Objectives: The student will develop an awareness of individual differences among people, i.e., a realization that no two people are exactly alike.
Directions:
1. Explain the rules of the game. The children will be told that they will take turns describing someone else in the class. It is often a good idea to have the child who is describing a classmate to close his eyes, to avoid the tendency to look at the person and not his or her clothing.
2. Encourage the children to mention other thinks such as what the person likes to do; his physical characteristics; what he does well, etc…Encourage the children to stress good or nice thinks about he person is helpful.
3. After the child has described someone else, he will open his eyes, and call on those who think they know who he was describing.
4. The child who guesses correctly will be next at describing another person.
Wednesday, June 9, 2010
Reach for Your Dreams
Reach for Your Dreams is a serious of activities geared for use with elementary age children and their families. Reach for Your Dreams is a family activity book that contains a story line with corresponding activities. This program is designed to assist student recognition and development of their gifts, talents, dreams, and increase self-esteem. The thirty-six activities, along with the story line, provide opportunities for students to explore the areas of: self-discovery, communication skills, getting along, choices, exploring emotions, and recognizing dreams. Many of the activities are adaptable to be used within the classroom, small group settings, or in one-on-one meetings. Other activities require family involvement and include the parents in supporting their son or daughter’s growth.
Reach for Your Dreams was presented as a series of guidance lessons within fifth grade groups at Waseca Central Intermediate School. A variety of activities selected from the workbook were selected to help students identify their strengths, feelings, interests, and dreams. Careers are also explored. Each lesson is designed to be delivered within a 30-minute period. A typical lesson is as follows:
Description of Lesson (from the program) Lesson:
Exploring Emotions (Objective #5) First Activity
Materials Needed:
Reach for Your Dreams workbook, Lunch bags, Crayons or markers, Buttons, Yarn, Scissors, and Glue.
Activity:
Have students complete page 45 of the workbook labeled “I Feel ___ When . . . ” that allows students to identify ways they might feel in certain situations. Students are asked to circle the face that represents how they feel in each situation listed on the page. If students are not sure how they may feel in a certain situation, have them ask other members of the group how they think they would feel in that same situation. Discuss with students how there are no right or wrong answers. Also discuss with students how each of them is different and, therefore, they will react in a different way than other students might in the same situation. (10 minutes)
Next, have students create a bag puppet. Using the materials provided, instruct students to create a puppet that they feel represents them. Warn students that they have a short amount of time to create these puppets. Also inform students that they may add to their puppets at a later date. (5 minutes)
Using the puppets, have students choose one of the situations listed on either page 45 or page 46 of the workbook. Once the student has chosen a situation, have students use their puppets to act out the situation. Included in this role-play (using the puppets), students should show by using the puppet how they may feel in that situation. Students may enact each situation alone or you may divide the group into pairs. Another option with this activity is to have other situations not mentioned on pages 45 or 46. These extra situations should be written on a separate piece of paper. Student can then draw the situation that they have to share about. This may be shorter, however students are not allowed to share something they may relate to or that was a situation they experienced. (10 minutes)
In closing, process with students how it felt to share their feelings. It is also important to process with students what it means to have different feelings from others in reaction to similar situations. Another issue that students should discuss is the factors that influence how people might react to certain situations such as stress, amount of sleep, family situations, etc. (5 minutes)
Reach for Your Dreams was presented as a series of guidance lessons within fifth grade groups at Waseca Central Intermediate School. A variety of activities selected from the workbook were selected to help students identify their strengths, feelings, interests, and dreams. Careers are also explored. Each lesson is designed to be delivered within a 30-minute period. A typical lesson is as follows:
Description of Lesson (from the program) Lesson:
Exploring Emotions (Objective #5) First Activity
Materials Needed:
Reach for Your Dreams workbook, Lunch bags, Crayons or markers, Buttons, Yarn, Scissors, and Glue.
Activity:
Have students complete page 45 of the workbook labeled “I Feel ___ When . . . ” that allows students to identify ways they might feel in certain situations. Students are asked to circle the face that represents how they feel in each situation listed on the page. If students are not sure how they may feel in a certain situation, have them ask other members of the group how they think they would feel in that same situation. Discuss with students how there are no right or wrong answers. Also discuss with students how each of them is different and, therefore, they will react in a different way than other students might in the same situation. (10 minutes)
Next, have students create a bag puppet. Using the materials provided, instruct students to create a puppet that they feel represents them. Warn students that they have a short amount of time to create these puppets. Also inform students that they may add to their puppets at a later date. (5 minutes)
Using the puppets, have students choose one of the situations listed on either page 45 or page 46 of the workbook. Once the student has chosen a situation, have students use their puppets to act out the situation. Included in this role-play (using the puppets), students should show by using the puppet how they may feel in that situation. Students may enact each situation alone or you may divide the group into pairs. Another option with this activity is to have other situations not mentioned on pages 45 or 46. These extra situations should be written on a separate piece of paper. Student can then draw the situation that they have to share about. This may be shorter, however students are not allowed to share something they may relate to or that was a situation they experienced. (10 minutes)
In closing, process with students how it felt to share their feelings. It is also important to process with students what it means to have different feelings from others in reaction to similar situations. Another issue that students should discuss is the factors that influence how people might react to certain situations such as stress, amount of sleep, family situations, etc. (5 minutes)
Responsibility
Objectives: The student will become aware of consequences of inappropriate behavior.
Directions:
1. Put four sentences below on the board
2. Divide the class into four groups. Have each group draw a picture to show a consequence or behavior in one of the following situations. (Each group produces one picture.)
3. A little girl left her tricycle in the street when she finished playing.
4. A boy with a new bike was showing off by riding "no hand" down the street.
5. A boy talked back to his mom when she told him it was time to go to bed.
6. A child pushed another child out of his seat on the bus.
7. If time allows, role-play each situation.
Directions:
1. Put four sentences below on the board
2. Divide the class into four groups. Have each group draw a picture to show a consequence or behavior in one of the following situations. (Each group produces one picture.)
3. A little girl left her tricycle in the street when she finished playing.
4. A boy with a new bike was showing off by riding "no hand" down the street.
5. A boy talked back to his mom when she told him it was time to go to bed.
6. A child pushed another child out of his seat on the bus.
7. If time allows, role-play each situation.
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