Lesson plan

DATE: December/05/2011 GRADE: High school.

NAMES: Hilda Reyes Coronel. SUBJECT: Methodology of Reading
Cinthya Flores Carrasco. Comprehension.

• TOPIC:
Self-esteem

• OBJECTIVES:
1. SS will explore the concept of self-esteem.
2. Analyzetheir personal strengths and weaknesses.
3. Consider the role self-esteem plays in a healthy life.


• MATERIALS:
The class will need the following:
• paper and pencils
• Markers
• construction paper and colored pencils.
• INTRODUCTION:
Warm up: We are going to do a brain storm asking the students to define the term self-esteem or if they know what it is. Then they´re going to writetheir ideas on a sheet of paper. And tell to their partners.

• DEVELOPMENT:
We are going to help students understand that self-esteem refers to how we understand and value ourselves.
People with high self-esteem are realistic about their strengths and weaknesses and are able to set goals and work toward them with optimism and humor. They also feel competent in areas they consider importantand do not take other people's negative impressions of them too seriously.
People with low self-esteem have a hard time honestly evaluating their strengths and weaknesses and often have an unrealistic, overall negative impression of themselves. They take other people's opinions of their strengths and weaknesses more seriously than they should. Also, they do not feel competent in areas they considerimportant. People with low self-esteem tend to be pessimistic.
And then we´re going to give them a short text of the topic and they´ll read one by one.
After that we´ll tell them that an important first step in building self-esteem is taking a realistic look at their strengths and weaknesses and likes and dislikes. This helps them know what goals are realistic to pursue, what aspects of theirpersonality and lifestyle to seek to improve, and how to identify their weaknesses without worrying about how others perceive them.
• ACTIVITIES:
Then they are going to complete a personal inventory to help them achieve better self-understanding. We tell students to follow the directions, filling in blanks or checking the answers that apply to them.
School Subjects
I like ______________.I do not like ________________.
I am good at __________________.
I am not good at _______________.
I am good at this subject, but I do not like it: ____________.
I am not good at this subject, but I like it: _______________.

Activities
I like __________________.
I do not like ________________.
I am good at _________________.
I am not good at _________________.
I am good at thisactivity, but I do not like it: _________.
I am not good at this activity, but I like it: ____________.
I prefer being involved in individual activities _____ or group activities ___. (Check one.)

Relationships with Friends and Adults
I am generally well liked: ____________.
I am generally not well liked: ___________.
I have a group of friends: ________.
I prefer having one or two friends:_______.
I am a leader: ___________.
I am a follower: _________.
I prefer people who like the same things I like: ___________.
I prefer people who like different things: _____________.
I have the support of significant adults in my life: __________________.
I have the support of a group of partners: ______________________.
We give students 10 or 15 minutes in class to complete the inventory.Then ask students to take the information they learned about themselves and create a drawing, collage, or short essay that illustrates who they are. And give students 10 minutes to finish.

We ask for volunteers to share their work or essays, and their personal reflections, with the class.
Then we ask students:
What they learned about themselves?
How can they apply this information to...