Subject: Self-awareness, Critical Thinking Skills, Health, Vocabulary
9th, 10th, 11th, 12th, HomeSchool, Special Needs including: autism and developmental disabilities (necessary adaptation of material)
Unit Plans, Activities, Student and Teacher/Parent Assessment
Formats: PDF and Google App
Standards CCSS: CCRA.W.1 and CCRA. R.1
Dear teachers, parents, and advocates,
This digital educational resource: includes subjects of Critical Thinking, vocabulary, and writing to answer self-reflective questions as they relate to a student’s HEALTH in Emotional Literacy. I believe during the COVID-19 global pandemic, youth more than ever before rely on resources that give them a perspective and tools to help them see options and take next steps to be safe, to continue learning, and to have hope for a good future.
The unit with lessons and self-assessments drawn from the work of Daniel Coleman, author of Emotional Intelligence, and Barry Prizant, Ph.D., CCC-SLP, Co-author of the SCERTS TM MODEL (Social Communication, Emotional Regulation and Transactional Support) and my own qualitative research. This educational product is based upon research findings from Emotional Literacy and Self-Advocacy Literature.
How will Students Benefit: To
-recognize how their emotions, thoughts, and actions do or don’t align with their inner self.
-notice the feelings, thoughts, or attitudes of another.
-place confidence in themselves, or someone or something.
-recognize when and how to adjust oneself to different environments.
-understand when to be ready to take action.
-pinpoint why it is important to ease self-control of oneself.
-express an interchange of thoughts, opinions through speech or writing, or an art form.
The unit contains.
Two Assessments, Part A. and Part B.
Part A self-assessment for students (to do independently, or with assistance),
-10 student self-reflective questions
Part B: Offers a teacher/parent assessment to use on behalf of a young person. This assessment is helpful for those persons who know the student very well, i.e., teacher, counselor, or parent who want to seek support interventions for students. These students may be in special education or have social emotional challenges and rely upon a greater need for supports.
-There are 10 questions to guide support interventions and for transition planning for school transition.
Students will be introduced to self-awareness qualifiers. With story, examples, and a self-assessment, students will recognize how to tune into their self awareness to cope, understand next steps, and how to respond on their own behalf. The self-awareness qualifiers include:
The Unit Contents:
Introduction: How Tuning Into Your Self-awareness can help you cope and understand how to respond on your own behalf.
Definitions: Self-awareness Qualifiers
Lesson II: You and Your Self-awareness
Why is Self-awareness important to learn and practice?
In what ways can tuning into your self-awareness benefit you?
Lesson III. What Self-awareness looks like (examples of youth experiencing self-awareness).
Lesson IV: Tune intoYour Self-awareness: Take this Self-assessment.
Lesson V: Discover your true self through these self-reflective questions.
Part B: The Marquette Self-awareness Assessment for teacher/parent/caregivers.
Valuable Information for Youth in Special Education and School Transition
*Use this product in your home, classroom, or counselor/therapist office.
*Make as many copies as you need for your class or caseload use.
*Refer others who would like to use this resource to: Youth Opportunity Academy
YOU MAY NOT:
*Share, copy or distribute this product to another teacher, counselor, classroom, educator, department, or school system.
*Post any of this product digitally for public view.
*Extract graphics or text for commercial use.
Thank you for respecting these boundaries.
I am here for you.
Dr. Jackie Marquette
Author – creating resources to teach emotional literacy skills relating to youth self-advocacy, career development, and life adaptation.
Independent Qualitative Researcher