Lesson 2: Building on My Strengths Three Modules Materials Index card for each student Photo of a famous person with whom students will be familiar Board or screen Student Workbook # 41: Which Jobs for Which Kids? Student Workbook # 42: What Are My Strengths? Student Workbook # 43: Getting to Know Me The Eight Kinds of Smart (Reader #12) list on sentence strips or other way of keeping them visible regardless of what is on the board/screen. Non-Cog Components Mindset Mindfulness Resiliency Social Interactions Brain Science Objectives Students will be able to: Recognize the importance of knowing their strengths Identify their strengths Identify three of their positive character traits Identify three positive character traits in several peers ASCA Standards A:A2.4; A:A3.2,3.4, 3.5; A:B1.4; C:A1.3, 1.4; PS:A1.1, 1.2, 1.9, 1.10; PS:A2.2, 2.3, 2.4. 2.6, 2.7 Click to view standards specifics Purpose Students will complete several practice activities so that they will understand their strengths and be able to use this knowledge to help them in school, at home and in the workplace. Vocabulary Natural abilities Character strengths Mindfulness Resiliency Instructional Strategies Bell Ringer Guided Discussion Cooperative Team Learning Direct Instruction Partner Reading Guided Review Independent Practice Homework/Journal 21st Century Skills Learning and Innovation Skills: Communication and Collaboration Life and Career Skills: Productivity and Accountability Assessment Opportunities Student Workbook # 42: What Are My Strengths? will help you get to know your students better and identify and build on their strengths. If possible, collect and read the workbooks. This activity can be used for a participation grade. Literature Connection Students may enjoy a read-aloud of Steven Kellogg’s picture book Paul Bunyan for a humorous look at an American tall tale which features a man of prodigious strength. © Copyright, 2015. Johns Hopkins University. All Rights Reserved.

Making Connections Before You Teach Step 1. Step 2. These modules builds on the foundation of social-emotional learning begun in the first unit, where students explored the concepts of goal setting, heroes, and self-mastery (MMG lessons 7-9). As young people face the turbulence, insecurity, peer dependence, and higher academic expectations of middle school, it is important that they identify and build on their strengths. Schools can be valuable partners to help students identify strengths, enhance self esteem, build resiliency, and develop perseverance in challenging tasks. A healthy self-esteem based on their tangible, unique strengths and abilities will serve students better than generic “you are special” campaigns, and will help them feel competent and connected. Research shows that students who feel connected do better in school. Similarly, it is important that they understand and value the diverse strengths of their peers, especially as they work in cooperative teams to accomplish learning goals. Before You Teach Step 1. Select a photo or newspaper clipping of a famous sports star, political leader, or historical figure—someone with whom the class will be familiar. Choose an individual who has demonstrated not only ability (such as athletic, artistic, scientific, literary, political, or mathematic ability) but who has also demonstrated strength of character, (such as perseverance, empathy, self-sacrifice, ability to weather criticism or overcome hardships, or other character qualities). Display this photo for the Bell Ringer activity. . Step 2. Take a little time to review these videos for possible use of them in this lesson: Multiple Intelligence Song 4:25 How does multiple intelligence work? 2:06 https://www.youtube.com/watch?v=RmW_3ZhQZpc https://www.youtube.com/watch?v=tQHgfuziVBo Different types of Learners 4:31 https://www.youtube.com/watch?v=3_bQUSFzLI4 Students can download the materials for these modules online: http://mmgstudent.weebly.com/mmg101.html © Copyright, 2015. Johns Hopkins University. All Rights Reserved.

— OR — Student Printables Begin Module 1 Step 3. Module 1 Module 2 Students download their materials at: http://mmgstudent.weebly.com/mmg101.html If you are not using the website materials, click the “Student Printables” icon to print the student activity sheets for all three modules. — OR — Student Printables You have the option to print each module with teacher’s notes. Begin Module 1 Module 1 Module 2 Module 3 Students can download the materials for these modules online: http://mmgstudent.weebly.com/mmg101.html © Copyright, 2015. Johns Hopkins University. All Rights Reserved.

PROTOTYPE CREDITS Prototype Lesson Editor: Howard Gradet Prototype Design: Gregg M. Howell MMG Original Author(s): Maria Garriott   © Copyright, 2015. The Johns Hopkins University. All Rights Reserved. Talent Development Secondary Center for the Social Organization of Schools Johns Hopkins University School of Education 2701 N. Charles Street Baltimore, MD 21218 410-516-8800 telephone 410-516-8890 fax www.TalentDevelopmentSecondary.com All rights reserved. The information, activities, and materials contained in the modules that comprise this lesson are intended for pilot-testing evaluation. Printing of the pilot components are intended for classroom use only. Printed student materials should not exceed the number of students in each class. No other part of this document may be reproduced, in any form or by any means, without permission in writing from the publisher. This manual may contain Internet website IP (Internet Protocol) addresses. At the time this manual was published, any website and/or email addresses were checked for both validity and content as it relates to this lesson’s corresponding topic. The Johns Hopkins University, and its licensors, is not responsible for any changes in content, IP addresses changes, pop advertisements, or redirects. It is further recommended that teachers confirm the validity of the listed addresses if they intend to share such addresses with students. Development of this material was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A080544 to Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. For more information about Freshman Seminar, please visit our website at: www.TalentDevelopmentSecondary.com