|
Grade
4-5: The Me I
Want to Be
A Sample Unit on Self-esteem |
| Lesson 1
| Lesson 2 | Lesson 3
| Lesson 4 | Lesson 5
| Lesson 6 |
| Grade 4-5: Self-Esteem: Lesson 1 |
| Topic: Accepting
yourself; asserting yourself
| Activity:
Looking for someone who...
|
| Decision-making
Process
| Resources
|
| Foundational
objectives
- Students will describe a decision-making process
(CCT,
IL)
- Students will treat themselves and others with
respect (PSVS)
- Students will develop their ability to make decisions
(CCT)
- Students will develop attitudes necessary for
healthy living (PSVS)
| Learning objectives
Students will:
- connect what they already know with what they
are learning (IL)
- develop their interpersonal skills
- develop their intrapersonal skills (knowledge
of self) (IL)
- demonstrate respect for all people regardless
of their race, sex, age, abilities, etc. (PSVS)
- reflect on what they know and feel about an issue
- value themselves as individuals
- work toward improving their self-esteem
|
Procedure
- Give each student a copy of a questionnaire such
as the one on Information Sheet 4.2. (Reduce the
number of questions and adapt as necessary).
- Ask students to go around the classroom and interview
their classmates until they have a response for
all or almost all the questions. Explain that students
should write only one name per question, that the
same name should not appear more that once on the
same sheet, but that a person's name may appear
on several students' sheets.
- Discuss questions such as the following:
- Did some students discover something they
did not know before about some of their classmates?
What did they discover?
- Did some students discover that they share
a common interest, trait or ability with one
of their classmates? Did they talk about that?
How does it feel when you discover you have
something in common with someone else?
- Was it easier to find names for some questions
than for others? Which questions took longer
to answer? Which ones were very easy to answer?
Do the students have any idea why that might
be?
- Have students reflect on what makes each of us
unique (we are born with some characteristics, we
have developed certain interests, we have specific
abilities). Discuss the factors that may have influenced
some of these characteristics (culture, family values,
fashion, etc). Questions such as the following might
guide discussions:
Usually, who takes you ice-fishing? Why do you like
this activity?
Would more of us have liked pogs a few years ago
than now? Why or why not?
How many of us like virtual pet toys? If we did
this activity again in two or three years, would as
many of us like them? Why or why not?
What other language does your family speak? Can
you speak it yourself? Can you teach us to say "Hello"
in that language?
How did you learn to repair bicycle chains? Have
you ever repaired other parts of a bicycle? Do you
sometimes get to help others do that?
| Notes Assessment:
Observe students' participation in activities
and discussions. Do the students demonstrate an awareness
of their personal aptitudes, values, interests? Do
they value themselves as individuals? Do they demonstrate
respect for differences?
Assessment: Record observations on a checklist.
Assessment: Note significant observations
on anecdotal records and refer to these when guiding
students through Level B and C activities of the Decision-making
Process. |
Information Sheet 4.2 — Looking for...
Someone whose family speaks two languages:
__________________________________
| Someone who has blue eyes:
_______________________ |
Someone who likes virtual pet toys:
__________________________________
| Someone who likes ice-fishing:
________________________ |
Someone who likes to read:
___________________________________
| Someone who is an only child:
________________________ |
Someone who likes football games:
___________________________________
| Someone who collects coins:
________________________ |
Someone who likes anchovies on pizza:
_________________________________
| Someone who lost a tooth since the beginning
of this year:
___________________________ |
Someone who likes pogs:
________________________________
| Someone who likes scary movies:
____________________________ |
Someone who likes classical music:
________________________________
| Someone who plays soccer:
_____________________________ |
Someone who can fix a bicycle chain:
________________________________
| Someone who knows sign language:
______________________________ |
Someone who can do magic tricks:
________________________________
| Someone who does not like peanut butter:
________________________________ |
Someone who can whistle:
________________________________
| Someone who likes to draw:
_________________________________ |
| Grade 4-5: Self-Esteem: Lesson 2 |
| Topic: Accepting
yourself; asserting yourself
| Activity:
Let's Celebrate our Differences
|
| Decision-making
Process
Stop!
| Resources
|
| Foundational
objectives
- Students will describe a decision-making process
(CCT,
IL)
- Students will treat themselves and others with
respect (PSVS)
- Students will develop attitudes necessary for
healthy living (PSVS)
| Learning objectives
Students will:
- connect what they already know with what they
are learning (IL)
- develop their interpersonal skills
- develop their intrapersonal skills (knowledge
of self) (IL)
- demonstrate respect for all people regardless
of their race, sex, age, abilities, etc. (PSVS)
- value themselves as individuals
- have confidence in their own feelings
- work toward improving their self-esteem
|
Procedure
- Remind students of the previous activity. Discuss
how we may have many things in common, but differ
in other ways. Have students reflect on who they
are as individuals: their personal interests,
their hobbies, their strengths and special abilities.
This could be done in various ways:
- Read biographies and autobiographies in language
arts, then have students write their autobiography.
Timelines might be added to highlight achievements.
Have students present their autobiographies to
the class.
- Encourage students to write personal reflections
in their journals.
- Have students work in pairs. Students might
interview, and then present their partner to the
rest of the class.
- Have students talk to the rest of the class
about their favourite pastime. Suggest that they
explain how this interest started. (Has it been
a life-long interest? Is it something they read
about that piqued their curiosity? Or did they
once see a show on television? Did a relative
or a friend get them interested in this?)
- Study classified ads. Have students write classified
ads or prepare posters to advertise for small
jobs they might do (such as shovelling snow, raking
leaves, do small repairs on bicycles, help take
care of young children while their parents are
cleaning up the house.) Ask students to specify
the job they might do, and list the qualities
they have to do this job.
- It might be interesting to have students complete
a personal inventory such as the one on Information
Sheet 4.4, and keep it in their portfolios. Toward
the end of the year, have students complete the
same questionnaire and compare results.
- After these activities, discuss similarities and
differences in skills, talents or qualities among
students in the class.
- Have students sit in a circle. If they are not
familiar with this discussion format, explain how
Talking Circles work and establish the ground rules
to be respected (see Information Sheet 4.3 for details).
In the Talking Circle, discuss what things would
be like if we were all alike, if we looked exactly
the same, had exactly the same interests, the same
abilities, the same weaknesses. Would our lives
be better or worse? Would the world be a better
place or would it be worse? Why?
| Notes Assessment:
Observe the students' ability to identify specific
skills, talents or qualities as their strengths.
Assessment: Observe the students' participation.
Do they demonstrate respect for differences? Note
obvious concerns in anecdotal records. |
Information Sheet 4.3 — Guidelines for
Talking Circles
| (From: The Sacred Tree Curriculum
Guide)
Talking circles are useful when the topic under consideration
has no right or wrong answer or when people need to
share feelings. Moral or ethical issues can often
be dealt with in this way without offending anyone.
The purpose of talking circles is not to reach a decision
or a consensus of any kind. Rather it is to create
a safe environment for people to share their point
of view with others. This process helps students gain
a sense of trust in their classmates. They come to
believe in what they say will be listened to and accepted
without criticism. They also gain an empathetic appreciation
for points of view other than their own.
Talking circles may initially need a facilitator
to ensure that the guidelines are being followed.
People are free to react to the situation which has
sparked the need to express feelings in any manner
that falls within the following guidelines. (i.e.
They can express opinions, make analytical statements,
describe a personal experience or the emotions they
are experiencing.)
1.All comments should be addressed directly to the
question or issue, not to comments that another participant
has made. Both negative and positive comments about
any contribution should be avoided.
2.Only one person speaks at a time. Everyone else
is listening in a non-judgmental way to what the speaker
is saying. Some groups find it useful to signify in
some way who has the floor. Going around the circle
systematically is one way to achieve this. Another
is to use some object (such as a feather) which the
person who is speaking holds and then passes to the
next person who has indicated a desire to speak.
3.Silence is an acceptable response. No one should
be pressured at any time to contribute if they feel
reticent to do so. There must be no negative consequences,
however subtle, for saying "I pass".
4.At the same time everyone must feel invited to
participate. Some mechanism for ensuring that a few
vocal people don't dominate the discussion should
be built in. An atmosphere of patient and non-judgmental
listening usually helps the shy students to speak
out and the louder ones to moderate their participation.
Going around the circle in a systematic way, inviting
each student to participate by simply mentioning each
name in turn can be an effective way to even out participation.
It is often better to hold talking circles in small
groups.
5.Comments which put down others or oneself (e.g.,
"I don't think anyone will agree with me, but..."
or "I'm not very good at...", or are in any way judgmental
(e.g., "far out" or "good", which can be seen as making
comparisons, should be avoided.
Adapted from The Sacred Tree Curriculum Guide,
(p. 21-22). Four Worlds Development Project, University
of Lethbridge, AB, T1K 3M4. |
Information Sheet 4.4 — Personal Inventory
Name: _____________
Address: ____________
Phone number: __________
| Date of Birth: ________
Age: __________ |
1.List ten words which describe you. __________________________________
2.What are your activities outside of school? ____________________________
3.What is your favourite pastime? ____________________________________
4.What activity do you dislike? ______________________________________
5.Is there someone you admire a lot? Do you try to
be like that person? If yes, explain what you do to
imitate that person. _______________________________________________
6.What qualities do you like in yourself? _______________________________
7.What qualities do people like in you? ________________________________
8.What is your favourite book? _____________________________________
9.What is your favourite television show? ______________________________
10.What is your favourite sport? ____________________________________
11.What is your favourite movie? ___________________________________ |
| Grade 4-5: Self-Esteem: Lesson 3 |
| Topic: Accepting
yourself; asserting yourself
| Activity:
I Wish I Were Like Them...
|
| Decision-making
Process
| Resources
|
| Foundational
objectives
- Students will identify sources of support for
healthy living
- Students will help members of their family, class,
and community achieve physical, mental and social
well-being (PSVS)
- Students will develop attitudes necessary for
healthy living (PSVS)
| Learning objectives
Students will:
- recognize that family and friends are sources
of support
- explore and develop empathy for all persons
- value themselves as individuals
- have confidence in their own feelings
- work toward improving their self-esteem
|
Procedure
- If applicable, remind students how, in the previous
activity, they mentioned significant events or persons
who have had an influence on who they are (their
interests, their abilities, their strengths, etc).
Explain that they are going to listen to a story
in which a little boy meets such a person.
- Read or tell the story "Play With Me", by Jordan
Wheeler in Achimoona. Pause briefly to allow
for personal responses, comments or predictions
(or interrupt the story for a longer period of time,
to allow for written responses in response journals).
Questions such as the following might help focus
personal responses [These questions might be helpful,
especially for students who are not familiar with
response to literature. But students should feel
free to explore different questions if they wish
to do so. If questions are provided to guide students'
responses, suggest only a few.] :
- At the beginning of the story, Tod wishes
that he were more like the others. What makes
him feel different? How does that affect his
attitude? Do you ever feel like Tod? In what
ways?
- In what way is Tod stronger than the other
students at school? How does that make him feel?
What influence does he think this will have
in his relationship with the other students?
Do you think the other children admire Tod because
he is good in math? Why or why not?
- Sometimes, Tod thinks that the other children
are better than him because they can afford
to have bicycles. What do you think?
- Tod's mom says that he should be proud of
himself. What do you think? If you met Tod,
what would you tell him?
- If you were in Tod's class, what would you
do? How would you behave towards Tod? Why?
- What are Tod's feelings when he gets to play
baseball for the first time? Have you ever been
in a similar situation? Or have you ever been
in a situation like Scott's? What were your
feelings? What do you think of Scott and Hank's
attitude?
- Why do you think Wayne, the firefighter, spent
the afternoon with Tod? What sort of influence did
Wayne have on Tod? Do you think Tod will remember
Wayne for a long time? Why or why not?
- Explain that at the beginning of the story, Tod
has low self-esteem. Ask students if they know what
that means. If not, can they guess? Expand on the
students' definitions as necessary: your self-esteem
is what you think of yourself, how much you appreciate
your own worth. At the beginning of the story, Tod
compares himself to other children at school, and
he feels that he is not as good as them. Toward
the end of the story, he starts developing a healthier
self-esteem. What caused that change?
- Have grade 4 students reflect on how Wayne,
the firefighter, influenced Tod's decision to be
proud of who he is. (Refer to quotes such as the
following from the text: "I didn't know Indians
could be firefighters"; "Indians can be whatever
they want, just like anyone else"; "Tod listened
very intently because he had decided that someday,
he was going to be a firefighter.") Explain that
Tod made his decision in his head, as he listened
to Wayne that afternoon. Ask students to imagine
how Tod might have come up with this decision by
using our planning process. What were his options?
What would be their positive and negative consequences?
How would each option affect his self-esteem?
- Grade 5 students will work in small groups
on the following activity while you work with the
grade 4 students. Have students reflect on the conflicting
expectations people have of Tod. Could the students
help him decide which expectations to meet? What
are his options? (Meet his mother's expectations?
Meet the other children's expectations? Meet Wayne's
expectations?) Have students project positive and
negative consequences of each option and select
one which will have a positive effect on his self-esteem.
- Conclude this lesson by emphasizing how we do
not always see our own strengths. Sometimes, we
focus only on how others are better (or at least
on how we think they are better) and we wish we
were like them. And yet, we all have strengths.
Some people have a way of showing us our strengths.
It is really up to us to decide how we feel about
ourselves: when we accept ourselves the way we are
and are proud of who we are, we feel better about
ourselves and we tend to get along better with others.
| Notes Assessment:
Observe students' ability to relate to story incidents.
Do they share personally significant experiences related
to the topic? Do they demonstrate empathy towards
Tod?
Assessment: Note students' familiarity with
and understanding of the concept of "self-esteem"
as they respond to the story.
Assessment: Monitor students' understanding
of the concept of self-esteem. Observe understanding
of how self-esteem may be influenced positively or
negatively.
Assessment: Observe students' ability to list
several options and project their consequences. |
| Grade 4-5: Self-Esteem: Lesson 4 |
| Topic: Accepting
yourself; asserting yourself
| Activity:
Become Perfect in Just Six Weeks!
|
| Decision-making
Process
| Resources
- Various advertisements or commercials (from magazines,
or radio or television recordings)
- Magazines and newspapers featuring ads.
- The Boxing Champion (optional)
- Information Sheet 4.5
|
| Foundational
objectives
- Students will identify sources of risk to healthy
living
- Students will develop attitudes necessary for
healthy living (PSVS)
- Students will develop their ability to make decisions
(CCT)
| Learning objectives
Students will:
- recognize sources of negative influence on their
behaviour
- work toward improving their self-esteem
- have confidence in their ability to make decisions
- suggest several possible courses of action and
explore the long- and short-term consequences of
these actions
- make decisions based on their analysis of the
choices
|
Procedure
- Explain to the students that they have power over
their self-esteem: they can choose to have
a healthy self-esteem. But it is not an easy choice,
because there may be negative pressures that pull
them in another direction, that try to make them
have low self-esteem. Just as some people or events
have a positive influence on our self-esteem, others
have a negative influence. Explain that in the next
lesson, students will learn about some of these
negatives influences and they will practise resisting
them.
- Read The Boxing Champion:
- Before reading, have students make predictions
based on the title, the illustration on the
cover and previous knowledge of the author (Roch
Carrier).
- Pause during the reading to allow for comments,
personal responses or predictions.
- After the reading, ask students if they think
the boy (Roch when he was a child) has a healthy
self-esteem in this book. Why or why not? Have
them look at the commercial which influenced
him. How does that commercial use his low self-esteem
to convince him try the products?
- In the end, did the equipment and the training
make an athlete out of Roch? Discuss why the "prettiest
girl in the whole class" smiled at him. Did the
equipment sent by the Miracle Muscle Center
help him become popular with this girl?
- Display a few ads from magazines and discuss how
people are portrayed. Do they seem happy? Do they
look like they are having fun with the people around
them? Write the expression "Advertising strategies"
on the chalkboard, and explain that some advertising
strategies influence people's self-esteem: ads sometimes
try to convince people that by buying a certain
product, they can become a better person. Explain
that if we want to maintain a healthy self-esteem,
we need to practise resisting this type of negative
pressure. We need to ask ourselves whether the advertised
product (toy, item of clothing, food...) would really
make us better people, more successful, more popular.
- Distribute photocopies of Information Sheet 4.5.
Explain briefly how the strategies listed can have
a negative influence on people's self-esteem [These
are adapted from a list suggested by the Media Awareness
Network, a website dedicated to media education
and media issues affecting children and youth. The
URL for this website is http://www.media-awareness.ca/]
. Ask students which strategy was used in the Miracle
Muscle Center commercial.
- Show an ad which uses one of these strategies.
Ask students to identify which strategy is being
used.
- Repeat with three or four more ads (select ads
for various products: tobacco, alcohol, toys, foods...)
- Have students watch television commercials at
home or look for advertisements in newspapers or
magazines. Ask them to find four advertisements
which make people feel bad about themselves if they
do not buy the product being advertised. For each
ad, have students specify which advertising strategy
is being used.
- Have students practise resisting the negative
pressure of such ads:
- In the story read earlier, Roch had low self-esteem.
He spent all his savings to buy the equipment
from the Miracle Muscle Center.
Ask students to imagine how they would help
Roch resist the influence of this commercial.
Besides buying all this equipment, what could
his options be? What would be the consequences
of each option? How would each option help him
become a better person? Can the students select
an option for Roch?
| Notes If
this resource in not available, omit this part of
the activity. Proceed with the suggestions on the
following page.
Assessment: Observe students' participation.
Do they relate personal experiences to the story?
To what extent are they aware of advertising strategies?
To what extent are they aware of the negative influence
of advertising on people's self-esteem and behaviour?
Assessment: Observe students' awareness of
advertising strategies and their influence on self-esteem.
Assessment: Monitor students' ability to identify
options and project consequences.
The title I don't Buy It, from the Just for
Me Series, might be useful for a more in-depth look
at how ads try to influence people's ideas and behaviour. |
Information Sheet 4.5 — Advertising Strategies
Advertisers use various strategies in order to convince people
to buy their products. Some, like the following, have a negative
influence on people's self-esteem.
| Star Power
Your favourite sport star or celebrity, a person admired
by millions, including yourself, is telling you that
this product is the best. It may make you think that
you need this product to be like this celebrity and
to be worthy of admiration.
Put Downs
This commercial puts down another brand of the same
product. This may make people who use other brands
feel like they are inferior. Do you use another brand
of this type of product?
Ideal People
Everyone on the picture looks attractive, happy, energetic,
and they seem to get along so well together! This
product must make people more popular and happier.
You may wish that your own life were as perfect.
Join the Crowd!
This commercial makes you feel like everyone else
buys this product. What is wrong with you? You are
going to feel left out if you do not buy it. What
will others think of you if you do not buy this product?
Be Cool!
This commercial makes you feel like you are simply
not cool if you do not use this product. It may even
show you someone who does not look cool being transformed
into someone very popular after trying this product. |
| Grade 4-5: Self-Esteem: Lesson 5 |
| Topic: Accepting
yourself; asserting yourself
| Activity:
Be Cool! Everybody Does This!
|
| Decision-making
Process
| Resources
- Various scenarios featuring children who face
negative peer pressure. Some resources in Health
Education: A Preliminary List of Materials
for the Elementary Level contains such scenarios
(for example: Learning to Say "No";
The Real Me)
|
| Foundational
objectives
- Students will identify sources of risk to healthy
living
- Students will develop their ability to avoid
danger or react to it in ways likely to reduce
any harmful effects
- Students will develop their ability to make
decisions (CCT)
- Students will develop attitudes necessary for
healthy living (PSVS)
| Learning
objectives
Students will:
- recognize sources of negative influence on their
behaviour
- adopt attitudes and behaviours thought to be
instrumental in preventing addictions and substance
abuse
- develop assertiveness skills
- suggest several possible courses of action and
explore the long- and short-term consequences
of these actions
- make decisions based on their analysis of the
choices
- work toward improving their self-esteem
- have confidence in their ability to make decisions
|
Procedure
- Have students read or watch various scenarios
and practise making decisions to resist negative
peer pressure. Following are some examples:
Scenario 1
Kevin is in grade 5. He often spends time with
his older brother Caley and his friends,
who are in grade 8. One day, he catches Caley's
friends smoking. "You guys smoke!"
Kevin says. "Hey, Caley, Mom
and Dad are going to be really mad when they find
out." Afraid that Kevin will
tell on them, Caley's friends try to convince
Kevin to join them. "Well they don't
need to find out!" Caley replies.
"We are old enough to do what we want.
And so are you. Try it! It will make you
look mature... You don't need mommy and daddy
to tell you what to do. You are not a baby anymore..."
Scenario 2
Mark and David are talking after school one
Friday afternoon. They are planning tonight's
sleepover at David's. Last time, they watched
horror movies and bragged about it for a week.
Tonight, they have invited Jared to join them.
He hesitates because he has nightmares when
he watches scary movies. His friends insist:
"Come on! Are you scared or something?"
says Mark... If Jared refuses, his friends
will make fun of him. What are his options?
Which one would you choose if you were him? Why?
- Ask students why it is difficult to say "No"
in such situations. Have them list and practise
ways of saying "No" to peer pressure.
| Notes Assessment:
Observe students' familiarity with techniques
used to apply peer pressure. Observe the students'
ability to suggest several options and to explore
the consequences of each one.
Assessment: Observe the range and effectiveness
of techniques the students use to resist peer pressure.
Use anecdotal records to note any cases that need
particular attention. |
| Grade 4-5: Self-Esteem: Lesson 6 |
| Topic: Accepting
yourself; asserting yourself
| Activity:
It Is Up to Me Now!
|
| Decision-making
Process
| Resources
|
| Foundational
objectives
- Students will develop their ability to make
decisions (CCT)
- Students will develop attitudes necessary for
healthy living (PSVS)
| Learning
objectives
Students will:
- suggest several possible courses of action and
explore the long- and short-term consequences
of these actions
- make decisions based on their analysis of the
choices
- design and apply action plans
- evaluate their progress and revise their plans
as needed
- value themselves as individuals
- work toward improving their self-esteem
- have confidence in their ability to make decisions
|
| In grade four and again in grade
five, students should make at least two health-related
decisions and carry out action plans to implement
those decisions. Selection of the topics for this
real life application of the Decision-making Process
should be based on local needs. The activities below
are suggested as examples of a decision and action
plan that would fit within this unit. Teachers might
otherwise select only some of these activities for
students to practise Levels B and C of the
Decision-making Process. |
Procedure
- Have grade 4 students reflect on questions
such as these:
- Do you have an interest or a pastime that
you prefer not to talk about with others because
you are afraid that they will say you are
not "cool"?
- Do you ever feel pressured to do something
and are afraid to appear "uncool" if you do
not give in?
- Is there something that you really want
to get (a bicycle, a toy...) because all your
"cool" friends have one?
- Do you sometimes wish that you were someone
else?
Think about your situation. How does this situation
affect your self-esteem? You can make a personal
decision to improve your self-esteem, and then design
an action plan.
- Have grade 5 students reflect on a question
such as this: Do you ever feel confused because
peers, parents, yourself, the media have conflicting
expectations? How does that impact on how much
you like yourself? Think about your situation.
You can make a personal decision to improve your
self-esteem, and then design an action plan.
- Guide the development of the action plans. Remind
students that action plans are more likely to
succeed if they are precise, practical, and if
they include key elements. Encourage students
to follow their action plans.
| Notes Assessment:
Observe students' ability to generate options,
project consequences and select an option.
Assessment: Conduct conferences to monitor
progress and advise students on possible changes
to their action plans. Can students identify which
part of the action plan might need revision? Do
students encounter specific difficulties in resisting
negative influences? Additional practise through
role playing might be necessary for some students. |
|
