litceysel.ru
добавить свой файл
1
Lesson Plan: Know Your Image



Contributors: Chuck Gill

Sandra Johansen

Vikki Reap

Marlon Cummings


Subjects(s): Guidance


Level(s): Grades K-2


Duration: 45 Minutes


Essential Curriculum:


GU.PK0.30 Personal/Social Development - Students will demonstrate the knowledge, attitudes, and

interpersonal skills to help them understand and respect self and others.

GU.PK0.32.10 Apply interpersonal skills related to self-awareness and respect for others to promote

positive relationships.


GU.K00.70 Personal/Social Development

Students will:

demonstrate the knowledge, attitudes, and interpersonal skills to help them understand

and respect self and others.

GU.K00.70.01 Apply interpersonal skills related to self awareness and personal space to help all

students understand and respect self and others


GU.100.70 Personal/Social Development

Students will:

demonstrate the knowledge, attitudes, and interpersonal skills to help them understand

and respect self and others

GU.100.70.01 Apply interpersonal skills related to self awareness, self esteem, and feelings to help

all students understand and respect self and others


GU.200.70 Personal/Social Development

Students will:

demonstrate the knowledge, attitudes, and interpersonal skills to help them understand

and respect self and others.

GU.200.70.01 Apply interpersonal skills related to coping strategies such as anger management and

verbal and nonverbal communication to help all students understand and respect self

and others


OBJECTIVES

Abstract or Goal:


  • To define the meaning of image.
  • To explore how an image can affect the way we behave.



Key/Focusing Questions:

  • What’s an image? Dictionary meaning (a picture or reproduction of) Class definition….

  • When does it feel good to have an image and when does it feel bad?

  • If you have a happy image and you feel sad how do you express your sadness?

  • If you have a tough image how do you express your sadness or happiness?


SET IT UP

Anticipatory Set:


By being confined to an image we are not allowed to grow and change and become our best self.

By confining others to an image they are not allowed to grow and change.


Talk It Out

Instructional Input


Ask the following questions and record the answers on the poster paper. Recording the student’s wisdom and insights on poster paper is a useful strategy because you can then leave it behind for children to see all year.

  • What is an image?

  • How does the dictionary define image?

  • How does the TV you watch show how old people should behave?

  • Name your favorite TV show?

  • How do grown-ups look and behave in that show?

  • What’s your favorite commercial? How do the children in that commercial act and behave in that commercial?


Act It Out

Guided Practice


What’s your favorite toy?

What’s your favorite action figure or doll?

What does the facial expression on your doll/action figure look like?

Show me.

How are the arms positioned?

Show me.

How are the legs positioned?

Stand beside your or desk and show me how your action figure looks.

Now freeze (you can breath and blink) in that image. The teacher circulates around the room pretending to take a picture of each child. The children will start to wiggle, the teacher reminds them they are still frozen, they cannot move! Finally let them relax and bring them back into their desks or a circle and begin the next discussion.



Talk About It

Questions for Discussion


Is it difficult to stay in this position?


What if this was the only way you go through life? How would you show your happiness, sadness, joy?


Part of growing up is learning that we all can feel and learn many things.

If we are locked into one image how can we grow?


Are we limited by how we think we should behave?

Are we limited by how others think we should behave?

When we follow the class rules about our behavior is that a positive image to have? Why?

If someone thinks we are just perfect children ALL the time without ANY problems, is that a positive or negative image to have? Why?


Picture It

Culminating Activity/Assessment:

Materials: paper, pencil, pink purple and yellow crayons.


Instruct students to draw a picture of a “tough guy” using only their pencil and paper.

Once the pictures are done hand out the yellow, pink and purple crayons and instruct color in the picture you drew.


What happens to the picture?


Draw a picture of a beautiful girl.

Post the pictures and discuss the students’ interpretation of pretty girls and tough guys. All the pictures should be different because we are all different and there are lots of ways to be pretty and to be tough.


Read About IT

Extension Ideas


Read aloud and discuss:

Stand Tall Molly-Lou Melon by Patty Lovell illustrated by David Catrow

I want Your Moo A Story About Self-Esteem by Marcella Bakur Weiner & Jill Neimark illustrated by Jairo Barragan


Resources/Materials:

Paper, pencils, yellow, pink and purple crayons

Special Needs: Modifications will be used for special needs children included in the classroom. This lesson can also be used as small group instruction in the resource room.


Multicultural Connections: Discussion can include exclusion based on individual difference and the importance of respect regardless of those differences.