GEMS Lesson Plan: Instructional Layout

Session Two: Understanding Self

Time Allotted:1 Hour
Objective: Students will understand the significance of different influences, factors and
forces that shape one’s self.

Fundamental Question: Who am I?

Students Will Be Able To (SWBAT):

 Compare and contrast how self has been presented across the different perspectives.
 Demonstrate critical and reflective thought in analyzing the development of one’s self
and identity by developing a theory of self.
 Develop an understanding of self-awareness, self-image, self-perception, the elements of
self-esteem and the lifelong importance of these factors.

Related Terms:
 Self-awareness
 Self-image
 Self-perception
 Self-Esteem

Time Activity Description Materials Required

Write down words to describe your self –  Handout
write as many as you can!  Pen/Pencil
5 mins DO NOW  Dictionary
If you finish early, get a dictionary to look
up the meanings of the related terms.
THINK TASK  Handout
 Are there any words not listed that you  Pen/Pencil
may not use to describe yourself?
Why?
10 mins Introduction  Of the words you’ve written, find a
positive word. How does this word
make you feel?
 Write these feelings down

15 mins Guided Practice Understand & Discuss  Handout

 Students will be divided into groups  Pen/Pencil
of, at least, 2 and:
1. share their work by comparing
similarities
2. Finish the sentence: “I’m really
good at…..”
a. The Instructor will model:
“I’m really good at…”
 GEMS Lesson Plan: Instructional Layout
b. The students will answer
the question and write
down answers for future
reference.
Feeling Grab Bag  Slips of paper
This exercise helps students understand  Cup/Basket/Bowl
their own emotions and recognize feelings
in others. It allows them to show some
vulnerability in a safe setting.

While students remain in groups, they will

do the following:
1. Each student draws a slip of paper that
describes a feeling from the bag.
2. Taking turns, students act out a feeling
Independent and group members try to guess the
25 mins feeling.
Practice/Activity
3. Once the feeling is guessed correctly,
the student will talk about a time that
he/she felt that feeling and other
students in group will give examples
of when they felt he same way,
4. After every student has a turn, in group
discussion, talk about which ones were
the easiest or hardest to express and
why? Discuss why recognizing and
acknowledging feelings helps people
with problems.
Tracker Statement  Handout
Students will write down, at least, one  Pen/Pencil
5 mins Exit Ticket thing they have learned about themselves
and one thing they would like to learn or
have questions about.