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Page 2—What is character? Note: The green words that look like this in the workbook are intended to be used as vocabulary words (students may need your help pronouncing them). Discuss character with your students. Ask them for examples of how they could model each value described on this page. Discuss how people with good character make their schools and communities better places. Supports Language Standards: CCSS.ELA-Literacy.L.3.4a,d CCSS.ELA-Literacy.L.4.4a,c CCSS.ELA-Literacy.L.5.4a,c CCSS.ELA-Literacy.L.3.6 CCSS.ELA-Literacy.L.4.6 CCSS.ELA-Literacy.L.5.6 Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.3.1c CCSS.ELA-Literacy.SL.4.1c CCSS.ELA-Literacy.SL.5.1c Page 3—What’s your score? After students take the quiz, discuss the questions and the consequences of each choice. Ask how each choice affects others and the school or community. Point out that often the easiest choice is the selfish one—doing the right thing usually means making extra effort or sacrifice. Break students into groups to brainstorm other situations that could test their character. Have them use these to make their own quizzes. They can also create their own rating systems. Have them trade tests and see how they did. Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.3.1c,d CCSS.ELA-Literacy.SL.4.1c,d CCSS.ELA-Literacy.SL.5.1c,d Supports Writing Standards: CCSS.ELA-Literacy.W.3.4 CCSS.ELA-Literacy.W.4.4 CCSS.ELA-Literacy.W.5.4 CCSS.ELA-Literacy.W.3.10 CCSS.ELA-Literacy.W.4.10 CCSS.ELA-Literacy.W.5.10 Page 4—The “Golden Rule” After reviewing the exercise at the top of page 4, you could explain how respecting others means accepting ways in which we all differ. Consider using music and dance as examples of elements common to all cultures. Maybe use a recording to learn a song in another language, or invite dancers from a cultural society to teach students a folk dance. Also, you might create situations that allow students to experience what it is like to have a disability. For example, have them write with their nonwriting hand or listen to a recording at low volume while you make noise to distract them. Review tips on when and how to ask a person with a disability if he or she would like help. Tips can be found on Web sites for groups that support those with disabilities, such as Easter Seals (www.easterseals.com). Teacher’s/Leader’s Guide for The activities below can help reinforce the material in this Who Knew? ® workbook when used in the classroom. Many are experiential, helping students work together to better understand issues related to building character and to improve skills needed for success in school and life. You can also use these activities to help students meet select Common Core State Standards for English Language Arts (CCSS.ELA). Correlations to specific standards are listed below each activity. Visit www.corestandards.org/ELA-Literacy to learn more. The Building  Character Issue 201 8 Edition ©2002 Channing Bete Company, Inc. All rights reserved. (06-17-B) Channing Bete Company, One Community Place, South Deerfield, MA 01373 • 20D-0069 To reorder call (800) 628-7733 or visit www.channing-bete.com and ask for item number PS99371 Follow your organization’s policies and regulations (for example, those that apply to parental notification and consent) when using these activities. C O M P A N Y Channin ®