Title: What Makes a Leader?
In this lesson, students will learn about various leadership qualities and historical American leaders. Each student will research an American leader of their choice and create a presentation about their life and impact on our country using the iPad app Educreations. Students will then participate in a class discussion about their thoughts on the researched leaders and how they can show leadership in their everyday lives.
Standard(s): [TC2] (0-2) 10: Design original works using digital tools.
Title: Henry "Box" Brown
This can be an extended literature connection (the book is useful but not required to use this lesson plan).
The book Henry Brown's Box, the Slave who Mailed Himself to Freedom, is the basis for this lesson.
In Henry's later life, he was an international speaker, describing his courageous journey to become free.
This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s): [ELA2015] (5) 40: Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]
Title: Stop The Bullying
During this lesson, students start to recognize the different types of bullying, causes, and ways of dealing with it. Through literature and the Internet, students learn how to handle bullying. Students will develop presentations to teach other how to handle bullying.
Standard(s): [TC2] (3-5) 8: Collect information from a variety of digital sources.
Title: What Makes a Good or Bad Leader?
After deciding on the criteria of a good leader, students research either a good or bad leader, create a class presentation of that person which focuses on his/her impact on history. Students then write and perform a three to four minute skit to illustrate the leader's impact on American life.
Standard(s): [SS2010] USS6 (6) 12: Evaluate significant political issues and policies of presidential administrations since World War II.
Title: Helen Keller
During this lesson students learn about the life of Helen Keller and how she communicated with others. Students have the opportunity to use sign language to communicate with others. Students gain an appreciation for their sight and hearing, as well as admiration for those who do not have these senses.
Standard(s): [SS2010] LWT1 (1) 12: Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.
Title: Everyday Heroes
Following a unit on Greek mythology and mythological heroes, students design and maintain a website that features everyday heroes. Students submit candidates based on their everyday encounters with people in the community.
Title: Lou Gehrig and Character Education
After reading book or short story about Lou Gehrig, students conduct online research to learn more about him. Using the material they gather about his life and character, students create a flyer/poster. Students then participate in a virtual field trip from the Baseball Hall of Fame entitled "Lou Gehrig: The Iron Horse."
Standard(s): [ELA2015] (5) 29: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]
Title: Never, Ever Give Up!
This lesson plan introduces the importance of perseverance. Students will discover that success comes through perseverance. Students will also have the opportunity to research Abraham Lincoln on the Internet to document examples of perseverance.
Standard(s): [SS2010] ALA (4) 6: Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
Title: It's Your Birthday, Dr. Seuss!
This lesson plan is intended to be used during the month of March when the class is preparing to celebrate Dr. Seuss Day. After listening to and reading different stories by Dr. Seuss, the students have opportunities to compare and contrast story elements through critical thinking and Venn diagrams.
Standard(s): [ELA2015] (3) 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]
Students sometimes find themselves in situations where they are uncomfortable and uncertain in relating to difficult peers. This lesson is designed to equip students with information they need not only to identify bullies, but to develop strategies to combat them.
Standard(s): [TC2] (3-5) 8: Collect information from a variety of digital sources.
Title: A Penny For Your Thoughts
This is an outline for a week-long lesson usually taught in the month of February around President's Day. It is an interdisciplinary study combining coin identification with a literature-based study of the Presidents represented on the coins.
Standard(s): [SS2010] LWT2 (2) 2: Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.
Title: A Hero by Any Other Name. . .
In conjunction with a study of literary or national heroes or in recognition of 9/11 week, students select a hero from among their family and friends, gather information about him/her, and prepare a multimedia presentation of their research.
Standard(s): [TC2] (6-8) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
Title: What Can We Learn From Pigs?
This thematic language arts lesson uses a variety of beginning reading books about pigs to help special education/early elementary students learn about character traits and concepts. The wide use of graphic organizers introduces beginning readers to early reading strategies.
Standard(s): [MA2015] (2) 23: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]
Title: Thinking Hobbit
This is an introductory lesson designed to stimulate student interest in reading The Hobbit by J.R.R. Tolkien. The lesson familiarizes students with the physical traits and social codes used to guide hobbit behavior, and then looks at the Plus, Minus, and Interesting ideas (PMI), as well as the influencing factors, that might shape a hobbit's thoughts when faced with the prospect of going on an adventure.
Title: Examining the Lives of Black Alabamians: Do You Have What It Takes to Make a Difference?
Students compare and contrast their lives and character traits with those of famous black Alabamians. Students use technology to conduct research and write an expository essay.
Standard(s): [TC2] (6-8) 9: Practice responsible and legal use of technology systems and digital content.
Title: The Diary of Anne Frank: How Would I Survive?
After reading the Pulitzer Prize-winning play, The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, student groups examine the coping strategies of the people in the Secret Annex. Then, each student develops a personal survival plan to be included in a group slideshow presentation which addresses this question: How would I survive if I experienced the same stressful situation? Additionally, the students discuss current world situations that necessitate coping strategies.
Standard(s): [TC2] (6-8) 12: Use digital tools to communicate and collaborate at all levels from interpersonal to global.
Title: Martin Luther King, Jr. for Early Elementary
This lesson is an adaptation of a lesson in Character Education Made Easy. It helps early elementary students (especially kindergartners) learn about the influence of Martin Luther King, Jr., why he is remembered, and the problems he worked to change.
Standard(s): [SS2010] LWT1 (1) 5: Identify historical events and celebrations within the local community and throughout Alabama. (Alabama)
Title: Today is the International Day of Peace.
Students brainstorm a list of current conflicts and why people fight. Groups discuss and present possible solutions and create posters that promote their particular solution.
Standard(s): [ELA2015] (12) 25: Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]