Lesson 4.E.
Put-up or Put-down?
LESSON TYPE: Mandatory (YL, S)
SUPPLIES/EQUIPMENT:
v journals
STUDENT HANDOUTS:
v I Am Loveable and Capable (ILAC) Apples
v Writing Activity Sheet
STANDARD:
DESCRIPTORS:
ACTIVITY:
Take one student aside prior to class and tell him you would like him to help you with part of
the lesson. Explain what will happen once class begins.
1. Begin the lesson by telling the selected student that the principal wants to see him right
away in the office. You might say something like, "It looks like you're in trouble again
(sigh)." After the shock wears off, ask the student to describe the feeling that he would
have had when told he was wanted in the office if he hadn’t known what was going on.
Ask the other students how they felt. How would they feel if they were being told to go to
the office? Discuss why it is important that we are able to identify and describe our
feelings.
2. Discuss the impact of put-downs and affirmations by sharing the following situations.
Have the students take turns reading with expression the following situations and then
ask them to note the feelings associated with each put-down and affirmation.
v SON: "Dad, I'd like to sing in the choir."
L FATHER:
"I've heard you. You couldn't carry a tune in a bucket. Why don't you
play football?”
v MOTHER: "Your science project was terrific! I'm so proud of the work you did."
v FRIEND: "That shirt is cool!"
PROTEAM DREAMQUEST CURRICULUM
4-34
MODULE 4:
Students will examine the damaging effects of negative criticism.
Students will demonstrate how positive statements affect themselves and others.
I Can Think Positively
Students will think more positively about their home and school relationships, their
education, and their future.