Classroom Activities
As an introduction to the HET lifeskills at the start of the school year, I'll integrate movement and bodily-kinesthetic learning by taking photos of my students as they pose to represent the emotion of each lifekskill. For example, one of my students may want to represent sense of humor with a photo of him or her laughing with friends, or represent problem solving with a photo of him or her working out a difficult math task with peers. This is simply an activity relevant to my classroom and school setting, but I'd suggest this as a reinforcement activity when discussing emotions.
When reading The Absolutely True Diary of a Part-Time Indian by Sherman Alexie 9, we will do an ongoing activity throughout the course of the novel. Junior, the main character, is an example of an adolescent who is both prideful and courageous. The story portrays his adolescent years as he is living on the Spokane Indian Reservation. He was born with water on his brain, and as a result is considered to be disadvantaged by peers and family members. However, he learns how to overcome and be successful in his academic and social life. Throughout the reading of this text in class, I plan to have my
students track Junior's emotions using an Emotional EKG. This term refers to an emotional electrocardiogram, in which the students will monitor the feelings and emotions of Junior as an electrocardiogram monitors heart activity. Students will have a strip of construction paper, with a horizontal line down the middle, to keep track of the ups and downs of Junior's emotions similar to an EKG printout. At each high and low point, my student will write a brief note of Junior's experience and emotion at that point in the novel.
Junior begins his story by describing his situation: his family, his hometown, his health, his friends, his likes, his dislikes, and how he expresses himself. His form of self-expression is invaluable and is a direct connection to my students and this unit. Junior draws. Artists are "spatial smart" in the realm of multiple intelligences. His explanation of why he draws will be a specific example that individuals have strengths and use their strengths to both learn and express. On page 5 of the novel, Junior states, "I draw because words are too unpredictable. I draw because words are too limited. If you speak and write in English, or Spanish, or Chinese, or any other language, then only a certain percentage of human beings will get your meaning. But when you draw a picture, everybody understands it…I feel important with a pen in my hand. I feel like I might grow up to be somebody important. An artist. Maybe a famous artist. Maybe a rich artist."
For the purpose of this unit, this is a powerful beginning because Junior has a great sense of pride in his drawings. On the emotional EKG, this opening passage is an example of high point. He states the importance of his artistic ability and the success it may bring if he pursues this strength. Each drawing he describes throughout the novel is illustrated, and I believe this is an engaging aspect of Junior's first person narration. Since the students will be "hooked" from their first encounter with Junior, the novel will truly be an emotional rollercoaster in which pride and courage are effective.
Below are samples of specific lesson plans I intend to use during the course of the unit.
Lesson Plan 1
Objective
My students will demonstrate a deepened understanding of the lifeskill of pride through the activity, Who Are You?
Lesson length
One 50 minute period
Materials
Paper and writing tool
Opening
Today, we are going to do an activity called, Who Are You? First, let's think about who you are. (I'll look to my students and tell them who I think they are, for example, "Alicia, you are a talented singer. Ben, you are an older brother. Christian you are honest." I'll provide a variety of examples so my students see that the activity is about both external and internal qualities.) Now, I'm going to do the activity with our classroom aide for one minute. Can I have a volunteer to keep track of our time?
Activity
For one minute, I will stand face to face with my aide and ask the question, who are you? After each response, I will ask it again and continue this for one minute. At the end of the minute, she will have said several things about who she is, maybe qualities she is proud of and some she is not so proud of. Next, she will ask me the questions and I will respond. Following this, we will reflect on our response with the students input. After our reflection, I will write my personal responses that I am most proud of on the white board. I will explain to the students why these responses make me feel proud and give me a feeling of self-respect.
After the modeling of the activity, the reflecting upon my responses, and highlighting the responses that give me a sense of pride, the students will pair up and complete the question and response activity on their own.
Assessment
Once all of the Who Are You questions are asked, students will return to their seats and I will model a short "I am" poem that we are going create from this activity. The poem will be made up of six lines, with the last line being a name statement. My "I am" poem is displayed below:
I am dedicated to my family and friends
I am a teacher
I am caring
I am a Giants fan
I am a lover of the outdoors
I am Stephanie
My classroom aide and I will work for the remainder of the period helping students to compose their pride poems. Once complete, the poems will be on display on our outside bulletin board for the student body to see.
Lesson Plan 2
Objective
My students will identify and analyze the basic characteristics of poetry, in this particular case, symbolism.
Lesson length
Two 50 minute periods
Materials
A copy of the text Life Doesn't Frighten Me by Maya Angelou 1 0, and a variety of art supplies (glue, scissors, magazines for images, tissue paper, construction paper, clay, etc.) for the students to create a visual representation.
Opening
Today, we are going to read a beautiful poem written by the very talented poet, Maya Angelou. The poem is titled "Life Doesn't Frighten Me." Who can tell me what this poem might be about? What types of things do you think will be mentioned in the poem? If you were to write a poem with the same title, what would you include in your writing?
Activity
One of the basic characteristics of poetry is symbolism. Who has heard of this term? What are some examples of symbols around us? Students may say that the American flag is a symbol for our country. I'll ask them to go one step further and think of what our country represents…democracy, freedom, multicultural, etc. My students will then hopefully make the connection that the flag is a symbol of freedom. In literature, in particular poetry, symbolism is when words may be used to represent something else. In a sense, the poet uses symbolism so the reader can use his or her imagination and interpretation of the text.
I'll read the poem aloud, very slowly and pausing often for the students to view the illustrations. Once I'm finished, I will go back to the second to the last page of the text, where Angelou writes,
I've got a magic charm
That I keep up my sleeve
I can walk the ocean floor
And never have to breathe.
Life doesn't frighten me at all
Not at all
Not at all.
Life doesn't frighten me at all.
When revisiting these final stanzas, I'll stop and ask the students what they think the word "charm" represents. I'll explain that the author could be using this term as a symbol for something else. Do you think there is really a jeweled charm up the character's sleeve? If there isn't a charm, what could the character be referring to? What does the word charm symbolize?
The character makes a point that this "charm" is what keeps him or her from being frightened. In frightening situations, where you may need to stand up for yourself or use a tremendous amount of courage to overcome the obstacle, what is your charm? You may think of lessons your parents have taught you. You may think of a friend who is a role model. You may think of an image of one our lifeskills we practice at Lipman.
Assessment
If you were the character in this poem, what would your use of the word charm symbolize? What might the illustration be on the page accompanying the text? For the remainder of this period and into tomorrow, use the art supplies provided to visually represent your "charm". You can do a drawing, make a collage, create a 3-D sculpture, or another form of your choice to represent your charm.
Lesson Plan 3
Objective
My students will develop a deepened understanding of the lifeskill of courage after reading the short story "Little Things Are Big" by Jesus Colon.
Lesson length
Three 50 minute periods
Materials
A copy of the short story "Little Things are Big" by Jesus Colon from the text Choosing to Participate 1 1.
Opening
Today, we are going to read a short story written by a famous Puerto Rican author, Jesus Colon. He is going to tell us a story about one man's experience during a late-night bus ride home in New York City during the 1950's. The title of the story is "Little Things Are Big." What do you think his story could be about? What are some little things in your life that you consider to be a big deal, or significant? Let's see what little thing in Jesus' life is a big deal to him.
After this opening, I'd read this powerful story of a Puerto Rican man who chooses not to stand up for what he believes because he lacks courage. To Puerto Ricans, courtesy is a very important social skill. The main character in this story sees a Caucasian woman on the bus that may need help with her belongings and her small children at her destination point. The main character knows he should be courteous and offer to help, but hesitates because of how she may react to the color of his skin. This lack of courage leads him to make a promise to himself that in the future, he will always act on his what he knows is right.
Activity
I'll read the short story aloud. After, I'll ask my students put themselves in the main character's shoes. Have you ever felt the hesitation he felt? Have you ever known you are right in a social situation but been too scared to act? Starting today and over the next few class periods, pair up with classmate and create a skit of what might have happened in this character's situation if he was courageous. The requirements are as follows:
1. Find a partner.
2. Assign roles, one being the main character and the other being the passenger who needs help.
3. Reenact the situation with the main character using courage.
Assessment
In literature journals, students will complete the following sentence starters.
When the main character used courage, the situation was_______________________.
The woman's reaction to the main character's action was ______________________.
After using courage and helping the woman, the main character felt______________.
This basic assessment will show that my students understand how courage can influence a situation. This activity is created for my students with moderate learning needs and can be expanded using more elaborate skits and thorough writing assignments.
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