
Have students complete a journal entry using one of the following sentence frames or one
created by the teacher:
I learned that responsibility means ______________________.
I can show I am responsible by ________________________.
A responsible way to act is ____________________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class. The teacher should engage
all students and participation should be required by all students.
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Lesson Plan Three
November Word of the Month: Cooperation
Objective:
- Students will learn about the word cooperation and how to act cooperative.
- Students will connect their prior knowledge of cooperation to this lesson that will
continue for the remainder of the month. Students will engage in classroom
discussions and share with their peers the key points that they learned about being
cooperative.
Materials:
- Poster Size Piece of White Paper
- Writing Journals
- Writing Paper
- Pencils
Culturally Responsive Teaching Strategy: Students share their experiences of being
cooperative at school and in their family. Students engage in a daily chant with their
peers and teacher.
Recommended Read Aloud:
Cooperation by Lucia Raatma
Share and Take Turns by Cheri J. Meiners
A book related to cooperation
Procedures:
Week One:
1. The teacher will introduce the third word of the month cooperation. The teacher
will write the word on the whiteboard or in the established area in the classroom.
The word and definition will be displayed later. A bulletin board in the classroom
will provide an area for students to bring in other items that are related to the
word and can be displayed along with the word of the month.
2. Teacher leads students in the daily chant each day a lesson is taught.
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word cooperation? Have they heard the word before? Do they
know a definition for the word? Allow students 7 to 8 minutes of discussion time.
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on cooperation. Read the book to students and allow time
for discussion as necessary during the read.
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5. Friday – 15 minutes: Create a list of ways people can show cooperation with the
students. This list should remain visible in the classroom during the month and be
used as a reference during lessons and discussions.
Week Two:
1. Monday – 15 minutes: The teacher will explain that today we are going to include
our families in our learning. The teacher and students will brainstorm three
questions to ask families and the teacher will model for students how to ask the
questions and how to take notes when students get home that evening. Students
can chose to interview three members of their family: their parents, aunts, uncles,
grandparents, or siblings. The students should bring their answers to the questions
on Wednesday to share with their classmates. They will have two nights to
complete the task and it should be turned in on Wednesday.
2. Wednesday – 15 minutes: Students should sit down in a circle on the carpet. Each
student will have 2 to 3 minutes to share the information that they learned from
interviewing their family. The teacher should model and remind students of how
to be an active audience by making eye contact with the presenter, sitting quietly,
and actively listening.
3. Friday – 15 minutes: Presentations should be finished today.
Week Three:
1. Monday – 15 minutes: The teacher should select 5 students as group leaders prior
to the lesson (based on a classroom with 20 students; select more leaders if you
have a higher number of students. There should be 4 members in each group). The
leaders will select 3 other people to be in their group. Each group will be creating
a short play that models cooperation and will present it to their classmates. The
teacher will explain to the students that they will be using their creative minds to
collaborate with their peers to create a play that includes characters that cooperate
with each other. The play should be no more than 3 to 5 minutes per group. The
teacher will give the students 5 minutes today to begin their work.
2. Wednesday – 15 minutes: Student groups continue to work on their plays. The
teacher should remind students they will only have today and Friday to finish
their plays. Presentations will begin on Monday of next week.
3. Friday – 15 minutes: Students wrap up their play writing and begin preparing for
their presentations on Monday. Each group will have approximately 3 to 5
minutes to complete their performance.
Week Four:
1. Monday – 25 minutes: Students present their plays to their classmates. The
teacher should model and remind students of how to be an active audience by
making eye contact with the presenters, sitting quietly, and actively listening.
53
2. Wednesday – 15 minutes: Students should complete a journal entry using one of
the sentence frames below or one that their teacher creates.
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about cooperation. Students have an
opportunity to share their ideas and experiences from the last month.
Independent Activity:
Have students complete a journal entry using one of the following sentence frames or one
created by the teacher:
I acted cooperative by ______________________.
To show cooperation I will ________________________.
It is important to be cooperative because __________________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class. The teacher should engage
all students and participation should be required by all students.
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Lesson Plan Four
December Word of the Month: Trustworthiness
Objective:
- Students will learn about the word trustworthiness and how to act trustworthy.
- Students will connect their prior knowledge of trustworthiness to this lesson that
will continue for the remainder of the month. Students will engage in classroom
discussions and share with their peers the key points that they learned about being
trustworthy.
Materials:
- Poster Size Piece of White Paper
- Writing Journals
- Pencils
- Markers
Culturally Responsive Teaching Strategy: Students share their own ideas and connects
to the word trustworthiness. Students share how they are trustworthy with their family,
classmates, and people in their community. Students engage in the daily chant with their
peers and teacher.
Recommended Read Aloud:
Trustworthiness by Lucia Raatma
A book related to trustworthiness
Procedures:
Week One:
1. The teacher will introduce the fourth word of the month trustworthiness. The
teacher will write the word on the whiteboard or in the established area in the
classroom. The word and definition will be displayed later. A bulletin board in the
classroom will provide an area for students to bring in other items that are related
to the word and can be displayed along with the word of the month.
2. Teacher leads students in the daily chant each day a lesson is taught.
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word trustworthiness? Have they heard the word before? Do they
know a definition for the word? Allow students 7 to 8 minutes of discussion time.
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on trustworthiness. Read the book to students and allow
time for discussion as necessary during the read.
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5. Friday – 15 minutes: Create a list of ways people can show trustworthiness with
the students. This list should remain visible in the classroom during the month and
be used as a reference during lessons and discussions.
Week Two:
1. Monday – 15 minutes: The teacher will explain that today we are going to include
our families in our learning. The teacher and students will brainstorm three
questions to ask families and the teacher will model for students how to ask the
questions and how to take notes when students get home that evening. Students
can chose to interview three members of their family: their parents, aunts, uncles,
grandparents, or siblings. The students should bring their answers to the questions
on Wednesday to share with their classmates. They will have two nights to
complete the task and it should be turned in on Wednesday.
2. Wednesday – 15 minutes: Students should sit down in a circle on the carpet. Each
student will have 2 to 3 minutes to share the information that they learned from
interviewing their family. The teacher should model and remind students of how
to be an active audience by making eye contact with the presenter, sitting quietly,
and actively listening.
3. Friday – 15 minutes: Presentations should be finished today.
Week Three:
1. Monday – 15 minutes: Students should complete a journal entry using one of the
sentence frames below or one that their teacher creates.
2. Wednesday – 15 minutes: Students share their writing with their classmates.
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about trustworthiness. Students have
an opportunity to share their ideas and experiences from the last month.
Week Four:
No lessons – Winter Holiday
Independent Activity:
Have students complete a journal entry using one of the following sentence frames or one
created by the teacher:
I acted trustworthy by ______________________.
It is important to be a trustworthy person because ________________________.
I show that I am trustworthy person by __________________________.
56
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class. The teacher should engage
all students and participation should be required by all students.
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Lesson Plan Five
January Word of the Month: Courage
Objective:
- Students will learn about the word courage and how to act courageously.
- Students will connect their prior knowledge of courage to this lesson that will
continue for the remainder of the month. Students will engage in classroom
discussions and share with their peers the key points that they learned about being
courageous.
Materials:
- 9x12 White Construction Paper
- Poster Size Piece of White Paper
- Markers
- Writing Journals
- Writing Paper
- Pencils
Culturally Responsive Teaching Strategy: The teacher will build on student’s
background knowledge and experiences at home and in their community. Students
engage in a daily chant with their peers and teacher.
Recommended Read Aloud:
Courage by Bernard Waber
Teammates by Peter Golenbock
Harriet Tubman: A Woman of Courage by Editors of Time for Kids with Renee Skelton
A book related to courage
Procedures:
Week One:
No Lessons – Winter Holiday
Week Two:
1. The teacher will introduce the fifth word of the month courage. The teacher will
write the word on the whiteboard or in the established area in the classroom. The
word and definition will be displayed later. A bulletin board in the classroom will
provide an area for students to bring in other items that are related to the word and
can be displayed along with the word of the month.
2. Teacher leads students in the daily chant each day a lesson is taught.
58
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word courage? Have they heard the word before? Do they know a
definition for the word? Allow students 7 to 8 minutes of discussion time.
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on respect. Read the book to students and allow time for
discussion as necessary during the read.
5. Friday – 15 minutes: Create a list of ways people can show courage with the
students. This list should remain visible in the classroom during the month and be
used as a reference during lessons and discussions.
Week Three:
1. Monday – 15 minutes: The students will have an opportunity to share a time that
they were courageous and how it made them feel. The teacher should model for
students and share a story about a time that they had to show courage. The teacher
should provide ample time for students to share with a partner first and then with
the entire group. The teacher should help the students find the similarities and
differences in their experiences and stories and create a Venn diagram that can be
displayed on the bulletin board.
2. Wednesday – 15 minutes: Students will begin working on a New Year’s
resolution on how they will show courage during the next year. Students will
complete a picture on a 9 x 12 sheet of white construction paper to represent the
new ways they will show courage.
3. Friday – 15 minutes: Students will continue their pictures today. When they
complete their picture, they can share it with their classmates before they are
displayed on the culturally responsive character education board.
Week Four:
1. Monday – 15 minutes: Students should complete a journal entry using one of the
sentence frames below or one that their teacher creates.
2. Wednesday – 15 minutes: Students share their writing with their classmates.
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about courage. Students have an
opportunity to share their ideas and experiences from the last month.
Independent Activity:
Have students complete a journal entry using one of the following sentence frames:
I am courageous by ______________________.
A courageous act is ________________________.
59
I show courage by __________________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class. The teacher should engage
all students and participation should be required by all students.
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Lesson Plan Six
February Word of the Month: Tolerance
Objective:
- Students will learn about the word tolerance and how to show tolerance.
- Students will connect their prior knowledge of tolerance to this lesson that will
continue for the remainder of the month. Students will engage in classroom
discussions and share with their peers the key points that they learned about being
tolerant.
Materials:
- Art Supplies
- 9x12 White Construction Paper
- Poster Size Piece of White Paper
- Markers
- Writing Journals
- Writing Paper
- Pencils
- Magazines
Culturally Responsive Teaching Strategy: Students will collaborate with one another
and share their ideas about the word tolerance. Students engage in a daily chant with their
peers and teacher.
Recommended Read Aloud:
The Other Side by Jacqueline Woodson
Peace by Todd Parr
Skin You Live In by Michael Tyler
A book related to tolerance
Procedures:
Week One:
1. The teacher will introduce the sixth word of the month tolerance. The teacher will
write the word on the whiteboard or in the established area in the classroom. The
word and definition will be displayed later. A bulletin board in the classroom will
provide an area for students to bring in other items that are related to the word and
can be displayed along with the word of the month.
2. Teacher leads students in the daily chant each day before the lesson begins.
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word tolerance? Have they heard the word before? Do they know
a definition for the word? Allow students 7 to 8 minutes of discussion time.
61
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on tolerance. Read the book to students and allow time
for discussion as necessary during the read.
5. Friday – 15 minutes: Create a list of ways people can show tolerance with the
students. This list should remain visible in the classroom during the month and be
used as a reference during lessons and discussions.
Week Two:
1. Monday – 20 minutes: Students will have an opportunity to engage in a
discussion with a student from another class (chose a classroom to partner up with
in second to sixth grade; set up a time and place to meet with the class today). The
teacher should coordinate with other teachers on campus to determine a time that
works best for them. The students will share with their partner student what they
already know about tolerance. Each teacher should discuss with their class an
outline for the discussion. The students will have a discussion about what is
means to be tolerant and why people should act that way to one another. Students
will share how they have been tolerant to other people and how it made them feel.
Each student should have an equal amount of time to talk during the meeting.
2. Wednesday – 20 minutes: The students will meet again with their partner class
today. Their task will be to work on a collage together of images that represent
tolerance. The students will work together gathering pictures from magazines and
creating a piece of art to be displayed in the classroom. Each student will receive
a 9 x 12 sheet of white construction paper to glue the pictures that they want to
use. This is a collaborative effort and students should work together to create their
collage.
3. Friday – 30 minutes: Student will continue their work today on the collages and
finish up the project.
Week Three:
No Lessons – President’s Week Vacation
Week Four:
1. Monday – 15 minutes: Students should complete a journal entry using one of the
sentence frames below or one that their teacher creates.
2. Wednesday – 15 minutes: Students share their writing with their classmates.
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about tolerance. Students have an
opportunity to share their ideas and experiences from the last month.
62
Independent Activity:
Have students complete a journal entry using one of the following sentence frames:
Tolerance means ___________________ to me.
I can show tolerance by ________________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class. The teacher should engage
all students and participation should be required by all students.
63
Lesson Plan Seven
March Word of the Month: Fairness
Objective:
- Students will learn about the word fairness and how to act fair.
- Students will connect their prior knowledge of fairness to this lesson that will
continue for the remainder of the month. Students will engage in classroom
discussions and share with their peers the key points that they learned about being
fair.
Materials:
- 9x12 White Construction Paper
- Poster Size Piece of White Paper
- Markers
- Writing Journals
- Writing Paper
- Pencils
Culturally Responsive Teaching Strategy: Students engage in discussions and
activities together that are focused on acting fair. Students share how they are fair in their
family, classroom, and community. Students engage in a daily chant with their peers and
teacher.
Recommended Read Aloud:
Fairness by Bruce S. Glassman
The Sandbox: A Book about Fairness by Don Rowe
I Am Fair by Marie Bender, Mary Elizabeth, & Martha Marx
Fairness by Lucia Raatma
Kids Talk about Fairness by Carrie Finn
Fairness Counts by Marie Bender
Martin Luther King, Jr.: A Life of Fairness by Martha Rustad
A book related to fairness
Procedures:
Week One:
1. The teacher will introduce the seventh word of the month fairness. The teacher
will write the word on the whiteboard or in the established area in the classroom.
The word and definition will be displayed later. A bulletin board in the classroom
will provide an area for students to bring in other items that are related to the
word and can be displayed along with the word of the month.
64
2. Teacher leads students in the daily chant each day a lesson is taught.
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word fairness? Have they heard the word before? Do they know a
definition for the word? Allow students 7 to 8 minutes of discussion time.
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on fairness. Read the book to students and allow time for
discussion as necessary during the read.
5. Friday – 15 minutes: Create a list of ways people can show fairness with the
students. This list should remain visible in the classroom during the month and
used as a reference during lessons and discussions.
Week Two:
1. Monday – 20 minutes: Students will create games this week that encourage
fairness. Students can share a game that they play at home with their family or a
game they play in their community. Allow students to choose one person they
would like to work with in creating their game. Encourage students to select
someone who has their same interests as they will be collaborating on one game.
The partners will create a name for their game, the procedures for playing the
game, and all rules for the game that should emphasize fairness. Before beginning
this task, the teacher should have examples of games for students to view. The
teacher should also be ready to explain the procedures for their game and the rules
that highlight fairness. The key to this activity is that students understand how to
create a game that shows fairness and how to behave fairly while playing it.
2. Wednesday – 20 minutes: Students continue creating their game today.
3. Friday – 20 minutes: Students continue creating their game today.
Week Three:
1. Monday – 20 minutes: Today students will begin to present their games to their
classmates and teach them how to play. Each set of partners should participate in
the presentation of their game. The teacher and students will discuss the fairness
of the rules of the game and suggest areas that may need improvement or
clarification and provide praise for a job well done.
2. Wednesday – 20 minutes: Presentations will continue today.
3. Friday – 20 minutes: Presentations will continue today and should be completed
today.
Week Four:
1. Monday – 15 minutes: Students should complete a journal entry using one of the
sentence frames below or one that their teacher creates.
2. Wednesday – 15 minutes: Students share their writing with their classmates.
65
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about fairness. Students have an
opportunity to share their ideas and experiences from the last month.
Independent Activity:
Have students complete a journal entry using one of the following sentence frames:
I learned that fairness means ______________________.
I can show I am fair by ________________________.
A fair way to act is to __________________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class. The teacher should engage
all students and participation should be required by all students.
66
Lesson Plan Eight
April Word of the Month: Honesty
Objective:
- Students will learn about the word honesty and how to act honest.
- Students will connect their prior knowledge of honesty to this lesson that will
continue for the remainder of the month. Students will engage in classroom
discussions and share with their peers the key points that they learned about being
honest.
Materials:
- 9x12 White Construction Paper
- Poster Size Piece of White Paper
- Markers
- Writing Journals
- Writing Paper
- Pencils
Culturally Responsive Teaching Strategy: Students share their own ideas and connects
to the word honesty. Students share how they act honest in their family, classroom, and
community. Students engage in a daily chant with their peers and teacher.
Recommended Read Aloud:
Liar, Liar, Pants on Fire by Gordon Korman
Honest-to-Goodness Truth by Patricia C. McKissack
Honesty Counts by Mary Elizabeth Salzmann
Jamaica’s Find by Juanita Havill
Abraham Lincoln: A Life of Honesty by Kay Manolis
A book related to honesty
Procedures:
Week One:
1. The teacher will introduce the eighth word of the month honesty. The teacher will
write the word on the whiteboard or in the established area in the classroom. The
word and definition will be displayed later. A bulletin board in the classroom will
provide an area for students to bring in other items that are related to the word and
can be displayed along with the word of the month.
2. Teacher leads students in the daily chant each day a lesson is taught.
67
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word honesty? Have they heard the word before? Do they know a
definition for the word? Allow students 7 to 8 minutes of discussion time.
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on honesty. Read the book to students and allow time for
discussion as necessary during the read.
5. Friday – 15 minutes: Create a list of ways people can show honesty with the
students. This list should remain visible in the classroom during the month and be
used as a reference during lessons and discussions.
Week Two:
1. Monday – 15 minutes: Students will role play the ideas written down on the list
from Friday. Students can be paired up or put into groups to act out each item on
the list. The teacher should explain how to act out an idea and model it for
students. The teacher should circulate around and assist students with their acting
while monitoring. After students have 10 minutes to practice, each pair or group
can present their skit. Provide each pair or group 2 minutes to complete their role
play.
2. Wednesday – 15 minutes: Continue with student presentations and complete them
today.
3. Friday – 15 minutes: Today each student will create a picture on a sheet of 9 x 12
white construction paper with markers, crayons, and colored pencils. The pictures
will represent their role playing skits and will be displayed in the classroom in the
culturally responsive character education area. The students should write down
the idea they are illustrating.
Week Three:
One week of April will not have lessons to accommodate for spring break. An exact week
is not provided as it changes every year.
Week Four:
1. Monday – 15 minutes: Students should complete a journal entry using one of the
sentence frames below or one that their teacher creates.
2. Wednesday – 15 minutes: Students share their writing with their classmates.
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about honesty. Students have an
opportunity to share their ideas and experiences from the last month.
Independent Activity:
Have students complete a journal entry using one of the following sentence frames:
68
I learned that honesty is important because ______________________.
I can show I am honest by ________________________.
An honest way to act is to __________________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class. The teacher should engage
all students and participation should be required by all students.
69
Lesson Plan Nine
May Word of the Month: Perseverance
Objective:
- Students will learn about the word perseverance.
- Students will connect their prior knowledge of the word perseverance to this
lesson that will continue for the remainder of the month. Students will engage in
classroom discussions and share with their peers the key points that they learned
about perseverance.
Materials:
- Art Supplies
- 9x12 White Construction Paper
- Poster Size Piece of White Paper
- Markers
- Writing Journals
- Writing Paper
- Pencils
Culturally Responsive Teaching Strategy: Students share their own ideas and connects
to the word perseverance. Students share how they show perseverance in sports, school,
and other activities in their life. Students engage in the daily chant with their peers and
teacher.
Recommended Read Aloud:
The Little Engine That Could by Watty Piper
Inch and Miles: The Journey to Success by John Wooden & Susan F. Cornelison
Try and Stick with It by Cheri J. Meiners
A book related to perseverance
Procedures:
Week One:
1. The teacher will introduce the word perseverance as the ninth word the students
will learn about. The teacher will write the word on the whiteboard or in the
established area in the classroom. The word and definition will be displayed. A
board in the classroom will provide an area for students to bring in other items
that can be displayed with the word of the month.
2. Teacher leads students in the daily chant each day a lesson is taught.
3. Monday – 15 minutes: Activate prior knowledge with the students. What do they
know about the word perseverance? Have they heard the word before? Do they
know a definition for the word? Allow students 7 to 8 minutes of discussion time.
70
4. Wednesday – 15 minutes: Choose one of the stories listed above or another
children’s book focused on perseverance. Read the book to students and allow
time for discussion as necessary during the read.
5. Friday – 15 minutes: Create a list of ways people can show perseverance with the
students. This list should remain visible in the classroom during the month and
used as a reference during lessons and discussions.
Week Two:
1. Monday – 15 minutes: The teacher will explain that today we are going to include
our families in our learning. The teacher and students will brainstorm three
questions to ask families and the teacher will model for students how to ask the
questions and how to take notes when students get home that evening.Students
can chose to interview three members of their family: their parents, aunts, uncles,
grandparents, or siblings. The students should bring their answers to the questions
on Wednesday to share with their classmates. They will have two nights to
complete the task and it should be turned in on Wednesday.
2. Wednesday – 15 minutes: Students should sit down in a circle on the carpet. Each
student will have 2 to 3 minutes to share the information that they learned from
interviewing their family. The teacher should model and remind students of how
to be an active audience by making eye contact with the presenter, sitting quietly,
and actively listening.
3. Friday – 15 minutes: Presentations should be finished today.
Week Three:
1. Monday – 15 minutes: Students will create a perseverance poster this week.
Students will set personal or academic goals for the next school year. The teacher
will talk with the students about possible ideas to include on their posters.
Students should consider areas that are difficult for them or activities that require
extra effort. Students will brainstorm ideas with a partner today to determine what
they would like to include on their chart. Students should take notes of their ideas
and be ready to use them on Wednesday to create their poster.
2. Wednesday – 20 minutes: Students will begin to create their perseverance poster
today. They should list at least 3 goals for the next year school but no more than
5. The teacher should remind students that they will write in complete sentences
for each goal. Students should be encouraged to use their creativity in making
their poster. They may include inspirational quotes, pictures, and designs to
motivate them to persevere. Each student will receive a sheet of 9 x 12 white
construction paper and may use markers, colored pencils, crayons, and other art
supplies provided by the teacher for their poster.
3. Friday – 30 to 45 minutes: Students should finish up their charts and present them
to their classmates today.
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Week Four:
1. Monday – 15 minutes: Students should complete a journal entry using one of the
sentence frames below or one that their teacher creates.
2. Wednesday – 15 minutes: Students share their writing with their classmates.
3. Friday – 15 minutes: The teacher and students have a final wrap-up conversation
about all of the things the students learned about perseverance. Students have an
opportunity to share their ideas and experiences from the last month.
Independent Activity:
Have students complete a journal entry using one of the following sentence frames:
I show perseverance when I ______________________.
I learned perseverance means ________________________.
The teacher should determine an appropriate number of paragraphs and sentences for
their grade level to complete.
Closure:
Students can share their thoughts and writing with one another. The teacher will also lead
a final discussion on the last Friday of month with the class about all of the culturally
responsive character education lessons from this year. The teacher should engage all
students and participation is required.
72
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