Resumen de la Actividad
Los estudiantes pueden pensar demasiado en lo que deberían mejorar, cómo deberían verse o cómo deberían vestirse. Los adolescentes son vulnerables a la influencia de los medios y, desafortunadamente, los medios están llenos de métodos para derribar la imagen corporal. Los estudiantes que ya experimentan imágenes corporales distorsionadas se ven influenciados fácil y fuertemente. Si los adolescentes pueden concentrarse en quiénes son y en lo que les gusta de sí mismos, es posible que no sean tan susceptibles a llegar a los extremos para cambiarlo. En estas actividades de SEL , los estudiantes se centrarán en cuáles son sus habilidades en lugar de en su apariencia.
Una vez que los alumnos hayan completado su trabajo, puede colgarlos en la pizarra o en la pared del aula. Tener una abrumadora cantidad de imágenes positivas ayudará a crear un ambiente más amigable para el cuerpo. Algunos estudiantes rara vez ven un muro de positividad. Además, los ejemplos que provienen de compañeros también pueden significar más que algo creado por un maestro.
Instrucciones de Plantilla y Clase
(Estas instrucciones son completamente personalizables. Después de hacer clic en "Copiar actividad", actualice las instrucciones en la pestaña Editar de la tarea).
Instrucciones para el alumno
Cree un guión gráfico de cuáles son sus habilidades para mostrar énfasis en las habilidades en lugar de las apariencias.
- Haga clic en "Iniciar asignación".
- Cree un guión gráfico de tres celdas con títulos y descripciones.
- En cada celda crea una representación visual de tres habilidades diferentes que tienes.
- Describa brevemente lo que está haciendo en cada celda y titular cada celda con 'habilidad'.
- Guarde y envíe la tarea.
Referencia del Plan de Lección
Rúbrica
(También puede crear el suyo propio en Quick Rubric ).
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Resumen de la Actividad
Los estudiantes pueden pensar demasiado en lo que deberían mejorar, cómo deberían verse o cómo deberían vestirse. Los adolescentes son vulnerables a la influencia de los medios y, desafortunadamente, los medios están llenos de métodos para derribar la imagen corporal. Los estudiantes que ya experimentan imágenes corporales distorsionadas se ven influenciados fácil y fuertemente. Si los adolescentes pueden concentrarse en quiénes son y en lo que les gusta de sí mismos, es posible que no sean tan susceptibles a llegar a los extremos para cambiarlo. En estas actividades de SEL , los estudiantes se centrarán en cuáles son sus habilidades en lugar de en su apariencia.
Una vez que los alumnos hayan completado su trabajo, puede colgarlos en la pizarra o en la pared del aula. Tener una abrumadora cantidad de imágenes positivas ayudará a crear un ambiente más amigable para el cuerpo. Algunos estudiantes rara vez ven un muro de positividad. Además, los ejemplos que provienen de compañeros también pueden significar más que algo creado por un maestro.
Instrucciones de Plantilla y Clase
(Estas instrucciones son completamente personalizables. Después de hacer clic en "Copiar actividad", actualice las instrucciones en la pestaña Editar de la tarea).
Instrucciones para el alumno
Cree un guión gráfico de cuáles son sus habilidades para mostrar énfasis en las habilidades en lugar de las apariencias.
- Haga clic en "Iniciar asignación".
- Cree un guión gráfico de tres celdas con títulos y descripciones.
- En cada celda crea una representación visual de tres habilidades diferentes que tienes.
- Describa brevemente lo que está haciendo en cada celda y titular cada celda con 'habilidad'.
- Guarde y envíe la tarea.
Referencia del Plan de Lección
Rúbrica
(También puede crear el suyo propio en Quick Rubric ).
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Más Storyboard That Actividades
Habilidades de Afrontamiento y Alimentación Desordenada
Precios Para Escuelas y Distritos
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- 5 profesores por un año
- 1 hora de desarrollo profesional virtual
Garantía de devolución de dinero de 30 días • Solo para nuevos clientes • Precio completo después de la oferta de lanzamiento • El acceso es por 1 año calendario
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