1. Performance Character APPLIED

2. What is Performance Character? Performance character consists of all those qualities that enable us to achieve to our highest potential in any performance environment (such as the classroom or workplace).

3. What is Performance Character? Values/Traits: Determination Organization Creativity Perseverance Diligence Self-discipline Curiosity Teamwork Skills: Goal-setting Time-management Collaboration

4. Performance Character and the Framework Students Acquire Imagine students develop a growth mindset regarding academic achievement. They commit to the diligent efforts necessary to be outstanding persons of purpose and virtue. Students build habits of excellence through meticulously executed routines that operate consistently inside and outside of school

5. Performance Character Applied Through studying the lives of individuals with excellent performance character (role models). Through student goal-setting, diligence, and reflection

6. Imagine Schools Character Essay Contest Imagine Schools’ Seventh Annual Contest Help students practice critical thinking and writing skills. Highlight values that are important to productive and satisfying lives.

7. School Site Contest Each student in grades 3-12 is eligible to write an essay on the chosen maxims. Maxims will be shared in early January. Maxim authors have been shared. Essays should be maximum of 500 words for grades 3-6 and 1,000 words for 7-12. Provide teachers with resources on how to teach writing an essay on a maxim (resources available on Inside Imagine). Have a judges on the school site chose only ONE winner per grade level. Celebrate these winners at the school site.

8. Third & Fourth Grade Maxim Authors Third Grade Albert Einstein, 1879 - 1955 George Washington Carver, 1864 - 1943 James Bryant Conant, 1893 – 1978 Fourth Grade Ben Carson, b. 1951 René Descartes, 1596 - 1650 Isaac Asimov, 1920 - 1992

9. CCSS CCSS.ELA-Literacy.RI.3.1CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Specifically, we want students to connect biographical information they read to how the person demonstrated performance character. We are asking students to connect their knowledge of performance character to biographical information about person. Students must first understand performance character before they can recognize it in someone else. This understanding undergirds an application of performance character to their own lives. It also prepares students to write about quotes from these individuals during the essay contest.

10. Bloom’s Taxonomy Applied Bloom’s LevelLevel of Understanding of Performance Character KnowledgeKnow definitions of performance character virtues; recite definitions ComprehensionFind examples of performance character in text or within biographical information about a person (in this case a famous scientist) ApplicationDemonstrate performance virtues in their own lives; can write how they will demonstrate these virtues.

11. Sample Lesson – 3 rd Grade - George Washington Carver Hook/Anticipatory Set: Show students a bag of peanuts (or a picture of peanuts if you have peanut allergies in your class). Ask students to help you list all the different things a peanut can be used to make (e.g. peanut butter, topping for ice cream, etc.) Your students might not be able to list many options. After they have exhausted their ideas, show a picture of George Washington Carver and tell them that he created 300 uses for peanuts.

12. Expository or “I do” section of lesson Values/TraitsCheck here if George Washington Carver demonstrated this virtue in the text Provide evidence from the text that he demonstrated this virtue. Explain your thinking. Determination Organization Creativity Perseverance Diligence Self-discipline Curiosity Teamwork

13. Expository or “I do” section of lesson Share the list of Performance Character virtues with your students. Model how to fill in the chart by reading a section of the text and then filling in one section.

15. Value/TraitCheck here if George Washington Carver demonstrated this virtue in the text Provide evidence from the text that he demonstrated this virtue. Explain your thinking. DeterminationX“He is best known for his research on peanuts and his commitment to helping poor Southern African American farmers.” The word commitment shows me that he stuck with something and kept doing things for poor farmers which means he was determined.

16. Guided Practice Ask students to read the first page and fill in the graphic organizer. Have one student share their example and explanation. Discuss this example with the class.

18. Independent Practice Ask students to read the rest of the section independently or with a partner and fill in the graphic organizer.

19. Closure Ask students to share which performance character virtues George Washington Carver demonstrated. Ask students to share evidence from the text for each statement. Exit ticket question: Which of the performance character virtues that Carver demonstrated do you demonstrate? Or, are their virtues that Carver demonstrated that you would like to grow in? Option: You could ask students where they might locate other information about George Washington Carver. They could continue to fill out their graphic organizer after reading another book/source about him.

20. Online Resources Biography.com Pbs.org Scientistsforkids.org Library of Congress Kids Site: http://kids.usa.gov/science/scientists/index.shtml http://kids.usa.gov/teens-home/science/scientists/

21. Framework Connections How does studying the lives authors of character essay contest quotes help us implement the Framework? Students Acquire Imagine students develop a growth mindset regarding academic achievement. They commit to the diligent efforts necessary to be outstanding persons of purpose and virtue. Students build habits of excellence through meticulously executed routines that operate consistently inside and outside of school

22. Studying Essay Contest Quote Authors Supports implementation of the CCSS. How? Supports implementation of the Framework. How? Supports students’ literacy abilities. How? Supports students’ character development. How?

23. Celebrations and Shout Outs Regarding Performance Character efforts

24. SMART Goals at Imagine Weston (FL)

26. “I Can” Statements

27. Coming Up Optional December Webinar on Student Goal Setting: Wednesday, December 11 th We will also discuss how performance character is embedded in: Character Counts! Core Virtues Kids at Hope Responsive Classroom

28. Attendance Please say your Imagine campus name when your state is called. Please wait until attendance is complete to exit the webinar.