Length
Curriculum Standards
- CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Materials:
- Copies of the lesson How to Build Self-Confidence
- Copies of the quiz that accompanies the lesson
- Lined paper
- Pens or pencils
- Construction paper
- Magazines or pictures
- Markers
- Scissors
- Glue
Instructions:
- Write the following quote about self-confidence on the board:
- ''The way to develop self-confidence is to do the thing you fear and get a record of successful experiences behind you.'' - William Jennings Bryan
- Allow students time to respond out loud to the quote. Encourage discussion about how it relates to them or makes them feel.
- Explain that in this lesson, they will be learning more about what self-confidence is and how to build their own self-confidence.
- Hand out the copies of the lesson How to Build Self-Confidence.
- As a class, read the first two sections, 'What is Self-Confidence?' and 'Where Does Self-Confidence Come From?' Pause and ask the students the following questions:
- What is self-confidence?
- What are the effects of a high or a low self-confidence?
- According to the lesson, what influences our self-confidence?
- For the next section, 'Techniques to Boost Self-Confidence,' ask students to take out a pencil and some paper.
- After reading each sub-section, allow students time to reflect on each of the techniques. Ask them to write down ways that they already do the technique described or ways that they could easily incorporate the technique into their day. Invite students to share their responses with the class.
- Finally, read the 'Lesson Summary.' Hand out the lesson quiz and complete it as a class.
Activity:
- Divide students into pairs. Tell them that one of the first steps to building self-confidence is to honestly reflect on personal strengths and weaknesses, likes and dislikes about themselves.
- Have students interview each other. They should ask questions that allow their partner to open up and consider their selves and their personalities. Based on what they have just read, have the class brainstorm possible questions before the interviews start. Some examples are:
- What is something you are good at?
- What is area that needs improvement?
- Describe something that you do well but you don't like doing.
- Is there something that you enjoy doing but you don't do very well?
- What is something you would like to try but are afraid of?
- As the students conduct the interviews, have them take careful notes so their interviewee can look back on them later.
- After the interview and using the notes created for them, ask students to create something to show the rest of the class who they are. They can make a poster or collage using the markers, construction paper, and magazines. They can write a paragraph, a poem, or create something else that they propose.
- Invite students to share their art work with the class.
Discussion Questions:
- What did you learn about yourself?
- What did you learn about others in the class?
- How can you use this information to boost your own self-confidence or the self-confidence of others?
