Finding MY Appiness Within ME
1 Get Connected
This is a wonderful beginning of the year activity, but could be adapted at any time.
Teacher will want to begin with a discussion about what makes each person special. As students think about those things, ask if there are things they might like to change about themselves. Let the discussion lead into setting up a preview of the book Is There An App for That by Bryan Smith.
Students will come up with at least one thing that makes them special, and one that they would like to change. They will participate in a discussion and preview the book Is There An App for That by Bryan Smith. They will make predictions about what they think the story will be about.
2 Read & Discuss
This could be a real aloud or close read. As the main character Hailey struggles with self acceptance, apply text to self practice. How are you/ we like Hailey. How many of us would like an app that might eliminate the things we do not like about ourselves? Guide this discussion throughout, but also talk about how that change with the app had consequences and impact on who she was.
Students will be comparing themselves to the text and the characters' actions. They will be reflecting on what they might do if they had a mirror with apps that could change who they were.
Advise students they need to draft a list of the very things that will make them an amazing contribution to your classroom. Have them come up with a minimum of 5 good adjectives that show who they are. A mini adjective review may be in order if done in the beginning of the year.
Students will brainstorm and draft a list of 5 or more adjectives that identify what they appreciate about who they are. They can think about what will make them an amazing contribution to the classroom, being just who they are and nothing more.
4 Show Who YOU Are
Teacher will model the use of Seesaw and how to take an image and add a label. Model by taking your picture and adding a few labels that describe you. The example could be done in advance, but you will want to model how to log in to Seesaw, add an image, and add a label. You can also show how to add a style and move the label around the image. Instruct students to sign in, take a selfie, and add a minimum of 5 labels that tell us who they are.
Students will login to Seesaw, add an image, take a selfie, and add 5 or more labels about what makes them special. They need to submit the image to the learning journal when they are done.
5 Reflect on our SelfIES
Once all students have completed the task in Seesaw, and you have previewed and approved each post, display the learning journal feed for the students to see. Point out how amazing your class is with so many amazing pieces to our puzzle. Celebrate the great things students see in themselves and talk about how it will impact your classroom family for the year. This is also a great time to talk about how we use digital media. You could address digital perfection/ commenting and feedback on educational and social media.
Students will learn to view the student journal and respect those who vulnerably posted their work for others to see. They will look at each students' work and identify how they are alike and different. They need to learn now to give feedback appropriately in this medium. They can reflect on the activity as a whole and identify the overall message.
Key Standards Supported
|RL.3: Key Ideas and Details|
|RL.3.1||Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.|
|RL.3.2||Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.|
|RL.3.3||Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.|
|Craft and Structure|
|RL.3.4||Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.|
|RL.3.5||Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.|
|RL.3.6||Distinguish their own point of view from that of the narrator or those of the characters.|
|Integration of Knowledge and Ideas: Range of Reading and Complexity of Text|
|RL.3.10||By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.|