ALEX Lesson Plan


Character Education - Integrity

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  This lesson provided by:  
Author:Sherri Williams
System: Covington County
School: Straughn High School
  General Lesson Information  
Lesson Plan ID: 6627


Character Education - Integrity


The purpose of this lesson is to identify some of the skills and attitudes that are essential for solving problems effectively. This lesson will be implemented as part of a character education unit on integrity. The meaning of integrity is investigated and discussed through the use of research skills, open-ended discussions, digital photography, and cooperative learning experiences.

 Associated Standards and Objectives 
Content Standard(s):
CE (K-12)
4. Honesty
CE (K-12)
9. Self-respect
TC2 (3-5)
1. Use input and output devices of technology systems.
Examples: input—recording devices, keyboards, touchscreens
  • Demonstrating ergonomics relative to technology systems
  • Demonstrating correct keyboarding techniques
  • Demonstrating safe removal of storage media
  • TC2 (3-5)
    2. Use various technology applications, including word processing and multimedia software.
  • Using navigational features commonly found in technology applications
  • Identifying digital file types
  • TC2 (3-5)
    5. Practice safe use of technology systems and applications.
    Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
    TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  • ELA2015 (3)
    2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2]
    ELA2015 (3)
    28. Conduct short research projects that build knowledge about a topic. [W.3.7]
    ELA2015 (3)
    32. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]
    ELA2015 (3)
    41. Demonstrate understanding of word relationships and nuances in word meanings. [L.3.5]
    a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [L.3.5a]
    b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [L.3.5b]
    c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [L.3.5c]

    Local/National Standards:


    Primary Learning Objective(s):

    Students will interpret facts and paraphrase information regarding integrity. Students will assess the importance of showing integrity in their relationships and standing up for what they believe is right.

    Additional Learning Objective(s):

    Students will gain cooperative learning skills through their work in small groups. Students will demonstrate proper care of digital camera and related equipment. Students will infer the importance of being honest with others.

     Preparation Information 

    Total Duration:

    61 to 90 Minutes

    Materials and Resources:

    Each student will need teacher-created sheets [see attachments], a dictionary, a 9" X 12" sheet of construction paper, and crayons or markers. The teacher will need the book Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst (Athaneum, 1971). However, other appropriate books could be used. Some book suggestions include: Ruby the Copycat by Peggy Rathman (Scholastic Trade, 1991), or The Magic Fan by Keith Baker (Voyager, 1997), or Duck, Duck, Goose? by Katya Arnold (Holiday House, 1997). The attachment sheet "Show Integrity Match" will need to be copied on both sides of the paper. This sheet will be the pre- and post-test.

    Technology Resources Needed:

    Computers with Internet access; digital camera and diskettes (one per student); printer photo paper; online or CD-ROM encyclopedia, such as Encarta. Camcorder, video cassette (VHS) and television for extension activity.


    Students will need to be trained in how to use digital cameras safely. Students should also be familiar with the correct use of computers. Before the lesson begins teacher should set up the four research learning stations consisting of the following:
    1) one table with several dictionaries
    2) computer(s) with Encarta or other CD-ROM or online encyclopedia loaded,
    3) computer(s) with web browser set to Alabama Virtual Library Britannica Online School Edition Encyclopedia
    4) computer with printer ready for downloading and printing digital pictures.
    Teacher should have all related material needed for this lesson ready for student use.

    1.)Warm Up: Students will complete "Show Integrity Match" sheet (see attachment)(pretest) and return completed sheet to teacher.

    2.)Teacher will hold up the word "integrity" (see attachment for copy). Teacher will begin asking students questions to assess their prior knowledge of the word integrity. Possible questions to ask are: (a) How would you pronounce this word? (b) Have you ever heard this word? (c) Have you used this word in a sentence or in your conversation?

    3.)Teacher will give each student a piece of 9" X 12" construction paper. Students will fold the paper once vertically and then again horizontally to create a "book." Students will write the word "Integrity" on the front of the book and draw some lines to write the definition and inferred meaning of the word integrity. The students will conduct research to learn what integrity means. Students will also be given one diskette.

    4.)Teacher will assign students to one of the four research learning stations. Teacher will instruct the students to use these resources to define the word integrity and write the definition and their inferred meaning in their integrity books. Every student will take two pictures of their group while conducting research. The students should rotate to all four resource learning stations and end up with three different definitions and inferred meanings for the word integrity and two digital prints of their classmates conducting research. The teacher will instruct the students to return to the group area when they have rotated to all four stations.
    (Alabama Virtual Library)
    Alabama Virtual Library is a superior resource for students to conduct research on varied topics.

    5.)Once all students are back in the group area, the teacher will instruct them to write on the inside of their integrity book, Alexander and the Terrible, Horrible, No Good, Very Bad Day, and the following question, "How does this story show integrity?". The teacher will read aloud the story Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst (Athaneum, 1972), to the class.

    6.)Teacher will instruct students to answer the above the question by writing their answers in their integrity books. Class will discuss their answers. Students will complete "Show Integrity Match" sheet(see attachment) (posttest) and return completed sheet to teacher. Teacher will restate and briefly summarize the discussion on integrity. Some closing remarks may be: Integrity is a big word that means doing what you know is the right thing to do. It is standing up for what you believe in. Integrity is having certain standards that you will not change, even in difficult times. An example of integrity would be if a person sees some of their classmates cheating on a test and they know that cheating is wrong and they decide to do their own work instead. A person with integrity understands that even though other people are doing the wrong thing, he/she should still do what is right. A person with integrity admits his/her mistakes and tries his/her best to correct the mistake. He/she does not blame others for his/her actions. Having integrity also means trying and learning new things. A person with integrity tries to do just a little better each time, challenging himself/herself to work harder and improve. Showing integrity means working hard to be the best person you can be.

    7.)Students should write their names in their books and then share the books with the class by placing their books and digital camera pictures on a bulletin board display titled "Bee" the Best You Can Be!" Students can mat their pictures by placing them on a piece of 5" X 7" construction paper. Use any bee pattern or a clip art bee (which may be colored) and glue the bee to the corner of the picture.

    8.)The teacher may find the following websites valuable resources for additional useful information on the topic of character education.
    (Character Education)
    This site includes teaching guides with discussion questions, writing assignments, and student activities for character education for elementary, middle, and high school students.

    9.)Another good website on character development: The WiseSkills K-12 character education program has innovative and exciting activities that are conveniently organized around monthly Character Themes such as Character Education, Curriculum Integration, Community Service-Learning, Conflict Resolution, Career Awareness, Media Issues, and Parent/Community Involvement.
    (WiseSkills Character Education)
    The WiseSkills K-12 character education program is a teacher-friendly and inter-disciplinary way to build the character of young people.

    **Some files will display in a new window. Others will prompt you to download.

    Assessment Strategies

    The teacher will collect the "Show Integrity Match" sheets (pre and post) to see if the students interpreted facts and paraphrased information regarding integrity. The teacher will assess bulletin board cooperative learning activity and the students' use of the computer and camera through observation of the work in progress and the final products.


    1) Checklist -- Many people complain about the lack of integrity shown by political leaders. Create a checklist for evaluating the integrity of political leaders, including student body officers. Rank political leaders with whom you are familiar using the student-made checklist. Does a high ranking affect how you feel about these leaders? Would it influence the way you would vote?
    2) Role Play -- Typical situations in which a group of people try to put pressure on one person to do something that is against his/her principles could be role played. Mustering the courage to stand up for what you believe or caving into the group's pressure are ways that could be role played to achieve different outcomes. After the role play activity, the teacher could discuss what was learned from this. Did the students discover anything about group dynamics that could be used if they were ever in a similar situation? Students could be videotaped with a camcorder while performing their role play activities. These video tapes could then be replayed or reviewed as the discussion took place.
    Additional Resources:
    Center for the Advancement of Ethics and Character. 605 Commonwealth Avenue, Boston University, Boston, MA 02215. Ph: (617) 353-3262. The Center produces Character, a quarterly newsletter of the Association for Supervision and Curriculum Development's Character Education Network. In addition, it provides 100 Ways to Promote Character Education, a list of suggestions compiled by staff at the center.
    The Character Education Partnership is a clearinghouse for information about character education programs used in public schools. Web site: Center for the Fourth and Fifth Rs



    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.