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Subject/Focus Area(s): Social Studies-character traits Grade Level/Time Frame: 1st/2nd Grade- 30 minutes

Learning Objective(s) or Learning Target(s) Students will identify character traits (respect for others, tolerance,
This should support the central focus, overarching goal, big idea, or compassion) as represented by historical figures, literary characters,
essential question(s); should be measurable; should indicate what and their community.
students will be able to do at the end of the lesson (These can be
written as “I can” statements)
Personal Assets, Cultural, Assets, Community Assets (also referred Students will use their individual cultural experiences to provide
to as Funds of Knowledge) of class examples of the character traits in their personal lives, school
 Cultural: How will you use students’ traditions, languages community, and community at large.
and dialects, worldviews, literature, art, music, dance, etc.
to support learning?
 Community: How will you use students’ community
resources, such as local landmarks, community events
and practices, etc. to support learning?

Georgia Standard (s) of Excellence, WIDA Standard(s), etc. SS1CG1 Describe how the historical figures in SS1H1a display positive
Note standards that apply to the lesson. character traits such as: fairness, respect for others, respect for the
environment, courage, equality, tolerance, perseverance, and
commitment
and/or
SS2CG3 Give examples of how the historical figures in SS2H1
demonstrate positive citizenship traits such as: honesty, dependability,
trustworthiness, honor, civility, good sportsmanship, patience, and
compassion

ELAGSE1RL3: Describe characters, settings, and major events in a story,


using key details
ELAGSE2RL3: Describe how characters in a story respond to major
events and challenges
Prior Academic Knowledge and Prerequisite Skills Students will use their prior knowledge of historical figures and their
What prior academic knowledge and/or prerequisite skills will this contribution to American history.
lesson activate? Students will use their ability to identify character traits in literature
What prior academic knowledge and/or prerequisite skills will and derive the main idea of a narrative using the text and images.
students need for this lesson? Students will need to understand the use of a t-chart to organize
information.
Activity The lesson will begin with a quick review of the character traits
identified by historical figures for the appropriate grade level (tolerance
and respect for others in first grade, compassion in second grade). As a
class, students will work to create a list of ways in which historical
figures have displayed these character traits. The list should be
displayed somewhere for students to see and refer back to throughout
the lesson.
Next, the teacher will explain that these character traits can also be
seen in literature and real life, and today, they will be examining some
of these examples.
Introduce the text, My Princess Boy by Cheryl Kilodavis, by talking a
picture walk and asking students to turn and talk to make predictions
about what they think the story will be about.
Read the text, stopping every few pages to ask questions and discuss
character and plot.
After reading the book, explain to students that they will be making a
list just like the one the class made together about historical figures.
Provide students with a t-chart with the title of the book written on
one side, and the words “our world” on the other side.
Model for students how to fill in one side of the chart with an example
of the events in the story where characters showed the character trait
also shown by the historical figures.

Gardner 7704 Summer 2019


Allow students to work with partners to find as many examples in the
text as possible and fill in the chart.
After a few minutes, allow students to share their examples. Then,
explain that for the last task, students will be thinking of ways that they
can show the character traits in their own community/world and model
one example.
Give students a few more minutes to work with their partner and fill in
the last portion of the chart.
Finally, come back together as a class and share some examples of how
we can work to model the character traits in our community.
Materials/ Text(s) from Text Set My Princess Boy by Cheryl Kilodavis
Key elements/quotes/questions/vocabulary other points from Read aloud discussion questions: What do we know about the princess
text to highlight for focus and facilitation boy? How did the princess boy’s brother react when his brother was
being teased? What do you think will happen when the boy plays with
other children while wearing a dress?

Chart paper/board to display list of examples of historical figures


modeling character traits.

t-chart graphic organizer for students to record their thinking with their
partners.
Assessment Teachers can monitor for understanding during class discussions both
before and after reading the text. Teachers should also monitor
partners as they work to observe the thinking process of each student
and their conversation with partners.
The t-charts can also be used a formative assessment to determine
which students understand the character traits and how they displayed
in both literature and community.
If the teacher wishes to use the assignment as a summative
assessment, students can be asked to provide one more example from
the text and one from real life to show mastery independently.

Gardner 7704 Summer 2019