Wednesday, March 29, 2017

Guidance Lesson: Self-Worth

Lesson Plan for 6th Grade: Self-Worth!                                  
(Created for students with a musical intelligence)

Students with a strong musical intelligence have a tendency to show sensitivity to rhythm, melody and sound. They may study or focus best with music in the background, and they often notice non-verbal sounds in their environment. These students learn best through rhythm, melody and music.  

Rationale and clear purpose for the unit or lesson (it’s a summary of your group planning):

This lesson will focus on defining and building self-worth for students, particularly those students who learn through a musical intelligence. The topic of self-worth will be explored through discussion, questions, a video, a group activity, independent time, partner time, and a final closing discussion. As a result of the lesson, we hope that students have better understanding of self-worth and feel that they are able to recognize their own self-worth. We also hope that students will understand that self-worth can change, and that they will begin to develop tools in which they can change their own. Through the use of discussion and questions, we will grasp whether or not students have met the objectives and have enjoyed the lesson.  

ASCA Standards:
B-LS 2: Demonstrate creativity
B-SS 2: Create positive and supportive relationships with other students
D- SMS 3: Demonstrate ability to work independently

  • Overview: The purpose of today’s guidance lesson is to explore the concept of self-worth, have students apply it to themselves, and do so through a musical intelligence lens. Various activities will be presented in order to explore this topic.

  • Activate previous knowledge: Does anyone know what self-worth is? How do you describe self-worth? Do you think it is important, how so?

  • Create anticipation: Today, we are going to learn more about self-worth and how it is important in your lives! Be prepared to have fun, participate, and leave with a stronger sense of self-worth and love for yourself!
Developmental Learning Activities designed to meet the objective(s)

What are the activities?
  • Introduction to self-worth through lecture, conversation, and a video.
    • Ask questions to sense previous knowledge
    • Provide definition of self-worth: The way you think and feel about yourself.
    • Kids with high self-worth… Feel good about themselves
      • Feel proud of what they can do
      • Believe in themselves, even when they don’t succeed at first
      • See their own good qualities
      • Feel liked, loved, and respected
      • Accept themselves

·         High Self-worth helps you have the courage to do new things. What new things have you tried lately?
·         Self-worth can grow and change! Focus on the things you are good at, always try your best, and spend time with those that make you happy. What is something you are good at?  Who makes you happy?    
·         On a scale of 1 to 5 with your fingers, please show us how well you understand self-worth at this point (1 being still confused, 5 being totally understand!)
·         Play Video about self-worth   


Acknowledgement of own self-worth through rhythm clapping game.
§  We will sit in a circle on the floor and set a beat with a clap, asking each student to say a word about their own self-worth as the beat falls on them. Once we go through a few times, ask students if there are any other versions of this game they would like to play that relate to self-worth. (Examples: words that describe your friends self-worth or words that aren’t good for your self-worth)

  • Individual time to write a poem, rap, or song about their self-worth.
·         Emphasis on rhyming when possible, with a provided example presented from Evan beforehand. Once time is up for creative writing, students will be assigned partners in which they will share their written work. After that, we will ask for people to share with the whole group, but won’t expect that everyone do so.
·         Pairs will be assigned through pieces of paper that have a first name or a last name of a musical artist and they will need to find their match.
·         Music will be played in the background as students work on their written assignment
·         Once everyone has a chance to share that wants to, ask the following: please show a thumbs up, sideways, or down about whether or not this assignment helped you recognize your own self-worth.

  • Wrap up the guidance lesson through discussion, questions, and a check for understanding.
    • Reminder of the definition of self-worth: the way you think and feel about yourself.
    • Questions to ask:
      •  What did you learn today?
      • How has your view of self-worth changed?
      • Can everyone please provide one word they are feeling after participating in this assignment (go around the circle and share).
    • Close with homework for next week and reminder to visit us anytime!  

Bloom’s Taxonomy:
·         Students will be remembering past information about self-worth, understand the concept through activities and discussion, apply self-worth through their participation in groups activities and sharing with others, analyze the concept by addressing it in their own lives, and create a poem about their own self-worth. However, we could not think of a situation in this lesson when a student would feel the need to evaluate regarding self-worth.

·         We will summarize the lesson by restating the the definition of self worth. We will reflect back the good examples of self-worth we heard from the students throughout the lesson.  
·         We will check for understanding throughout via the examples written in this lesson plan.

Closing and Follow up
·         We will be back in your classroom next week for a follow up guidance lesson. Your homework is to find a song that either describes your self-worth or increases your self-worth as you listen to it. Please have the song name when you come to class next week and we will listen to a brief portion of everyone’s song!
  • Please remember that we are your school counselors and love to spend time getting to know you. Please stop by our office, near the front doors, anytime, we’d love to see you!

·       Whiteboard and markers, access to music to play in the background, access to technology for video and powerpoint 

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