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  Character Education in Grades K-6

Character Education in the K-6 Michigan Model®
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Respect: showing regard for the worth of someone or something, autonomy, privacy, dignity and respect for self and others, courtesy, tolerance, acceptance, respect for the environment

Grade K | Grade One | Grade Two | Grade Three | Grade Four | Grade Five | Grade Six

Lesson # Lesson Title Obj# Learning Objective

Kindergarten
I-1 I Know A Lot Already! I-1 Students will state that they know many things and are skilled at doing many things.
I-2 Students will list people who have helped them learn and grow in healthy ways (i.e., parents, grandparents, siblings, friends, neighbors, teachers from school/church/synagogue, etc.)
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.
I-6 So Many Different Feelings I-11 Students will name behavioral expressions of different feelings.
V-9 Saying "No" to Drugs V-17 Students will demonstrate the skill of saying "No!" to illegal drugs.
VI-3 Families VI-5 Students will name ways families are alike and different.
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Grade One
I-3 Families I-7 Students will explain how families may be alike and different from each other.
I-4 Families and Change I-9 Students will list some ways families adapt to change.
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.
I-19 Students will name ways to make friends.
I-9 Solving Problems I-21 Students will list caring people who are able to help them with problems.
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Grade Two
I-2 We Are Special I-4 Students will describe ways families are different and alike.
I-5 Students will demonstrate ways each person is special.
I-3 Changes I-7 Students will describe ways families might change
I-8 Students will explain how changes might affect family members.
I-5 Your Feelings and the Feelings of Others I-14 Students will describe possible feelings elicited by hypothetical situations.
I-7 Expressing Appreciation I-17 Students will demonstrate how to express appreciation.
I-12 Who Are You? I-25 Students will draw a picture of skills and talents they possess.
III-5 Saying "No" to Drugs III-14 Students will name three ways to say "no" to someone offering a drug.
III-15 Students will practice saying "no" to drugs.
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Grade Three
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-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.
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.
V-3 Nicotine and Tobacco V-6 Students will practice ways to say "no" to nicotine and tobacco use.
V-4 No Nicotine for Me V-7 Students will use the five problem solving/decision making steps to say "no" to tobacco.
V-8 Students will state that staying out of dangerous situations and situations where drugs may be offered is one way to avoid drugs and stay safe.
V-5 Alcohol V-11 Students will practice saying "no" to alcohol.
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Grade Four
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 of others.
I-7 Friends Are Important, Too I-15 Students will identify characteristics of positive and negative friendships.
I-8 Understanding Our Feelings I-17 Students will create examples of situations reflecting an understanding of different 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.
III-4 Saying "No!" III-9 Students will identify ways to say "no."
III-10 Students will describe situations where it is necessary to say "no."
III-5 I Can Say "No" to Drugs-"Yes" to Health III-13 Students will demonstrate. saying "no" to pressure to use drugs.
III-14 Students will clarify what makes an effective refusal strategy.
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Grade Five
I-1 Becoming a Team I-2 Students will describe the characteristics of a successful team.
I-4 Students will summarize the benefits of effective teamwork.
I-4 Feelings - A Basic Ingredient for All People I-11 Students will predict how someone might feel in different situations.
1-12 Students will describe how to identify feelings in self and others.
I-13 Students will explain how feelings change.
I-14 Students will describe how situations may elicit mixed feelings.
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.
IV-3 Tobacco Products: Smokeless IV-10 Students will demonstrate ways to refuse tobacco products.
IV-5 Marijuana IV-16 Students will demonstrate how to respond to people who encourage them to use marijuana.
IV-9 The Positive "No" IV-17 Students will clarify the benefits of saying "No."
IV-18 Students will conclude that saying "No" to negative pressures is the best thing to do.
IV-10 Ways to Resist Pressure IV-19 Students will identify five categories of responses that can be used in resisting pressure.
IV-20 Students will develop responses in each category.
IV-21 Students will demonstrate saying "No."
IV-11 Refusal Skills Practice IV-22 Students will demonstrate a variety of ways to say "No" in different situations.
IV-23 Students will clarify behaviors that make refusal skills effective.
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Grade Six
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.
III-6 Standing Up to Pressure to Use Drugs III-10 Students will review skills for standing up to pressure.
III-11 Students will apply the skills in situations involving substances.
III-7 Getting Out of A Jam III-13 Students will discuss how to handle situations where someone is abusing drugs or is chemically dependant.
III-14 Students will develop responses to problem situations using the knowledge and skills they have acquired regarding substances.

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This page last updated on: 09/24/02
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