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Where is it in the Michigan Model®? |
| Character Education in Grades K-6 |
Character Education in the K-6 Michigan Model®
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Trustworthiness |
Respect |
Responsibility | Justice & Fairness | Civic Virtue &
Citizenship
Caring: showing compassion and consideration for all others, giving, sharing, showing kindness, loving, affirming each other
Grade K | Grade One | Grade Two | Grade Three | Grade Four | Grade Five | Grade Six
| Lesson # | Lesson Title | Obj# | Learning Objective |
| I-3 | Making Friends | I-7 | Students will list ways to make friends. (share, listen, help one another, do kind things, have fun) |
| I-4 | We Are Alike and Different | I-8 | Students will list ways they are the same as other students and ways they are different. |
| I-5 | Similarities and Differences | I-9 | Students will draw pictures of themselves that represent ways they are the same as other students and ways they are different. |
| VI-4 | Families Work Together | VI-6 | Students will state their contributions to their families. |
| VI-7 | Students will name ways family members can help each other. | ||
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| Grade One | |||
| I-2 | People Who Care for Us | I-4 | Students will state that touch is one way to express caring. |
| I-5 | Students will list people who might express caring through touch. | ||
| I-3 | Families | I-6 | Students will name families as primary providers of care and love. |
| I-8 | Students will draw a picture of themselves doing something to help their family. | ||
| I-6 | More Feelings | I-14 | Students will demonstrate how to ask how someone is feeling. |
| I-8 | Showing Courtesy to Friends | I-17 | Students will list ways to show courtesy to a friend. |
| I-18 | Students will draw a picture of something they will do to show courtesy to others. | ||
| III-3 | Staying Safe | III-9 | Students will solve a problem by applying the four steps for solving a problem in which someone is offered an unknown substance. |
| VI-6 | Everyone Has Skills and Abilities | VI-13 | Students will describe skills and abilities of people who are differently-abled. |
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| I-3 | Changes | I-6 | Students will summarize the ways family members help each other. |
| I-6 | You and Your Friends | I-15 | Students will develop a plan for making friends. |
| I-7 | Expressing Appreciation | I-17 | Students will demonstrate how to express appreciation. |
| IV-5 | More Ways to Help the Visually Impaired | IV-15 | Students will state that visually impaired persons want to be treated as normal, not special. |
| V-4 | Ways to Help the Hearing Impaired | V-10 | Students will state ways in which a person with a hearing impairment is like a person who's hearing is normal. |
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| I-4 | Keeping Friends | I-7 | Students will demonstrate ways to keep positive friends. |
| I-5 | Asking for Help | I-10 | Students will list different ways people help one another. |
| I-6 | Name That Feeling! | I-14 | Students will predict how someone might feel in different situations. |
| I-15 | Students will summarize the reasons why it is important to identify feelings. | ||
| I-7 | Deciding What to Say | I-16 | Students will demonstrate how to express appreciation. |
| I-12 | There's No One Quite LiKe Me or You | I-28 | Students will list ways people are different and the same. |
| I-29 | Students will compose an ending to a story reflecting acceptance of differences in people. | ||
| IV-3 | Understanding Others Who Are Differently-abled | IV-5 | Students will describe the challenges and abilities of differently-abled individuals. |
| IV-6 | Students will describe appropriate ways to interact with differently-abled individuals. | ||
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| I-3 | Listening Is a Big Responsibility | I-6 | Students will clarify the benefits of listening. |
| I-7 | Students will summarize the essential listening skills. | ||
| I-8 | Students will demonstrate effective listening skills. | ||
| I-5 | Standing Up for What Is Right | I-11 | Students will describe how ridicule effects people. |
| I-12 | Students will rewrite the ending of the story to reflect how they would confront the ridicule of others. | ||
| I-6 | A Different Way to Learn | I-13 | Students will describe how someone might feel because of their unique qualities. |
| I-14 | Students will demonstrate ways to show acceptance for others. | ||
| I-7 | Friends Are Important, Too | I-15 | Students will identify characteristics of positive and negative friendships. |
| I-8 | Understanding Our Feelings | I-18 | Students will describe how to identify their own feelings and the feelings of others. |
| I-19 | Students will state that feelings change and can be expressed in ways that help a person or harm a person. | ||
| I-9 | The Art of Conversation | I-21 | Students will demonstrate how to share appreciation. |
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| I-2 | Teamwork in Friendships and Families | I-5 | Students will compare the behaviors needed for building positive relationships with friends and family with the behaviors needed for working together as a team. |
| I-6 | Students will summarize the skills needed for building positive relationships. | ||
| I-3 | Communication as a Team | I-8 | Students will describe effective listening skills. |
| I-9 | Students will demonstrate effective listening skills. | ||
| I-10 | Students will develop a plan for improving their listening skills. | ||
| I-4 | Feelings-A Basic Ingredient for All People | I-11 | Students will predict how someone might feel in different situations. |
| I-12 | Students will describe how to identify feelings in self and others. | ||
| I-5 | Relationships and Teeter-Totters (Part I) | I-15 | Students will describe how to express appreciation to others. |
| I-16 | Students will demonstrate how to express appreciation. | ||
| I-10 | Using What We Know to Deal with Bullies | I-27 | Students will practice using the five steps for making decisions and solving problems using a situation involving a person being bullied. |
| I-28 | Students will clarify how using the skills of confronting annoying behaviors and listening can be used to defuse a situation involving a person being bullied. | ||
| I-29 | Students will describe some possible reasons for someone acting like a bully and how that behavior might be avoided. | ||
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| I-2 | The Challenges and Hazards of Friendships | I-5 | Students will describe how friendships can involve positive and negative risks. |
| I-6 | Students will demonstrate how to make and keep positive friends. | ||
| I-7 | Students will practice effective listening skills. | ||
| I-3 | Checking Out Emotions | I-9 | Students will demonstrate how to identify emotions in self and others. |
| I-10 | Students will practice listening for and responding to the emotions of others. | ||
| I-4 | Expressing Emotions in a Positive Way | I-11 | Students will practice expressing emotions in positive ways. |
| I-9 | But It's Just Teasing!-Part I | I-21 | Students will identify the underlying dynamics of bullying behavior. |
| I-22 | Students will list the three steps for dealing with a bully. | ||
| I-23 | Students will practice walking away from a bully. | ||
| I-10 | But It's Just Teasing!-Part 2 | I-24 | Students will distinguish between teasing and harassment. |
| I-25 | Students will apply appropriate skills for handling harassment. | ||
| I-11 | Only One Me...Only One You! | I-26 | Students will recognize and accept individual differences and similarities. |
| I-27 | Students will examine the impact of a lack of acceptance for individual differences. | ||
| I-28 | Students will conclude that friendships between people who have differences can be a positive way to learn and grow. | ||
| IV-4 | Living with Disabilities | IV-6 | Students will describe what it might be like to live with a disability. |
| IV-7 | Students will identify ways to befriend a person with a disability | ||
Trustworthiness | Respect | Responsibility | Justice & Fairness | Civic Virtue & Citizenship
This page last updated on: 09/24/02
