Everyone's Important

Grade Levels: 3-5

Subjects: Language Arts, Social Studies, Character Education

Learner Outcomes:
The students will list their strengths.
The students will incorporate pictures taken with a digital camera into a  published work.
The students will use MS Publisher to create posters to reflect their strengths.

Duration of Lesson: Two 1 hour sessions

Materials: a 12-16" candle, matches, Horton Hears a Who by Dr. Seuss, homemade "barbell": 2 rulers, 4 round balloons (see directions for making barbells in Teacher Notes step # 3 below), blank transparency sheets (1 for each student and teacher), markers, "My Character Counts" Thinksheet

Technology Tools/Courseware: The Crooked Mouth (story and discussion questions can be downloaded from this site), digital camera, overhead projector, MS Publisher, computer/printer

Teacher Notes:
1. Download The Crooked Mouth story from the site and read carefully. Practice reading the story before sharing with students. Have candle and matches ready.
2. Prepare digital camera.
3. Make "barbells" before introducing Procedure #4.
     Directions: 1. Blow up four 9" balloons and tie shut.
                       2. Tape one balloon to each end of each ruler.
                       *  Hide barbells before beginning activity.
4. Strength transparencies (Procedure #6) would make a great Parent Visitation/Open House student presentation for parents. They would also make nice "keepers" for the kids to look back at in the future. If you plan to use them in this manner, you may want to stock up on an extra box of transparencies before beginning the unit.

Procedures:
1.Tell the story of The Crooked Mouth  to your students. Discuss the story with students using questions from the story site or any of your own.
2. Read Horton Hears A Who by Dr. Seuss. Discuss the story with students. Guide students to realize that even though Jo-Jo was a very, very small "Who", his voice made the difference and saved "Whoville".
3. Talk with students about how Johnny and Jo-Jo could have given up instead of using their strengths. Remind students that Johnny was not like his family, but he was special in his own way. He used his strengths. Jo-Jo was a very, very small "Who", but "Whoville" was saved because he gave one small, extra Yopp. Repeat or reread the sentence from page 6 of the Dr. Seuss book, "A person's a person, no matter how small."
4. Tell students that you are strong, very strong. Do a few jumping jacks, toe touches, and jog in place for a few seconds. Do a few stretches. Breath deeply and loudly. Continue to tell students that you are strong, very strong, because you're a teacher. Flex your muscles a couple of times for emphasis. Ask students if they want to see just how strong you are. Tell them that recently you've begun weight lifting. Ask them to guess how much you can lift...remind them again just how strong you really are. Tell them you just happen to have a set of barbells at school that you use for weight training. Reveal the barbells to students. Stand facing your students with one "barbell" in each hand. Huff and puff and strain and groan as you lift the barbells ever so slowly until both arms are extended over your head. Be ready for 'cheers' from your fans! Step back and release "the barbells" letting them drop to the floor...just like the real weightlifters do in competition.
5. Explain real "strength" according to the age/ability level of your students. Print your name in the center of a blank transparency sheet. List some of your personal strengths on the transparency sheet you've placed on the overhead projector. Use strengths students will understand: sense of humor, the way you treat others, basketball, knitting, drawing, music, etc.  List several strengths. Allow one or two students to share a strength that they see in you (fair, funny, etc.) Add those strengths to your list.
6. Give each student a blank transparency sheet and markers. Have them print their first and last names in the center of the transparency. Have students print some of their own strengths on their transparencies. You may want to list some "strengths" on the board or overhead projector as students list them to offer a spelling/vocabulary box for some students to use as a model.
7. Collect transparencies. Place one transparency on the overhead. Read the name of the student and have that student share the strengths they've listed. Add a strength that you see in the student to his/her transparency. Encourage other students to share strengths they see in this student. List those on the transparency for the student. Continue the strength transparencies until all students have participated.
8. Take a digital picture of each student.
9. Help students insert their picture on MS Publisher to create a "Wanted Poster". Students will create a poster that lists their strengths. They can use the transparencies created in Procedure #6 to assist in creating posters. Print two copies of each student's "Wanted Poster". Post one poster in the room. Give the other poster to the student to keep.
10. Complete "My Character Counts" Thinksheet for Lesson 2.

Modifications:
1. Modify vocabulary and explanations to the needs/abilities of your group.
2. Post a list of strengths on chart paper for younger students prior to beginning the strengths transparencies. You may add to list as the activity progresses.
3. Seek help from volunteers, older peer helpers, or classroom aide if Kindergarten students are writing on transparencies. You may want to modify this to a paper and crayon list of strengths for that age.

Enrichment Activities:
1. Keep the students' transparencies and use them throughout the year to supplement a Student of the Week activity.
2. With older students have a "Car Wash" inside the classroom. Tape an 18x24" (or larger) sheet of paper to the back of each student's shirt. Give each student a dark, washable marker or crayon. Have the students mingle. As they do, they should print one positive character trait or strength on the back of each student's shirt.

Evaluation and Assessment:
Check student participation in discussion sessions.
Check  for the completion of a strength transparency.
Determine completion of the "Wanted Poster".
 

West Virginia Instructional Goals and Objectives:
Language Arts - 3.2, 3.3, 3.15, 3.16, 3.24, 3.27, 3.35, 4.3, 4.13, 4.16, 4.19, 4.20, 4.26, 4.29, 4.43, 5.12, 5.13, 5.14, 5.15, 5.21, 5.23, 5.51
Social Studies - 3.9, 3.10, 3.11, 4.3, 4.6, 5.7
Technology - 3.92, 4.100, 5.186

National Standards

References:
Horton Hears a Who by Dr. Seuss