Personhood Curriculum 5th Grade

 

Your Choices Determine Your Future!

Lesson Plan aphg5-1

(Time Estimate = 1 hour)

• Learn about "Choices" that lead to a good future.
• Expand the Student's Self-Interest Horizon, by linking "Now" with "Future".
• Tie-in with Life-Goals.
• Provide some "survival" tactics.
• Impart insight into the student's self.
• Impart some insight about other people's attitudes and actions.

Print out, in color, the essay "Choices" - - - choices.rtf

You will read from this.

 

Print out, in color, the essay “What is the BEST use of my time RIGHT NOW?” - - -

time-use.rtf

Print out, in color, the essay "What do you do if You Don’t Like to be Told What To Do?"

toldtodo.rtf

Print out, in color, the essay “How does one Handle Negative Criticism?”

negative.rtf

 

You may wish to print out all the essays above, commanding your computer to print only in Black. Make copies for each student. Staple the sheets in the same sequence as shown above.

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Class Time

Introduction

None. Hit them cold!

Relevancy

Links to the needs to be capable, respected by self, respected by others, and self-actualization.

Links to the needs of reaching the Life-Goals you have set for yourself. It thus is linking to things the student has taken as his own Expanded Self-Interests. It is layered above Higher Needs expressed by Maslow. (The Needs to be capable, respected by self, respected by others, and Self-Actualization.)

Today's lesson is relevant to EVERYTHING you do in your life. It is extremely important! It is the KEY factor in how far you advance in your whole life!

Read the essay "Choices"

I  REPEAT! - - - Today's lesson is relevant to EVERYTHING you do in your life. It is extremely important! It is the KEY factor in how far you advance in your whole life! If we make good choices, we will reach the Life-Goals of being highly capable, being respected, and having self-respect. It adds another tool YOU can use to control what YOUR future will be like.

Hand out copies of the essay you just read, with the Follow-up essays attached.

Do the follow-ups on the printouts, as time allows.

You can follow along and make notes on your copies as I read.

• "What is the Best Use of my Time Right Now?"
  • After reading this I will ask you for other examples of when someone might use time that would otherwise be wasted?

  Read the essay.

   

• "What do you do if You Don’t Like to be Told What To Do?"
  • After reading this I will ask you if you have ever experienced a time when you were told to do something, and you where happy with the results?

  Read the essay.

   

• “How does one Handle Negative Criticism?”
  • After reading this I will ask you:
    • Why do we usually feel so bad when a good person criticizes us?
      • We see it as being rejected. That hurts.
      • Because when we realize we are not perfect we feel hurt inside from it, and want to avoid that hurt!
    • Why do good people criticize?"
      • Not to hurt you.
      • They care about you.
      • To make something better!
    • How SHOULD you handle criticism?
      • Take it as having a helpful intention.
      • See what you can learn from it.
      • Make a good effort to change what may need changing, so you become a better person.

      Read the essay.

At appropriate opportunities, ask:

• What Life-Goal does that help you reach?
• What Life-Rule are you using right now? 

Don't limit these to Life-Goals you worked on in class! If you ask about other areas, students begin to see how universal these ideas are, and they begin to think this way in other areas.

• What was the choice you just made?
• Was it a good choice?

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As of: 1 Jul '03