Understanding One Self

UNDERSTANDING ONESELF Part of the B.C. Life Skills Program to Support Personal Planning K to 7

Rick Hansen Man In Motion Foundation - www.rickhansen.com

CONTENTS

INTRODUCTION

What Is the B.C. Life Skills Program? Why Is There Such an Emphasis on Role Models? This Booklet: Understanding Oneself How to Use the Lessons How to Use the Videos How Are Sensitive Issues Handled? ○

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1. 2.

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9.

11.

INTERMEDIATE LESSONS

1. 2. 3.

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5. 6.

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8. 9. 10. 11. 12. 13.

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Get in Touch with Your Feelings* Feelings, Impulses, Actions, and Anger Buttons* Anger Mountain* Point of View (Part 1)* Point of View (Part 2)* Identifying Individual Abilities and Skills* Things We Enjoy* A Skills Check-up* What Makes a Role Model?* Role Models in Fiction* Role Models: Some Are Called Heroes What is Good about Anger? Managing Negative Feelings to Improve Learning Identifying Positive Attributes in Ourselves and Others Stereotyping ○

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14.

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II II III IV V V

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Feeling Big, Feeling Small* This Thing Is Me* What Are Feelings?* Dealing With Feelings* Self-Esteem: I Am Unique* Self-Esteem: I Belong* Self-Esteem: I Am Capable* Self-Esteem: I Am Important* I'm Proud of This! Beginning a Student Portfolio Why Do I Want to Include This in My Portfolio? ○

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PRIMARY LESSONS

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*Core lessons

I

INTRODUCTION

WHAT IS THE B.C. LIFE SKILLS PROGRAM?

T

he B.C. Life Skills Program was developed by Rick Hansen, British Columbia’s famous wheelchair athlete. The program is based on the belief that students who have developed solid life skills and know how to apply them will make choices that will affect their own lives and communities in positive ways. Effective use of the life skills developed through this program will lead to a lifelong sense of self-worth, greater personal and interpersonal understanding, and constructive relationships with others at home, at work, and in the community. The program was developed in consultation with both primary and secondary teachers throughout the province. The program includes six critical life skill areas: • Understanding Oneself • Communicating with and Relating to Others • Accessing and Using Information • Solving Problems and Making Decisions • Living with and Initiating Change • Setting Goals, Making and Enacting Plans

The entire program consists of the following components: • The B.C. Life Skills Program Organizer (including a special instructional strategies section) • six booklets of Lesson Organizers to support the Personal Planning K to 7 curriculum • seven booklets of Lesson Organizers to support the Career and Personal Planning 8 to 12 curriculum, including one on career development • two orientation videos: one to introduce teachers to the program and the other primarily for use with students WHY IS THERE SUCH AN EMPHASIS ON ROLE MODELS?

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The teaching and learning of life skills is a responsibility that teachers and students share with parents and the community. The B.C. Life Skills Program makes these connections explicit in every lesson. This is done by promoting the use of role models from both the home and the community. Students are given opportunities to apply the skills they are learning to real-life situations,


to become involved in the local community, and to make home, school, workplace, and career connections. Students will come to understand that they are surrounded by role models— at home, in their classrooms, in their communities, in past and present figures from literature, drama, films, and television. If they learn to identify the negative as well as the positive attributes of some of these role models, they will have acquired a skill that will prove useful throughout their lives. THIS BOOKLET: UNDERSTANDING ONESELF

Personal understanding is one of the most basic life skills, one that is necessary for the successful development and implementation of almost all other essential life skills. Throughout their years at school, students will develop the ability to understand and express their emotions in situations of increasing complexity. They will also increase their understanding of their attributes and personal characteristics and develop the potential to use them effectively and responsibly. The lessons in this booklet emphasize the skills of reflection and analysis. Through these skills, students will develop a growing awareness of: • their emotions • their unique identities • their strengths and personal characteristics • their sense of personal well-being, responsibility, and accountability • themselves as contributing members of the community • their future potential and aspirations • themselves as role models These lessons also further the following skills and characteristics outlined in the Conference Board of Canada’s Employability Skills Profile: What Are Employers Looking For? • self-esteem and confidence • honesty, integrity, and personal ethics • a positive attitude toward learning, growing, and personal health • initiative, energy, and persistence to get the job done


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HOW TO USE THE LESSONS

A lesson organizer is a structured planning guide intended to support teachers in the planning of a series of lessons. In this booklet you will find 26 lessons that develop skills related to understanding oneself. These lessons are divided into two sections, one for the primary years (Kindergarten to Grade 3) and the other for the intermediate years (Grades 4 to 7). The lessons in each of these sections that are marked with an asterisk (*) are core or basic lessons that teach the life skill. The other lessons are extension lessons, which suggest ways to modify or extend the core lessons and apply the skills in more complex ways and in a variety of contexts. Within each lesson, each activity is graphically introduced by an arrow ( ). Each lesson contains the following elements: • Curriculum organizers. The relevant curriculum organizer(s) and suborganizer(s) from the Personal Planning K to 7 Integrated Resource Package (IRP) are identified at the outset to help you find lessons to support the section of the IRP you are currently working on. • Focus. The lesson’s purpose and direction are concisely stated, and information is provided on how much time the lesson requires. • Outcomes. This is a statement of what students are expected to achieve from the lesson. • What you will need. This section identifies any materials or resources required for the lesson. • Activities to engage learners. These activities have been developed to introduce students to the lesson topic and as a lead-in to the main activity by drawing on past experience of the students and linking the skill with their lives. • Activities. These are the heart of the lesson. These activities have been designed so that they can be used in one class session or extended into a theme, a project, or independent study activity. • Home / Community connections. The success of the B.C. Life Skills Program will be measured not only by the students’ ability to learn and practise the life skill in the classroom but, in fact, to take that learning and apply it in their real lives, in other places in the school, with friends, in their familial environments, and in their communities. This section provides you with ideas for doing this.

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• Cross-curricular connections. This section identifies any connections to other curricula and ways to connect the lesson to other areas of study.

• Assessment. This section provides suggestions for assessing students’ knowledge of skills related to understanding oneself and their ability to apply these skills in different contexts. You may choose to use your own methods of assessment in addition to or instead of the suggestions contained here. Involve students in self-assessment as well. • Reproducible worksheets, information sheets, and case studies. These materials are required in some lessons and have been provided in a form that you can easily reproduce. Each lesson will involve at least one class period and could easily stretch to several. You will have to determine how long to spend on any one lesson, based on your timetable and students’ interest level. An attempt has been made to make this package as rich a resource as possible. You may choose the lessons or parts of lessons that will best help you deliver the Personal Planning curriculum or other curriculum areas. Adapt or extend the lessons to suit your school and community, as well as the ages, interests, and abilities of your students. HOW THE

TO

USE

VIDEOS

The two videos featuring Rick Hansen are an important part of the program. Rick Hansen is one of B.C.’s best-known public figures and continues to be a role model for many. The first video is intended for students, parents, and community members. The second video is directed at teachers, principals, counsellors, and other educators. Although each video is unique, both show Rick Hansen’s success in overcoming his disability and in creating a new worldwide awareness of the potential of all people facing changes, challenges, and choices. Each video also focuses on the impact of the Man in Motion tour and emphasizes Rick Hansen’s message that everyone can remove internal barriers by learning and using basic life skills.

HOW ARE SENSITIVE ISSUES H ANDLED?

The B.C. Life Skills Program was designed in such a way that it can be used by all teachers, whether or not they have had specific training dealing with the six major life skill areas. During the instruction of B.C. Life Skills some sensitive issues may arise. Teachers should be prepared to deal with emotional responses in a positive and respectful way, in consideration of a


V

wide variety of family and community values. Teachers should respond to student questions openly and honestly when dealing with issues such as role models and life skills. Your personal knowledge, expertise, and experience should allow you to use these lessons in a variety of classroom or curricular contexts. In designing and planning your lessons, take into consideration the following cross-curricular areas: • Applied Focus • Career Development • English as a Second Language (ESL) • Environment and Sustainability • First Nations Studies • Gender Equity • Information Technology • Media Education • Multiculturalism and Anti-Racism • Science-Technology-Society • Special Needs

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PRIMARY LESSONS


1. FEELING BIG, FEELING SMALL

CURRICULUM ORGANIZERS FOCUS

OUTCOMES

The Planning Process (Collecting Information) Personal Development (Mental Well-being)

Students examine times when they felt very good about themselves and times when they felt small and powerless. Be prepared for the possibility that some students may bring up issues dealing with personal safety, expressing very strong emotions. This lesson will require about one class session to complete. Students should be able to:

• show growth in their ability to identify and develop their sense of self • analyse their emotions and attitudes by expressing in writing or pictures a variety of situations in which they feel “big” and “small” • demonstrate a basic understanding of the fact that the causes of emotions vary considerably from one person to another—that is, what affects one person strongly may not affect another at all

WHAT YOU WILL NEED

• one sheet of chart paper for each child • a copy of Big or Little? by Kathy Stinson (Toronto: Annik Press, 1983), if available

ACTIVITIES TO ENGAGE LEARNERS

If you have a copy of Big or Little? by Kathy Stinson, read it aloud to the class. Then ask students to talk about times when they felt either very big and powerful or very small. For example, “I feel big when my older brother lets me use his computer. I feel small when my legs get caught in the skipping rope.” List students’ ideas on the chalkboard.

ACTIVITIES

Give a piece of chart paper folded in half to each student. Ask students to choose, illustrate, and write about two events, one when they felt big and another when they felt small, using one half of the chart paper for one and the other half for the other. Children may also wish to add dialogue and thinking bubbles to their pictures. Have children who cannot yet write dictate words to accompany their pictures. Ask older students to add a page to their “small” pictures showing how they might change the situation to feel bigger or more in control. Provide time for students to share their pictures and experiences so that they can see that everyone shares similar feelings. Assemble the pictures into a class book with each student’s “big” and “small” illustrations on facing pages.

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1. FEELING BIG, FEELING SMALL

HOME/COMMUNITY CONNECTIONS

Have students ask role models (e.g., older students in the school, older friends, family members) to complete the following: • I feel big when.... • I feel small when.... Encourage students to bring the responses back to school for discussion. These might be the contents of a second class book.

CROSS-CURRICULAR CONNECTIONS ASSESSMENT

Language Arts. This lesson provides opportunities for organized communication on a relatively sophisticated concept, as students generate, explore, and extend their ideas and information.

Observe students’ representations to ensure that they are able to identify times when they feel powerful and others when they feel powerless. Provide additional modelling for students who are having difficulty with the concept, and engage them in interesting discussions about emotions and appropriate responses.

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2. THIS THING IS ME!


OUTCOMES


Each student brings to class an item from home that he or she feels represents him or her. The ensuing class discussion helps students develop an understanding and appreciation of how personal characteristics differ from one individual to another. This lesson will require a few minutes of explanation one day and then one class session on a subsequent day. Students should be able to:

• select items that accurately represent who they are • develop a student profile for themselves • demonstrate a basic understanding of the unique qualities of personal circumstances and experiences

WHAT YOU WILL NEED

• objects that students bring from home to represent themselves • bulletin board space • a display table and blank cards • a few empty bags (for those children who forget to bring something from home) • chart paper


Before starting the lesson, write a memo to parents explaining the purpose of the lesson and asking them to help their child select an item, preferably of little monetary value, to represent him or her. Explain that these will be displayed on a table or the bulletin board. Discuss the importance of choosing an item that is integrally connected to the child, since the rest of the class will be trying to guess to whom each item belongs. Explain this to the children too, and brainstorm some suggestions of appropriate items (e.g., a photo of a special person, a favourite toy, an item of interest, something the student has made). When you are ready to proceed, ask students to bring from home the items that they have chosen to represent them.

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Remind students to: • ask their parents to help them decide what to bring • get permission to bring the item to school • bring their items in bags and hand them directly to you so that others cannot see them (Ask students who forgot to bring an item to secretly select an item from the classroom and put it in a bag.) Display each of the items with a blank card.

ACTIVITIES

Ask students to examine the items, make guesses about the person each one represents, write the name of that person on the card, and think about what helped them guess who the person was. Bring the class together and discuss the guesses. Identify who is actually represented by each item. Then ask students what helped them guess and what made it difficult (e.g., “The photo looked like Kate,” “I know Amy likes trucks,” “I didn’t know Peter took dancing lessons”). Have students brainstorm a list of things they might include in a collection representing themselves and illustrating who they are. Record their responses on a class chart under the heading “Things That Could Represent Us.” Ask students to discuss how these things represent them. Items could be added to the chart on an ongoing basis. Tell students that a collection of this kind is called a “student profile.” Ask them each to begin a student profile on a piece of paper or in their journals by selecting items from the brainstorming list (or any new idea) to represent themselves. Encourage them to include connections, that is, the reasons why each item represents them. Provide time for students to complete their profiles.


The discussion between students and their parents regarding appropriate representative items should raise some interesting points about what is important in students’ lives and what best represents who they are.

CROSS-CURRICULAR CONNECTIONS

Social Studies/Language Arts. This lesson demonstrates the effectiveness of communication through representation, as well as the gathering, evaluating, and selecting of information for the purpose of making informed decisions.

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ASSESSMENT

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As students develop their student profiles over time, look for evidence that they are beginning to understand their unique identities and their similarities to and differences from others. They should also show some understanding of those personal characteristics that are likely to be valued by others.

3. WHAT ARE FEELINGS?


OUTCOMES

The Planning Process (Collecting Information) Personal Development (Mental Well-being) Well-being)

Students examine photos of people to determine the emotions displayed and then create their own role plays to illustrate the emotions they would feel in given scenarios. In this way, they develop an understanding of their own emotions and uniqueness. This lesson, the first of two on feelings, should require about one class session to complete. Students should be able to:

• show an awareness awareness of their emotions emotions and and their unique unique qualities • define define the conce concept pt of feeling feelingss • identify a variety variety of feelings that that they might have in response response to specific specific situations

WHAT YOU WILL NEED ACTIVITIES TO ENGAGE LEARNERS

• three magazine magazine photos of people people showing distinctly distinctly different different emotions

Show students the photos one at a time and ask them: • How do you you think think the person person is feelin feeling? g? • What clues on his his [or her] face tell you you that he [or she] is feeling feeling that way? After discussing each photo, have each student turn to a classmate and use his or her whole body to demonstrate the feeling displayed in the photo. Discuss with students the clues that helped them know how others were feeling.

ACTIVITIES

Have students brainstorm a list of feelings. Help them recognize that feelings are neither right nor wrong; they are our emotional responses to a situation. Have students work in twos or threes to create different role plays of the following situations. Have each group present one of its improvisations to the class, which should then try to identify the feelings presented. • You are outside outside in a thunderstorm. thunderstorm. • Your grandmother grandmother is coming coming to visit. visit. • You had a part in a play play and you did a great great job.


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3. WHAT ARE FEELINGS?

• You are lost lost in the the park. park. • You can’t can’t find your your favourite favourite shirt. • Your brother brother has borrowed your bike without without asking you. you. Ask students to think of a time when something made them feel very happy and of another time when something made them feel very sad. Have them draw or write responses in their journals to these situations.


Have students take home their journals and share the written or pictorial representations of their feelings with their families. Students might ask their parents to write or draw their own responses to a happy and a sad event in the journals.


Language Arts/Drama. Have students improvise or role-play feelings from a variety of scenarios—either ones presented to them, taken from their own lives, or involving fictional characters.

ASSESSMENT

Ask students to reflect on what they know about various feelings and how they know what feeling is being expressed in each photo. Look for evidence that they are aware of the wide range of emotions that people show.

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4. DEALING WITH FEELINGS

CURRICULUM ORGANIZERS FOCUS OUTCOMES

The Planning Process (Collecting Information) Personal Development (Mental Well-being) Well-being)

Students explore appropriate responses to specific feelings. This lesson, the second of two on feelings, will require about one class session to complete. Students should be able to:

• identify appropria appropriate te responses responses to their their feelings feelings • demonstrate demonstrate that they they understand understand the limits limits of permissibility permissibility

WHAT YOU WILL NEED


ACTIVITIES

• about about 20 blank blank cards cards • wall charts to which which the cards can be taped taped and on which categories categories of of feelings (e.g., anger, joy, sorrow) have been written as headings Have students sing “If You’re You’re Happy and You You Know It, It , Clap Your Your Hands,” replacing “happy” in successive verses to “sad,” “angry,” “tired,” “hungry,” and so on and asking students to volunteer an appropriate response to each successive feeling. Divide the class into groups of three and have each group make lists of feelings and discuss the responses that might appropriately accompany each feeling. Ask students to write the words they associate with each of the feelings on individual cards. Reunite the groups and have someone from each one tape a word card under one of the feelings categories on the wall charts. Have students discuss how their words are connected to the categories as they tape them to the chart. New categories of feelings will develop as students put up their words. Encourage students to name these new categories. Have each group of students sing “If You’re Happy and You Know It, Clap Your Hands” again, this time using a feeling that students have contributed on a card with an action that is not appropriate (for example, “If you’re happy and you know it, say ‘boohoo’”). After several verses have been sung by different groups using this approach, ask students what was wrong with each verse. Then have each group apply the correct action and sing the verse again. Discuss with students appropriate and inappropriate responses and how we determine which is which.


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4. DEALING WITH FEELINGS

Have students form pairs and role-play for the class a specific inappropriate and appropriate response associated with a feeling. Create a class chart of responses associated with different feelings, and make copies of the list for each student.


Have students take the list of response actions home and suggest that they and their parents discuss if and how these responses might work at home or in everyday situations beyond the school setting. Ask students to identify well-known community role models and as a class identify some of the feelings these people may have had, the actions that they took related to their feelings, and whether these responses were appropriate or inappropriate. In the case of inappropriate responses, ask students to suggest what the individual might have chosen to do that would have been more appropriate. Some of these stories can be taken from local news events.


Language Arts. Have students identify whether or not fictional characters in stories they are reading responded appropriately to their feelings. Ask students to write alternative scripts in the case of fictional characters who acted inappropriately. Visual Arts. Have students cut and paste representations of feelings to make a feelings mural or collage.

ASSESSMENT

Each day, have the class reflect on and record the responses to feelings that students have used effectively. Ask students to draw in their journals one appropriate and one inappropriate response to a feeling and label their responses. In assessing students’ work, look for evidence that they are beginning to understand appropriate and inappropriate responses to feelings.

10

5. SELF-ESTEEM: I AM UNIQUE


OUTCOMES


Students explore their similarities to and differences from others to develop their images of themselves as unique individuals. This lesson can be done independently with older primary students. With younger students, have older buddies act as their scribes. This lesson will require about one class session to complete and some time the following day as students share their “All About Me” booklets. Students should be able to:

• identify and develop their sense of self • understand their uniqueness

WHAT YOU WILL NEED

• two hula hoops • about 15 to 20 small blank cards • one copy per student of Information Sheet 1: Mini-Book Instructions (only for students who are able to read) • one sheet of 8 1/2" x 11" paper for each student


Show students different pairs of items, some with common attributes and some that differ (e.g., an orange and an apple, a football and a soccer ball, a running shoe and a high-heeled shoe). Have them brainstorm the attributes of each pair of items and record each attribute on a separate word card. Overlap two hula hoops on the ground so that they create a Venn diagram on the floor. (See Appendix A of The B.C. Life Skills Program Organizer for a description of Venn diagrams.) For each pair of items, label one hoop for one of the items and the other hoop for the other item. Have students put the word cards that describe differing attributes in the portions of the hoops that do not intersect and the word cards containing the common attributes of the pair of items in the overlapping part. Have students decide where each of the cards should be placed.

ACTIVITIES

Discuss how people are much like the pairs of items—we all have similarities and differences, and thus are unique. Have students pair up and discuss their own similarities to, and differences from, their partners.


11

5. SELF-ESTEEM: I AM UNIQUE

Show students how to make an eight-page book from one sheet of 8 1/2" x 11" paper (see Information Sheet 1). Then have each student make a book and write the title “All About Me” on the front page (the cover). Have each student write an “I statement’’ about his or her uniqueness on each of the inside six pages, leaving the back page blank.


Have students take their books home and ask their parents “What makes me me?” and have their parents complete the last page of the book as an answer to that question. Encourage students to have their parents complete the last page in their first languages, if different from English, to heighten students’ awareness of their uniqueness. Then have them bring the books back the next day to share with the class.


Language Arts. Have students write to penpals in another class or school to describe their particular attributes.

ASSESSMENT

12

Assess how effectively students represent themselves in their “All About Me” books. Look for evidence that they can identify some of their strengths and personal characteristics. Conference with individual students as necessary.

5. SELF-ESTEEM: I AM UNIQUE INFORMATION SHEET 1

MINI-BOOK INSTRUCTIONS ➥

A

➞

B

1. Fold an 8 1/2" x 11" sheet of paper in half lengthwise.

5. Cut or carefully tear down from point A to point B in the middle.

➥

2. Then fold it in half widthwise.

➥

6. Open the paper out and fold it again, lengthwise.

C

B A

3. Then fold it in half once again widthwise.

7. With your fingers at the outside edges, push toward the middle to open out the torn section from C to B. Keep pushing until points C and A meet.

4. Open up the paper and fold it in half widthwise.

8. Fold the pages together to make an eightpage mini-book.

13

6. SELF-ESTEEM: I BELONG


OUTCOMES


Students explore the emotions they experience when they feel that they belong and when they feel rejected. This lesson works best when it is repeated occasionally throughout the year. It will require about one class session, as well as some follow-up. Students should be able to:

• describe their emotions and reactions regarding the concepts of acceptance and rejection by others • use strategies to help other people feel like they belong • demonstrate that they understand the impact they can have on other peoples’ emotions and reactions

WHAT YOU WILL NEED

• chart paper • class set of strips of blank paper • any story in which the main character is rejected (e.g., “The Ugly Duckling”)


Read or tell “The Ugly Duckling” or any other story in which the main character is rejected. Ask students: • Why was the duckling rejected? • Were the reasons for the rejection appropriate or fair? Why or why not? • Did anything or anybody in the story help the duckling feel better about itself? Ask students to volunteer any experiences they have had in which they felt happy because someone accepted them or sad because they were rejected. If this is too sensitive a topic for any of your students, ask them if they know a story about someone who was accepted or rejected or if they know other fictional characters who were accepted or rejected, using the same questions as those above.

ACTIVITIES

Have students work in pairs and tell their partners of times when they: • felt they belonged and what made them feel that way • felt that they didn’t belong and what made them feel that way

14


6. SELF-ESTEEM: I BELONG

Ask for volunteers to share some of these examples with the class. Discuss with students what they think made the difference between the feelings of belonging and not belonging. Ask students to suggest some strategies that they could use to help people feel that they belong. Write them down and display them permanently on the classroom wall. Then ask each student to make a personal commitment to use these strategies to help make someone feel like he or she belongs both in the classroom and in the community. Ask students to record these commitments on strips of paper and sign their names. (Younger students could draw their commitments or their responses could be written by older buddies.) Keep these in a visible place in the classroom so that students can refer to them on a daily basis and do not forget about them. Ask: How would someone coming into the class know that you are trying to help him or her feel as though he or she belongs? What would the visitor hear? What would the visitor see?


Ask each student to make a personal commitment to reach beyond the school in some way to increase someone’s feeling of belonging. Send a letter to parents explaining the concept of “belonging statements,” and ask them to record any evidence they see or hear of their children’s doing this.


Language Arts. Have students explore the themes of belonging and rejection in literature, relating the characters and experiences they encounter in stories to their own lives.

ASSESSMENT

Ask students to think about how they could transfer the goal of helping classmates feel like they belong to other situations in the school, neighbourhood, at home, or elsewhere. Ask students to record in their journals what they think would be the best way of making someone feel as though he or she belongs and what would be the worst thing they could do. In assessing students’ work, look for evidence that they understand the concept of belonging and the factors that make people feel part of a group.

15

7. SELF-ESTEEM: I AM C APABLE


OUTCOMES


Students explore the things they do well to better understand their capabilities and increase their self-confidence. By reflecting on and sharing the knowledge they gather about themselves, students develop an appreciation of the way in which personal characteristics differ among individuals. This lesson will require about one class session to complete. Students should be able to:

• demonstrate an awareness of their own strengths • identify and develop their sense of self

WHAT YOU WILL NEED

• two differently coloured copies per student of Worksheet 1: Web Diagram (optional) • chart paper and felt pens • individual file folders for “Pride Folders’’ in which students can begin to keep work they feel good about


ACTIVITIES

Have students brainstorm a number of things that they do well or that they see other people doing well. List their suggestions on chart paper. Encourage students to notice things that they do well that they may not have thought of. Have students complete web diagrams using Worksheet 1 (or simply on blank paper if they already understand how to web) to describe the things they do well and what they like about themselves. Older students can print “I statements,” while younger students can draw pictures to depict what they like about themselves. Have students share their webs with partners. Ask some students to share their responses with the class. Give each student another copy of Worksheet 1 on a different colour of paper. Ask students to find different partners and have student pairs fill in the new sheets for each other. The students’ task is to tell their partners what they like about them. Ask students to leave one bubble open for you (or possibly a big buddy) to fill in.

16


7. SELF-ESTEEM: I AM C APABLE

Place each student’s two sheets inside a file folder called “[Student’s Name] Pride Folder.” You might like to have students decorate their folders.


Have students share their Pride Folders with their family and with others. This could be done during interviews, when visiting with a buddy class, when volunteers come into the school, or when other visitors come to the classroom. Have students take home a web diagram and work with a role model at home to complete it. Ask students to bring the worksheets bac k to school to include in their Pride Folders.


Language Arts. Have students analyse some of their favourite storybook characters, to identify their particular strengths using the web thinking strategy. The following books work well for this activity: The Most Important Book by Margaret Wise Brown (New York: Harper and Row, 1947) and Me Too by Mercer Mayer (New York: Golden Press, 1983).

ASSESSMENT

Review students’ webs to ensure that they understand their own strengths and see positive characteristics in themselves.

17

7. SELF-ESTEEM: I AM C APABLE WORKSHEET 1 Name Date

WEB DIAGRAM

18

8. SELF-ESTEEM: I AM IMPORTANT


OUTCOMES


Students explore their identities by developing photo essays or collages (of photos, memorabilia, and so on) that show them in a variety of stages in their lives, and then sharing these with their classmates. This lesson is particularly useful at the beginning of the year as it will help you get to know your students, as well as familiarizing classmates with each other. The lesson will require at least one class period to complete, as well as some out-of-school time in which students complete their photo essays or collages with the help of their parents. Students should be able to:

• describe their emotions and their unique qualities • identify their sense of self • share who they are with others • recognize the diversity of students within the classroom and their own unique qualities

WHAT YOU WILL NEED

• a class set of 3" x 5" index cards or pieces of paper • one piece of 11" x 12" poster board (recycled) per student (a 22" x 36" sheet will produce six boards) • one copy per student of a letter to parents (see Information Sheet 1 for suggested wording) (One week before beginning the lesson, send the poster board and this letter home to each student’s parents asking them to help the student develop the photo essay or collage using the poster board.) • photo essays or collages prepared at home • wall or bulletin board space to display the photo essays or collages • one copy per student of Worksheet 1: Comment Sheet


Explain to students that the focus of this lesson is “Who am I?” Distribute a file card or a small piece of paper to each student. Instruct students each to write (or draw in the case of very young students) one clue about who they are. Collect the cards or papers and put them in a box. Have each student draw a clue from the box, then read it out or describe the drawing, and finally make a guess as to whose it is. If students have problems


19

guessing, ask the rest of the class to help. (This activity can be done with two boxes of clues and two groups to decrease the amount of class time spent on it.) As a modelling exercise, share your own personal photo essay or collage with students. Focus on feelings, activities you like, the people with whom you choose do things, those to whom you look for support, those to whom you give support, and so on.

ACTIVITIES

Have students work in pairs, showing each other their boards and discussing what the various photos or memorabilia represent. Ask students each to choose the most important thing on their boards and tell their partners why it is important. Reconvene the whole class and have students tell about their partners’ boards. For example, “The most important thing about ________’s photo board is....” Finally, collect the boards and display them around the room or on the bulletin board. Attach a copy of Worksheet 1 to each photo board; it invites observers to ask a question or make a comment. Ask each student to write on the worksheet two very important things that he or she would like people to notice about his or her board. The occasion for displaying the photo boards could be a “Meet the Parents Night” at the beginning of the year. No matter when observers see the boards, make sure that every child eventually has comments and questions added to his or her sheet. Create a big class book entitled “The Most Important Thing About Me.” Give students each a piece of large paper and ask them to complete the sentence: “The most important thing about me is....” Ask each student to create a drawing that represents his or her statement on the same page. Read students’ responses with the whole class and then bind the pages together to create a class book.


20

Ask students each to identify a role model in their homes or the neighbourhood whom they would like to know more about. Provide students with paper and generate a list of interview questions that they could use to find out more about their chosen role models. Have students create written or drawn representations of their role models as a partnership activity with the role models. Provide them with a designated amount of time to conduct their studies and then hold a class sharing the representations.

8. SELF-ESTEEM: I AM IMPORTANT

CROSS-CURRICULAR CONNECTIONS ASSESSMENT

Language Arts. Have students each choose a significant moment in the life of a fictional character and describe it in their journals.

Ask students to identify the evidence in their photo essays or collages that shows they are becoming aware of their physical, emotional, intellectual, or spiritual selves. Look for evidence that they are able to identify and talk about these aspects of themselves. Provide additional modelling for students who are having difficulty with the concept of finding evidence. Ask students to draw or write in their journals about one similarity and one difference between their personal representations and those of one of their classmates. Look for evidence that students understand the diverse nature of the students in their class.

21

8. SELF-ESTEEM: I AM IMPORTANT INFORMATION SHEET 1

LETTER

FOR

P ARENTS

Date

Dear Parent: As your child’s teacher, I’d like you to know how pleased I am to have your child in my room this year. To help me and the other students get to know your child better, and to help your child develop a clearer self-concept, I would like you to help your child create a photo essay or a collage about himself or herself. This could include photos, memorabilia, and so on, from a variety of stages in your child’s life. Your child is bringing home a small piece of poster board for the photo essay or collage. He or she will be asked to share his or her board with the class and to explain what it tells others about him or her as a person (e.g., a picture showing your child engaged in a sport would show a love for this sport; one showing your child with a person he or she loves, love for that person). These boards will be displayed in the classroom for a few weeks. Please stop by some time to view them and write something on some of the sheets attached to each child’s board. Please send the completed board to school with your child by next Monday. I look forward to meeting you,

[signature] Your child’s teacher

22

8. SELF-ESTEEM: I AM IMPORTANT WORKSHEET 1 Name Date

COMMENT SHEET Two things I would like people to notice about my photo essay or collage: ______________________________________

______________________________________

Please answer the following questions:

What do you notice about my photo essay or collage?

What questions do you have about me?

What is your name and address?

23

9. I’M PROUD


OUTCOMES

OF

THIS!


Students examine themselves and their heritage and culture to develop pride in themselves and an understanding of others. This lesson will require about two hours of class time to complete. Students should be able to:

• demonstrate that they understand and value their own heritage and culture • show how heritage and culture help define what, why, and how we think • show pride in themselves

WHAT YOU WILL NEED

• one copy per student of Worksheet 1: I’m Proud to Be Me! • Roy Henry Vickers’s, Return to Eagle Rock (video). Available from Lynx Images, #606, 174 Spadina Avenue, Toronto, Ontario M5T 2C2. • a TV and a VCR to view the video • one copy per student of a web diagram (Worksheet 1 from Lesson 7) (optional)


Ask students if they know how to say hello in any other language and record their responses on a class chart. You may wish to have prepared a chart of hello phrases in other language in advance (e.g., shammoga, hail, bonjour, buenos dias, god dag, Kaliméra, guten Tag, koh nee chee wah). Choose four languages from the chart and have students practise saying hello in them using the following activity, Rubbing Elbows, adapted from Energize by Carol Apacki. Have students count off by fours and form groups according to number. Assign the greeting in a different language to each of the four numbered groups (e.g., the number ones are assigned “Bonjour”). • Ask the number ones to fold their arms behind their heads with their elbows out to the sides. • Ask the number twos to place their hands on their hips with their elbows out. • Ask the number threes to place their left hands on their hips and their right hands on their right knees with their elbows out.

24


9. I’M PROUD

OF

THIS!

• Ask the number fours to fold their arms together in front of their chests with their elbows up. Tell the players that they have three minutes to say hello to as many people as possible by using their assigned language while touching elbows with someone using a greeting in another language. Debrief the activity by asking students: • How did it feel to be using another language? • How did it feel to be spoken to in another language? • What was it like for any of you who have moved from another country and did not know how to speak English when you arrived? or What do you think it would be like for someone who has moved from another country and does not know how to speak English? • What could you do to help others feel pride in their language and culture?

ACTIVITIES

Introduce Roy Vickers to the class. Note that Vickers voices his pride in both his First Nations heritage (his father) and his English heritage (his mother); he models respect and understanding for both cultures. Explain to students that they will hear Roy Vickers (in the video) use his native language and voice his pride in his heritage. Then show the last 20 minutes of Return to Eagle Rock . As they watch the video, help students list all the reasons why Roy Vickers is proud of himself. Have students record them on a web diagram, on ordinary paper, or on the chalkboard. Discuss their responses following the video. Encourage them to expand their thinking, using questions such as the following: • Why is Roy Vickers proud of himself? • Why are others proud of him? • Are you proud of yourself? For what reasons? • Why is Roy Vickers thankful for other people? Does he need role models in his life? • What people are thankful for Roy Vickers? • Are you thankful for any people in your life? Who? Why?

25

9. I’M PROUD

OF

THIS!

Have students sit in circles in groups of three or four and each take turns making positive comments about the people sitting next to them. For example, you might start by saying “I’m proud of you, Sunera, because you....” Then Sunera can use the same open-ended sentence to say something positive to the person next to her.


Ask students to take home Worksheet 1, which is a weekly chart, and put it on the refrigerator door to record one thing they can be proud of each day.


Social Studies/Language Arts. Have students pursue the topic of personal heritage by researching and constructing a family tree with the help of their parents.

ASSESSMENT

26

Ask students to draw or write about something they feel proud of in themselves and in their culture. Review their responses to ensure that they understand the concept of pride in themselves and in their heritage. Look for evidence that students are becoming aware of their emotions and unique identities. Watch for demonstrations that they are learning about their strengths and personal characteristics that are valued by others. Have personal conferences with any students who are having difficulty finding something to be proud of in themselves.

9. I’M PROUD

OF

THIS!

WORKSHEET 1 Name Date

I’M PROUD

TO

BE ME

I’m proud to be me because:

• • • • • •

27

10. BEGINNING A STUDENT PORTFOLIO


OUTCOMES

The Planning Process (Collecting Information) Personal Development (Mental Well-Being)

Students start portfolio collections of products they have created to enhance their understanding and image of themselves. The portfolios begun in this lesson, the first of two on portfolios, will be ongoing. Students should be able to:

• identify their unique qualities • identify their efforts and their successes • identify which of their strengths and characteristics are valued by others

WHAT YOU WILL NEED

• one or two class set of folders or large cereal boxes that students bring from home to hold collections of work samples (Read the “Activities” section to determine your requirements.) • Portfolio Assessment from the Ministry of Education Assessment Handbook Series (XX0247) (Victoria: Province of British Columbia, 1994) Pages 2-3 and 8-9 contain information on different uses of portfolios by teachers, students, and parents. (optional)


Tell students that you know that they are always learning something in class but that you do not always see it, and that others, like their parents, may want to see it too. Ask them to collect, in the next few days, samples of work that they like or work that they want you to notice. Have students attach to each sample a cover sheet that explains why they selected each piece that they put in their portfolios. Hand out folders or cereal boxes and ask students to put their names on them. Explain that they are for storing samples of their work. Initially, it may be necessary to do this as a class activity before students can select work samples independently. You may wish to set aside a certain time during the day when all students look through their work and each select one sample to go into their portfolios. The first time a student wants to include a three-dimensional construction, stop everyone and problem solve how some representation of that construction can be placed in the portfolio (e.g., a written description or a photo).

28


10. BEGINNING A STUDENT PORTFOLIO

ACTIVITIES

Have students share their portfolios in groups of three, explaining to each other why they included what they did. Ask them to consider: • what the samples show • what they want others to notice • how they can show what they want others to notice • how they can use the samples From their responses, decide on the purpose(s) of the portfolios. For example, for very young students and their teachers the key purpose is to show their best work over time. Once the purpose(s) has been established, have students talk about which samples from their collections are representative of the purpose(s) selected. You may end up with two folders, one to meet students’ needs (e.g., best work) and one to meet your needs (e.g., demonstrations of reading, writing, mathematics). A method for recording why children or teachers select the contents of the portfolio is outlined in the next lesson.


Send “best work” portfolios home periodically with a parent response sheet, which might include sections to be filled out both by the child (e.g., “I want you to notice ...”) and by the parent (e.g., “Things I noticed ...”). To report on student progress, send “demonstration portfolios” home with a parent response sheet, which might include sections to be filled out both by you (e.g., “I want you to notice and discuss with your child ...”) and by the parent (e.g., “I understand that ... and I wonder about ...”).


All subject areas . The “best work” portfolio is an ideal way of building students’ self-esteem and sharing with parents their children’s developmental progress. It would be effective to design portfolios that are organized into different curricular areas so that a complete collection of a student’s work across the curriculum can be gathered.

ASSESSMENT

Use portfolios during conference time to celebrate students’ accomplishments and to set goals. Look for evidence of growth and development over time.

29

11. WHY DO I W ANT


OUTCOMES

TO INCLUDE

THIS

IN

M Y PORTFOLIO?


Students examine why they want to include specific items in their portfolios. This, the second of two lessons on portfolios, encourages students to develop their appreciation of their unique skills and abilities. Students should be able to:

• identify what is successful or interesting about their efforts and their work • explain why they selected particular samples of work for their portfolios

WHAT YOU WILL NEED

• highlighter pens • one copy per student of a web diagram (Worksheet 1 from Lesson 7) • about 12 copies per student of Worksheet 1: My Reasons for Including This in My Portfolio ( Note: Do not duplicate these until after you have completed the introductory activities and filled in the reasons.)


Discuss with students all the important things about themselves that could be learned from their portfolio collections. Record, or have students record, these on a web diagram. Then have students brainstorm all the reasons why a student might choose a particular sample of work to put in a portfolio (e.g., because it was creative, different, the best work done so far, artistic, personal, exciting, funny). Ask students to indicate with a show of hands the top ten reasons for including a particular sample. Fill these in on Worksheet 1 to create a master sheet and then duplicate a dozen or so copies for each student to attach to every piece of work in his or her portfolio.

ACTIVITIES

30

Indicate to students that in future when they choose a sample for their portfolios, you want them to attach a copy of Worksheet 1 to it to indicate to you, their parents, or anyone else looking at their work the reasons for their selections. Help them understand that it is important for both themselves and others to be clear on their reasons for including something in their portfolios.


11. WHY DO I W ANT TO INCLUDE THIS IN M Y PORTFOLIO ?

Have students each choose a sample from their portfolios and complete a copy of the worksheet to demonstrate that they know what to do. Clarify the instructions for completing the worksheet: • Students are to check the box beside each reason for their choice. They may check more than one box if they have more than one reason. • Students are then to write one or two sentences in the blank space on the worksheet to expand on the reasons for the inclusion. If you think that some students will have difficulty with this activity, have them work in pairs and help each other select reasons. If they need help from adults or older students, schedule reflection and review times when parent volunteers or older buddies are available to help them.


Incorporate students’ reasons for selecting samples of their work into response sheets and send these home with the portfolios. Ask parents to notice the growth and development indicated by specific samples.


All subjects. The portfolio is an ideal way of building students’ self-esteem and sharing with parents their children’s developmental progress. As noted in Lesson 10, it would be effective to design a portfolio that is organized into different curricular areas so that a complete collection of student work across the curriculum can be gathered.

ASSESSMENT

Ask students to record their thoughts on the easiest and the hardest aspects of selecting samples. Look for evidence that they can provide a rationale for each of their selections. Confer with students who are having difficulty with the concept. Increasing independent student use of the recording form is an indicator of its effectiveness. If students continually seek assistance, review the form and try to improve it.

This lesson is based on information adapted from pp. 48–49 of Student Self Assessment from the Ministry of Education Assessment Handbook Series (XX0249) (Victoria: Province of British Columbia, 1994)

31

11. WHY DO I W ANT TO INCLUDE THIS IN M Y PORTFOLIO ? WORKSHEET 1 Name Date

M Y REASONS FOR INCLUDING THIS

IN

M Y PORTFOLIO

Tick the box beside each reason why you want to include this item in your portfolio. Then write a sentence to explain why.

❏

1.

❏

2.

❏

3.

❏

4.

❏

5.

❏

6.

❏

7.

❏

8.

❏

9.

❏

10.

I included this because

32

INTERMEDIATE LESSONS


33

1. GET

CURRICULUM ORGANIZERS FOCUS OUTCOMES

IN

TOUCH WITH YOUR FEELINGS

The Planning Process (Collecting Information) Personal Development ( Mental Well-being)

Students develop their vocabulary to help them better express their feelings. This lesson will take about one class session to complete. Students should be able to:

• use vocabulary related to the expression of feelings • identify feelings in themselves and others • name feelings that are expressed in non-verbal ways • demonstrate that they understand their emotions • recognize emotional complexity, in preparation for building and maintaining relationships with others

WHAT YOU WILL NEED ACTIVITIES TO ENGAGE LEARNERS

• a number of index cards • overhead projector and transparency (optional) On the chalkboard or an overhead transparency, list the words glad , mad , and sad and cover them up so students cannot see them. Ask students to write on a piece of paper three words that describe feelings. Have them compare their lists. Tally how many had each of the words you listed on the chalkboard or on the overhead transparency. Ask students to speculate on why these three words are used so frequently. Inform students that few people possess a highly developed vocabulary to describe feelings. Ask them to think about the reasons for this. Point out that many people dislike discussing their feelings and thus have not developed language to do so. Explain that, as a consequence, it is difficult for many people even to express feelings clearly to themselves. Point out that to know ourselves and others well, we need to learn the words that describe our feelings. Write on the chalkboard “Naming is power,” and help students define power , being sure to include both positive and negative attributes in the definition. Relate this to the power we have when we are able to express our feelings.

ACTIVITIES

34

Have students fold a sheet of paper into three vertical columns and write sad , mad , and glad as headings at the top of each column. Ask them to


1. GET

IN


generate as many synonyms as possible for each of these headings (e.g., for glad they might list pleased , delighted , exuberant , enthusiastic, and so on). Have students share their words. Weed out inappropriate examples, such as weird for bad , because it diffuses rather than enhances meaning. Similarly, nice does not really suggest much. Be careful also to distinguish between feelings that are emotions and those that are physical sensations; for example, tired does not mean sad . Create a class word bank in a visible location. Give index cards to students as they correctly name a feeling for one of the headings, and have each of these students print his or her word on a card. Later, file each of the cards under the appropriate category. Have students play a game of charades using the word cards created in the last activity. Divide the class into four to six small groups and give each group a card with a feeling written on it. Ask the students in each group to decide co-operatively how they will act out the feeling. It is then the task of the other groups to guess which feeling is being acted out. Keep score of the correct guesses for each group. Use every opportunity to discuss the meanings of the words with students and ensure that they accurately represent how it might look if someone were experiencing the feeling being acted out. Play this kind of charades frequently as a short warm-up activity or as a break between lessons. Have students refer to their personal dictionaries (see below) or the wall log for ideas and words to act out. Have students begin a personal Feelings Dictionary by listing the words they have developed under the glad-mad-sad headings. Beside each word, have them include the meaning or use the word in a sentence. Create an A to Z chart around the room and continue to add words for feelings under each letter. Choose a letter of the week and have students enter appropriate feelings words from their reading or from other sources. Be sure to take the time to define these words and have students use them in context.

35

1. GET


IN


Have students take home their lists of feelings words. Ask them to expand the list with the help of their families, friends, or individuals from the community. Have students take their Feelings Dictionaries home and add to them, perhaps a word a night. The emphasis should be placed on understanding the words, rather than filling the pages.


ASSESSMENT

Language Arts. Have students screen a piece of literature for words that describe emotions. Have them compare these words with the ones the class has already identified. How many of them describe the same emotion (e.g., furious, outraged, frustrated)?

Note which students are particularly adept at expressing their feelings and inferring feelings from non-verbal cues and which ones seem to have difficulty. Provide opportunities for modelling and discussion to increase the perceptions of students who have trouble expressing their feelings and reading non-verbal cues. In evaluating students’ work, look for evidence that they are beginning to understand their emotions and are becoming more comfortable in predicting and managing them.

36

2. FEELINGS, IMPULSES, ACTIONS, AND ANGER BUTTONS


OUTCOMES


In the first part of this lesson, students examine their impulses, noting that individuals often react differently to the same situation. In the second part of the lesson, students examine their “anger buttons,” the things that make them angry. This lesson will require about two hours of class time to complete. Students should be able to:

• use words to precisely describe feelings • identify their own anger triggers (“buttons”) • distinguish among impulses, feelings, and actions • demonstrate a sense of personal responsibility for their anger, and for actions and feelings resulting from anger

WHAT YOU WILL NEED

• one copy per student of Worksheet 1: Feelings Statements • one copy per student of Worksheet 2: Identifying Emotions and Impulses • one copy per student of Worksheet 3: My Anger Buttons • sticky notes


Give students each a copy of Worksheet 1 and ask each to write a single word in response to each of the ten statements. You might complete the first one as an example. Have students share their responses with partners, discussing the reasons for any to which they responded differently from their partner. Then have students discuss their responses with the whole class. Emphasize the fact that people often have different responses to similar situations and that this is not only usual, but acceptable. Help students continue to develop their “feelings vocabularies” by asking them to be more precise about their feelings. For example: • When you said you felt bad, what else did you feel? • Was this bad feeling based on embarrassment? Jealousy? [Or ...?] Note: Children need help moving beyond their overused labels for feelings (e.g., weird, cool). They will also continue to need help distinguishing between physical sensations (e.g., hunger, fatigue) and emotions.


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ACTIVITIES

Part 1: Identifying Negative Impulses Introduce the activity by sharing a situation of your own in which you had a negative impulse that you did not act on. In this way, you give students “permission” to be candid about their own feelings and impulses. Alternatively, use an example from the engagement activity and have students explain what they might have felt like doing but would not actually do in that situation. For example, “When I opened my backpack in school and found that my juice had leaked all over my books, I felt furious and wanted to scream.”

Give students each a copy of Worksheet 2 and have them complete the statements at the end of the scenarios by stating their feelings (emotions) and adding what they would feel like doing (impulses). Without having them describe their impulses out loud, ask students to consider what might happen if they acted on their impulses. What effect might this have on them? On others? On their relationships in the short term? In the long term? Make sure that students understand that everyone has negative impulses and feelings, but that everyone has a choice about how to deal with them. Point out that in the very short term it might feel good to act on your negative impulses; however, most people very quickly regret having acted impulsively. Part 2: Anger Buttons Note: The activity in Part 2 is adapted from Peer Conflict Resolution Through Creative Negotiation by Sandy Kalmakoff and Jeanne Shaw in School Peacemakers Education Project: A Curriculum for Grades 4 to 6 (Burnaby, B.C.: British Columbia Teachers’ Federation, 1988).

Ask students if any of the scenarios really “pushed their buttons” (i.e., made them angry or upset). Clarify what is meant by “pushing your buttons” and establish that we all have buttons, or triggers (i.e., things that cause us to get angry almost immediately). Give students each a copy of Worksheet 3 and have them label the buttons with the things that really irritate them. Ask each student to choose the button that irritates him or her the most, write it on a removable self-stick note, and attach it to his or her clothes. Have students circulate, reading each other’s anger buttons and looking for those that are similar to their own.

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2. FEELINGS, IMPULSES, ACTIONS, AND ANGER BUTTONS

Discuss with students their responses to this activity. Ask them: • How did you feel doing the activity? • Do you think that being aware of your own anger buttons will help you control your temper? • What did it feel like to wear your button? • How similar and different were your anger buttons to those of other students? Establish the fact that everyone has anger buttons, even though we may choose to respond to them differently. Help students realize that the point of the exercise is to help them develop a greater awareness of their own and others’ anger. Explain that this will help them make more deliberate choices. If people can predict how they will feel in a given situation, they can plan for it and not become as upset when it occurs. Highlight that it is often appropriate to be angry but that it is not appropriate to act impulsively. Have students write their own what-if scenarios and have other class members complete them. They might use charts divided into three vertical columns with the headings Feelings, Impulses, and Actions. They could then respond to the scenarios by identifying the feelings, impulses (“what I felt like doing but did not”), and actions (“what I did or would have done”).


Ask students each to choose three role models (from their community, at home, or in school) and have each of them identify their anger buttons. This exercise is particularly useful in families, because it helps create an awareness of each other’s sensitivities.


Language Arts/Social Studies. Have students identify fictional or historical figures a

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