SusanHart

DIFF512
April2015

(2)40minutelessonplansforteachingaffectivedevelopmentforstudentsincludinggifted/talented
students.
Rationale
OftengiftedandtalentedstudentsareunderstoodtobewelladjustedemotionallyandsociallyOR
isolatedinsocialstructuresanddistancedemotionally(Missett,2014).Forthosestudentsthatmay
fitintothelattercategory,copingstrategiesorsocial/emotionalinstructionmaybenecessary.

Theunitwillfocusontheaffective(social/emotional)developmentneedofgifted/talentedstudents
primarilyinselfawareness(includingconcept,efficacyandesteem)andpeerrelationships.

Instructionfocusedonselfconceptwillallowthestudenttoviewthemselvesandtheirinteractions
withtheenvironmentandotherpeople(Missett,2014).Althoughgiftedstudentsgenerallyexhibita
higherselfconcept,studentsthatareconsideredprofoundlygiftedmaybeatriskforlowselfesteem
andselfconcept(Missett,2014).

Instructionfocusedonpeerrelationshipswillgivethestudentstheopportunitytoinquireaboutthe
interestsofothersandcommonalitiesamongeachother.Friendshipsareimportantinthesocial
developmentofchildrenandassistinthetoolsneededforcooperating,problemsolving,and
communicatingwithothers(Missett,2014).

Lessonsaretobetaughtinageneraleducationclassroomwithalargespectrumoflearnerswhomay
befromdiversebackgrounds.Thelessonscanmirroraminidiscussiongrouptoencouragegifted
studentstoshareconcernswiththeirpeers,provideopportunitiestoconnectsocially,learnabout
self,reduceanxiety,andimproveselfperceptions(Missett,2014).
LessonONE(40minutes)
Objectives:Increaseselfawarenessbyexploringavarietyofscenarioswithclassmates.
Gaininsighttopersonalpreferencesbyassessingfeelings.
Gainselfesteembydiscussinglikesanddifferenceswithinagroup.
Materials:BeachBall,Top5Listworksheet,
Procedures/Transitions:
Introduction10min.:Thelessonwillbeginwithawholegroupdiscussion.Theteacherwillstate
rules:weshouldalwaysberespectful,responsible,safeandcaring.
Theteacherwillintroducethelessononselfawareness.
Wholegroupdiscussiondefiningselfawareness.
Abrainstorminglistofideaswillbewrittenonthewhiteboard.(ideasshouldincludebutnot
limitedto:whatmakesyouanindividual,yourpersonality,likes,interests,fears,youremotions,
beingunique)
(Video:https://www.youtube.com/watch?v=7NPDll0rx34ImGonnaLikeMe,byJamieLee
Curtis&LauraCornell)
Thevideocorrelatesselfesteemwithselfawareness.Thevideowillbeanintroductiontothe
activity.Thevideoisforgrades12.Thelessoncouldbeadaptedtohighergradelevelswiththe
omissionofthevideoandreplacementwithhttps://www.youtube.com/watch?v=0_fPvpNdc.This
videogivesadvicetoa13yearold.

Activity20min.:Studentswillsitontheperimeteroftherug(orcansitontopoftheirdesks).The
teacherwillintroduceabeachball.Thebeachballhasquestionsorconversationstartersthatthe
studentswilldiscuss(questionsrandomlyobtained:
http://www.imom.com/printable_categories/conversationstarters/).Onthebeachballtherewillbe
questionsaboutselfesteem.Studentscaneitherrolltheballontherug,orthrowtheballtoeach
othersittingontheirdesks.
Questionsontheballinclude:

Whatdoyoulikemostaboutyourself?
Whatdoyoulikeleastaboutyourself?
Whowouldyouliketobemorelikeandwhy?
Whatdoyouthinkisyourbestqualityorstrength?Explain.
Ifyoucouldchangeonethingaboutyourself,whatwoulditbeandwhy?
Whatdoyoudothatgivesyouconfidence?

Whatpersonmakesyoufeelgoodaboutyourself?
Whatmakesyoufeelbadaboutyourself?
Inwhatareadoyouthinkyouneedmoreconfidence(friendships,sports,reading,math,
etc.)?
Whatfunactivitydoyoudreamofdoing?
Whatplacewouldyouordoyoulovetovisit?
Whenwasthelasttimeyoucouldntstoplaughing?Doyourememberwhatmadeyou
laugh?
Whatmakesyousmile?
Whatmakesyousad?

Astheballisbeingpassed,thestudentswillanswerthequestionsontheball.Somequestionswill
leadtofurtherdiscussion.Therewillbemomentswherethestudentswillturntotheirpartnerfor
think/pair/sharediscussions.Opportunitiesforgroupdiscussionandexploringsimilaritiesand
differenceswillalsotakeplacewithintheactivity.
Closure10min.:StudentswillcompleteaTOP5LISTofthingstheylearnedaboutthemselves
today.Studentswillcompletetheworksheetindependently.Studentswillbeaskedtoshareand
discusstheirindividuallistswiththegroup.
Assessments:Top5List,classroomdiscussions,participation/involvement
MaterialsNeededforInstruction
Beachballwithquestions
Internetaccess/whiteboard
YouTubevideos

MY TOP 5 LIST
Name____________________________________________
Remember, it is not about fitting in, it is about
standing out. What makes you.., well - YOU? Write
5 things you learned about yourself today. It can
be something you feel really good about or
something you would like to improve on.
1.________________________________________________
2.________________________________________________
3.________________________________________________
4.________________________________________________
5.________________________________________________

LessonTWO(40minutes)
Objectives:Developproblemsolvingskillsbyworkingtogethertocompleteatask.
Developsocialskillsbyworkingingroupactivities.
Improvepeerrelationshipsbyprovidingpositivefeedbackandcompliments.

Materials:
Procedures/Transitions:
Introduction10min.:Thelessonwillbeginwithawholegroupdiscussion.Theteacherwillask
thestudentswhyisitimportanttogetalongwitheachother.Whatqualitiesmakesomeonea
goodfriend?Listwillbewrittenontheboardandshouldinclude:interests,nice,kind,helpful,
caring,goodattitudes,respectful,etc.Groupshoulddiscusswhatitmeanstoworktogether.What
qualitiesmakesomeoneeasytoworkwith?

Theteacherwillexplainactivity:studentswillbeworkingingroupstocompleteatask.The
studentsneedtoovercomedifferences,usestudentstrengthsandproblemsolvewithstudent
weaknessestobesuccessful.

Activity20min.:Studentswillbedividedinto5groups.Thestudentswillbegivenmaterialsand
willbeaskedtocompleteatask.Thestudentswillbetoldofwhattheendresultshouldbe,what
therulesareincompletingthetask,butwillnotbetoldhowtobesuccessful.Thestudentswill
worktogether,usetrialanderrorinordertocompletethetasks.Activitieswillbewrittenoncards.
Astudentwillbeselectedtochooseataskcard.Ataskcardmightread,O.J..O.K.wherestudents
willbegivenanorange.Thedirectionswillexplaintheendresult#1:studentsmustpassthe
orangetoeachotheralongatapeline,#2:Theorangemustendupinaglassonthefloor.Rules
thestudentsmaynotusetheirhands,andtheymaynottoucheachother.
Allofthegroupswillhaveanopportunitytotrythetask.Firstgrouptosucceed,willchoosethe
nexttaskcard.
Closure10min.:Asawrapupstudentswillbeaskedwhattheythoughtwasthehardestwhen
workingtogetheronthetaskcards.Whatdidtheyfindwasimportantinordertobesuccessful?The
studentswillbegivenanindexcardwithagroupmembersnameonit.Thestudentswillbeasked
towriteacomplimentorpositiveremarkonhowthatpersonhelpedthegroupbesuccessful.
Studentswillbeaskedtogivethecardstotheirpersonandtosharetheirremarks.
Assessments:groupteamwork,participation/involvement,indexcardsremarks/positivefeedback
MaterialsNeededforInstruction
Taskcardsdeck
Indexcardswithnamesofstudentsprewritten
Materialsneededtocompletetasks.

TASK
CARD

References
Missett,T.C.(2014).Thesocialandemotionalcharacteristicsofgiftedstudents.National
AssociationforGiftedChildren.

Olenchak,F.R.(2003).Socialandemotionaldevelopmentofgiftedandtalentedstudents.Retrieved
fromhttp://wvde.state.wv.us/osp/giftedsocial.pdf