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\n\"What\n\n
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\nWhat a Character!\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nMiddle schoolers read a novel and discuss character personality. First, they analyze a character in a novel and keep a chart or web of the character's identity, which includes specific examples from the book. They then write a script...\n
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Lesson Plan
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\n\"Character\n\n
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\nLearning for Life\n
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\nCharacter and Habits\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPart of growing up is differentiating between good and bad habits; developing the positive and eliminating the negative. This resource on  life skills can be adapted to almost any age group. Class members participate in multiple...\n
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Lesson Plan
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\n\"Self-Control\n\n
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\nCurated OER\n
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\nSelf-Control Starts With You\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents develop a definition for self-control and explore how practicing self-control can lead to other positive character traits. They read and discuss examples of student behaviors that exhibit self-control and those that don't.\n
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\n\"Endeavor:\n\n
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\nCurated OER\n
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\nEndeavor: Preparing Ourselves for Future Destinations\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents define the word endeavor and then practice the art of self-discipline. They create character trait charts and discuss how strong character traits help students meet their future destinations.\n
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\n\"Character\n\n
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\nCharacter Building - Brick Wall\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents build a wall of kindness. In this character education instructional activity, students design a character trait bulletin board that features noteworthy student acts of kindness.\n
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\n\"\n\n
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\n Character Ambassadors\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents act as ambassadors. In this character education lesson plan, students take on the roles of ambassadors of the character traits listed. Students write essays regarding the character traits they select.\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson One: Characterizing Philanthropic People\n

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\n\nFor Teachers\n\n6th - 7th\n\nStandards\n
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\nFamiliarize your class with philanthropy and involve individuals in philanthropic activities. First, determine the traits of philanthropic people. Class members attach sticky notes with character traits written on them to each side of at...\n
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\n\"Integrity\n\n
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\nOrange County Department of Education\n
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\nIntegrity and \"Thank You, M'am\"\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders explore the definition of integrity through a class discussion. They provide positive/negative examples from the story and their own experiences. Students determine character traits by analyzing the dialogue in a short...\n
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\n\"I\n\n
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\nI Am What I Think I Am!\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents study conative and cognitive strengths through characters in literature. In this conative and cognitive strength instructional activity, students read about a favorite character or historical person. They make a chart of the...\n
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\n\"A\n\n
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\nA Poem for Two Voices for Dr. Jekyll and Mr. Hyde\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPoems For Two Voices are a great resource in any language arts classroom, whether you are studying poetry or not. Focusing on The Strange Case of Dr. Jekyll and Mr. Hyde, this lesson prompts young authors to write a Poem For Two...\n
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\n\"How\n\n
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\nHow to Write a Biography\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLooking for a great lesson on how to write a biography? Here, middle schoolers draw from magazine articles, novels, historical figures, and current events to choose a person, or character to write about in a biography. They follow a...\n
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\n\"Integrity\n\n
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\nOrange County Department of Education\n
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\nIntegrity and a Boy Called Slow\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders identify the character trait of integrity in the main character, Slow, in \"A Boy Called Slow.\" They participate in a discussion to determine what steps the main character took to earn his new name. Students write an essay...\n
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\n\"Communicating\n\n
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\nCommunicating Values and History through Masks\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents create an African style mask that depicts a value or character trait that is important in their community.\n
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\n\"The\n\n
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\nOrange County Department of Education\n
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\nThe Hero: Writing and Responding\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nPupils identify heroic character traits that they admire and that inspire trust and result in service to others. They identify the heroic traits of a character of their choosing and defend their reasoning using evidence from the text and...\n
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\n\"Dear\n\n
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\nOrange County Department of Education\n
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\nDear Mr. Henshaw\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders read Dear Mr. Henshaw and identify the character trait of self-respect as exhibited by Leigh throughout the story. They evaluate the author's use of letters to tell the story and discuss how the story would be different if...\n
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\n\"Identifying\n\n
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\nIdentifying Themes in Children's Literature\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nIdentifying themes in literature is the focus of the language arts lesson plan presented here. Learners read short pieces of fiction and practice the skill of identifying the themes present in each one. The bulk of the lesson consists of...\n
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\n\"It's\n\n
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\nIt's Written in the Stars!\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nChildren create narrative accounts about their character traits, illustrate the constellation of each sign of the Zodiac, and write and illustrate their own creative myths about an original \"Zodiac Sign\". They use the computer as a...\n
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\n\"Adding\n\n
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\nAdding \"Homeside\" to \"Schoolside\" Learning\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudents participate in activities in order to improve their ability to work cooperatively in groups at school as well as with their family at home. They complete the activities at home with their family then discuss the results of the...\n
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\n\"What\n\n
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\nWhat a Character !\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nYoung scholars identify traits associated with a character in a biography. In this character analysis lesson, students select a biography and discuss character traits. Young scholars complete a related worksheets and complete a character...\n
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\n\"Identifying\n\n
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\nIdentifying a Message's Purpose\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine the character trait of perseverance and identify a message's purpose. They read a biography of Jackie Joyner Kersee, discuss the main message, and develop an action plan with goals and a message.\n
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\n\"Story\n\n
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\nStory Elements\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders use several pieces of literature to identify specific story elements. In this story elements lesson, 6th graders analyze the story element of character, character traits, and setting for the example stories. Students work...\n
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\n\"All\n\n
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\nAll About Me\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers complete various biographical and autobiographical writing activities. They write an autobiographical essay, biopoem, biographical essay, and design and decorate a bag presenting character traits.\n
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\n\"Pride\n\n
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\nPride and Prejudice: Unsent Letter\n

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\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
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\nWhat would the characters of Pride and Prejudice say to each other in a letter? Draft unsent correspondence between characters from Jane Austen's novel. A great way to explore characterization and plot structure in a creative lesson.\n
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\n\"Silly\n\n
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\nSilly Sally\n

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\n\nFor Teachers\n\nK - 1st\n
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\nStudents examine character traits. In this literary elements lesson, students read 2 short stories paying special attention to the actions and descriptions of the characters. Students add themselves as characters in the story.\n
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