**Lesson Preparation: What preparation does the teacher need to do before the lesson? What supplies or materials should be gathered?
printed cards of Franklin's accomplishments and history (one set per pair/group)
printed copy of Franklin's character traits (headings)(one set per pair/group)
list of vocabulary words and definitions
discussion directing prompt card (one per student)
My card shows:
I think it belongs in this category:
My evidence to support this choice is:
**Lesson Hook or Preview: What activity, video, song, or other experience could get the students excited about the lesson and thinking about the topic? Is there a way to make the lesson important to their lives or link the lesson content to what they already know?
Teacher will review common character traits that will be referred to in the lesson (Caring, Industrious, Thoughtful, etc.) and ask students to be mindful of those as she reads a grade appropriate Ben Franklin informational biography (some are listed below). There are many different types of traits a character can have. You could list those traits and an example on a chart so students can begin to think about them.
**Procedure: List the instructions the teacher should follow as Step One, Step Two, Step Three, etc.
Body of Lesson:
1. Once students are familiar with character traits and how our actions define our character, teacher will read aloud a biography of Benjamin Franklin and list character traits that have evidence in the text. Teacher will write this student generated list on chart paper or in a T-chart format stating the trait and its corresponding evidence.
2. Teacher introduces specific vocabulary that will be referred to in this lesson. These are related character traits defined in several words to show different shades of meaning. Teacher places the three sets of character traits on board (or on smartboard) and then models with the cards the thought processes used to categorize it into one of the three headings. Teacher will cite the specific evidence used to make this categorization, and explain possibilities of other choices. Teacher then asks students for the evidence supporting or not supporting the choice.
3. Teacher reviews with students the rules of collaborative discussion per class norm.
4. Teacher hands out:
1. three character trait headings per group,
2. one set of Character Cards per group,
3. one discussion directing prompt per student
5. Teacher explains how the team will work as a group to categorize the cards by following the discussion direction prompts:
A. Students will place the "headings" of character traits on desk.
B. Students will place cards in a pile (shuffled, random order)
C. Each student in group/pair will take the top card from the pile, discuss which category they believe it fits in, using the discussion directing prompt card to justify their choice.
D. Students work as a group to categorize the cards and understand they will be presenting and defending their choices to the class.
Each student chooses one card and presents their choice of character trait to the class, using the discussion directing prompt card. The students may then question the audience on alternative categories for this card and have the audience explain why that category would also work, using the discussion director cards.
Final Reflective Conversation:
Ask students to name a few "challenging" cards and ask them to explain what specifically made them challenging.
Lesson Materials: Any worksheets, photos, primary source, scientific data, maps, graphic organizers, or PowerPoints should be described and attached using the template below. Please create additional materials boxes if necessary.