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Lesson Plan:
Caring
Six Pillar Shuffle
Time in session: 1 hour, 15 minutes
Evaluation time: 5 minutes
Goal: To present the Caring
pillar from Character Counts!sm
to participants and discuss "who should teach character?".
| Objective 1:
To increase participant understanding of "Who Should Teach Character
Education". (15-20 minutes)
Section:
"Who Should Teach Character?" from
the Character Counts!sm curriculum
Overheads 1 - 22
Outcome: Each participant will
report an increased awareness of the people or institutions responsible
for teaching character.
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Presenter says:
Who should teach character?
Overheads 8, 12, 13, 15,
16, 18, and 19
Presenter says:
Let's remember that children such as Anne
Frank, youth such as Olympic gymnasts, and adults such as Helen Keller
and John Glenn are character heroes for each of us.
Presenter asks:
What role does the school have in teaching
children and youth character?
Overheads 3, 4, 5, 6, 7,
9, 20, 21, and 22
Presenter says:
The purpose of the TAEX character education
program is to build community support for families and children so that
good character can be learned and modeled. None of us want to replace
parents; rather we want to support parents to be the best parents they
can be. The Character Counts!sm pillar that will
help us achieve that goal is Caring.
Objective 2:
To increase participant understanding of the Caring pillar from the
Character Counts!sm curriculum.
(10-15 minutes)
Section:
Character Counts!sm
Six Pillars: Caring
Overheads 1 - 45
Outcome: Each participant will
report an increased understanding of the pillar on Caring from the
Character Counts!sm curriculum.
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Note: This objective has
been shortened to allow more time for Objective 3. The activity in Objective
3 uses most of the overheads which ties the two objectives together nicely.
Presenter says:
The symbol for caring is the heart, an appropriate
symbol that conveys love and concern for others. Here are two good examples
of caring:
Overheads 1, 2, 7, and 13
Presenter says:
In the sessions for the other character pillars,
you have spent more time discussing the various meaning for caring. In
preparing this lesson, it seemed that the pillar caring is not controversial
in terms of meaning. We will make the best use of our time if we move
on to putting the pillar caring into action. But before I leave this brief
discussion of what caring is -- does anyone have a comment or concern
about what the character pillar Caring means?
| Objective 3:
To increase experience of counties and groups in using and developing
activities to promote six pillars. (30 minutes)
Section:
Character Counts!sm
Six Pillar: Caring
Overheads 1 - 45
Outcome: Each participant will
participate in activities that TAEX team shares with group. Participants
will share other ideas for promoting character activities.
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Presenter says:
We are going to practice applying the principle
of caring to different situations. I have duplicated lots of handouts
for your groups to use during this exercise. Please feel free to take
one or two with you when you move on to the next session.
Activity:
In small groups.
- Talk about which caring
statements would work best for your audience. You may decide that
some audiences would enjoy most of the statements while other audiences
would not.
- Why might one group
not respond to a particular statement?
Race or ethnicity
Age or gender
Health issue or physical
disability
Life experiences
Language barrier
Other?
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How can
you change a statement to better fit your audience?
Presenter
says:
The pillar Caring is a comfortable
pillar for us to talk about but not quite as easy to act on. Most of us
feel caring but aren't quite so sure how the other person will receive
our caring behavior. You can be sure that many of the participants in
your program will feel the same way. Make sure you give them permission
to show their caring in a way that keeps everybody safe.
Please be sure
to complete the evaluation section of this pillar.
Thanks for
your hard work. Thank you.
Evaluation
PDF
version of this lesson plan
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