Recognizing Strengths - 2

Foundational

Table of Contents

Teachers

Definition: A character strength is something that an individual is good at.

Discussion Points

  • We all have things we are good at. These are our character strengths.

Discuss with students what a strength is. Review the discussion point questions.

Possible activities to review the discussion point:

  • 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 post-it 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 teams marker (x or o) on the grid.

Activity 1: What are character strengths?

Cut out the strength slips below and place in a bag or basket.

Gather students in a circle. Have students draw out a strength. As a class discuss what they believe each strength means. Brainstorm someone they know who demonstrates the strength?

Materials Needed:
  • Strength Slips
  • Bag or basket

Cooperative

Honest

Brave

Hard Working

Generous

Dependable

Creative

Curious

Determined

Caring

Activity 2: That’s Me!

Print out two copies of the character strength cards. Tape one set around the classroom and keep one set for discussion. Cards can be found at https://www.silassolutions.com/files/Silas/Lessons/118.pdf

Review each strength and description with students.

Instruct students that when you say go, they will have 30 seconds to move around the room and find the strength with which they most closely identify. Encourage them to go to the strength they feel and not where their friends go. After students have located their strength discuss why they picked the strength they chose.

Activity 3: What are you good at?

Review character strengths. Discuss that sometimes we have different strengths depending on the situation. Allow students time to complete student activity sheet A.

Materials Needed:
  • Student activity sheet A - 1 per student
  • Pencil for each student

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on student activity sheet B.

After students have finished, discuss the listening comprehension questions together.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student
  • Student activity sheet C - 1 per student
  • Red and purple colored pencil or crayon

Example script of correctly recognizing strengths:
Tori: Good morning Mr. B. Is there anything I could help you with this morning?
Mr. B: Sure, could you please help pass out these papers.
Tori: I would love to. Mr. B: Thank you, you are so caring.

Example script of incorrectly recognizing strengths:
Tori: Good morning Mr. B. Is there anything I could help you with this morning?
Mr. B: Sure, could you please help pass out these papers.
Tori: I would love to.
Mr. B: Thank you, you have such a great sense of humor.

After completing the listening comprehension portion of this activity provide students a copy of student activity sheet C. Point out to students the features of script text to indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete activity sheet C.

Display the script using the immersive reader, highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and syllables.
If time allows students may partner together and role play the script.

Script Writing and Animation

Review and discuss example scripts from lesson extension.

In small groups, have the students create scripts demonstrating appropriate and inappropriate ways to cope with anxiety. Use the script sheet to create students scripts.

Have students record their scripts using SiLAS software for social skills. Remember to name and save their work. Premiere the movies with the group members at the end of each session.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Lesson Review

Allow students to complete the student lesson review sheet

Materials Needed:
  • Student Lesson Review Sheet
  • Crayons, markers, colored pencils, and/or magazines and glue

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • True You: Authentic Strengths for Kids by Fatima Doman

Students

Go to only student curriculum

Student Activity Sheet A

Directions: What are your strengths in each of the following settings?

At home?

At school?

With my friends?

I think my number 1 trait is:

Student Activity Sheet B

Who are the characters in this script?

What did Tori help Mr. B with?

What was Tori’s strength?

How do you think Mr. B felt when Tori offered to help?

How do you feel when you are asked to stop doing something you enjoy?

Student Activity Sheet C

Directions: In the scripts below circle two nouns in purple that name a person and one noun that names a place. In red circle two verbs.

Remember:

A noun names a person, place, thing, or idea

A verb names describe an action, state, or occurrence

Example script of correctly recognizing strengths:
Tori: Good morning Mr. B. Is there anything I could help you with this morning?
Mr. B: Sure, could you please help pass out these papers.
Tori: I would love to. Mr. B: Thank you, you are so caring.

Example script of incorrectly recognizing strengths:
Tori: Good morning Mr. B. Is there anything I could help you with this morning?
Mr. B: Sure, could you please help pass out these papers.
Tori: I would love to.
Mr. B: Thank you, you have such a great sense of humor.

Directions: How many syllables do you hear in the words below?

Student Lesson Review Sheet

Directions: Use crayons, markers, colored pencils, or letters from magazines to create an image of your strongest character traits.