CHARACTER COUNTS

A WebQuest teaching the importance of Character Education.

Designed by Lori Hoffman and Tera Hollfelder

You have been contacted by an alien planet that has had difficulty with cooperation and citizenship.  They have asked you to teach one of their kind how human beings interact so they can teach their own civilization how to get along.

You have accepted the assignment.   You will explain and illustrate the six pillars of character.

1. The first step in helping the alien is to help him identify the six pillars of character.

2. Create a list of synonyms for each of the six pillars of character using the online dictionary web address.  This will help the alien to better understand the meaning of the character traits.

3. From the resources list, read two fictional stories, two historical biographies and two living hero biographies.  Complete the task chart and write a brief description on how they showed these character traits.

STORY	TRUSTWORTHINESS (COURAGE)	RESPECT	RESPONSIBILITY	FAIRNESS	CARING	CITIZENSHIP (COOPERATE)
Remember to do two fictional stories, two historical biographies and two living heroes.

4. Create a "doing the right thing" poster focusing on one or more of the six pillars of character.

5. Identify what the difference is between a celebrity and a hero in paragraph form.

6. Come dressed to school as a real or fictional hero who has shown good character.  Identify which of the six pillars your character represents.

 

Resources

Online Resources

Six Pillars of Character:  http://www.charactercounts.org/defsix.htm
Dos/Don'ts of Character: http://www.charactercounts.org/dosdonts.htm
Synonyms:  http://www.m-w.com
Six Pillars of Character Task Sheet

Books on Reserve

A picture book of Florence Nightingale by David Adler
A picture book of Martin Luther King Jr. by David Adler
A picture book of Helen Keller by David Adler
A picture book of Harriet Tubman by David Adler
A picture book of Sojourner Truth by David Adler
A picture book of Sitting Bull by David Adler
A picture book of Lois Braille by David Adler
A picture book of Rosa Parks by David Adler

The Story of Ruby Bridges by Robert Coles
Mother Teresa by Betsy Lee
The Grouchy Ladybug by Eric Carle
The Rainbow Fish by Marcus Pfister
See You Tomorrow, Charles by M. Cohen
Little Toot by H. Gramatky
Alex and the Cat by H. Griffith
Country Bunny & the Little Gold Shoes by D. Heyward
Best Friends and Frances by R. Hoban
Swimmy by L. Lionni
Tico and the Golden Wings by L. Lionni
Frog and Toad All Year by A. Lobel
Frog and Toad Together by A. Lobel
George and Martha by J. Marshall
Hundred Penny Box by S. Mathis
Sam, Bangs & Moonshine by E. Ness
Little Engine that Could by W. Piper
Amos & Boris by W. Steig
Biggest Bear by L. Ward
Crow Boy by T. Yashima

 

Evaluation

 

Conclusion

You and your alien have learned that character counts!  That success and happiness depend on who you are inside, not what you have or how you look.  People and aliens of character know the difference between right and wrong because they guide their thoughts and actions by the six Pillars of Character.

 

Teacher Page

Lesson Name:   Character Counts

Grade Level:  This webquest is designed to be used for grades 3-5.

Curricular Areas:   Language Arts, Reading, Art, Technology.

Time Frame:  This unit will probably require 2-3 weeks to complete.

Goals of this Webquest:   Students will understand the six pillars of character and will use them to help guide their thoughts and actions.  Students will understand that heroes are people who do good things because they see a need not because they expect anything in return.

Wisconsin State Standards:

Reading/Literature
A.4.1  Use effective reading strategies to achieve their purpose in reading.

• Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying their knowledge of letter-sound relationships, and analyzing word structures
• Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures
• Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and text
• Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty
• Read aloud with age-appropriate fluency, accuracy, and expression
• Discern how written texts and accompanying illustrations connect to convey meaning
• Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding
• Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature

A.4.2  Read, interpret, and critically analyze literature.

• Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning
• Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from the United States and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience
• Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences
• Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience

A.4.3  Read and discuss literary and nonliterary texts in order to understand human experience.

• Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life's experiences
• Identify and summarize main ideas and key points from literature, informational texts, and other print and nonprint sources
• Distinguish fiction from nonfiction, realistic fiction from fantasy, biography from autobiography, and poetry from prose
• Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience

A.4.4  Read to acquire information.

• Summarize key details of informational texts, connecting new information to prior knowledge
• Identify a topic of interest then seek information by investigating available text resources

Writing
B.4.1  Create or produce writing to communicate with different audiences for a variety of purposes.

• Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences
• Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice
• Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre
• Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and the use of reference materials, to the situation
• Use a variety of writing technologies, including pen and paper as well as computers
• Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation

B.4.2  Plan, revise, edit, and publish clear and effective writing.

• Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus, and organize ideas and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communicating with a specific audience
• Explain the extent and reasons for revision in conference with a teacher
• Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, and effective response in correct English and an appropriate voice

B.4.3  Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

• Understand and use parts of speech effectively, including nouns, pronouns, and adjectives
• Use adverbials effectively, including words and phrases
• Employ principles of agreement related to number, gender, and case
• Capitalize proper nouns, titles, and initial words of sentences
• Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses
• Use commas correctly to punctuate appositives and lists
• Spell frequently used words correctly
• Use word order and punctuation marks to distinguish statements, questions, exclamations, and commands

Language
C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

• Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation
• Read aloud effectively from previously-read material
• Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail
• Present autobiographical or fictional stories that recount events effectively to large and small audiences
• Participate in group readings, such as choral, echo, and shadow reading
• Perform dramatic readings and presentations
• Distinguish between fact and opinion and provide evidence to support opinions

D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.

• Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
• Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
• Identify common figures of speech and use them appropriately

Media & Technology
E.4.1 Use computers to acquire, organize, analyze, and communicate information.

• Operate common computer hardware and software
• Use basic word-processing, graphics, and drawing programs
• Create, store, and retrieve electronic files
• Access information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexes
• Generate, send, and retrieve electronic messages

Research & Inquiry
F.4.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.

• Propose research by formulating initial questions, narrowing the focus of a topic, identifying prior knowledge, and developing a basic plan for gathering information
• Conduct research by identifying, locating, exploring, and effectively using multiple sources of information appropriate to the inquiry, including print, nonprint, and electronic sources
• Recognize, record, organize, and acknowledge information pertinent to a project, accurately blending discoveries into answers
• Present the results of inquiry, reporting and commenting on the substance and process of learning, orally and in writing, using appropriate visual aids

Political Science & Citizenship
C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity
C.4.3  Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation

11/19/04 Lori Hoffman