Activity Overview
It’s always good practice to give positive support. We usually find it easier to complement or support others before ourselves. In this activity, students will illustrate different ways to build someone else's self confidence as well as their own. Self talk is a great way to motivate yourself, and is a simple way to help build confidence and self esteem. Students should be encouraged to portray real world ways they can support their friends and classmates in their storyboard.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of the impact of self esteem by creating a storyboard where you support others first, and then support yourself.
- Click "Start Assignment".
- Label the first two titles, Supporting Others, and the third title, Supporting Ourselves.
- In the first two cells, show how you can positively support others or your peers in need.
- In the third cell show one way that you can positively support yourself.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Supporting Others | The student depicted a scene using appropriate characters, text, and settings showing two examples of positively supporting others at a specific time. | The student depicted a scene using appropriate characters, text, and settings showing only one example of positively supporting others at a specific time. | The student was unable to depict a scene using appropriate characters, text, and settings to positively support others. |
| Self-Talk | The student was able to depict a scene using appropriate characters, text, and settings to show an example of positive self-talk. | The student was able to depict a scene using characters, text, and settings to show an example of positive self-talk, but context could have been more clear for the reader. | The student was unable to depict a scene showing positive self-talk. |
| Structure | There were three or more cells in the submitted storyboard. Each cell had their own title stating the goal of each scene. | There were three or more cells in the submitted storyboard. There were no or unclear titles with relative context to the scene. | There was fewer than three cells in the submitted storyboard. |
| Use of Conventions | There are few or no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
Activity Overview
It’s always good practice to give positive support. We usually find it easier to complement or support others before ourselves. In this activity, students will illustrate different ways to build someone else's self confidence as well as their own. Self talk is a great way to motivate yourself, and is a simple way to help build confidence and self esteem. Students should be encouraged to portray real world ways they can support their friends and classmates in their storyboard.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of the impact of self esteem by creating a storyboard where you support others first, and then support yourself.
- Click "Start Assignment".
- Label the first two titles, Supporting Others, and the third title, Supporting Ourselves.
- In the first two cells, show how you can positively support others or your peers in need.
- In the third cell show one way that you can positively support yourself.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Supporting Others | The student depicted a scene using appropriate characters, text, and settings showing two examples of positively supporting others at a specific time. | The student depicted a scene using appropriate characters, text, and settings showing only one example of positively supporting others at a specific time. | The student was unable to depict a scene using appropriate characters, text, and settings to positively support others. |
| Self-Talk | The student was able to depict a scene using appropriate characters, text, and settings to show an example of positive self-talk. | The student was able to depict a scene using characters, text, and settings to show an example of positive self-talk, but context could have been more clear for the reader. | The student was unable to depict a scene showing positive self-talk. |
| Structure | There were three or more cells in the submitted storyboard. Each cell had their own title stating the goal of each scene. | There were three or more cells in the submitted storyboard. There were no or unclear titles with relative context to the scene. | There was fewer than three cells in the submitted storyboard. |
| Use of Conventions | There are few or no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
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