v CLASSMATE: "You can't do anything right. You're so stupid."
v SISTER: "Stop acting like a jerk."
v YOURSELF: "I am bright and talented, and I can do whatever I need to do to
succeed in college."
3. Ask the class to brainstorm all the put-downs and put-ups that they can think of in five
minutes. Explain to the students that "brainstorming" is listing any idea or phrase that
comes to mind, no matter how silly or wild. Nobody should comment on anybody else's
idea or phrase.
4. Record the put-ups and put-downs in separate columns on the board or on flipchart paper.
Usually the class will find that the put-down list is longer than the put-up list.
5. Make the following points:
ASSESSMENT*:
Choose one or both of the following methods of assessment:
1. Students will present an ILAC apple to the teacher they assisted and/or shadowed. They
will write a journal entry expressing how the teacher reacted to receiving it and how it
made them (the students) feel.
2. Students will include a copy of an ILAC apple in their portfolios and write explanations
of why they are deserving of this recognition.
*Alternate assessment: Instead of using apples, the class can create their own “I’m Lovable
and Capable” insignia to others.
SERVICE LEARNING OPPORTUNITY:
This might be turned into a community project. To reinforce the benefits of the put-ups or
affirmations, have the students recognize different groups of individuals at different times of
the year. Students could give affirmations to parents, teachers, administrative staff, cafeteria
workers, school board members, students, veterans, senior citizens, etc. The affirmation
PROTEAM DREAMQUEST CURRICULUM
4-35
MODULE 4:
6. In order to practice the good effects of aff