The Heartwood lessons follow a framework that begins with a brief introduction or Preview. The Preview draws upon the student’s prior knowledge and sets a purpose for listening. The teacher shares her knowledge and excitement about the story—perhaps mentioning related experiences from her own life. Some examples follow.

For general use:
“Today we’re going to think about an idea, Hope (or another attribute). We are going to hear a story that shows this idea. What do you know about Hope? Can you think of some other ideas that are similar, or other words to describe the same idea?”

Primary:
“I have a special story for you today. The name of the book is [insert title of book]. What do you think the word Courage means? What do you think of when you hear that word? Let’s think about how this story shows Courage.”

Intermediate:
(Before class, list the attribute and related words on chalkboard or worksheet.) “I have a story to share with you today. Listen carefully, and when I’ve finished reading, I’ll ask you about the words on this list. How are the words related to this story?” OR “I have a story to share with you today. As you listen, think about a lesson that the story may teach us. I’ll ask you for words that might come to mind after hearing the story.” (Elicit words from students after the reading instead of presenting the list before. Fifth and sixth graders do well with this approach.)

Each Heartwood book has been carefully selected to clearly illustrate an aspect of the attribute. The stories “touch the heart” and are rich in imagery, with captivating illustrations. They come from many cultures, showing the attractiveness and validity of ethical choices in all human communities. They have a positive tone rather than focusing on negative consequences of poor choices.

The teacher reads the entire story aloud to the class, pausing to show the illustrations. Approximate read-aloud times are noted on the accompanying lesson cards. These times assume that discussion is postponed until after the story, although teachers may answer questions for understanding or accept brief comments during reading. At a second or subsequent reading, the text may be segmented and more extensive discussion may be integrated into the reading process, with questions such as “Why do you think she said that to him?,” or, “What do you think the author was trying to show when this happened?”

After the story is read by the teacher, a discussion follows. Its focus is the attribute as shown by the characters or plot of the story. The lesson card for each book includes a set of recommended discussion questions focusing on characters’ choices and actions, critical thinking, and problem solving strategies. The aim is to draw out aspects of the attribute under discussion and relate them to the children’s own lives. Teachers are encouraged to use their own questions to elicit feelings and attitudes about the story characters and about what it means to possess the character traits represented.

Here the attribute is developed and given practical meaning through “hands on” creative activities, first-hand experiences, resource persons, group interaction, cooperative learning, and family discussions. Again, a variety of activities exploring and highlighting aspects of the attribute are recommended on the lesson cards for each book. When teachers share their own ideas and creativity, there is no limit to the possibilities! The best activities give children real opportunities to practice the attributes by helping other students, improving their environment, or serving their communities.

Heartwood lessons are never graded. Instead, each book wraps up with students’ personal reflections on the attribute. Students are asked to respond to the attribute with original writing and art, and are given opportunities to construct meaning from that response through sharing. A good method is for each student to keep a Heartwood Journal throughout the year, collecting their responses to the attributes portrayed in the stories. Entries may be initiated by “starters” such as these:

• In this story, Justice meant....
• For me, this story meant....
• I’ll remember Loyalty because....

Students should take their Heartwood Journals home at the end of the year. Many families save these journals for years as reminders of children’s most meaningful educational experiences.

Each story’s lesson card suggests activities and projects for content areas such as Social Studies, Language Arts, Science, Math, Art, and Music to encourage infusion of the attributes throughout the broader curriculum. For example, strong geographical and cultural connections are made when students locate a story’s setting on the world map, explore the culture(s) of that region, and discuss the universal nature of the attributes. Evaluation research shows that when Heartwood lessons are merged with academic content, student academic learning is enhanced. As a teacher gains familiarity with using the attributes, she will see frequent opportunities to highlight them in lessons and activities throughout the day, reducing her reliance on the Heartwood materials.

The Home/School Connection is forged in the Extension. Recognizing the family as the primary moral educator of the child, home assignment suggestions are designed to draw upon the family’s moral beliefs. Letters, newsletters, and/or Home Connection pages are provided in the Teachers’ Guide to send home and inform parents about Heartwood lessons. For each story, students are asked to share something with the family to encourage discussions, remembering, and family sharing.