Lesson 04: Celebrating the Strengths of Others

Lesson 04: Celebrating the Strengths of Others

Lesson Resources

Learning Objectives

The purpose of this lesson is for students to recognize and celebrate the strengths of others. Students will reflect on what makes them remarkable, create a collaborative art project that celebrates differences, explore how different strengths work together, and identify strengths in a community.

Lesson Content

Self-esteem is important for young people to develop early in life. One of the ways that children develop confidence is by hearing positive feedback from people that know and love them. Our well-being is boosted when we feel appreciated, understood, and seen by the people around us. Simply put, we feel good when people identify and celebrate our strengths and talents.

Developmentally, young children tend to focus on themselves. However, around preschool age, they emerge from strict egocentrism and begin to notice others, including differences. (Saul McLeod, PhD).

Essential Terms

strength, remarkable, community

Lesson Plan

Activity 1: (15 minutes) WE ARE REMARKABLE 

Share a simple definition of the term “strength.” Explain that in our class, we all have different strengths. We should practice recognizing and celebrating each other’s strengths. When we use our different strengths to work together, our class will be stronger and we will feel a greater sense of connection.

Read about the definition of the word “remarkable” together.

Read the book, Remarkably You by Pat Zietlow Miller or watch the read-aloud video, “Remarkably You by Pat Zietlow Miller,” by The Tall Teller. Gather in a circle and have students take turns standing up and sharing something that makes them remarkable, such as something they can do, a talent they have, or something they like about themselves.

Activity 2: (20 minutes) CELEBRATING DIFFERENCES

Prior to this lesson, tape a different colored crayon under each students’ chair. If possible, make sure each student has a different color.

Watch the video, “The Crayon Box That Talked,” by Shane DeRolf. Alternatively, read the picture book The Crayon Box That Talked, written and illustrated by Shane DeRolf. Have a discussion:

  • Were all the crayons important? Why or why not?
  • Are any colors of crayons better than others? Explain.
  • How is our class like this box of crayons? (EQ)

Emphasize that we are all different, with special talents and strengths. Together, we can create something more beautiful than we could on our own.

Have students look under their seat to find a crayon. Invite students up one at a time and help them trace their hand and write their name on a poster, creating a rainbow out of all the colorful handprints.

Extension: Have students pair up with a peer. Give students 3–5 minutes to introduce themselves and talk about what they like and what makes them special. (Teacher Tip: Share the discussion starters below and model what a conversation would look like before setting students to work.)

Pass out a large sheet of butcher paper to each student. Have students take turns laying on the paper while their partner traces their torso and head. Then have partners use what they have learned about each other to create a drawing of each other using art supplies. Have partners take turns presenting each other to the class.

Discussion starters:

  • I am good at…
  • I like…
  • I love…
  • My favorite (color, TV show, movie, food, book, etc.) is…

Activity 3: (20 minutes) TRAIL MIX

Prior to this activity, gather the ingredients and utensils to make a trail mix. Be prepared with 3–5 separate ingredients with a variety of flavors and textures such as pretzels, Goldfish, mini marshmallows, M&Ms, chocolate chips, nuts, dried fruit, etc. (Teacher Tip: Avoid nuts if allergies are a concern.)

Draw a T-chart on the whiteboard that mimics the chart on the slide.

Pass out a disposable plate and spoon to each student. Explain that you will be passing out different foods for your activity. Ask students not to eat anything until they get permission. Emphasize that they do not have to eat anything unless they want to.

Using 1 ingredient at a time, place a small sample on each students’ plate, keeping each ingredient separate from each other. Invite students to eat 1 little piece of the ingredient and pay attention to the taste. As a class, discuss and identify the characteristics/strengths of the ingredient and list them on the T-chart (e.g. the strengths of Goldfish might be salty, crunchy, and cheesy). Repeat this process until you have passed out and tasted every ingredient, listing the strengths on the whiteboard.

Remind students that each trail mix ingredient tastes different but they are all delicious in their own way. However, when you mix them all together, something even more fabulous is created. Instruct students to use their spoon and mix together their trail mix ingredients.

Have everyone try a small handful of trail mix that includes every ingredient. Invite students to describe the complexity of flavors and textures that they taste. (Teacher Tip: Model a few ideas, then open up discussion for the whole class.)

Emphasize that differences are good and when different ingredients are mixed together, it can create something more wonderful than before. Compare your class to trail mix. Point out some strengths that exist in your class and explain how all of your students together make something great!

Activity 4: (20 minutes) SPAGHETTI STRENGTH

Prior to this activity, prepare thin strips of paper that will be written on and used to make a paper chain.

Give each student a single uncooked spaghetti noodle and tell them that it represents their strengths alone. Have them try to break it in half. It will be very easy to break. Gather the pieces in the garbage can.

Invite a student volunteer to the front. Put a few noodles together and have this student volunteer try to break it in half. Ask them to describe if it was easier or harder to break a few noodles compared to just one.

Repeat this process, but this time use a big bunch of spaghetti noodles. It will be much more difficult, if not impossible. Have a few students try and break it in half. Ask these volunteers to describe how hard it is to try and break a large bunch of noodles compared to just one.

Have a discussion:

  • How are these dry noodles like our strengths? (EQ) (Possible answer: When we work together and bring all of our strengths together, we are stronger than when we work alone).

Pass out a strip of paper to each student. Set students to work decorating their strip of paper. As they work, visit each student. Help them write their name and strength in a full sentence (e.g. “Sarah is…” or “Minami can…”) on their paper.

As students finish their work, collect the paper strips. Then model how you tape together each paper strip to form a paper chain. As you build each piece, read the sentence aloud, inviting applause for each student.

Once the chain is built, remind students that, together, our combined strengths make us stronger. Hang this chain in your classroom and refer to it throughout the week.

Activity 5: (15 minutes) BUILDING STRENGTHS BOOT CAMP 

Gather in an area where students have plenty of space to move around. Before you begin, remind students of behavior expectations for physical activities (e.g., keep your hands and feet to yourself, use quiet voices, and do your best).

Begin the activity by choosing a simple exercise. Demonstrate it for the class, then perform the activity all together for 30–60 seconds. While everyone is participating, highlight specific students who are working hard and doing a great job.

Explain that students will now get a chance to be a leader. Invite one student at a time to choose an exercise, model it for the class, and give compliments as the rest of the class performs it together. (Teacher Tip: Support students as they give compliments, making sure that every student is recognized at least once.)

Some simple exercise ideas include:

  • Freestyle dance
  • Jumping in place
  • Jumping jacks
  • Hopping on one foot
  • Spinning around
  • Jogging in place
  • Walking in place
  • Marching in place
  • Skipping
  • Stretching
  • Squats

Invite students to turn and give their neighbor a high five or a fist bump and tell them good job.

Gather back together and have a discussion:

  • How did it feel to be complimented? (EQ)
  • How did it feel to hear others being complimented? (EQ)

Explain that just like we can make our bodies stronger by exercising, we can strengthen each other by giving compliments.

Activity 6: (15+ minutes) COMMUNITY JOBS 

Prior to this activity, print and cut apart Community Job cards. (Teacher TIp: If possible, use items from your home or classroom to represent each job and tape the card to each item.) Place the items/cards in a box.

Provide a simple definition of the word “community.” Ask students to list a few people who work in a community (e.g., police officer).

Show students the box of Community Job cards/items. Students will take turns drawing community job cards/items. For each card, complete the following steps:

  1. Briefly describe what the person’s job is.
  2. Have students identify why that person is important in the community.
  3. Have students identify talents or skills that person may have that helps them accomplish their job (e.g. A nurse helps people who are sick. They are kind).

After everyone has had a turn to draw, have a discussion:

  • Why are different jobs important in a community?
  • Why is it a good thing for everyone to have different strengths? (EQ)

Encourage students to act out the role they drew during the next play time.

Discussion/Journal Prompts

  • What is a compliment you could give someone in our class? (EQ)
  • What is a skill that one of your friends has?
  • How can you celebrate someone?

Strategies

  • Notice the good in others.
  • Work together to help in a group.
  • Give compliments and say nice things.

References

Book List

We’re Better Together, Eileen Spineli

Friends, Helme Heine

Our Class is a Family, Shannon Olsen

What’s My Superpower?, Avaiq Johnston

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