The purpose of this lesson is for students to learn about literacy in our world, nation, state and their local community. Students reflect on dramatic statistics about literacy rates and access to books, then they create a plan of action to increase access to reading materials.
The purpose of this lesson is for students to plan and carry out a book drive to benefit children in their community who may not have access to many books at home.
The purpose of this lesson is for students to develop awareness of why reading is important for everyone. Students will learn that some students do not have access to books in the same way they do and will decide how they can take action to ensure others have access to books.
Learners compare two communities to which they belong using a Venn diagram and descriptive words related to trustworthiness.
In this lesson, learners brainstorm the traits of a community of trusted learners, describing what it would look like if students and teachers in a classroom felt a high level of trust with each other. They have the opportunity to rate how their classroom community falls on a trust continuum.
Students learn about public trust and identify characteristics of public figures that merit trust. They also discuss how they can use their own time, talent, and treasure to support trustworthy politicians, sports figures, corporations, and celebrities.
Students identify the different communities with which they engage. They explore what it means to develop reciprocal trust within different communities.
Students compare a trustworthy person to an object using the writers' devise of metaphor or simile.
Students examine their family trust relationships and connect their experiences with the trust bank account. They brainstorm things their family depends on them for and decide if they feel trustworthy at home.
Students brainstorm ways to build capital in a trust bank account. They read and discuss a Celtic folktale and discuss the role of communication in building trust.