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Perreault OLLBBD

5th & 6th Grade (Scroll down for 8th grade)

Plan on a Healthy Breakfast

I can...demonstrate the ability to select and prepare nutritious foods. (MFNW3.2)

On a separate sheet of paper, complete the following assignment.

As you have probably heard by now, breakfast is an important and healthy way to start your day. Did you know that kids who eat breakfast do a better job in school? That’s because breakfast feeds both your body and your mind. If you are too busy to eat a healthful breakfast, try one of the following ideas:

  • get up 15 minutes earlier

  • eat breakfast at school

  • pack your breakfast in a bag, and eat it on the way to school

List two ways you can make sure you eat a healthy breakfast each day.



Now, come up with a plan for a different nutritious breakfast for each day of the school-week (Monday - Friday only) that you can fix by yourself. Aim for a breakfast that includes:

  • a serving of whole grains (e.g. oatmeal, brown rice, whole grain toast, mini-bagel, or waffle)

  • at least one serving of fruits or vegetables

  • a serving from the dairy or protein groups

**See next page for menu set-up.

My breakfast menus:







Include a picture of your favorite menu selection.

8th Grade

GRADE 8 Blizzard Bag 2

I can demonstrate positive communication skills that manage/reduce conflict and contribute to healthy relationships. (MIR 2 & MIR 3.2)

What you will need: paper and pen/pencil or google docs/microsoft word or similar program for writing electronically. If you use a word processing program, please submit it as an attachment or share with me at the following email address: perreaultb@hampsteadschools.net

You will need to read the following in order to complete the written portion of the assignment:


Adults have the job of making and enforcing rules for children to follow. When you are an adult, that will be your job too. As a child, you may not be able to make the rules, but you can express your opinion or ask a question about them if you act appropriately and assertively.

*Assertive: confident and self-assured, NOT to be confused with “aggressive”

Olivia’s story:

Olivia worked very hard all summer on improving her basket-shooting skills. She had practiced at home with her dad and at the playground with her friends. Her older brother had helped her too. Olivia thought she was making more baskets than ever, even if she might not be as good as the best kid on the team. When the new season opened, the coach placed her on second-string, which meant she might be “benched” for the entire season! She wanted to yell at the coach and tell him how unfair this was, but she knew the coach made the rules and probably wouldn’t listen.


That night at dinner she couldn’t help the flood of tears and frustration when her dad asked her about her day. When she explained what had happened and how upset she was, her dad told her she did the right thing in remaining silent. He explained that had she started yelling aggressively, not only would it have been inappropriate but the coach would have been a lot less likely to consider placing her in a first string position.

He went on to tell her that there is something she COULD do. Olivia quieted as a little hope seeped back in, while her dad explained that she could act assertively--which meant standing up for herself in a respectful way--while also respecting the rights of the coach at the same time. But Olivia wasn’t sure how to do that. Luckily her father had the answer.

Her dad explained that she would need to think about how she could express what she was feeling and thinking to her coach without becoming upset or angry. He also told her that she had “the right” to do that which she hadn’t really considered. Dad reminded her though that the coach may not be able to change her position on the team, but he will understand where you are coming from and how you feel and you will feel better for having the courage to communicate with him. He then suggested that Olivia write down exactly what she was thinking and feeling (without holding back), and then to go back over it to pick out the things she wanted to tell the coach in words that would express her ideas but still be respectful. Here is what she wrote:

I am so mad I could scream! I worked my butt off all summer, practicing, practicing, practicing--even when I didn’t feel like it, even when I missed out on doing things with friends. All I want is to play basketball on the team! I am so angry that my stupid coach didn’t let me play first-string. I think he is a dummy! He’s so mean! I want to yell right in his face! I want to quit the team! After all, What’s the point if I’ll be  sitting down ALL SEASON??? I know that I shouldn’t do those things so I won’t but I don’t know how to feel better after all I did to make first-string!!!

Next, Olivia read her own words and made a list of things she really wanted her coach to know.

  1. I practiced very hard to improve. I practiced alone, with my brother, and with other kids, almost every day--all summer.

  2. I feel devastated that I was placed on second-string, even though I tried so hard to improve.

  3. I think I have definitely improved--a lot. Even if I’m not the most talented player, I am much better than last year.

Olivia shared her list with her dad. Dad told her she did a good job gathering her thoughts and suggested that she ask to speak with the coach privately. He reminded her to remain calm and be respectful and open to his responses. She knew she was ready and be calm now since she already got her frustrations out on paper. Dad was right, it really did help!

Olivia met with the coach the very next day after school. Quietly and calmly she told him her thoughts. The coach listened attentively then told her how proud he was of not only  her accomplishment in showing great improvement but also of her commitment to the team. He went on to explain that her ability to express herself in such a healthy and respectful way was impressive. He offered a solution that she felt was reasonable. She would remain on the second-string for now, and continue to practice. As the season progressed and she continued to improve, her coach would try playing her first-string. She still would have liked to play first-string RIGHT NOW, but she felt like this was a good compromise, and instead of feeling completely defeated, she felt hopeful and motivated. She also appreciated the fact that the coach not only listened to her but complimented her on her communication skills.


Complete one of the following writing assignments


Think of a time you were feeling upset because of something an adult did. Write your thoughts and feelings about what happened (without holding back, no swearing please).

Next, underline the statements that would not be respectful or appropriate if talking with the adult.

Last, write a brief list of what you could have said to the adult in the situation you described that would have shown assertiveness: standing up for your rights, but respecting the rights of the adult too.  


Describe a situation in your life now where you would like to express your thoughts and feelings assertively to an adult.

Write your thoughts and feelings (without holding back, no swearing please).

Now, write what you could say to the adult that would show assertiveness (standing up for your rights, but respecting the rights of the adult too).