Activity Overview
Our self esteem develops as we grow and changes as we get older and we take on new roles. Self esteem also affects our relationships with others. Positive or high self esteem (if we like who we are) will make us value ourselves and others. Negative or low self esteem (if we don’t like ourselves) will make us withdrawn, and we may treat ourselves and others poorly. In this activity, students will illustrate the effects of positive and negative self esteem on decisions they may make. Students will be asked to understand how self esteem impacts the outcomes of their decisions.
At a young age, our self esteem may impact our decisions. If we value and believe in ourselves, we will be more likely to take risks and be more outgoing. Life is all about going out on a limb while weighing the consequences over the rewards. If we lack the confidence to take on the risk, we may never challenge ourselves or others. Staying stagnant isn’t what we want our youth doing. Have students create a storyboard where they are faced with a decision and how self esteem may impact the outcome.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Show the impact of self esteem by creating a comparison storyboard.
- Click "Start Assignment".
- Label the left column, Low Self Esteem, and the label the right column, High Self Esteem.
- Label each row with common decisions students face throughout their school year.
- In the cells in the left-hand column, depict an outcome of the decision when someone has low self esteem.
- In the cells in the right-hand column, depict an outcome of the same decision when someone has high self esteem
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing positive self-esteem/outcomes and three cells showing negative self-esteem/outcomes. The titles used made it easy for the reader to understand the purpose and flow of the storyboard. | The cells where not in a chart formation with a title showing the outcomes and the situation. Six cells were used with three cells showing positive self-esteem/outcomes and three cells showing negative self-esteem/outcomes. | The cells where not in a in a chart formation and contained fewer than six total cells. |
| Positive Outcomes | Three or more cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that high self-esteem could lead to positive outcomes. | Two cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that high self-esteem could lead to positive outcomes. | The student was unable to convey the main message that high self-esteem could lead to positive outcomes. |
| Negative Outcomes | Three or more cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that low self-esteem could lead to negative outcomes. | Two cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that low self-esteem could lead to negative outcomes. | The student was unable to convey the message that high low self-esteem could lead to negative outcomes. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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