Grade 1:Identity and character Traits (lesson 1/ 2)
This lesson can be integrated into the primary curriculum on many levels. While useful for Social Studies units on Self, Family and School, this lesson is also designed to address the Language Arts curriculum and can be used for teaching about making connections. This unit also addresses Social Responsibility and asks children to consider positive and negative personality and character traits.
Objectives
It is expect ed that students will:
Participate cooperatively and proactively in groups
Draw simple interpretations from personal experiences, oral sources, and visual representations
Present information using oral, visual, or written representation
Materials
Large Chart paper for whole group discussion
Handout of Positive and Negative Character Traits(BLM 1)
Handout of My Character Traits(BLM 2)
4 or 5 Envelopes for small group work
A copy of The True Story of the Three Little Pigs By Jon Scieszka.
Activities
5 minutes: As a class, students brainstorm to generate a list of words (adjectives) that describe non-physical character or personality traits. The teacher records all words on the large chart paper.
10 minutes: Divide students into small groups or 5 or 6 and ask them to determine which of the words can be considered are positive and which of the words can be considered negative. Ask them to record all answers on BLM 1. Allow about 15 minutes.
5 minutes: Ask students to consider which of the words on their lists describe their character and personality. Pass out Character Traits(BLM 2) and ask students to privately record the three words that they feel best describe them using their red pencil crayon
15 minutes: Gather as a group. Discuss perspective, and how other people may have a different perspective about who we are than we do. Read The True Story of the Three Little Pigs By Jon Scieszka and discuss how the wolf’s perception of himself is different from how the three pigs perceive him. Generate a list of words that the wolf would use to describe himself, and a list of words that the pigs would use to describe the wolf. Discuss which words are positive and which are negative and why. Discuss how different people may have different points of view and the concept of bias and how the storyteller can create or put forth a different point of view.
5 minutes: Pair students up and ask them to trade papers and read each other’s character words listed on BLM 2. Each student then has to choose if they would remove or add any new words to the other person’s paper (it is important to note that students may choose not to add any new words). Students will remove or add new words to the other person’s paper. Remind them that others may have a different point of view, just as the pigs had a different point of view about the wolf than the wolf had about himself. Students should be mindful of the other person’s feelings.
10 minutes: Ask students to return to the same small group that they worked with earlier in the lesson. Provide each group with an envelope and ask students place their papers (BLM 2) together in the envelope. Each student is then to draw one paper from the envelope (it can not be their own). One at a time, students read the paper that they drew and the other students must guess who the card belongs to, providing evidence for their guesses. (ie: I think that card belongs to _____ because…). Remind students to be mindful of the feelings of others.
10 minutes: Once the small groups have completed the activity, gather together as a whole group. Invite students to share if the words that they used to describe themselves were the same words that they thought others would use to describe them. Asses if the students recognize that other people may have a different perspective of their character and view them differently than they view themselves. Ask students how they might influence other’s perceptions of them and how they might earn additional positive character traits.
Assessment
Anecdotal. As students participate in the activities and discussion, take note of students’ understanding of how their perceptions of themselves may be different from how other’s view them. During discussions of The True Story of the Three Little Pigs, Take note of students’ understanding of how the storyteller’s bias and how that may shape perspective and point of view.
Refer to the Critical Thinking Rubric to assess students’ capacity and ability to use critical thinking skills.
Extension
Challenge students to find other stories that may offer two or more points of view.
Lesson Adapted from: TC2: Critical Challenges for Primary Students. Written by Tami McDiarmid, Rita Manzo and Trish Musselle (1996). Edited by Roland Case and LeRoi Daniles.
