Grade 4 Health Identity Main Outcome USC 4.5: Examine how identity (i.e., self-concept, self-esteem,
self-determination) is influenced by relationships that are formed with others. This
unit also incorporates art and language arts.
Other important info: This unit was based around the ability to use a SMAR T board, so access to some parts might be limited without access to one.
Unit Question Who
am I and how does the world influence my identity?
Culminating Task
Students will create pages throughout the unit that will be put into an autobiography of themselves at the end of the unit.
By Alana Bashforth
Lesson 1
Name Subject
Alana Bashforth ELA/health
Date Length of lesson
March 21, 2011 60 minutes
Lesson Topic
Instructional Strategies Intro to biographies/autobiographies Brainstorming Outcome(s) Indicator(s) CR4.1 Comprehend and respond to a variety of a. View, listen to, read, and respond to a variety of grade-level texts (including contemporary and texts that reflect diverse personal identities, traditional visual, oral, written, and multimedia worldviews, and backgrounds (e.g., culture, age, texts) that address: identity (e.g., Expressing Expressing gender, language) including First Nations and Myself) Métis texts. Prerequisite Learning Students should have a basic idea of what a biography mig ht be Students should be familiar with K WL charts Preparations Find a biography to read to the class that will take 10-15 min to read Find other biographies for students to look through once they have finished their work. Make copies of autobiography booklets y y y y
y
Set (10 min)
Development (45 min) 10 min 15 min 5 min
4 min 5 min
Closure (5 min)
Adaptive Dimensions
1. Introduce biographies and autobiographies 2. Ask students to brainstorm what they already know about biographies (if necessary, show cover of a biography book to give student ideas of what a biography is). Have students fill in concept map on their page, then come together as a class and create a class concept map on the smart board. 3. Have students write down 3-4 questions that they have about biographies on their page and then come together as a class to fill in the class questions. 4. Read Jump: from the life of Michael Jordan by Floyd Cooper 5. Tell students that the book they just read is an autobiography. 6. Watch video biography of ABBA on biographies.com 7. Have students fill in any other ideas they may have come up with about biographies. 8. As a class, define biography (The true story of a persons life) 9. Have students fill out their biography starter page. 10. Allow students to select biography books and browse through them Allow students to draw pictures of what they know rat her than write words. y
Biographies What
do you know about biographies?
Biographies
What
more do you want to know about biographies?
1. 2. 3. 4. What
is a biography?
The Biography of : ___________________________________ ________________________________________ _____ (name)
Birthday
Grade and School
Hair and Eye Colour
Nick Names
Hobbies
Goals
________________
Lesson 2
Name Subject
Alana Bashforth Health
Date Length of lesson
Lesson Topic
Investigating the uniqueness of ourselves and others Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
March 22, 2011 60 minutes
Instructional Strategies Do Indicator(s) A. Observe and investigate ways that others define and value self, and learn ways to help others know one more fully and positively (e.g., ask questions, share stories, offer to help).
Begin to understand the variety of sources for visual art ideas.
Prerequisite Learning
Students must: know how to use a dictionary Understand that people have differences Know how to ask questions y y y
Preparations
Set (15 min)
Development (35 min)
10-15 minutes
5 minutes 10-15 minutes
Make copies of questionnaire sheet Get The Book of You by Sylvia Funston 1. Introduce the word unique; ask students to describe w hat they think the word means. Create a brainstorming web on the SMART board with students ideas (if they struggle with the word). 2. Show pictures of people/objects on the SMART board and have students describe what they think is unique about them. a. Have 1-2 students look unique up in the dictionary/thesaurus while brainstorming/describing. 3. Give each student a questionnaire sheet and explain that they must go around the room and ask their pee rs (and the teacher) the questions on the sheet. When they find somebody who fits the criteria, they must write that persons name on the line below and move on or allow that person to interview them as well. Each student can only be written on a sheet of paper once, but may be written on more than one persons questionnaire sheet. a. Read through each of the questions once to help students understand the meaning. 4. Once finished, have students answer the questions at the bottom of the questionnaire sheet. 5. Talk about the questions (why one person wouldnt be able to answer yes to all of the questions, and why some people could answer yes to certain questions while others couldnt) 6. Brainstorm other things that make people unique (fingerprints, ect)
Closure (10 mins)
Adaptive Dimensions
7. Ask students to think of one thing that they think mak es them unique from most people in the class. Have them put their hand up when they have thought of something. 8. Have students to share with their neighbour the thing that they think is unique about them. Have them share with their neighbour why what they have thought of makes them unique. 9. Time permitting: Go around the room and have each s tudent tell you the one thing that makes them unique. Give a limit of 7 words or less. y y
Allow student to stay stationary (other students come to him/her). Have student draw pictures of people doing each of th e items on the list instead of interviewing classmates.
Peer Interview Interview your classmates. Write down a persons name if one of the following items describes them. You can only write down each persons name once. Good luck!
Someone whose family speaks 2 languages ___________________________________ Someone who likes to read ___________________________________ Someone who likes football games ___________________________________ Someone who likes country music ___________________________________ Someone who has a YouTube account ___________________________________ Someone who can do magic tricks ___________________________________ Someone who can whistle ___________________________________ Someone who has blue eyes ___________________________________ Someone who can play an instrument ___________________________________ Did you learn anything new about your peers? Were
Someone who likes to draw ___________________________________ Someone who likes ice fishing ___________________________________ Someone who is an only child ___________________________________ Someone who collects coins ___________________________________ Someone who likes scary movies ___________________________________ Someone who likes to hunt ___________________________________ Someone who knows sign language ___________________________________ Someone who has been to another country ___________________________________ Someone who has a fish for a pet ___________________________________ Yes
some questions easier to find people for than others?
Why
No do think think this is?
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Why
do you think you wouldnt be able to write the same person for every question, even if
the rules allowed for it?__________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Lesson 3
Name Subject
Alana Bashforth ELA
Date Length of lesson
Lesson Topic
Being Unique unique features Outcome(s) CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address identity.
Prerequisite Learning
March 23, 2011 60 minutes
Instructional Strategies Write Indicator(s) C. Connect the insights of an individual or individuals in texts to personal experiences.
Students must: understand what it means to be unique Understand what a physical feature is. y y
Preparations
y y y
Set (10 minutes)
Development (40 min)
10 min
5 min
Print
copies of assignment sheet Get the book Wand as Freckles by Barbara Azore Create example of finished product
1. Recall what has already been learned: Define biography (a true story about somebody) and unique (being different from others in a way that makes somebody special or different) 2. Read Wand as Freckles. 3. Ask students questions about the book: a. What was unique about Wanda? b. Why do you think the boys teased Wanda about having freckles? c. Do you have a unique feature that youre proud of? d. How would you feel if somebody made fun of something that was unique about you? e. Have you ever made fun of somebody about something that made them unique? How do you think that made them fee l? f. What do you think we should we do when somebody is unique or different? 4. Have students write down 3 things that they think make s them unique. One relating to appearance, one relating to a talent, one relating to interests. 5. Ask students to imagine what each of those things that they wrote down would look like as pictures. Discuss with a partner what each feature might look like as a picture. 6. Show students an example of a completed unique feature and then hand out the page for them complete. 7. Talk about exaggerating the features that are supposed to be highlighted have students describe what exaggerate (overstress)
5 min 8. 9.
20-30 min 10. 11.
Closure (5 minutes)
12.
Adaptive Dimensions
y
is. Explain how to write a description word. Students must draw a picture either of themselves or of a person who has or is showing all of the features they wrote down, must be coloured with pencil crayon or crayon. Students should try to exaggerate their features. Students will write a describing sentence about each feature at the bottom of their page. Have extra pages ready for students to work on if finish early! (see last few pages for extra assignment sheets for putting into auto biography. Have students choose a partner and explain their unique feature to each other. Allow students to look through the book themselves in order to get ideas and understand what they are supposed to do
The Three
Unique Features of _________________________________________ Name
Write a sentence to describe each of the unique features you have drawn.
____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________
Lesson 4 part 1
Name Subject
Date Length of lesson
Alana Bashforth Health
Lesson Topic
Investigating the meaning of self-concept, selfesteem, and self-determination Outcome(s) USC4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning Preparations Set (10 min)
Development (35 min) 5 min 2 min
3 min
5 min
y y
March 24, 2011 60 minutes
Instructional Strategies Say Indicator(s) B. Investigate information and definitions of selfconcept (i.e., thoughts one has about self), selfesteem (i.e., a feeling of pride in self), and selfdetermination (i.e., right to make own choices) to develop an understanding of identity.
Students need to know how to cooperate in groups. Print copies of the handout for everybody in the class
1. Listen to this song: http://www.youtube.com/watch?v=Ha3Rm4MSX-g If you want to sing out, sing out Cat Stevens http://www.youtube.com/watch?v=qdflARH06dY pretty enough 2. Introduce the topics of self-concept, self-esteem, and selfdetermination by showing the students the three words on the SMART board. Tell them that they are going to be learning about the 3 words today. 3. Put just self-concept on the SMART board. Ask students to tell you what they think self-concept might mean. Dont tell the answer yet; all answers are right because they are telling what they think. 4. Do the same thing thing with self-esteem and self-determination. Use probing questions to help students come up with prediction of what these words might mean. a. What do you think the word concept/esteem/ determination means? 5. Hand out assignment sheet and ask students to fill in each of the three circles with as many answers as they can come up with. 6. Have students share their answers with a partner. 7. Tell students that each of the circles describes one of the words that they are learning about today (self-concept, self-esteem, and selfdetermination). Have them discuss with a partner and try to figure out which word goes with which circle. 8. Have students tell you which word they think goes with which circle. Once they have guessed, tell them the answer. Have the students write the words beside the correct circles on their page and then turn the page over and predict what each of the words mean. 9. Break students into predetermined groups, assign each group a
20 min
Closure
Adaptive Dimensions
word, and have them research information about the words. Give groups information and allow them to look the words up on the internet. Give each group a large piece of paper or half piece of chart paper and get them to create a poster about their word. Include definitions, pictures, and examples. 10. Clean up and put away posters to work on next day. Give student within the group a specific task if unable to do group work (draw the pictures for the posters). y
Lesson 4 part 2
Name Subject
Date Length of lesson
Alana Bashforth Health
Lesson Topic
Investigating the meaning of self-concept, selfesteem, and self-determination Outcome(s) USC4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning Preparations
Set (10 min)
Development (40 min) 20 min
10min 10 min
Closure (10 min)
10 min
y y
March 24, 2011 60 minutes
Instructional Strategies Say Indicator(s) B. Investigate information and definitions of selfconcept (i.e., thoughts one has about self), selfesteem (i.e., a feeling of pride in self), and selfdetermination (i.e., right to make own choices) to develop an understanding of identity.
Students need to know how to cooperate in groups. Read over what students have done so far, write comments and highlight important information if they have not done so already.
1. Hand out the brainstorming pages 2. Ask students to pay attention to the song if y ou ou w ant to sing out, sing out song while listening to it again (now that they know a little bit more about self-esteem, self-concept, and self-determination). 3. Discuss what each poster should have. (Their word, an explanation of what their word means, a picture that can help describe their word) 4. Talk about the parts that are highlighted in e ach information booklet... some parts were too tough to read; focus on the orange highlighting. 5. Have students get back into their groups and work on their posters for the rest of the class. Play self-esteem music while students work. Next Class: 6. Have like-groups get together to discuss their findings (all selfconcepts, all self-determinations, and all self-esteems). Students must work together and each group must say 2 things about their topic (group 1, 2, and 3 of se lf-esteem: 6 things in total) a. Students can put finishing touch-ups on their posters as well. 7. Each large group will have 3 m inutes to teach the class everything they learned about their words. 8. Discuss each word and write a class definition for each. Students will write the definition onto their brainstorming page.
Adaptive Dimensions
y
Classroom Management
Word
Give student within the group a specific task if unable to do group work (draw the pictures for the posters). search, story page for students who finish early.
Defining Self-Concept, Self-Esteem, and Self-Determination Self-Concept Prediction:
___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ Definition: ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________
Self-Esteem Prediction:
___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ Definition: ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________
Self-Determination Prediction:
___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ Definition: ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________
Good things that I think about myself...
Things I can do that I am proud of...
Good choices I make on my own...
Identity Words S
O
S
I
Y
N
E
A
F
A
M
H
T
H
E
G
M
J
A
G
E
T
K
G
A
Z
B
W
I
I
T
N
U
V
F
A
M
I
E
Y
I
L
P
I
F
T
X
S
K
S
D
E
A
Y
P
K
W
P
C
U
Q
V
F
E
L
W
F
H
I
S
D
M
F
C
X
W
X
J
C
S
I
N
N
D
C
L
E
D
Q
S
I
E
I
U
I
N
G
F
L
D
H
N
N
P
E
N
S
I
M
C
G
V
R
X
E
N
M
K
I
I
Q
A
T
Q
I
T
O
E
R
H
O
E
U
R
I
K
M
Z
F
S
K
S
J
E
L
Y
E
C
K
M
A
I
P
C
I
M
C
M
E
Identity Words S
O
S
I
Y
N
E
A
F
A
M
H
T
H
E
G
M
J
A
G
E
T
K
G
A
Z
B
W
I
I
T
N
U
V
F
A
M
I
E
Y
I
L
P
I
F
T
X
S
K
S
D
E
A
Y
P
K
W
P
C
U
Q
V
F
E
L
W
F
H
I
S
D
M
F
C
X
W
X
J
C
S
I
N
N
D
C
L
E
D
Q
S
I
E
I
U
I
N
G
F
L
D
H
N
N
P
E
N
S
I
M
C
G
V
R
X
E
N
M
K
I
I
Q
A
T
Q
I
T
O
E
R
H
O
E
U
R
I
K
M
Z
F
S
K
S
J
E
L
Y
E
C
K
M
A
I
P
C
I
M
C
M
E
Q
D
T
H
Q
R
T
K
R
F
E
L
H
M
E
Z
R
I
E
S
E
H
N
M
X
S
E
L
R
M
L
S
C
U
S
Y
S
P
U
T
Y
Q
I
E
E
E
N
S
L
R
I
E
A
B
G
S
M
H
Q
G
Q
T
F
I
K
H
I
T
O
N
N
S
G
B
B
T
G
I
R
J
N
L
M
U
R
P
O
N
S
S
Z
A
A
O
L
I
D
N
Y
S
E
W
C
D
E
F
H
T
T
K
W
S
T
A
N
E
F
U
H
S
B
I
O
G
R
A
P
H
Y
Y
H
V
E
I
N
E
Y
E
N
S
T
N
E
L
A
T
I
E
Y
F
F
H
J
T
O
A
W
H
P
Y
H
P
A
R
G
O
I
B
O
T
U
A
I
W
W
N
V
Q
G
K
I
G
C
W
H
T
Y
R
P
L
G
T
F
A
M
I
L
Y
S
X
V
K
P
J
M
O
T
C
K
Y
Y
Q
O
D
S
W
S
L
I
O
H
I
A
O
H
J
Y
W
B
V
B
L
V
J
H
M
Z
ACHIEVEMENT
AUTOBIOGRAPHY
BIOGRAPHY
FAMILY
FRIENDS
GOALS
HEALTH
IDENTITY
INTERESTS
LIFESTORY
MISSBASHFORTH
MISSSCHMELINSKY
SELFCONCEPT
SELFDETERMINATION
SELFESTEEM
SKILLS
TALENTS
UNIQUE
Lesson 5
Name Subject
Alana Bashforth Art
Date Length of lesson
March 25, 2011 120 minutes/2 classes
Lesson Topic
Instructional Strategies
Identity collage Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Indicator(s) D. Communicate a personal understanding of identity
Prerequisite Learning Preparations
y y y
Materials:
Students must understand factors that affect who they are Find/create an example collage for students to model Gather (child friendly) magazines/catalogues
y
11x17 papers 1/student Magazines, catalogues Scissors Glue Pencils Markers/pencils/crayons Piece of chart paper/big piece of paper
Set (5 min)
1.
Write
Development (45 min)
2.
y y y y y y
3.
4.
5.
down the 3 words that students learned about last day (selfesteem, self-determination, and self-concept) and review the meaning of the 3 words. Show students that the three words together make up identity. Show students the example collage and tell them that they are going to be making their own collage about themselves to show their identity. Have students brainstorm ideas of things they might want to include in their collages and then give students other ideas of things they can include in their collage. (Favourite things, dreams/wishes, things they can relate to, words that describe them or their feelings, etc.) Criteria for collage: - No white space can be showing must fill entire page - Must have at least 6 pictures and 3 words on their page - Must put their name somewhere on the page - Can put their own drawings but the drawings must be coloured If students finish early, they can make another collag e, fill out extra pages in their autobiographies, or read the published biographies/research other biographies on the internet. Extra idea: have a class 4E identity poster (piece of chart paper) and tell each student to choose 1-2 pictures to put onto the class poster
Closure (10 min)
Adaptive Dimensions
that they feel either describes them or describes their class as a whole. They should not focus on this poster until they are finished their own collages, but if they find a picture theyd like to put on while working on their personal collages, they can pull it out and set it aside until their done to paste on. (I didnt try this) 6. Clean up the room 7. Have students get into groups of 2-3 and explain to their partners what they put on their collages. y
Allow students to put all/mostly drawings in their collage
Lesson
6
Name Subject
(DID NOT TEACH) Alana Bashforth Health
Date Length of lesson
Lesson Topic
Instructional Strategies
Affects of personal thoughts, feelings and actions Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning
y
y
Preparations
y
y y
Set (10 min)
Development (45 min)
20 min
March 28 2011 60 Minutes
Indicator(s) F. Describe how self-concept is influenced by personal thoughts, self-esteem by personal feelings, and sense of self-determination by personal actions.
Students must understand what the definitions of self-concept, selfesteem, and self-determination are. Students must be able to relate their understanding of these terms to their own lives. Cut an outline of a person from a piece of chart paper and put on wall for later in the lesson. Write identity on the outline of the person. Gather/buy small sticky notes Print copies of the though, feeling, and action assignment sheets
1. Recall what self-concept, self-esteem, and self-determination are. a. Have students individually write down a description of each word as best they can; volunteers will describe what they have written down. b. Put the definitions on the board to remind students what each word means. 2. Carousal brainstorm examples of each word on a big piece of paper a. Divide students into 6 groups. (there will be 2 carousals: 3 groups in each) b. Give each group a big piece of paper (half a chart paper) with self-esteem, self concept, or self-determination written on it (each carousal will have one page of each) and a few markers/tell student to get their markers out. c. Set a timer and give students 4 minutes to think of as many examples of their word to write down on thei r paper - Self concept will write thoughts - Self esteem will write feelings - Self determination will write actions d. Once 4 minutes is up, groups will move to the nex t big page and leave the one they were working on. Students will have another 4 minutes to brainstorm. Repeat once more for the last piece of paper (ensure each group brainstorms for all 3 words) 3. Put the chart papers on the board/wall so that everybody can see
4.
5. 6. 10 min 7.
15 min Closure (5 min)
8. 9.
Adaptive Dimensions
y y
y
what has been written down. Ask class if theres anything else they would like to have written down on the chart papers. Give each student a stack of sticky notes (hand out while groups are brainstorming) and tell them to choose ideas that are listed on the brainstorm page. With those ideas, have students write how they think the thoughts/feelings/actions would affect how they think/feel about themselves. Each student will write at least 3. Once complete, allow students to go up to the outline of the identity person and place their sticky notes on it. Once complete, read some and have volunteers g o up to the identity person and read what some of the sticky notes say to the class. Have students choose a thought, feeling, or action page to fill out. Explain how to fill the pages out and provide an example. a. If students finish early, have them choose another page to fill out. These will be added to their autobiographies. b. Allow students to read the sticky note identity person if they choose. Have students share one of the pages that they completed with a partner. Explain to students that this is something that they should reg ularly be doing in their mind & that it will help them have a positive identity. Allow students to draw pictures rather than write in words Move paper during carousal brainstorming rather than groups if its too difficult Help guide students to the answers if they are having troubles with the concepts.
Personal Actions Something I do or a personal action that I have: ___________________ ___________________ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ How this action affects me:___________ m e:_____________________________ _________________________ _______ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ Draw a picture to show how your action affects you:
Personal Feelings A personal feeling I have: _____________________________________ _____________________________________ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ How this feeling affects me:____ _______________________________ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ Draw a picture to show how your feeling affects you:
Personal Thoughts A personal thought I have: ____________________________________ ____________________________________ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ How this thought affects me: ________________________________ __________________________________ __ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ ___________________________________ ________________________________________________________ _______________________ __ Draw a picture to show how your thought affects you:
Lesson 7
Name Subject
(DID NOT TEACH) Alana Bashforth ELA/Health
Date Length of lesson
Lesson Topic
Instructional Strategies
The affects of media on self-concept, self-esteem, and self-determination. Outcome(s) USC4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others. CR4.2 View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creators technique and the impact on viewers.
Prerequisite Learning
y
Preparations
y y
Set (10 min)
Development (45 min)
(5 min)
March 29 2011 60 minutes
Indicator(s) e. Determine factors (e.g., personal attitudes, supportive environments, accomplishments, positive thinking, media stereotyping, culture, gender) that may influence ones identity. e. Identify the intent and appeal of particular TV and print advertisements and other visuals including First Nations and Métis art and other texts.
Students must understand what it self-concept, self-esteem, and self-determination are. Get the book The Boxing Champion from the library Find magazine ads & commercials on YouTube that try to influence the audiences self-esteem
1. Read The Boxing Champion aloud to the class a. Periodically stop and ask students questions about what is happening in the book, have them predict what will happen next and explain why they think it will happen 2. Ask students to describe their understanding of the book (in the end, did the equipment help the main character; did he have high or low self-esteem, etc.) 3. Ask students to recall what they know about self-concept, selfesteem, and self determination from last day. 4. Put definitions up on the board and describe how advertisers try to affect their self-esteem in their ads and commercials; have students try to think of ways ads might do so. 5. Show some magazine ads and ask students how these ads make them feel. Ask questions such as Do the people in the ad look happy?, Are they having fun? etc. 6. Show TV commercials and have students answer similar ad questions. 7. Brainstorm methods that advertisers use based on a few of the ads shown. Explain to students that we need to practice re sisting this type of advertising if we want to maintain healthy self-esteem and explore ways in which to do so (ask ourselves if the product being
(20 min) (20 min)
Closure (5 min)
Adaptive Dimensions
sold would really make us better/more successful/popular) a. Discuss what it means to have a healthy self-esteem 8. In pairs, have students create their own ads which promote a healthy self esteem (poster or commercial). 9. When finished, students can look through other examples of ads and discuss whether they think the ad promotes high or low selfesteem. 10. Have students show another pair their ad or comme rcial. Have students create a poster about having good self-esteem (things that make them feel good) use pictures to create poster y
Resources: http://www.media-awareness.ca/english/index.cfm
Lesson 8
Name Subject
Alana Bashforth Health
Date Length of lesson
Lesson Topic
March 30 2011 45 minutes
Instructional Strategies
Positive
thinking and attitudes Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning
y
Preparations
y y
Set (10 min)
10 Development (35 min)
10
5
3
2 3
Indicator(s)
e. Determine factors (e.g., personal attitudes, supportive environments, accomplishments, accomplishments, positive thinking, media stereotyping, culture, gender) that may influence ones identity.
Students should understand what it means to have a challe nge to overcome. Load/find videos on YouTube Print assignment sheets
1. Do self-esteem questionnaire (read through each question, kids answer yes or no and then calculate thei r results. Have students circle the ones that should say yes and star the ones that should say no). 1. Talk about how to increase self esteem (mak e a list of things that you are good at & give yourself y ourself compliments from that list regularly, remember that there are things about yourself that you cant change, when you hear negative comments in your head, tell yourself to stop). 2. Talk about why it is important to have high self-esteem (because it affects how we act, our choices, how we treat people). 3. Have 2 student volunteers come to the fr ont of the room; each will read a passage. Students will be told that both students have been presented with the same challenge and what they are about to hear is the thoughts of the students. a. Student 1 reads his/her passage; this one will be negative b. Student 2 reads his/her passage; this one will be positive 4. The class will then determine which student they think is more likely to be successful in the challenge and why they think so. 5. Students will then think of a challenge that they have come across in the past or might be facing with right now and will write it down their assignment sheet 6. Play Stop, Breathe, Smile video found here: http://www.youtube.com/watch?v=9r3nLHSFHa4 7. Have students comment on the video and tell why the y think this is accurate. 8. Play I just cant wait to be king video (Lion King)
Closure (5 min)
Adaptive Dimensions
9. 10. Talk about the determination of Simba (the lion) and why his attitude would help him get what he wants. Talk about the parrots (Zazu) attitude towards Simbas determination. 11. Have students fill out what they did or could do in order to overcome their challenge that they wrote down and how they felt/would feel if they succeeded. 12. Have students write other ways in which they could stay positive and overcome challenges. 13. Have students discuss in groups the methods that they came up with to overcome challenges. 14. Play Stop, Breathe, Smile song again allow students to get up and dance/sing to the video if they want. http://www.youtube.com/watch?v=8Pzl3WRTkvQ&NR=1 y
Allow students to draw pictures instead of write words for their challenges they overcame.
Self Esteem Songs: http://www.help-my-self-esteem.com/self-esteem-songs-video-musical.html
Questionnaire on self-esteem self-esteem The following questionnaire on self-esteem will help you to find out how high your self-esteem is. The result of this questionnaire does not evaluate you as a person, it is simply indicates your opinion about yourself. Please answer YES (y) or NO (n) to the following questions:
1. Do you like yourself? ___ 2. Do you feel lonely most of the time? ___ 3. Do you want to look different? ___ 4. Do you take full responsibility for your actions? ___ 5. Do you compare yourself to others? ___ 6. Are you concerned about what others say about yourself? ___ 7. Do you feel comfortable attending to a party? ___ 8. Do you focus on your failures instead of your successes? ___ 9. Do you think that you are worthy to be loved? ___ 10. Do you blame others often? ___ 11. Do you blame yourself often? ___ 12. Do you always finish what you started? ___ 13. Do you need recognition to feel good about yourself? ___ 14. Are you confident all the time? ___ 15. Do you stand up for yourself? ___ 16. Do you think that you are talented? ___
17. Do you have goals or dreams to accomplish? ___ 18. Do you give before you get? ___ 19. Do you tell the truths to yourself? ____ 20. Do you think you can handle any situations? ___ 21. Do you like being alone sometimes? ___ 22. Do you always achieve your goals? ___
Score: If you answered YES to the following questions give y ourself 1 point after each answer; 1, 4, 7, 9, 12, 14-22. The answer NO equals O point. If you answered YES to the following questions give yourself O point after each answer; 2, 3, 5, 6, 8, 10, 11, 13. The answer NO equals 1 point. The higher the score the higher the level of your self-esteem.
Self-Esteem Make a list of things that you are good at: y
y
y
y
y
List 3 people in your life that you are important to. 1. 2. 3.
What
are 3 things that made you happy today?
1. 2. 3.
How can you use this information to help you when your self-esteem is low? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Overcoming Challenges What
do you think it means to think in a positive way?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Describe (or draw) a challenge that you once had (or have right now):
How did you (or how will you) overcome this challenge? If you did not overcome the challenge, what do you think you could have done different in order to defeat it?
How did you feel when (or how would you feel if) you overcame the challenge?
Think of ways that you can keep a positive attitude when you come across challenges in the future:
Teacher:
Its the beginning of the seasons for your favourite sport and you want to try out for the school team. There are only enough spots for 15 people to play and 10 of the people who played on the team last year are trying out again, which means there are only 5 spots for new players to join. Many talented people are trying out but you have been practicing all summer long and have gotten pretty good as well. Just before the tryouts, somebody else who is trying out for the team as well and says to you: Bully
You may as well just go home. Youre not going to make the team anyways. I already know who the best from last year is and you are probably just going to embarrass yourself. Quit while you are ahead.
Thoughts
of person #1:
Maybe that bully is right. There are so many other talented people trying out, I probably wont make it anyways. There is no use in trying if I'm not going to make it, I better leave now before I fail in front of everyone.
Thoughts of person #2
This bully is wrong. I have just as good of a chance at making the team as anybody else. I have been practicing really hard and I know I can do this. There are 15 spots on the team and one of them has my name on it. Even if I dont make the team, it wont mean that I am not good enough, it will just mean that I will need to practice harder and try again next year.
Lesson 9
Name Subject
(DID NOT TEACH) Alana Bashforth Visual Art
Date Length of lesson
Lesson Topic
Instructional Strategies
Create a self portrait Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning Preparations
y y
y
Set
Development
Closure (5 min)
Adaptive Dimensions
March 31, 2011 60 minutes
Indicator(s) c. Examine identity as being related to how one feels on the inside and how one chooses to define self in relation to personal qualities, characteristics, and cultural definitions.
Students should know what they look like Send a note home a few days prior to lesson to have students each bring a picture of themselves to school Gather as many mirrors as you can find (for students who what to take a closer look at themselves themse lves or who forgot their photo)
1. Show students examples of self portraits (on SMART board) and have them pick out characteristics of each por trait shown. 2. As a class, brainstorm parts of a portrait that should have attention paid to it in order to create an accurate depiction of a self-portrait (eyes, nose, lips, hair, freckles, glasses, etc.) 3. On their own, have students take 5 minutes t o observe their picture. Ensure they look at each detail brainstormed by the class and write down some of the describing characteristics that they see in themselves. Allow students to also look in a mirror if they want a closer look at anything on themselves. 4. Show students an example of a self portrait that you made and point out details that you made sure you put in your picture. 5. Hand out paper for the creation of the self portraits and give students time to work on it. 6. A rubric will be provided to emphasis important criteria. a. Students must first draw their portraits with pencil b. They must fill as much of the page as they can with their portraits c. Portraits must be coloured with either pencil crayon or crayon. d. Skill will not be evaluated. Effort and ideas will be. 7. Have everybody stand in a circle around the room fa cing each other. Students will all hold their portraits up for everybody else to see at the same time. Allow students to trace parts of themselves. Allow for a smaller portrait drawing if needed y y
Lesson 10
Name Subject
Alana Bashforth Art
Date Length of lesson
Lesson Topic
Instructional Strategies
Coat of Arms Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning
y
Preparations
y y
Set (10 min)
Development (45 min)
Closure (5 min)
Adaptive Dimensions
April 4, 2011 60 Minutes
Indicator(s)
c. Examine identity as being related to how one feels on the inside and how one chooses to define self in relation to personal qualities, characteristics, and cultural definitions.
Students should understand what self-concept is and how it is affected by different factors. Create a coat of arms to show as an example to the class Copy sheet with coat of arms outline on it
1. Ask students if they have seen a coat of arms before & if they know what a coat of arms is. 2. Show examples of coats of arms on the SMART board and get students to pick out characteristics of each one. 3. Ask students if they were to make their own coat of ar ms, what do they think they would put on it? 4. Show students an example of a personal coat of arms (premade) and explain to them that they are going to be making one of their own. 5. Talk about symbols that represent different features show examples of symbols. 6. Show students the checklist for what is required to be put in their coat of arms and emphasis quality work. 7. Students will work on their coat of arms during the class. 8. Once/if students have finished during the class period, they will then write one sentence about each square in their coat of arms explaining why they chose each object. 9. Ask students to tell the person they are sitting beside one thing that they learned about themselves and one thing that they learned about making a coat of arms. Have 3 people share their answers with the rest of the class. y
y
y y
Help students think of ideas by giving examples of what they could choose to put. Allow students to take the example coat of arms to their desk to look at and model. Dont make second page of assignment mandatory Allow students to look up pictures to look off of if they dont know how to draw something.
Coat
of Arms Information (for teacher)
The design of the arms of Canada reflects the royal symbols of Great Britain and France (the three royal lions of England, the royal lion of Scotland, the royal fleurs-de-lis of France and the royal Irish harp of Tara. On the bottom portion of the shield is a sprig of three th ree Canadian maple leaves representative of Canadians of all origins.
The
three royal lions of England
The first quarter consists of the three gold lions of England walking and shown full face, on a red background. background. The lion is the oldest device known in heraldry and, as "king of beasts", was adopted by kings of Leon, Norway and Denmark as their emblem. However, the origin of the three royal lions of England still remains a mystery.
The
royal lion of Scotland
The second quarter consists of a red lion rearing on the left hind foot, within a red double border with fleurs-de-lis, on a gold background. The royal lion of Scotland was probably first used by King William, who was known as "the lion". However it was certainly used by his son, Alexander III, who made Scotland an independent nation.
The
royal Irish harp of Tara th
In the 16 century, Henry VIII suppressed the Irish people in his attempt to become the lawful successor to the kings of ancient Ireland. The pope sent the harp of Tara to England whereupon Henry added its likeness to his royal shield. From this time it has remained a symbol of Ireland.
The
royal fleurs-de- Lis of France
The fourth quarter depicts three gold fleurs-de-lis, on a blue background. The fleurs-de-lis was the first heraldic emblem raised in Canada. On July 24, 1534, Jacques Cartier landed at Gaspé and erected a cross, affixed with the symbol of his sovereign and the royal house of France.
The
three maple leaves
To complete the design of the shield, a Canadian sy mbol was required. Three red maple leaves th conjoined on one stem, on a silver or white background, were then added. Throughout the 19 century, the maple leaf had gradually become closely identified with Canada. The maple leaf had been worn as a symbol of Canada during the visit of the Prince of Wales in 1860. The song "The Maple Leaf Forever", written by the Toronto school teacher Alexander Muir in 1868 had become Canada's national song. During World War I, the maple leaf was incorporated into the badge of many Canadian regiments. It was most appropriate appropriate that three maple leaves were given a commanding position within the shield, which made it unmistakably "Canadian". "Canadian".
Symbols Practice Page Draw a symbol for the following: Happiness
Friendship
Fame
Failure
A. 2 things you are proud of about yourself: ___________________________________________________________________ ___________________________________________________________________ B.
A person or an event that had a positive impact on you:
__________________________________________________________________ C.
Your greatest strength:
___________________________________________________________________
Your greatest weakness: ___________________________________________________________________
D. Your greatest achievement this year: ___________________________________________________________________
Your greatest failure this year: ___________________________________________________________________
E. Something you struggle to become: ___________________________________________________________________
F.
The
thing that is most important to you:
___________________________________________________________________ A
B
C
D
E
F
_____________________________s Coat of Arms Name
Write a sentence or 2 about each square in your coat of arms. Explain why you chose each drawing and how you relate to it.
Square 1:_______________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Square 2:_______________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Square 3:_______________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Square 4:_______________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Square 5:_______________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Square 6:_______________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________
Criteria: You may choose where to place each segment on your coat of arms. The 6 segments will be: 1. Divide one segment in half. Draw 2 things that you are proud of about yourself. 2. Draw a symbol to represent a person or event that has had a positive impact on you. 3. Divide a segment in half. On one side draw your greatest strength, on the other half draw your greatest weakness. 4. Divide a segment in half. On one side draw your biggest achievement this year. On the other side, draw your biggest failure this year. 5. Draw a symbol for something you struggle to become. 6. Draw a symbol for what is most important to you. 7. In the ribbon, write 3 words that you would like your friends, parents, and teacher to use to describe you. y
Your symbols must be drawn in detail and fully coloured 2 things that you
A person or event
are proud about
that has had a
yourself
positive impact on you.
Your greatest
Your biggest
strength
achievement in the
Your greatest weakness
past year Your biggest failure in the past year
Something you
What
struggle to become
important to you
is most
3 words you would like your parents, friends, and teacher to use to describe ou.
Lesson 11
Name Subject
Alana Bashforth Drama/Health
Date Length of lesson
Lesson Topic
April 5 2011 60 minutes
Instructional Strategies
Peer
pressure and peer influences Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning Preparations Set (10 min)
Development (40 min)
y y
Indicator(s)
h. Demonstrate an awareness of the influence on self when connecting with others who behave appropriately/inappropriately and/or legally/illegally (e.g., alcohol and tobacco use by minors).
Students should have an idea of what peer pressure is Load/find YouTube videos
1. Ask students to write what they know about peer pressure on a page. They may discuss with the people near them to get ideas. 2. Students will collaborate with the teacher and come up with a brain storm web about what peer pressure might be and how it could affect us. 3. Watch Kids Incorporated Peer Pressure video on YouTube http://www.youtube.com/watch?v=T3-wZYyHgvM 4. Talk about the video; ask questions to check for understanding; talk about why friends may pressure each other and why we should practice saying no. 5. Watch How to to Deal with Peer Pressure video http://www.youtube.com/watch?v=Wz8NSbdN7aE&NR=1&feature=f vwp 6. Think of things peers might try to pressure each other into doing 7. Talk about ways to say no when involved in peer pressure. 8. Divide students into 2 groups and have each group line up in a single file facing the other group in a paralle l fashion. Give each student in one line a scenario slip and tell them that they are the peer pressurers. The other line is the no-sayers. The students are to practice saying no to peer pressure. After 30-45 seconds, have students stop (you may have to clap your hands or do something loud so they can hear you) and make them create an isle in between the 2 lines. Have the student at the end of one of the lines go through the middle to the other end of the line while the rest of the students clap for him/her. Have students switch scenarios and repeat. After 4 times of switching, switch the rolls so that the peer pressurers become the no-sayers and vice versa. Note: be sure to emphasise that students to not speak louder than a normal talking voice and that they do not touch each other... this is important to set the rule before they start. 9. Have students talk about what they experienced while saying no as a whole group. 10. Discuss what might happen if students give in to peer pressure. 11. Have students write out a time when they felt pressured to do
Closure
Adaptive Dimensions
something and how they felt after they responded (whether it was giving in or saying no to peer pressure) 12. Listen to peer pressure song again. Allow students to draw pictures instead of write words Students can practice saying no to peer pressure with teacher instead of with peers y y
Scenarios Scenarios (cut into i nto strips and hand to students)
Pressure
your friend to do drugs.
Pressure
your friend to drink alcohol.
Pressure
your friend to smoke cigarettes
Pressure
your friend to come and play after his/her
mom said they couldnt.
Pressure
your friend to steal a movie from the store.
Pressure
your friend to cheat on a spelling test.
Pressure
your friend to vandalize (spray paint on the
side of a building).
Pressure
your friend to tease and bully another kid in
your class.
Pressure
your friend to not pay attention in class.
Pressure
your friend to skip school.
Pressure
your friend to lie to your teacher.
Pressure
your friend to wreck something that belongs
to another classmate.
Pressure
your friend to hide something that belongs to
another classmate.
Pressure
your friend to bring a weapon to school.
Pressure
your friend to fight a classmate after school.
Peer Pressure Write
everything you know about peer pressure.
What
do your friends try to pressure you into doing?
Circle the words that affect you when dealing with peer pressure:
Self-Concept
Self-determination
Self-esteem
Identity
Think of a time when you were faced with a peer pressuring you with something. Write
what happened. Describe how you handled the pressure of your peer, and
how you felt during and after the peer pressure and then draw a picture to describe what happened. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Lesson
12
Name Subject
DID NOT TEACH Alana Bashforth ELA/Health
Date Length of lesson
Lesson Topic
Instructional Strategies
Ideal Friends Outcome(s) USC 4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
Prerequisite Learning
y
Preparations
y y
Set (10 min) Development (45 min)
Closure
Adaptive Dimensions
April 6 2011 60 minutes
y
y
Indicator(s) g. Describe examples of positive and negative
peer influence on self-concept, self-esteem, and self-determination (e.g., feeling inadequate, inadequate, confident/overconfiden confident/overconfident, t, fearful/fearless, limiting/reaching ones potential).
Students must understand the difference between a good friend and a bad friend Load/find YouTube videos Print autobiography pages 1. Read a book about friendship to the class 2. Talk about what makes a good friend 3. Students will think about a good friend that they have. They wi ll think about what makes that friend good and will write down words to describe the friend. 4. Students will come back together as a whole and discuss what they wrote on their page. Teacher will write down the students ideas on the board to collaborate ideas on what makes a good friend. 5. Watch a video on YouTube about friendship 6. The class will think of reasons why a person might not be a very good friend. Think back to the book to get ideas. 7. Have students fill out the friends outline page. Have them place words that describe a good friend inside of the outlined person and place words that describe a bad friend on the outside of the outlined person. Students may so with a partner. 8. Students will then fill out the friend profile page where they will choose one person in their life that they value as a friend and write about them. 9. Watch another video about friendship Students may write about non-conventional best friends (ex. Their dog) Students may draw pictures to describe their thoughts.
Friend Page Friends name: ________________________________ _____________________________________________ _____________ About my friend: friend: ____________________ _________________________________________ ________________________ ___ __________________________________ _______________________________________________________ _________________________ ____ __________________________________ _______________________________________________________ _________________________ ____ __________________________________ _______________________________________________________ ______________________ _ Why
I think my friend is a good friend: ___________________________
__________________________________ _______________________________________________________ _________________________ ____ __________________________________ _______________________________________________________ _________________________ ____ __________________________________ _______________________________________________________ _________________________ ____ __________________________ __________________________ What
I do to be a good friend
to him/her: ________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ How long I have known my friend for: _________________ __________________________ __________________________
Draw a picture of your friend:
Lesson 13
Name Subject
Alana Bashforth ELA
Date Length of lesson
Lesson Topic Presentation
April 7, 2011 60 minutes
Instructional Strategies of biographies
Outcome(s) CC4.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity
Prerequisite Learning
y
Preparations
y
Set (10 min)
Development (45)
15 min
30 min Closure (5 min)
Adaptive Dimensions
Indicator(s) b. Compose and communicate findings and conclusions about problems, questions, or issues in a clear visual, oral, and written format.
Students should have all pieces of their autobiographies complete and understand what they have done. Gather and cut various ribbons and string
1. Have class gather all of the pages that the completed over the unit. show them an example of a put together autobiography and all the pages that they might include. Allow students to pick and choose the pages that they would like to include in their autobiographies. 2. Tell class that they are going to be presenting their autobiographies today in groups (they should have previously been told that this was going to happen) 3. Before students can present, they must put their autobiographies together. Bring out the string and ribbon and show students how to put use string/ribbon to bring their pages together by lacing the string through the hole punches of their page s. 4. Allow students to put the pages in an order that is meaningful to them. Ensure that their identity collage is their title page. 5. Have students choose the string or ribbon they would li ke to use and help them string and tie their pages together. 6. Go through the steps together as a class to avoid a million questions. 7. Give students 5 minutes to go through their autobiographies and figure out what they would like to say about their pieces. 8. Break students into 3 equal groups and have each group sit as far away as possible from each other inside the classroom. 9. Tell students that they each have 3 mi nutes to showcase their autobiographies, to talk about it and to explain some of the work that they did. Each person will present their autobiographies to their small groups. Groups will run simultaneously. Once a student has finished presenting, he/she will pick the next person to present. 10. Ask students if there is anything more that they would like to know about autobiographies. y y
Allow student to show just the teacher what they have done Allow a different student to go through and showcase what the student would like to show the group about their auto biographies.
Describe a dream and you have in as much detail as you can and draw a picture of it in the box.
_____________________________________________________________ _____________________ _ Title: _________________________________________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________
___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________
Food
Draw a picture
Day of
and write in each
the year
box.
Place
Movie
Colour
Sport/ Activity
Animal
Toy
Write
a story about something that happened to you. Put as many details as you can.
_____________________________________________________________ _____________________ _ Title: _________________________________________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________
___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________ ___________________________________ ________________________________________________________ ________________________________ ___________
Talents
and Skills
Draw and write something you are good at or can do in each circle.
