Subject/Grade:  5/6     Lesson Title: Positive Self Image                              Teacher: Chelsey Sharpe

Stage 1: Identify Desired Results


USC 5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image. 

Indicator (s):

Describe the qualities that are important in a person, regardless of their gender, culture, appearance, sexual orientation, abilities, and/or language.

Key Understandings:
Students will be able to know the qualities in a person that is not dependent on their gender, culture, appearance, abilities and/or Language.
Essential Questions:
What qualities are important in a person, regardless of their gender, culture, appearance, abilities, and/or language?

Stage 2: Determine Evidence for Assessing Learning

Students will answer this question in their journal as an exit slip:  Does one’s gender, Culture, appearance, abilities and language change who that person is? Yes or No and why

Stage 3: Build Learning Plan

Set:    Time: 10 minutes
To get the students thinking about I will ask questions such as

  • What toys do you play with?
  • Where do you find these toys in the store? Are they divided by girls’ toys/ boys’ toys?
  • Is a person different if they dress differently from you?
  • Is a person not as smart as you if they do not speak the same language as you

Development:                                 Time: 30 minutes
The class will be broken up into groups.  In these groups they will think about the qualities in a friend they look for such as friendly, fun to be around, happy etc.

I will go from group to group asking them questions such as:

 Does a friend have to the same gender as you?

 Does a friend like the same things as you?

 How do you help your friends?

 How do your friends make you feel?
Learning Closure:          Time: approximately 20 minutes
Students will present their work to the class, in a relaxed matter, I will write the different qualities on the white board.

We will then discuss how they feel when they are nice to a person then compared to when they are mean? And how it takes someone saying 10 nice things to cancel 1 bad thing.

We will also talk about what makes them a good person, what are their qualities?

As a class we will discuss how there ideas have nothing to deal with gender, Culture, abilities or language?

Then the students will answer:  Does ones gender, Culture, appearance, abilities and language change that person? Yes or No and why?


Chart Paper

Management Strategies:
Work in Group

Shark bait Bru ha ha


Possible Adaptations/


For this lesson I want the EAL students to work with students that are strong in English. This way the group think about the language differences


Stage 4: Reflection
The students were really engaged with this lesson because I allowed them to work in groups. However, ironically one group had to be separated do to arguments within the group.