what can a small bird be? by the character education teen residency project participants

What Can a Small Bird Be? by the Character Education Teen Residency Project Participants

NC Department of Public InstructionPublication Sales Section6306 Mail Service CenterRaleigh, NC 27699-6306Phone: 919.807.3470Fax: 919.807.3481 Item #: IS174 Title: “What Can A Small Bird Be?” (Booklet)$5.00 (approximate)

Major Instructional Areas of Focus Guidance

CurriculumSE. 1 Understand the meaning and importance of personal responsibility and self-awareness.

SE. 2 Understand the relationship between self and others in the broader world.

SE.3 Use communication skills effectively for a variety of purposes and audiences

C.1 Use creative strategies to make decisions and solve problems

SE. 1 Understand the meaning and importance of personal responsibility and self-awareness.

Readiness/Exploratory/Discovery

RED.SE.1.1Understand the importance of self-control and responsibility.

The student will know how to:

• Identify behaviors that show self-control and responsibility.

The student will be able to:

• Verbally express a behavior that shows self-control in use.

• Identify a behavior used daily which shows responsibility.

SE. 1 Understand the meaning and importance of personal responsibility and self-awareness

Early Independent

EI.SE.1.1 Explain the impact of personal responsibility on others.


• Appraise different forms of personal responsibility.


• Assess how selected personal responsibilities affect others and explain the impact perceived by utilizing the selected personal responsibilities.



RED.SE 2.1 Identify ways of making and keeping friends.


• Identify behaviors that they like in people they choose as friends.


• Recall what they like that friends do for them.

• Express traits that make a person a friend.

• Name a quality/behavior that makes him/her a good friend.


Early Independent

EI.SE.2.1 Exemplify respect for individual and cultural differences.


• Assess cultural differences.

• Select and support various ways to recognize cultural differences with respect.


• Determine when an action can be interpreted as supportive while

agreeing with the cultural difference.



RED.SE.3.1 Use oral/written communication skills to share information with others.


• Identify oral and written communication.


• Verbally express various ways they communicate orally with others. (Speaking, laughing, shouting, whistling, etc.)


Early Independent

EI.SE.3.1 Use communication strategies that are appropriate for the situation and setting.


• Measure the appropriateness of various communication strategies..


• Analyze and recommend the appropriate communication strategies to use in a given situation and/or setting.

• Justify why a selected communication strategy is appropriate for a given situation and/or setting.



RED.C.1.1 Identify problems that you have encountered or are likely to encounter.


• Identify a problem situation and what made this situation a problem.


• Recall situations when they experienced a problem.

• List issues that may cause them problems in the future


Early Independent

EI.C.1.1 Analyze solution strategies in terms of assumptions and biases.


• Interpret the difference between an assumption and a bias.


• Differentiate and explain the difference between an assumption and a bias.

• Recommend various solution strategies when dealing with an assumption or a bias.

what can a small bird be? by the character education teen residency project participants

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