K. Mack0453437

Grade 3 ~ Makeup Mess ~ Building self-esteemLEARNING GOALSSocial Justice Curriculum:Work within the theme of self-esteem to empower students to comprehend what kinds of words or actions raise our self-esteem, and which make us feel badly about ourselves. Using the examples from the book by Robert Munch, Makeup Mess, have students connect the responses of the mailman and her parents to Julie’s makeover with the idea how we can positively respond to others in order to build their self-esteem. Then have students write an encouraging phrase about a designated classmate and post these on their desks to create a positive classroom environment. Language Curriculum: Reading- 1.6: extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around themWriting- 2.2: establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling towards the subject or audience.2.3: use words and phrases that will help convey their meaning as specifically as possible.SUCCESS CRITERIA

I can recognize how to build up or break down another’s self-esteem I can recognize the importance of building other’s confidence I can recognize the good in my classmates I can make our classroom a positive environment and community

ASSESSMENT TASKS & TOOLSThe co-created anchor chart of the ways we can build others up through words and actions.A checklist: The individual card that uses words and images to convey a message of their feelings towards a classmate in a positive way. Needs to include: The person’s name, a message unique to them that would build their self-esteem/encourage them, coloured in neatly, and the writing must be legible.

Checklist Included

Name of personA personal messageColoured neatlyGood penmanshipTotal /4

RESOURCES Makeup Mess book Large chart paper Marker Cards Pencil crayons Checklist Tape

ACCOMMODATIONSDuring the read aloud, if sound or visual is a problem, the use of media such as a voice amplifier, or a c.d. of the book being read, or even a YouTube video of the story could be used to reinforce comprehension. During the writing assignment, if students need, their ideas can be scribed (by the

K. Mack0453437

teacher or another student who has finished early) and they can be responsible to colour in the sentence.If a student portrays behavioural issues and feels that they cannot encourage other students, they can work independently to generate phrases about themselves. If there are other issues, this student will need to be reminded that the purpose of this activity is to build a classroom community and they are a part of that. This lesson needs to be presented in an encouraging environment to echo the sentiment of the lesson on self-esteem.INTRODUCTION (15 minutes) This lesson will begin with a read-aloud of the story, Makeup Mess. This story is about Julie, a girl who saves up $100 to buy herself makeup. She first puts on bright colors all over her face and earrings on her ears. She gets a negative reaction from her parents, so she redoes her makeup. This time she has lots of colors and two rings in her nose. This latest look causes her parents and even the mailman to fall over in shock. Then she takes everything off, and this time when she goes downstairs everyone tells her that she is beautiful. Stopping after each of her “new looks”, the teacher would lead student discussion about the reaction of the adults and how that affects Julie. (Prompt questions: How did they react? Why did they react this way? How does their reaction affect Julie?)Write down student responses/ideas on the chart paper. Once the story is complete, discuss these reactions. Lead in to how our words/actions affect others. Then using the positive reaction from the story, ask students to use prior knowledge in ways people have made them feel good, things they have said or done.BODY OF LESSON (20 minutes)During this part of the lesson, give students a slip of paper with a classmate’s name on it. Tell them that you want them to think about what makes that person unique and great, the way that Julie’s parents believed she was all along. Have students brainstorm these ideas. Then pass out a card. Have the students use the checklist to generate a message to that classmate encouraging them and building their self-esteem. This card needs to include: The person’s name, a message unique to them that would build their self-esteem/encourage them, and it needs to be decorated. Sample:

CONCLUSION, REVIEW, WRAP UP OF LESSON (5 minutes)Have students give the card to the person they wrote it about.Hand out tape so they can place them on their desks.Give students some time to circulate around and see what others wrote.Encourage students to continue to tell each other positive things they notice to build one another up. Continue this throughout the school year.REFLECTION OF LESSONWhat went well?

What would you do differently next time?