|
|
|
Students will analyze how people are different and
compare and contrast their different skills and
abilities. |
Primary Learning Outcomes
What are the strengths of some of my classmates? What are my
strengths?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 4
Guidance
A. Self Knowledge
1
Topic: Knowledge
of the importance of self-concept.
Standard: Describe positive characteristics about self as seen by self and
others. Identify how behaviors affect school and family situations. Describe how
behavior influences the feelings and actions of others. Demonstrate a positive
attitude about self. Identify personal interests, abilities, strengths, and
weaknesses. Describe ways to meet personal needs through work.
2
Topic: Skills to
interact with others.
Standard: Identify how people are unique. Demonstrate effective skills for
interacting with others. Demonstrate skills in managing conflicts with peers and
adults. Demonstrate group membership skills. Identify sources and effect of peer
pressure. Demonstrate appropriate behavior when peer pressures are contrary to
one’s belief. Demonstrate awareness of different cultures, lifestyles,
attitudes, and abilities.
Procedures/Activities
Step:
1 Duration: 5 min.
Assemble students in small groups. Distribute the envelopes
and strips of paper. Ask each student to put his or her name on the envelope.
Step: 2 Duration: 5 min.
Take a few minutes to define the word “strength.” Write the
word on the board and ask for volunteers to use it in a sentence, until someone
uses it to refer to personal assets. Explain that we all have strengths. We are
usually aware of our weaknesses, but we don’t always see our own strengths.
Explain that strengths can include what a person has or is, such as brown eyes,
a bright smile, or friendly disposition. Strengths also include what a person
can do, such as spell, draw, run fast, and so on. Ask them to think about the
strengths of the different students in their groups.
Step: 3 Duration: 30 min.
Students will then pass their envelopes to the person on their
right. That person will write on a strip of paper a strength of the person whose
name is on the envelope. The writer puts the slip into the envelope and passes
it to the next person on the right. This continues until the envelopes get back
to their owners. The owner then adds to his or her own strength
envelope.
Step: 4 Duration: 5
min.
Allow time for students to read, digest, and feel good about
their responses. Tell them that this reading is to be done without sharing. They
can take their envelopes home and save them to read when they need some
self-confidence.
Materials and Equipment
Envelopes, pencil, Strips of paper, Paper clips and writing
paper
Standards (Local and/or National)
Total Duration
1 hour
Technology Connection
Assessment
Students' participation in the activity will be
evaluated.
Extension
Another activity along the same theme is to create a
dictionary of class members, with their names as entry words and their unique
attributes as definitions. For example: Wilson, Mary N. (1) A girl with brown
eyes and black hair; (2) likes to ride horses; (3) takes care of her younger
brother; (4) favorite subjects are math and art; (5) wants to be a veterinarian
when she grows up.
Remediation
Ask students to make an acrostic poem using the letters of
their name. Each letter of their name will begin a word or phrase that describes
one of their strengths.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
