Embedded Files
Session 1
Session 1
Topic : What are character strengths?
Learning Intention:
I can explain my understanding of the difference between talents and character strengths
I can identify and name the character strengths I admire or value in others
Watch any or some of the videos you feel appropriate
Model a rough sketch which shows you (or another character) doing something positive for, or with, someone else. This sketch shows something you think is a ‘good’ thing. It helps make the world.
Independent
Reading – 30 mins
Conference
Guided reading
Assessments
Ask students to draw a rough sketch which shows them (or another character) doing something positive for, or with, someone else. This sketch shows something they think is a ‘good’ thing. It helps make the world a better place for someone. Once drawn, they should label their sketch.
Ask students to share their picture and label with the class. Record the key ‘kindness’ actions as the students present.
Ask the class to reflect on the examples. Ask: What does it take for people to do the actions presented?
(You are looking for words such as kindness, fairness, courage, caring.)
Explain that the characters in the pictures have been displaying qualities which we can also call character strengths. Your character is what makes you who you are. Character strengths are different to talents, skills and knowledge. They are attributes like courage, kindness,humour and persistence which help you make the most of your experiences and deal with your challenges. THEY ARE VERY DIFFERENT FROM TALENT OR THINGS WE PERCEIVE TO BE TALENT- Fast runner, good drawer etc.
Distribute the Character strengths handout and review it with the class to determine which of the strengths were captured or indicated in the pictures they drew. Check to see if any of the strengths were missed out. If so, ask what actions and pictures could be added to represent that strength (ask some students to add quick sketches to complete the set).
Respectful Relationships Book
Character strengths handout
Recording sheet
Anecdotal
Sheet stuck in Wellbeing book.
Session 2
Session 2
Topic :Strengths I Admire...
Learning Intention:
I can identify character strengths they admire in others.
I can identify the kind of actions that match particular character strengths
Watch any of the following videos:
Provide an example for the class. Think of a fictional character who they admire because of the things they do. Ask them to write down what some of these ‘admirable actions’ are. They should refer to the strengths list, and find which character strengths are shown in these actions or generally by their character.
Give each student a Strengths I admire handout. Ask the students to think of a fictional character who they admire because of the things they do. Ask them to write down what some of these ‘admirable actions’ are. They should refer to the strengths list, and find which character strengths are shown in these actions or generally by their character. Put students into groups of three to four and invite students to share about their character. Ask groups to share about one of the characters with the whole class. 3 Note some characters and their strengths on the board.
Ask each student to work on their own again, and this time to choose one person they know from their everyday life who they admire, and to repeat the exercise about this person (they can keep the name of this person a secret if they wish).
Invite volunteers to share about this person in their groups or into the whole class. Point out to students that the people we admire are influential in our lives. We call them role models. They themselves can be role models for others. Part of the responsibility of reaching higher year levels of the school is realising that you will have this influence. Think carefully about how you might show your character strengths when around younger students.
Reflection:
Check the students understand the distinction between character strengths and talents.
Invite students to comment on whether they think the class met the learning intentions. Encourage them to be conscious of the strengths they demonstrate in their own everyday actions.
Respectful Relationships Book
Strengths I admire handout (from Activity 4)
Character strengths handout (from Activity 1)
Videos off youtube:
The Reflection in Me We Are All Different - and THAT'S AWESOME! | Cole Blakeway | TEDxWestVancouverED
Mainly for teachers - Mind Matters | Personal Strengths
Recording sheet
Anecdotal
Sheet stuck in Wellbeing book
Session 3
Session 3
Topic : Using our strengths in everyday life...
Learning Intention: I can identify the strengths required to deal with
everyday challenges
Explain that in this activity students will think about how people use their character strengths to help them deal with the challenges of everyday life.
Model/Role Play a situation
Ask students to work in pairs. Distribute two scenarios
to each pair. Refer students to the Character strengths
list as a reference tool for this activity.
Scenario sheet 1 Scenario sheet2 Scenario sheet 3
Ask each pair to discuss which strengths they think would
best help the character in their scenarios as they work at
solving their problem. They should also prepare to explain
why they made this choice when reporting back to the
class. Next, they should prepare some advice about what
the character can do, or about how they could use the
recommended strength(s) in their actions.
Collect feedback from some pairs. Ask: What strengths
were chosen? Were different strengths selected by
different people? What was their rationale? What advice
did they come up with?
Invite students to comment on whether they think the class met the learning intentions. Ask: Have you been able to identify some strengths that are required to deal with everyday
challenges? Seek some examples.
Respectful Relationships Book
Everyday strengths scenarios (for teachers to print, copy and cut out for the class to use. There should be enough for two per pair)
Character strengths handout (from Activity 1)
Videos off youtube
Recording sheet
Anecdotal
Sheet stuck in Wellbeing book.
Session 4
Session 4
Topic : Role Playing Strengths
Learning Intention: I can demonstrate what character strengths might look like in action.
Explain that the focus on the next activity is to show what various character strengths might look like in action. This helps us understand how we might draw on these strengths in our daily lives.
Divide the class into groups of four and give them a copy of the Character strengths handout. Each member of the group must select one strength from the list. Their job is
to create a role play that shows a situation in which each of them gets to use their strength
Provide time for the students to organise who they are, where their scene takes place, what they are discussing, and how they will show use of the strengths
The role play helps to build understanding and prompt deeper thinking about how different strengths can contribute in life.
Students share their role plays with the class.
The observers guess which strength is being highlighted by each character. After each role play ask:
• Where did you see the strength in action?
• How was the strength useful to the person or the other characters?
•In real life, is it different? How could this strength be useful in real life?
Respectful Relationships Book
Room to move
Character strengths handout(from Activity 1)
Videos off youtube
Recording sheet
Anecdotal
Sheet stuck in Wellbeing book
Session 5-8
Session 5-8
Topic : Celebrating Strengths
Learning Intention: I can demonstrate what character strengths might look like in action
1. Explain that the next activity requires them to think about how a particular strength can help someone
become an admirable person. They will be assigned a strength and will need to think about what it could contribute to someone’s life.
2. Make a lucky dip of all the Character strengths cards, and invite students to choose from the lucky dip.
The students artistic commission is to make an advertisement which promotes the advantages of this strength and what it can provide in someone’s life.
Organise for students to work individually or in pairs.
Provide time for students to design and create their advertisement and its key images and messages.
Display the strengths advertisements on the class wall, and arrange a gallery walk during which each student or pair introduces their poster.
Review
Reflect on the learning intentions by asking students if the activity has helped them to identify how a particular character strength .
Talking further
• Encourage the students to take the strengths list home and have each of their family members identify their
strengths and name those they see in each other.
• Encourage students to ask key adults in their lives about how they have used their strengths to help them
deal with challenging situations.
• Students can choose a strength they would like to possess and imagine what it would look like if they had
that strength. They could write or draw about this.
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