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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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Respect | Responsibility
| Caring | Justice & Fairness |
Civic Virtue & Citizenship
Trustworthiness: honesty, acting with integrity, keeping promises, demonstrating loyalty
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. |
| II-4 | Helping Friends Stay Safe | II-8 | Students will practice solving a problem to help a friend stay safe |
| V-9 | Saying "No" to Drugs | V-17 | Students will demonstrate the skill of saying "No!" to illegal drugs. |
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| Grade One | |||
| 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. | ||
| 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. |
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| I-6 | You and Your Friends | I-15 | Students will develop a plan for making friends. |
| I-8 | Confronting Annoying Behavior | I-18 | Students will demonstrate how to confront annoying behavior effectively. |
| 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. | ||
| III-6 | When Saying "No" Is A Must | III-17 | Students will use the five problem solving steps to solve a problem involving how to keep a friend and stand up for what is right. |
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| I-4 | Keeping Friends | I-7 | Students will demonstrate ways to keep positive friends. |
| I-7 | Deciding What to Say | I-17 | Students will demonstrate how to confront annoying behavior effectively. |
| 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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| I-5 | Standing Up for What Is Right | I-11 | Students will describe how ridicule affects people. |
| I-12 | Students will rewrite the ending of the story to reflect how they would confront the ridicule of others. | ||
| I-7 | Friends Are Important, Too | I-15 | Students will identify characteristics of positive and negative friendships. |
| 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-13 | Practice, Practice, Practice | I-32 | Students will clarify what it means to be responsible to others and to the community. |
| 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. | ||
| III-6 | Being Part of Positive Peer Pressure | III-15 | Students will use the steps for solving problems and making decision in a situation involving the use of positive peer pressure to avoid drug use. |
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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-7 | Students will develop a plan for making positive friends. | ||
| 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-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. | ||
| 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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| 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-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. | ||
| II-3 | Getting Out of a Tight Spot | II-6 | Students will identify situations where skills for standing up to pressure are needed for staying safe. |
| II-7 | Students will identify skills for standing up to pressure from other people. | ||
| II-4 | Practicing Getting Out of a Tight Spot | II-8 | Students will practice the skills for standing up to pressure. |
| II-5 | Avoiding Fights and Resisting Gangs | II-9 | Students will identify skills to avoid fights and resist gangs. |
| II-10 | Students will practice the skills to avoid fights and resist gangs. | ||
| 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. | ||
Respect | Responsibility | Caring | Justice & Fairness | Civic Virtue & Citizenship
This page last updated on: 09/24/02
