Procedures Instructor Procedures/Instructional Strategies: Student Involvement/Instructional Activities: 1. On chart paper, draw two outlines of a 1. Students write characteristics on the sticky human body. Label one positive and one notes and place on the appropriate human negative. Give students sticky notes. Have body outline. students write positive and negative characteristics/attributes about themselves on the sticky notes and stick on the appropriate chart paper. Discuss. 2. Handout the Checklist” 2. Students complete the self-concept “Self-concept worksheet. One area that will be impacted checklist. Discuss what indicates positive entering high school is your self-concept. or negative self-concepts. Meeting new friends, experiencing peer pressure, trying to in” are all issues 9th “fit graders may go through. Explain that the self-concept checklist will help increase their self-concept. Allow students time to complete the checklist. Discuss responses and or collect them after the class period for formative evaluation. 3. After discussing possible responses, 3. Students will complete the “Improving explain to the students that there are ways Your Self-Concept” worksheet. Discuss to improve their self-concept as well as ways for developing or maintaining a maintain it. Allow them time to complete positive self-concept. the Your Self-Concept” “Improving worksheet. Discuss and or collect for formative evaluation. 4. Ask students what they are most looking 4. Students respond to questions forward to doing in high school. Discuss benefits to joining Discuss responses. Checkmark or circle they may be Ask students if they are aware of all the interested in joining. opportunities available to them in their new school community. Direct students to the List”. Let them know “Clubs/Organization about all the different opportunities they have to be involved. Discuss the benefits of more friends (new friends), sense of belonging, school pride, learning new things, taking risks, organizing time and responsibilities and increased positive self-concept. Ask students to check or circle clubs they may
Procedures Instructor Procedures/Instructional Strategies: 1. On chart paper, draw two outlines of a human body. Label one positive and one negative. Give students sticky notes. Have students write positive and negative characteristics/attributes about themselves on the sticky notes and stick on the appropriate chart paper. Discuss. 2. Handout the “Self-concept Checklist” worksheet. One area that will be impacted entering high school is your self-concept. Meeting new friends, experiencing peer pressure, trying to “fit in” are all issues 9th graders may go through. Explain that the self-concept checklist will help increase their self-concept. Allow students time to complete the checklist. Discuss responses and or collect them after the class period for formative evaluation. 3. After discussing possible responses, explain to the students that there are ways to improve their self-concept as well as maintain it. Allow them time to complete the “Improving Your Self-Concept” worksheet. Discuss and or collect for formative evaluation. 4. Ask students what they are most looking forward to doing in high school. Discuss responses. Ask students if they are aware of all the opportunities available to them in their new school community. Direct students to the “Clubs/Organization List”. Let them know about all the different opportunities they have to be involved. Discuss the benefits of more friends (new friends), sense of belonging, school pride, learning new things, taking risks, organizing time and responsibilities and increased positive self-concept. Ask students to check or circle clubs they may Student Involvement/Instructional Activities: 1. Students write characteristics on the sticky notes and place on the appropriate human body outline. 2. Students complete the self-concept checklist. Discuss what indicates positive or negative self-concepts. 3. Students will complete the “Improving Your Self-Concept” worksheet. Discuss ways for developing or maintaining a positive self-concept. 4. Students respond to questions Discuss benefits to joining Checkmark or circle they may be interested in joining.
Instructional%20Activity%202_PS1-Gr9-Unit1-Lesson1.docx