Students compare a trustworthy person to an object using the writers' devise of metaphor or simile.
The learner will:
- brainstorm the traits of a trustworthy person.
- draw and label a metaphor for a trustworthy person.
- work cooperatively in small groups.
one sheet of white paper for each group of two, three, or four students (12" x 18" sheet is ideal)
Teacher: In the previous lesson,we learned that being trustworthy means keeping a promise. Trustworthiness isn't limited to doing what you say you are going to do. For example, a bike can be trustworthy. How can a person be trustworthy like a bike? (discuss responses) Today, you are going to explore other meanings for trustworthy.
Teacher: You are going to work in groups to describe a trustworthy person using a metaphor or simile (comparing two unlike objects to enhance meaning, as in "clouds are like cotton candy").Your group will be assigned an object that you will label, comparing its parts to the traits of a trustworthy person.
Draw a stick person on the board and give an example of how you can compare a person's body to a trustworthy person. Example: (Label the fingers) You can "count" on this person. (Label the feet) Stands by his friends. (Label the mouth) Does what she says she will do. Tell the students that they will not use a person's body for their metaphor. You will assign each group an object from a list you create. Your list may include specific examples of a building, a state, a flower, a toy, a food, a piece of furniture, a classroom object, etc.
Move the students into groups of two, three, or four students and give each group a sheet of white paper and assign the man object for their metaphor.(You may give them limited choices, but you don't want this to take time away from their brainstorming and labeling. Teacher: With your group, discuss or brainstorm the traits of a trustworthy person. Then work together to draw their assigned object and label at least six parts of their drawing. Each person in the group must contribute to the discussion, writing, and/or drawing. Use clear handwriting and language so your classmates can read the labels and understand how a trustworthy person is like your object.
Give groups 15 minutes to complete the sketch and labels.
Collect the finished drawings for the next class period.
This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to www.generationon.org.
Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark MS.4 Give examples of how individuals have helped others.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark MS.1 Define and give examples of the motivations for giving and serving.