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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 | Caring | Civic Virtue &
Citizenship
Justice & Fairness: procedural fairness, impartiality, consistency, equality, equity, due process, fair and nonviolent conflict resolution
Grade K | Grade One | Grade Two | Grade Three | Grade Four | Grade Five | Grade Six
| Lesson # | Lesson Title | Obj# | Learning Objective |
| I-1 | I Know A Lot Already! | I-3 | Students will list school and classroom rules for staying safe and getting along with others. |
| I-2 | Rules to Stay Safe So We Can Learn | I-4 | Students will list rules for staying safe and getting along with others outside the classroom while at school. |
| I-5 | Students will state safety rules for riding the bus. | ||
| I-6 | What To Do About Strong Feelings | I-13 | Students will list ways to settle down when they are having strong feelings. |
| I-7 | Learning to Solve Problems | I-14 | Students will list the four steps for solving a problem. |
| I-8 | Practicing the Steps for Solving Problems | I-15 | Students will use the four steps for solving a problem. |
| I-9 | The 2 D's for Telling | I-16 | Students will name the 2 D's (Dangerous and Destructive) for telling a trusted adult about a situation. |
| I-17 | Students will list situations that are dangerous and destructive. | ||
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| Grade One | |||
| I-1 | What Is Health? | I-3 | Students will list school and classroom rules for staying safe and getting along with others. |
| I-5 | Lots of Feelings | I-12 | Students will list ways to settle down when they are having strong feelings. |
| I-9 | Solving Problems | I-20 | Students will list the steps used to solve a problem. |
| II-8 | When to Tell | II-14 | Students will name the 3 D's (Dangerous, Destructive, Disturbing) for telling a trusted adult about a situation. |
| II-15 | Students will demonstrate their use of the 3 D's for telling an adult. | ||
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| I-1 | A Healthy Classroom | I-2 | Students will define the term "rules." |
| I-3 | Students will draw pictures to represent classroom rules. | ||
| I-8 | Confronting Annoying Behavior | I-18 | Students will demonstrate how to confront annoying behavior effectively. |
| I-19 | Students will list ways to settle down when they have strong feelings. | ||
| I-9 | I'm Angry! | I-20 | Students will describe how to express anger appropriately. |
| I-10 | Steps for Solving Problems | I-21 | Students will summarize the steps for solving problems. |
| I-22 | Students will list criteria to use to decide on positive solutions. | ||
| I-11 | Practice Solving Problems | I-23 | Students will demonstrate the use of the steps for solving problems. |
| I-24 | Students will use criteria to decide on positive solutions. | ||
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| I-7 | Deciding What to Say | I-17 | Students will demonstrate how to confront annoying behavior effectively. |
| I-18 | Students will list ways to settle down when they have strong feelings. | ||
| I-8 | All About Anger | 1-19 | Students will state that anger is a normal feeling. |
| I-20 | Students will describe healthy strategies for managing anger. | ||
| I-21 | Students will use the strategies in hypothetical situations. | ||
| I-9 | Solving Problems and Making Decisions | I-22 | Students will summarize the steps for solving problems. |
| I-23 | Students will use a list of criteria to decide on positive solutions. | ||
| I-10 | Practice Solving Problems | I-24 | Students will demonstrate the use of the steps for solving problems. |
| I-25 | Students will use criteria to decide on positive solutions. | ||
| I-11 | Negotiate and Compromise | I-26 | Students will describe the steps to negotiate a mutually acceptable solution to a problem. |
| I-27 | Students will negotiate solutions to hypothetical situations. | ||
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| I-1 | Control-It Comes in Different Forms! | I-1 | Students will define the four kinds of control. |
| I-2 | Students will describe how control changes as they grow and mature. | ||
| I-3 | Students will describe how controls help keep them healthy and improve the school environment. | ||
| I-2 | Self-Control and Responsibilities-They're Related! | I-4 | Students will explain the relationship between self-control and responsibility. |
| I-5 | Students will compare and contrast the responsibilities of various family members. | ||
| I-8 | Understanding Our Feelings | I-19 | Students will state that feelings change and can be expressed in ways that help a person or harm a person. |
| I-10 | When Cooperation Gets Tough-Avoid the Heat | I-22 | Students will summarize the benefits of confronting others when feelings are not intense. |
| I-23 | Students will describe ways to manage strong feelings. | ||
| I-24 | Students will develop a plan for managing strong emotions. | ||
| I-25 | Students will develop a statement expressing reactions to conflicts or negative situations. | ||
| I-11 | When Cooperation Gets Tough-What to Do | I-26 | Students will use the steps for negotiation to resolve a hypothetical conflict. |
| I-27 | Students will describe situations that necessitate telling an adult. | ||
| I-12 | The Five Steps to Solving Problems and Making Decisions | I-28 | Students will demonstrate the steps for solving problems and making decisions. |
| I-29 | Students will use the criteria for checking out solutions. | ||
| I-13 | Practice, Practice, Practice | I-30 | Students will use the steps for solving problems and making decisions with hypothetical situations. |
| I-31 | Students will use the criteria for checking out proposed solutions. | ||
| I-32 | Students will clarify what it means to be responsible to others and to the community. | ||
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| I-1 | Becoming a Team | I-3 | Students will develop a plan for becoming an effective classroom team by listing rules and responsibilities. |
| E-I-1 | How Teams Benefit from Four Types of Control | I-E | Students will define the four kinds of control |
| I-E | Students will describe how control changes as they grow and mature. | ||
| I-E | Students will describe how controls help keep them healthy and improve the school environment. | ||
| I-6 | Relationships and Teeter-Totters (Part II) | I-17 | Students will describe how to confront annoying behaviors constructively. |
| I-18 | Students will demonstrate how to confront annoying behaviors. | ||
| I-19 | Students will explain how to handle strong emotions. | ||
| I-7 | Resolving Conflicts with a Secret Formula | I-20 | Students will describe the disadvantages of settling conflicts through arguing or fighting. |
| I-21 | Students will name behaviors that escalate a conflict. | ||
| I-22 | Students will describe the benefits of resolving conflicts peacefully. | ||
| I-8 | Negotiation-A Skill to Help Us Solve Conflicts | I-23 | Students will use the steps in negotiation to solve a hypothetical conflict. |
| I-24 | Students will describe situations that necessitate telling an adult. | ||
| I-9 | Making Decisions and Solving Problems | I-25 | Students will demonstrate the steps for solving problems and making decisions. |
| I-26 | Students will use the criteria for checking out solutions. | ||
| 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-1 | Health and Risks | I-4 | Students will develop guidelines/rules for working together in the health classroom. |
| I-5 | When You're Mad | I-12 | Students will recognize that anger is a natural, normal emotion. |
| I-13 | Students will differentiate between angry feelings and angry behavior. | ||
| I-14 | Students will identify ways to manage anger in positive ways. | ||
| I-6 | Gaining POWER in Positive Ways-Part I | I-15 | Students will explain the steps for solving problems and making decisions. |
| I-16 | Students will demonstrate use of the steps for solving problems and making decisions. | ||
| I-17 | Students will examine the value of getting help from trusted adults during problem solving. | ||
| I-7 | Gaining POWER in Positive Ways-Part II | I-18 | Students will practice using the steps for solving problems and making decisions. |
| I-8 | Using Positive POWER Between Two People | I-19 | Students will summarize how to solve problems and make decisions when two people are in a conflict. |
| I-20 | Students will practice how to resolve conflicts peacefully. | ||
| 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. | ||
Trustworthiness | Respect | Responsibility | Caring | Civic Virtue & Citizenship
This page last updated on: 09/24/02
