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Unpublished

Compliments and Feelings
  1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.2 Identify why people practice philanthropy related to their own self-interest.

The purpose of this lesson is to engage students in an activity where compliments are given and received and to discuss the feelings that arise from both situations.

Duration: 
Print30-60 minutes
Objectives: 

The learner will:

  • define "compliment" by giving a compliment to another student.
  • state how they felt when giving and receiving a compliment.
  • complete a paper plate face showing how their face looked when giving and receiving a compliment.
Materials: 
  • Mirror
  • Paper plates
  • Crayons (or markers or paint)
  • Large blank chart paper
Instructions: 
Print

  1. Anticipatory Set:Comment on artwork or other student work that is displayed in the classroom. Point out specific items and make explicit complimentary comments. (Example: "I like the way Jeff painted this rainbow, the colors are so bright and pretty." or " I like the way that Sue wrote her name, all the letters are sitting on the line.")

  2. Explain that people feel good when they are told nice things about themselves and that the class is going to practice saying nice things to each other.

  3. Explain that these statements are called "compliments."

  4. Model the desired behavior giving specific compliments such as "Susan, you make beautiful pictures" rather than "You are nice."

  5. Call each student to the front, individually.

  6. Compliment the student, then ask other students to raise their hand if they wish to give a compliment to the student.

  7. Elicit two to four compliments for each child. Help the activity along when it is needed.(Example: If a child has a problem forming the wording of the compliment, prompt with phrases such as "I like it when you…")

  8. Ask the student who is receiving the compliments to look into the mirror.

  9. Ask student to describe his or her own facial expression.

  10. Ask the students who are giving the compliments to look into the mirror and describe their facial expression.

  11. Lead discussion concerning how the students felt when they were receiving a compliment.

  12. List responses on large blank chart paper.

  13. Discuss how students felt when they were giving a compliment.

  14. List responses on large blank piece of chart paper.

  15. Distribute paper plates and drawing materials (crayons, paint, markers, etc.).

  16. Ask students to draw the way their face looked when they received a compliment. Allow them to look into the mirror, if they wish.

  17. Ask students to flip the plate over and draw the way their face looked when they gave a compliment. Allow them to look into the mirror if they wish.

Assessment: 

Teacher observation: Teacher will note whether children were able to give a compliment to classmates. Examine paper plates for appropriate illustration. Compare face in mirror with plate, they should match.