Counselora · Classroom lesson
Using examples to identify a strength
Grades 6–8 · Ready-made original
Learning goal
Use a specific action to explain a possible strength.
Materials
The student page below and a pencil.
Opening question · 3 minutes
“What action supports a strength statement?”
A school situation · 5 minutes
During a club project, Niko checks that everyone has the directions, notices a missing supply, and tries a second design when the first one fails. Niko says, 'I did not do anything special.' Other group members noticed several useful actions.
One possible response · 4 minutes
Niko shared directions, noticed a missing supply, and tried another design. Each is a specific useful action.
Practice · 10 minutes
What action supports a strength statement?
1. A student checks a source link before the team includes it.
2. A student changes a design after a partner points out an unclear part.
Possible answers
1. “I checked information instead of guessing.”
2. “I used feedback to improve the design.”
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
Using examples to identify a strength
Write, draw, or say your answer. You may pass.
An example
During a club project, Niko checks that everyone has the directions, notices a missing supply, and tries a second design when the first one fails. Niko says, 'I did not do anything special.' Other group members noticed several useful actions.
What action supports a strength statement?
One possible response: Niko shared directions, noticed a missing supply, and tried another design. Each is a specific useful action.
1. A student checks a source link before the team includes it.
What action supports a strength statement?
2. A student changes a design after a partner points out an unclear part.
What action supports a strength statement?
One sentence to keep
Choose one story above. Write the first thing the person could say or do.