GRADES K-3

Specific Session Objective: Students will articulate the concept of pride, relate it to their own lives, and identify personal qualities of which they are proud.

Terms
pride   hero   accomplishment

Session Materials
recording of the "Olympic Fanfare," by John Williams videotape of athletes receiving medals at Olympic Games (optional)
hero certificates
chalkboard and chalk

Session Content
1. Play a few minutes of the theme from the Olympic Games. Ask the students to close their eyes while they listen to the theme. When the music has stopped, ask the students what images come to their minds when they hear that music? How do the athletes who win medals feel when they hear that music and walk to the platform to receive their medals? If possible, show a short video clip of athletes in any event receiving medals at the Olympic Games. Play a few more minutes of the music, allowing each student to pretend they are an Olympic champion walking to the platform to receive their medal. As the walk, sidecoach, how do these winners carry themselves? What do their faces look like? How do they walk to the platform?"

2. Establish a definition of pride, bringing forth that it means we feel good about ourselves. Ask each child to be seated and close their eyes, and imagine they are very old. Ask them to think about all the things they have done in their long lives, and to choose one thing that they have done that makes them feel proud (as a very old person looking back). Suggest ideas such as "finishing school," "raising a family," "learning to ride a bicycle," "becoming President of the United States," etc. Interview each child, asking them to share with the class what they will be most proud of when they are very old. Encourage the students to use their voices and bodies to show that they are very old while relating their proudest moments.

3. Ask the students to think about a famous or popular fictional character who they consider to be a hero. Ask the students to name the hero's qualities. Without naming the heroes, compile a list on the board of the qualities of a hero. Ask for a volunteer to interviewed by the other students while playing the hero they have chosen, and let the class guess who the hero is. Next ask the students to imagine that each and every one of them is a hero (as themselves, not as someone made up). What qualities do they have that make them heroes, either with their families or at school or with friends?
Suggest ideas such as "I help my mom with the dishes," or "I am kind to others." Add to the list of qualities on the board. Designate a "winner's platform" or 'winner's circle" in the classroom. Play the theme from the Olympic Games again. Ask each student to come forward and share their heroic quality with the class saying, "My name is ___ and I am a hero because I _______." As each child finishes their announcement, hand them a hero certificate, pre-printed with their names, if possible. Encourage the applause from the other students after each child receives a certificate.

Session Assessment
1. Ask for volunteers to explain what pride is.
2. Erase the qualities of heroes from the board. Ask the students to recall what those qualities were, and to relate what quality they think it is most important for a person to have.
3. Ask them to think of one thing that they did in today's class that they are proud of How does it feel to be a hero?

Relevant References in Goleman's Emotional Intelligence: 89-90
                                                                            Developed by Carol Lanoux
 

GRADES 4-5

Specific Session Objective
Student will recognize, affirm, and acknowledge aspects of themselves in positive and humorous ways.

Session Materials:  Roll of 5' - 6' wide butcher paper, scissors, crayons and writing implements, electric tape or duct tape, string, assorted popular magazines, glue, construction paper or standard white writing paper, music, CD/tape player.

Session Content:
1.    Hand out eight scraps of paper to each student. On each piece of paper they are to write one word that describes them. When they have completed this, they are to order them placing the one they are most pleased with on the top. These are their wardrobe, that they can try on wear or discard. Have then give up one at a time. How does that feel? What kind of person would they be without them. Have them reclaim each one at a time. How do they feel now?

2.    Each student is to draw an outline of their body on a piece of butcher paper. They are to write the descriptive words on the butcher paper using different colors to indicate how they feel about each one. Now they are to cut out their outline and tape it on their own bodies (string may be used instead of tape). Role play the first day of school (or a party, or any other gathering where they would be together) wearing their butcher paper "puppets" of themselves. It is important that they introduce themselves to each of the other people saying a phrase such as "Hello my name is______,and I am (naming their attributes). It may be helpful to play appropriate music during this scene.

3.     Students are directed to use articles, pictures, letters, etc from magazines to make a collage on their butcher paper/ "puppet" selves that they feel represents their qualities.

Session Assessment
Invite students to share and discuss significant images on their collage bodies with the class.
                                                                                Lesson designed by L. Hager

GRADES 6-8

Objectives:
1. Students will become aware of the myths that society upholds about the "perfect" body image.
2. Students will examine their own thoughts, feelings, and ideas about their personal body shape and size.

Terms: Self-awareness - being aware of both our mood and our thoughts about that mood

Materials:
Memo from school principal, checklist of activities available at spa, bathroom scale, sticky name tags in three different colors, scissors, glue, a collection of various magazines (Elle, Glamour, GQ, Architectural Digest, Surfing, Rolling Stone, Spin), three sheets of posterboard, food both healthy and unhealthy), wall chart with participants names and food selections listed, clipboard and uniform for spa employee (leader), tape player, recordings of songs mentioned in plan, lyric sheets, paper and pencils for each participant

Session Content:
1. Participants are given a memo from the principal (attached) and asked to put down their personal belongings and line up at the door. Participants are weighed and that number is recorded on their information sheet (also attached). Each participant must decide if they want to focus on gaining weight, losing weight or toning during their stay at the spa, then they are to select a color-coded name tag based on this decision they are free to create characters that are not themselves for this activity. They are to take a seat and fill out the information form while waiting for remainder of participants to get weighed, this will aid in character development. Once everyone is seated an introduction to the spa is presented, as well as activities for the day, and questions can be asked at this time.
3. Participants are broken down into three groups based on their decision to lose weight, gain weight, or tone. These groups will meet together at one of the three assembled collage stations and create a collage together using pictures from the magazines that depict their idea of the "perfect body." They are each also required to come up with a word that, to them, describes the perfect body image and write those somewhere on the collage. Once they have created their collage, each group is asked to create a tableau of what the characters in the collage might be feeling, or how they might interact if they were in a room together. Have each group share their tableau and have the other participants comment on what they observe, comparing the characters to the collage. Spotlight certain characters and have them vocalize their thoughts.
While they are creating their collages, popular songs with lyrics that support society's representation of the "perfect" body image will be played (under the guise of MTV test-marketing the songs to see what the participants think of them and to rate the worthiness
 of the corporation filming videos for them). Lyric sheets will be provided to each group (ex: Barbie Girl by Aqua, Supermodel by Jill Sobule~keep these current).

4. The participants will then move over to the snack area, where their collages will accompany them. They are asked to imagine that these images are in the room, eating with them. A buffet of healthy and unhealthy snacks is set up for them to choose from, and their choices are recorded on the wall chart. Use this opportunity to discuss the content of the song lyrics.
5, After this snack, participants will be asked to find their bedrooms, and lie down and close their eyes. Lights will be dimmed and the leader will tell all the participants that our bodies belong to us, that they are each unique and shouldn't fit into a mold. That society bombards us with a generic type of image and it is up to us to see past that.

Session Assessment:
As participants are listening to the positive mantra, paper and pencils are distributed. Each individual is asked to slowly wake up and write down anything that they are thinking about or want to discuss regarding this lesson, without including their name. The lights will slowly fade up to ful and participants wilt be instructed to place their papers in the center of the room, along with their nametags-the leader will do the same (this symbolizes the shedding of characters, providing an opportunity to discuss the lesson as ourselves). Each participant is to select a paper that is not their own, read it and find a word or phrase that they feel is powerful or moving. Sitting in a circle, each participant shares these words with the group. Find the right moment to share them, this doesn't need to go in any particular order. Repeat the words as often as you wish It is up to the leader to recognize the end of this activity. It usually works pretty organically. Once everyone has shared, discussion can begin Make sure that enough wait time is utilized, difficult issues and questions tend to take a longer time to formulate answers to or comments on.

Relevant References in Goleman's Emotional Intelligence: pp.43, 46-8, 50-51, 5~55,
68, 268, 283, 96
                                                                Lesson Developed by: Heather Drastal
 
MEMORANDUM

To: All Eighth Grade Students
From: Katherine Skinner, Principal
Date: Tuesday April 21, 1998
RE: Music Television's Jutuor High Jams Program
 

In anticipation of next months filming of MTV's Junior High Jams program at our school, it has been brought to my attention that our students need to project a certain image to fit in with the show's criteria.

I am taking this opportunity to remind you all that you are going to be representing our school on national television. In light of this fact, the administration is requiring you all to attend a two-day retreat at MTV's Generation Image Health Spa. The staff there will attempt to train you in managing your weight, balancing your diet, and ultimately making more of an effort to fit in with the company's ideal, intended image.

On Monday May 4th and Tuesday May 5th, classes for all eighth graders will be canceled in order for you to attend this retreat. Transportation will be provided to and from the spa and you will be given full academic health credit for participating.

Remember: if you want to be involved in the filming of this special event, you are required to attend this two-day retreat.

I trust that you will enjoy yourselves and that this educational retreat will benefit you personally as well as the image of the school as a whole. Please take some time to reflect on your lifestyles and examine what you need to alter in order to improve your image, both personally and as representatives of this school.
 

                                                    MTV's Generation Image
                                                A Contemporary Health Spa
Welcome to generation image.  We want to make this a life-long experience for you, so to allow for personalized attention and service, please answer the questions below.  Thank you and welcome!

Name___________________                        Birthdate_________________________

Grade___________________
 

                                                           ACTIVITIES
                                             (please check all that Interest you)
Racquetball____  Tennis____ Weight-Training____Basketbal_____  Hiking_____
Rollerblading____Volleyball_____ Aerobics_____  Running____Jogging_____
Bicycling____ Yoga____ Horseback Riding_____ Swimming_____
 

                                                            SERVICES
                        Available Upon request and billed to your personal account
                                        (Please check all that interest you)
 

Swedish Massage____   Complete Nail Care_____  Fashion Consultation____
Plastic Surgery Consultation_____  Permanent Hair Removal______
Hair Treatments_____  Mud Baths _____   Facials_____

 MEDICAL:
1.Do you have any health problems we should know about?
 

2. Are you currently on any medication?

3. Do you smoke tobacco? (circle one)  Yes   No
    If yes, how much do you smoke?

4. Do you drink alcohol? (circle one)   Yes No
    If yes, how much do you drink?

_____________________________________________________________________
                                DO NOT WRITE BELOW THIS LINE

WEIGHT_____Lbs.
Height_____ Hair Color_______  Eye Color_________

PREFERRED TREATMENT: Lose Weight        Gain Weight         Tone

SUGGESTED  BEAUTY PACKAGE (not covered by school funds):

BRONZE     Introduction to beauty tips and practices. Includes make-over, facial, mud bath, massage, hair and nail treatments.

SILVER        In-depth beauty treatments. Includes all of the above in addition to three sessions with the fashion consultant and nutritionists, as well as access to private, personal trainer.

GOLD     Includes all of the above, in addition to plastic surgery consultation and treatment, along with an ever-present personal trainer and dietitian to walk you through each day, forcing you to work out and eat right.
                                                                                            Developed by Heather Drastal
 

GRADES 9-12

SPECIFIC SESSION OBJECTIVE
    Students will compile positive elements of themselves. Through dramatic play, students will see their positive traits exhibited to the group. In addition, some less positive aspects of one's life will be exposed, realized and accepted in a healthier way.

SESSION MATERIALS:  A pen/pencil and paper for each student Index cards for each student Envelopes and stamps for each

SESSION CONTENT
1. Have students do a slight physical warm-up. Decide together on brief activities (ex. jumping -jacks, stretches, tag) and make sure it is something that can be done quickly, without too much distraction.

2. Have students stand in a circle, and instruct them to think of something embarrassing that has happened to them. One at a time, if they are comfortable enough, have them each step into the circle and tell their embarrassing moment, then choose another in the circle to briefly "act out" the moment. This "acting out" could be in the form of a frozen statue or a quick line of speech and an action, whatever feels comfortable. If the chosen student is stumped ask around to see if someone else has an idea. Stress that the importance of this exercise is to make light of some slightly unfortunate situations and be able to look back without shame or negativity. *NOTE* It should be stressed to the class that these are meant to be constructive and helpful activities, used to learn more about ourselves and assist in our development. Any "making fun" of others or inappropriate situations should result in adjustment of the group or activity.

2. The" I Am..." list.
With the writing materials, have students write the words: "I AM," on the top of their paper. Instruct them to include under this heading as many positive aspects of themselves that they can. Remind them that they can be general or specific, personal or on a more social level. Have them write for 3 minutes then stop, give them a minimum of ten to have on their sheet. When this is completed, have them choose one
 from the list and write, "I am (blank)" on the index card. Have them place the list to the side for now.
Collect the cards and divide the students into pairs the most efficient way. Allow each pair to choose one card. Have the students create a tableau and a short improvisation based on the "I Am" statement Challenge students to try and use those words in a reflective way, for example, "You are (blank)" during their improvisation. Present as many of these as possible, with tableau followed by improvisation, allowing a few minutes at the end of class.
When students have finished presenting, have them go back to their lists, to add any insights they might have had about their or other's cards being shown Distribute the envelopes and have them self-address them. Tell students that they will receive this "positive reminder" in a week or so. Add postage to them and mail them out in a few days.

SESSION ASSESSMENT
1. What were some feelings surrounding sharing embarrassment with peers? When the moments were played back, how did your feelings towards them change, if they did at all?
2. Why might it be difficult for some of us to find positive elements about ourselves? Have there been times when it is easier to put ourselves down than to show our merits? What reasons might contribute to that fact?
                                                                               Created by Tommy Jarmiolowski