Proud of Who I Am
The students will demonstrate self-respect by learning good habits for taking care of their emotional and physical health. The students will be provided with an opportunity to practice treating oneself and being treated by others with respect. They explore why caring for self and others is good for the community.
The learner will:
- demonstrate an understanding of self-respect by creating a visual representation of his/her physical and internal characteristics.
- understand the importance of positive communication toward oneself in building relationships and adding to the common good.
- large sheet of butcher paper for each student (for human tracing) and markers
- read-aloud copy of Simon's Hook by Karen Kedig Burnett or "Secret of the Flowers" by Irene Malek (online) or student copies of Nothing's Fair in 5th Grade by Barth DeClements
The students will have two homework assignments: 1) Write a reflection paper on the labeling activity and discussion. Describe an intrinsic and extrinsic trait that surprised you the most. 2) Maintain a food/exercise journal for a week.
Burnett, Karen Kedig. Simon's Hook. GR Publishing, 1999. ISBN-13: 978-0966853018
Character Education "Teaching Values" unit Malek, Irene "Secret of the Flower." PDF
DeClements, Barthe "Nothing's Fair in 5th Grade." Puffin, 1990. ISBN-10 01400344438
Review the examples of respect and disrespect from Lesson One. Ask the students whether the chart touches on how we show respect or disrespect for our own self and our own body. Tell the class that today's lesson is about caring for ourselves "inside and out."
Ask the students what they think physical health looks like (brainstorm a list) and emotional health (brainstorm list). Ask, "Why is good health important?"
Read aloud (excerpts of) "Secrets of the Flower" by Irene Malek or Simon's Hook by Karen Kedig Burnett. "Secrets of the Flower" is about a fairy who learns good habits of respect through gardening while "Simon's Hook" is about a little boy who learns how to handle being teased and put down by others.
Discuss with students how they think the characters in the stories did or did not respect themselves at different points throughout the story. How did respectful behavior improve the situation for them and others?
As a group, generate a list of character traits and descriptions of the main characters from the story.
Distribute to each student a large sheet of butcher paper and markers. Ask the students to work with a partner who will trace their physical body on the paper.
Have each student write on the traced figure words that describe him or her self. They may refer to the list of behaviors and character traits for ideas. These words should be positive and describe their inner and external evidences of self-respect. Examples: For internal traits, write "pride" in the head or "beautiful" in the heart or "hard-working" in the hands. For external traits, write "brushed teeth (or hair)"near the head or"strong arms" or "smiling face." Note: it is not necessary for students to put their names on the papers.
After allowing 15 minutes to decorate and label their body tracing, have the students hang their posters around the room to create a class gallery walk. Walk by the images in a line, looking at what each student wrote. Have students look for unique descriptions and positive traits they share or aspire to.
Have a group discussion to identify traits that exhibit self-respect. Write a few traits or descriptions that you found surprising and/or in common throughout the illustrations. How do they feel about reading positive traits?
Note: facilitate the conversation to include elements of "positive self-talk" and good habits of exercise and health. Topics may include eating well/nutrition, standing up for self, getting enough sleep/exercise, grooming of hair/teeth/nails, regular visits to doctors (including dentists and optometrists) and dressing appropriately. Discourage any self-criticism.
Exit ticket: Write a sentence telling how feeling respect for yourself affects others.
The assessment for this lesson would take the form of collecting the students' drawings and checking the labeling. It should coincide with class participation and properly labeling intrinsic and extrinsic characteristics. Two other assessments will be from the homework reflection assignment where the students describe any changes in opinion and observations from the activity and from the homework food/exercise log assignment where students maintain a daily journal of food intake and exercise. (See School/Home Connection.)
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 01. Self, citizenship, and society
Benchmark E.3 Describe a benefit of group cooperation.
Standard PCS 02. Diverse Cultures
Benchmark E.2 Discuss the importance of respect for others.
Benchmark E.4 Demonstrate listening skills.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.