UNIT
PLAN: SELF-ESTEEM
Grace K.
Gheen
Grade: 2nd-4th grade
Duration: 10 days Course:
Language Arts/ Social Studies/Math/Science
Unit Introduction:
This unit plan is one that
can be modified for many age groups of students. Self-esteem is a very important part of a child’s
development. Without it, they can feel
left out and alone. In order for
students to build self-esteem they need to know who they are and what is important
about his/herself. Each student is
unique in his or her own way. Having
them think, write and speak about what is good about them helps the students to
develop a sense of worth.
Educational Goals:
This unit is part of a
social studies and language arts curriculum about a healthy self-esteem in
students. Students will develop a
better understanding of themselves as well as their peers. Feeling good about his/her self is a crucial
developmental step in a student’s self-esteem.
Assessment:
Individual learning is
assessed formatively through teacher observation, journals, and student
participation in the collaborative and cooperative activities. In addition, students can be assessed during
and at the completion of the unit by the use of student self-assessment through
a reflection.
Literature List:
Berry, Joy. Let’s Talk About Being Fair. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Being Good. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Being Patient. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Feeling Defeated. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Feeling Disappointed. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Feeling Embarrassed. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Feeling Frustrated. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Feeling Inferior. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Feeling Jealous. Arizona: Gold Star Publishing. 1999.
Berry, Joy. Let’s Talk About Playing With Others. Arizona: Gold Star Publishing. 1999.
Cannon, Janell. Stellaluna. San Diego: Harcourt Brace and Co. 1993.
DePaola, Tomie. Oliver Button Is A Sissy. New York, Harcourt Brace and Co. 1979.
Silverstein, Shel. The Giving Tree.
Walter, Nancy Lee. Inside of Me I Feel… Naturally by Nan. 1993.
Other Activities:
·
Increase a student’s
self-esteem by sending them to the principal’s office when a student
demonstrates exemplary behavior or academic success. The principal can spend a few minutes speaking with the child
about success. The student comes back
with a sticker reading, “I visited the principal. Ask me about it.”
·
Make cutouts of the
students’ hands. Create a billboard of
“high fives” and place their hand on the bulletin board each time they
encourage their friends.
·
Complement tree: Bring
in a branch in a pot into the classroom.
Each time the students, as a group, perform well during any activity;
place a compliment on the tree.
Subject: Who Am I Collage Date
& Time: 11/6/00
Organizational
Pattern:
Individual
Grade Level: 3rd
Grade
Objectives:
1.
The students will assume responsibility for his/her own
actions in working with others (Ohio Model, S.S. Citizenship, 4D).
2.
The students will write a piece related to interests,
themes, and real-life events (Smith Objectives, Writing 2a).
Anticipatory
Set:
Who can tell me some of their hobbies? What are some things that you would say
represents you? Today, we are going to
represent who you are through your head!
Teaching:
1. The teacher will have students sit in front of a screen with an overhead
projector shining their head’s silhouette.
The teacher will trace their head onto a sheet of paper.
2. The students will clip phrases, words and pictures from various magazines
that represent who they are.
3. The students will glue them inside of their silhouette to create a
collage.
4. The students will write a story with 5-7 sentences that describe their
collage.
Special
Accommodations: Help students that have difficulty
with writing and reading by having the student describe their collage
orally. The teacher can write their
story while the student dictates or have the student type it on the computer.
Each one of us is different in our own way. You should learn to appreciate who you are
by looking at yourself and realizing that you are special. Your interests are unique to only you and no
one else.
Evaluation
Strategies:
1.
The teacher will check the story for 5-7 complete ideas.
2.
The teacher will check for proper cursive, punctuation and
capitalization.
Materials:
Various old magazines
Scissors
Glue
Overhead projector
White paper 11x14
Pencils
Writing paper
Subject: Auto-bio poem Date
& Time: 11/7/00
Organizational
Pattern:
Individual
Grade Level: 3rd
Grade
Objectives:
3.
The students will write for a variety of purposes to
integrate writing across the curriculum (Smith Objectives, Writing 3A).
4.
The students will share writing in large and small groups.
(Smith Objectives, Writing 2E
Anticipatory
Set: Yesterday you represented yourself through a
collage. Today, you will use a poem to
describe things about you that you like.
Teaching:
1. The teacher will write the following 11-line autobiopoem as follows and
discuss:
·
Line 1: Your first name
·
Line 2: 4 descriptive traits
·
Line 3: Sibling/Daughter/Son of
·
Line 4: Some one who loves….
·
Line 5: Who feels…
·
Line 6: Who needs…
·
Line 7: Who gives…
·
Line 8: Who fears…
·
Line 9: Who would like to see…
·
Line 10: I live in…
·
Line 11: My last name
2. The students will complete the poem and then share their poem with their
peers and/or the other members of the class.
Special
Accommodations: Those students who have difficulty
reading can have a copy of this poem written out on paper prior to assigning
the activity.
What have we learned about ourselves? I’ve learned that ______ likes to play
soccer, is funny and likes to give his/her friends gifts. We can learn quite a bit about our friends if
we just take the time to listen and appreciate our friends as well as
ourselves.
Evaluation
Strategies:
1. The teacher will check for proper spelling
and capitalization within the poem.
Materials:
Paper
Pencils
Subject: Feeling Good Jar Date
& Time: 11/8/00
Organizational
Pattern:
Individual
Grade Level: 3rd
Grade
Objectives:
5.
The students will learn how to express feelings.
6.
The students will show empathy for the feelings of others
(Ohio Model, S.S. Citizenship, 4C).
7.
The students will write for a purpose.
Anticipatory
Set: We wrote a poem yesterday about ourselves. Now, I’d like you to try something
different.
Teaching:
1. The teacher will give the students 3-5 strips of paper and instruct the
students to write something down that makes them feel good.
2. The teacher will put all the pieces of paper in a jar and then select a
few to read to the students each day.
3. The students will record their feelings in their daily journal.
Special
Accommodations: Those students who have difficulty
writing their feelings may draw a picture of their face to display the
feeling. If there are students that
have trouble with writing their feelings on the paper may have a peer help them
record their feelings on the strip of paper.
Expressing our feelings helps us to let others know
what we think about a situation.
Hearing and writing about things that make you feel good is a great way
to keep you positive about yourself.
Evaluation
Strategies:
1.
The teacher will check for proper spelling and
capitalization in their journal writing.
2. The teacher will check for positive
sentences on the strips of paper.
Materials:
Paper cut in strips
Pencils
Glass jar
Journals
Subject: We Are Alike, We Are Different Date
& Time: 11/9/00
Organizational
Pattern:
Small groups
Grade Level: 3rd
Grade
Objectives:
8.
The students will respect the rights of others. (Ohio Model,
S.S. Citizenship, 4E)
9.
The students will collect and record data on the frequency
of events. (Ohio Model, Math Strand 8,
#5)
3. The students will share compositions with a
variety of audiences. (Ohio Model,
Writing, 3D)
Anticipatory
Set: So far, we have been looking at ourselves, thinking
about the things we like and what makes us feel good. Now we are going to compare ourselves with our friends in the
classroom.
Teaching:
1. The teacher will read the story Stellaluna by Janell Cannon.
2. The teacher will have the students count off by two’s.
3. The pairs of students will take a sheet of paper and fold in half. On each side, the students will draw a
picture of his/herself. While looking
at the picture, the students will be asked to list what is alike about them and
what is different on the backside of the paper.
4. The students will graph the similarities and differences (eye color, hair
color, etc.)
5. The students will write about their similarities and differences in their
journal and reflect on how it feels to be different from their friend.
Special
Accommodations: Those students with writing
difficulties can draw a picture or have their partner help them with their
writing.
There are differences and similarities between all
of us. We should appreciate these
differences and similarities. Not only
should we care about ourselves, but value our friends.
Evaluation
Strategies:
1.
The teacher will evaluate the students’ behavior towards
their partner through an oral assessment rubric.
2. The teacher will check the students’ journal writing for proper sentence
structure, capitalization and punctuation.
3. The teacher will check the student’s graphs for proper data.
Materials:
Stellaluna by Janell Cannon
Paper
Pencils
Colored pencils
Graph paper
Subject: Types of Sentences Date
& Time: 11/10/00
Organizational
Pattern:
Whole group
Grade Level: 3rd
Grade
Objectives:
10.
The students will write examples of statements, questions,
commands and exclamations beginning with capital letters and correct
punctuation.
11.
The students will learn to share thoughts and feelings with
other students in the class, while respecting the rights of others. (Ohio Model, S.S. Citizenship, 4E)
Anticipatory
Set: We have done some analysis of our friends and
ourselves. Now we are going to use some
of the things we have been discussing to write some sentences. Who can give me an example of a
statement? Question? Command?
Teaching:
1. The teacher will have the students give examples of things they like to
hear during the school day.
2. The teacher will have the students write examples of each type of
sentence under two different headings: “Sentences I like to hear during the
school day” and “Sentences I dislike hearing during the school day.”
3. The students will write examples of each and place the positive sentences
on poster paper to save for future references.
Have the students discuss why they like hearing these sentences.
4. During the writing process of the negative sentences, make sure the
students do not use names of real people; rather, change to fictitious names.
5. The students will reflect in their journals.
Special
Accommodations: None noted
In your writing, you can express yourself in many
ways. Using different types of
sentences will help you to make your stories more creative and
interesting. Whenever you feel down,
you can use the cards to review some of the nice things that you like to hear
during the school day. I will work
harder as your teacher to make sure you hear those things.
Evaluation
Strategies:
1.
The teacher will check for proper sentence structure,
capitalization and punctuation in the student’s sentences in their journals.
2.
The teacher will use an oral assessment on the students
while they are communicating with their peers.
Materials:
Pencils
Tag board
Paper and/or butcher block paper
Journals
Subject: I’m “Thumb” Body Date
& Time: 11/13/00
Organizational
Pattern:
Whole group
Grade Level: 3rd
Grade
Objectives:
12.
Make observations, organize observations into simple graphs
or charts, and/or obtain information from simple graphs or charts. (Smith, Science Strand 1, c)
13.
Identify or describe characteristics or patterns of familiar
physical phenomenon. (Smith, Science
Strand II, c)
Anticipatory
Set: We have talked about things that make us feel
good. We’ve also discussed some
similarities and differences that we have with our friends. Now, we are going to look at real, physical
differences.
Teaching:
1. The teacher will have the students look at their thumbs. Have the students discuss what they see.
2. The teacher will discuss the three types of prints: ARCH, LOOP (left and
right), and WHORL. The teacher will
show the students example of each on the OHP.
3. The teacher will have the students create a graphite smudge on a piece of
paper by scribbling back and forth.
4. The teacher will ask the students to rub their right thumb on the smudge,
being sure to cover it from top to first join with graphite.
5. Have the students place a piece of cellophane tape and place it over their
smudged thumb. They carefully lift the
tape and then place it on a clean piece of paper.
6. They now repeat this procedure and place it on a graph with three columns
marked arch, loop, and whorl.
Special
Accommodations: None noted
As you can see, we all have
our own unique type of thumbprint. This
is another characteristic about each of you that makes you an individual.
Evaluation
Strategies:
1.
The teacher will orally assess the students’ observations
about their fingerprints.
2.
The teacher will assess the students on their participation
of the activity and how well they create their fingerprint.
Materials:
Butcher-block paper Overhead
projector
#2 pencils Copies
of 4 types of fingerprints on transparencies
Tape
Subject: Working together is no puzzle! Date &
Time: 11/14/00
Organizational
Pattern:
Whole group
Grade Level: 3rd
Grade
Objectives:
14.
The students will understand and respect people’s
similarities and differences. (Smith,
S.S. Strand II, c.)
15.
The students will identify needed information to solve a
problem. (Smith, Math Strand II, a)
Anticipatory
Set: You have been doing work mostly as individuals so
far. Today, we are going to do
something really fun and exciting. Who
has ever put together a puzzle? We will
be creating our own classroom puzzle and putting it together as a group.
Teaching:
1. The teacher will prepare a puzzle beforehand using tag board. Cut out the number of pieces needed for the
entire class (one piece for each student).
Mark the back of the piece so each student draws on the same side.
2. The teacher will pass out one puzzle piece to each student.
3. Each student will write their name on the puzzle piece and design it so
that it represents things that they like.
4. The teacher and students will discuss the best way to put the puzzle
together. Have the students work
together to put the puzzle together.
Special
Accommodations: None noted
Working together is a very important part of being
in a group. What other types of groups
can you think of where you would have to work together to get the job
done? I am very proud of all of you!
Evaluation
Strategies:
1. The teacher will assess the students by
using cooperative group rules. (Take
turns talking, encourage your friends, no negative comments, have fun)
Materials:
Large tag board jigsaw puzzle (teacher made)
Markers
Subject: Chain of Compliments Date
& Time: 11/15/00
Organizational
Pattern:
Whole group
Grade Level: 3rd
Grade
Objectives:
1. The students will respect the rights of others (Ohio Model, SS
Citizenship, 4E)
2. The students will give and receive complements to
their peers using proper cursive, capitalization and punctuation.
Anticipatory
Set: Each of you has special qualities that you like to
hear. We are going to sit in a circle
and talk about our friends.
Teaching:
Special
Accommodations: None noted
Remember that saying something nice to someone is
better than a negative comment. Think
about what you would like to hear your friends say to you before you decide to
say something that is mean or cruel.
Evaluation
Strategies:
1. The teacher will check the student’s sentences for proper cursive,
punctuation and capitalization.
Materials:
Construction paper cut into strips
Markers and/or crayons
Stapler or glue
Subject: Friendship Interview Date
& Time: 11/16/00
Organizational
Pattern:
Small groups
Grade Level: 3rd
Grade
Objectives:
16.
The students will show
empathy for the feelings of others (Ohio Model, SS Citizenship 4C)
17.
The students will write for a purpose using proper sentence
structure, punctuation, and capitalization.
Anticipatory
Set: Are you a good friend? What makes a good friend?
Today, we are going to find out!
Teaching:
1. The teacher will have the students choose a partner.
2. The teacher will pass out the interview sheet and have the students
interview their partner. Make sure the
students use cursive and proper sentence structure.
3. Once the students complete their interviews, they will share them with
the class, as if they are introducing this person to their peers for the first
time.
4. The teacher and students will discuss their answers about being a friend.
Special
Accommodations: Those students who have difficulty
writing can have a peer help them with the spelling of words.
Our friends are very important to each of us. Getting to know your friends and respecting
their opinions is very important. Are
you a good friend?
Evaluation
Strategies:
1.
The teacher will check for proper sentence structure,
capitalization, and punctuation in their writing.
Materials:
Copies of interview sheet
Pencils
Subject: Autograph Day Date
& Time: 11/17/00
Organizational
Pattern:
Whole group
Grade Level: 3rd
Grade
Objectives:
18.
The students will
engage in written communication on a daily basis.
2. The
students will respect the rights of others.
(Ohio Model, SS Citizenship, 4E)
Anticipatory
Set: We have talked about ourselves. We have written things that make us feel
good. We have also written some things
that we like to hear in school. Our
thumbprints showed us physical differences, although we know there are also
similarities. To end our unit, we are
going to use our shirts and have an autograph day!
Teaching:
1. Have students put t-shirts on over their clothes.
2. Pass out fabric markers to each student.
Tell students before they begin that they must write only positive
comments or sign their name.
3. Once the students have completed writing on each other’s shirts, have
students share their shirt with the class.
Special
Accommodations: None noted
You’re t-shirts are a great way to show others how
many friends you have! I encourage you
to keep wearing your shirts throughout the year! Great job!
Evaluation
Strategies:
1.
The teacher will use an informal visual assessment while the
students are signing the shirts. The
students must use positive words and phrases.
Materials:
White t-shirts (one for each student)
Permanent fabric markers
