Recognizing Strengths - 1
- We all have things we do well. These are our strengths
- Discuss with students the meaning of strength.
- Share with students that a strength does not always mean someone is strong physically.
- Provide examples of where you can see strengths in a person or themselves. Below are some broad ideas to share:
- Academic Areas
- Fine Arts
Possible activities to review the discussion points:
- The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
- Play tic-tac-toe by dividing the group into teams. Write discussion questions on a sticky note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right, they may put their team's marker (x or o) on the grid.
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Discuss with students that we all have strengths. Review with students the different strengths on the character strength cards. List the strengths on the board and record situations when it would be important to display each strength. Cards can be found here: SiLAS Character Strength Cards.
- Character Strength Cards - one sheet for each student
- Chart Paper or Interactive Board
Discuss one or two of your own strengths. You may also want to draw a picture of the strength on chart paper or Interactive Board for the class. Discuss why you believe that to be a strength for you (such as how it makes you feel when you do that task). Allow students time to complete Student Activity Sheet A. Discuss the students’ answers/pictures when they have finished.
- Student Activity Sheet A - 1 Per Student
- Drawing Materials for Each Student
Directions: Think about a character strength you have. What is it? Draw a picture below.
Read the statements below. Instruct students to give a thumbs up if the statement is an example of a character strength. If the statement is not, have them give a thumbs down. Be sure to mix up the statements so all the thumbs up items are NOT grouped together.
- Tori loves working with others. She can usually settle a disagreement by using cooperation.
- Being able to help others is important to Officer Dave.Officer Dave loves being a police officer. He decided this job was for him when he was a little boy.
- Chris loves to be in charge when working in groups. He ignores the other group members’ ideas. Chris often gets mad when he doesn’t get his way.
- Anya volunteers at the animal shelter twice a week. She likes to spend her free time helping both people and animals.
- Donnie is a fantastic soccer player. He scores most of the goals for his team. If his team loses, he blames other people, often saying his teammates aren’t good enough to be on his team.
- SiLAS’ mom babysits for a few families in his neighborhood. SiLAS enjoys helping his mother by preparing an afternoon snack for all the kids. He can’t wait until he is old enough to babysit by himself.
Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Using the Immersive Reader, students should listen carefully as the teacher shares the example scripts. Scripts can be replayed as needed. Allow students time to answer the questions on Student Activity Sheet B.
- Student Activity Sheet B - 1 Per Student
- Pencil for each student
If you prefer not to use Immersive Reader, you may have students role-play the script for the class.
In advance of listening to the script together, prepare a few comprehension questions at your students’ level in order to assess their understanding of the script.
After students have finished, discuss the listening comprehension questions together.
Read Aloud Recommendations: Completing a read aloud with students is a great way to connect text with lesson content while incorporating reading and language practice. Below are suggested titles including, a YouTube link, Lexile and Grade Level information for books relating to the lesson.
|Book Title||Author||Grade Level||Lexile Level|
|Curious Readers-Positive Power Stories: I Am Helpful||Suzi Capozzo||K-2||310|
|Kindness Counts||Jan and Mike Berenstain||2-3||630|
Directions: Create a comic to match the script from today’s lesson.
Review and discuss the example script from the lesson extension.
In small groups, have the students create scripts that show correctly and incorrectly recognizing strengths. Use the script sheet to have the groups create scripts.
- Script sheet for each group
- Pencil for Each Student
Have students record their scripts using the SiLAS software. Remind students to name and save their recordings. Premiere the movies with the group members at the end of each session.
Ideas for modifying this activity based on your students’ needs:
- create a script as a class
- pair or group students so that skill levels are varied and assign each a role or task that uses their skill
- create the script by recording the dialog with a phone or other recording device.
Animation Creation: Have students record their scripts using the SiLAS software. Remember to name and save their work. Premiere the movies with the group members at the end of each session.
Allow students to complete the Student Topic Checkout.
- Student Topic Checkout
- Pencil for Each Student
Directions: Fill in the blanks with the correct word from the word bank.