Character Development

1. By: Wasan F. Abu-Baker

2.  Communication and participation

3.  Read a story about a character (Chrysanthemum)
 Character development cards
 White board
 Words are listed on a made very colorful for a nice effect
 Teacher creates worksheet that has acrostic poems using the
positive adjectives

4.  Students read a story about a character (chrysanthemum) and are
encouraged to relate to a character by asking how they would have felt
and how they would have dealt with the challenging situation that the
character faces.
 Students are asked to come up with positive labels about
(chrysanthemum)and then about their friends or classmates.
 Words are listed on a white board, made very colorful for a nice effect.
 At the end the teacher asks students what the words have in common and
students recognize that they are adjectives. Looking at the words the
class came up with the students are asked to review how positive labels
build us up and how negative labels deflate us.
 Each student is asked to show through body language how positive labels
make them feel and how negative labels make them feel (i.e. shoulders
straight vs. slumped).
 Students are asked to create acrostic poems using the positive adjectives
they came up with for a fellow student.
 Each student is asked to think carefully about the classmate and think of
words that will build the person up.
 Each student then reads the poem about themselves and feels wonderful.

5.  Self-consciousness :This also improves self-image and self-
worth, and makes students feel valued and respected. The
teacher trains students to look for and see the good in
others.
 A tool for classroom management. Providing options with
the students(break the roles)
 Resistant need flexibility in the rules; they need options.
 Make up stories or situations and have the children act out
the character trait.
 Have the children act out certain cards and see if the class
can name the character trait.
 Encourage students to compare positive characteristics of
two historical figures it is effective in social studies and ELA.
 During a lesson on adjectives teacher uses a strategy to
enable students to build descriptive language and build on
giving peers positive labels.
 During a “positive label program” students read a story
about a character (Chrysanthemum) and are encouraged to
relate to a character by asking how they would have felt and
how they would have dealt with the challenging situation
that the character faces. Students are asked to come up
with positive labels about( Chrysanthemum) and then about
their friends or classmates.

6.  Decorate the classroom environment
 Fiction and non fiction characters, in
literature
 Social studies as in biography
 Related to their selves
 Inner and our look to their selves
 Analyzing character development
 Used to keep track of the students progress of
positive behaviors
 Used as writing prompts
 Used as a grammar tool for reviewing
adjectives

9.  http://www.youtube.com/watch?v=78abRgAK7o8.
 http://www.scholastic.com/teachers/article/character-chart-graphic-organizer-inter.
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