Second Term: Virtues Development

Second Term: Virtues Development

1. Working in Base Groups Nov 17 a Mar 6

   • Work effectively in pairs with peers with unique interdependent roles, shared goals, digital tools, and a positive face-to-face interaction, according to the elements of cooperative learning (David, Roger, & Edythe Johnson).
     • Cooperative Learning presentation Students will be divided in groups of 3 and will have one of the cooperative elements assigned (Positive interdependence, Individual and group accountability, Interpersonal and social skills, Face to face positive interactions, and Group processing). Then they will be asked to present and explain the element through the use of a poster.
   • Rochester Standards Demonstrate competent learning about the work done by the other team member and about his/her own work.
   • Rochester Standards Use constructive habits and avoid the destructive ones to prevent and solve relationship issues when working in teams of two, and use checklists to self-evaluate the team's and each member's efficacy.
     • Garden planting and sowing In groups of three, students will plan and take care of one seedling in the vegetable garden. They will use their prior knowledge of how to grow a plant in order to make relationships between planting and becoming virtuous students.

2. Serving Others Nov 17 to Mar 6

   • Students will show kindness and service attitude in social service.
     • Use courteous and respectful verbal and body language.
     • Write and speak with constructive habits (SENTRAL) and provide useful feedback to classmates in the form of questions.
       • Digital Citizenship Superhero Comic Strip In groups, students will have a chance to use technology to create a comic strip about a digital citizenship superhero. In this comic, students will be showing how people can become an example of a digital superhero. They will also show cause and effect relationships within the digital world and how to represent this using the iceberg model.
     • Volunteer work repeatedly in social and environmental projects.
       • Students will be using their electronic devices to record and evidence their cooperative process in the garden and analyze the elements of the process within the system.