Naming a strength and an example

Learning goal

Use an action to show a skill someone is building.

Materials

The student page below and a pencil.

Opening question · 3 minutes

“What action shows a useful strength?”

A school situation · 5 minutes

In a pretend class project, Ren keeps track of supplies, asks a question when directions conflict, and changes the design after a trial falls over. Ren thinks strengths only mean being best at a subject.

One possible response · 4 minutes

Ren checked conflicting directions. That is an example of careful questioning.

Practice · 10 minutes

What action shows a useful strength?

1. A student shares the task list so every group member can see it.

2. A student notices a missing game rule and asks before starting.

Possible answers

1. The action shows organizing information and helping a team take part.

2. The action shows checking information rather than guessing.

Student page · 5 minutes

Use the ready-to-print student page at the end of this lesson. Students may write, draw, or give an answer aloud.

Exit question · 3 minutes

“Choose one of the stories. What could the student say or do first?”

Student page to print

Naming a strength and an example

Write, draw, or say your answer. You may pass.

An example

In a pretend class project, Ren keeps track of supplies, asks a question when directions conflict, and changes the design after a trial falls over. Ren thinks strengths only mean being best at a subject.

What action shows a useful strength?

One possible response: Ren checked conflicting directions. That is an example of careful questioning.

1. A student shares the task list so every group member can see it.

What action shows a useful strength?

2. A student notices a missing game rule and asks before starting.

What action shows a useful strength?

One sentence to keep

Choose one story above. Write the first thing the person could say or do.