Ms. Nazario
Leaders of Tomorrow
8th Grade ELA
Increasing Self-Esteem
Introduction
Middle School years are increasingly difficult with the effects and pressures of social media. Students are seeking to find their own identity and balancing that with a strong desire to fit in and be accepted by others.
Without a strong base of self-esteem and confidence inside and outside of the classroom, many students struggle with issues ranging from bullying and tardiness to severe reactions such as self-harm.
According to dosomething.org, “75% of girls with low self-esteem reported engaging in negative activities like cutting, bullying, smoking, drinking, or disordered eating.” Meanwhile, this compares with 25% of girls with high self-esteem. In addition, according to the same site, 20% of all teens will experience depression before they reach adulthood.”
Task
Your group will go through the PPA (Public Policy Analyst) process to find a solution for an issue of self-esteem at our school. As a public policy analyst, your group will first need to select a problem topic and then specifically define a social problem. A social problem is a condition that at least some people in a community view as being undesirable.
You will clearly identify one specific part of the self-esteem issue at Leaders of Tomorrow, choosing one that your group finds most important or cares the most about. Use the worksheets listed below in the process as your guide.
As you work, gather all of your information, images, links, videos and other sources in a google doc, and clarify which stage of the worksheet you are on. This will help keep everything organized and to track progress along the way. You will go back to your google documents to gather evidence for your final project: the PowerPoint or Prezi presentation.
Once your group has selected and researched your aspect of the issue, you will prepare a 10 slide PowerPoint to present to incoming 6th graders. The objective of this PowerPoint is to help improve self-esteem for this age group and to be aware of hurting others’ self-esteem.
Steps:
1. Individual self-esteem survey on google forms.
2. Place all of your work in the “gathering evidence” document waiting for you in google classroom. (A blank document for those doing this webquest outside Leaders of Tomorrow)
3. Go through the worksheet process as you evaluate the problem. Fill out a google doc for EACH worksheet. (They are waiting for your groups as assignments in google classroom).
4. Consult the resources included below to help you as well as any other resources you find through a google search.
5. Create a PowerPoint or Prezi of at least 10 slides to present the problem with ways to address it. You also have the option to record a 3-4 minute public service announcement instead. In each of these presentations, you guide the audience through the process, problem and solutions.
6. Complete the self-esteem survey again as well as a final reflection (both on google classroom).
Remember, your issue is a sub component of self-esteem. Self-esteem itself is too broad an issue. You must go through the process to figure out which aspect of self-esteem, which problem within it you want to address.
Process
The 6 Steps of the Public Policy Analyst (PPA)
6 Select the Best Solution (Feasibility vs. Effectiveness)
Complete Worksheet #6 to help evaluate and select the best solution
Detailed guidelines and resources for the process:
The 6 Steps of the Public Policy Analyst (PPA)
Consult these resources and others through your search as you work:
https://www.dosomething.org/us/facts/11-facts-about-teens-and-self-esteem facts about self esteem nationwide
This is only for HIGH / ADVANCED reading level: http://www.childrensresourcegroup.com/crg-newsletter/change-transition/middle-school-girls-self-esteem-and-academic-issues/ self-esteem for middle school girls
Consult these resources as you build your own: http://www.discoveryeducation.com/teachers/free-lesson-plans/self-esteem.cfm
Once you have identified your problem, continue to use the sources above. In addition, consult the following site for help with how to properly use google to find sources.
How to use google to find what you want.
This site contains an infographic to break down into helpful tips for properly googling what you want.
4. Evaluate an Existing Policy
What already exists to address self-esteem issues at Leaders of Tomorrow? Let’s see what we currently have, especially as it pertains to your aspect of the problem.
Resources to consult and consider:
Leaders of Tomorrow school website: http://schools.nyc.gov/SchoolPortals/11/X370/default.htm
Leaders of Tomorrow Twitter Page
Where else can you look to see what policies exist here?
As you research and complete this worksheet, the following ideas and resources below may be helpful. What you find helpful here would be dependent on your problem and the evidence you have previously gathered and analyzed.
Please refer to these concepts yet don’t be limited by them as you explore solutions.
- Gratitude
- Mindfulness
- Journal
- Involvement
- Kindness
- Healthy outlets
- Meditation
- Identifying positive traits and growth
Articles that may lead to ideas for solutions:
Students fine in the USA but happier in other countries: This article from NewsELA is at a grade level appropriate level for reading. What makes students happier in other countries? Is there anything we can do to bring that here to our school?
Students in LA happier after talking out problems Another article from NewsELA. Why are students happier after talking out their problems? Is there anything we can use here?
Intersectionality: Another NewsELA article. Intersectionality refers to the different kinds of identities people have. It studies how these multiple identities connect and affect a person’s life. These identities are race, gender, sex, disability, and sexual orientation, as well as where they live and socioeconomic status. Understanding intersectionality might help with self esteem. How so? Are there any ideas for solutions in here?
Self Control: A NewsELA article about how students can learn self control along with academics. Again, think about what kind of solutions may be embedded in here.
An acting program that may help: From the daily news. Think about how this may help.
Kidshealth.org Ideas to help teach self-esteem to kids in grades 6-8
6. Select the Best Solution (Feasibility vs. Effectiveness) Complete Worksheet #6
The worksheet will help as you evaluate the best solution.
Evaluation
|
4 |
3 |
2 |
1 |
|
|
Worksheets |
Thoughtful research and completion of all 6 worksheets with detailed and elaborate responses. |
Mostly thoughtful completion of all 6 worksheets, although some responses may be limited and in need of some elaboration. Some parts may be missing. |
Some thought for the worksheets, although several areas are incomplete or very basic. Not much elaboration or details. |
Not very thoughtful responses. Basic and in need of elaboration |
|
Research |
Clearly utilized a variety of sources in the worksheets and the creation of the PowerPoint. Showed where information came from in the PowerPoint. |
Utilized many sources in the worksheet and PowerPoint. May not have remembered to always show where info came from in the PowerPoint. |
Relied too heavily on just a few sources. May have only referenced the source occasionally or not at all. |
Relied on just one source or no evident sources at all. Did not cite the source. |
|
PowerPoint or presentation |
PowerPoint / Prezi has 10 slides that address all aspects of the process and lead to the proposed solution. Shows careful and need preparation and effort. If a video public service announcement, does not need 10 slides, but needs to adequately address all aspects of the process. |
PowerPoint / Prezi has 7 slides that address most aspects of the process that lead to the proposed solution. Solution might not be the the best balance of feasibility and effectiveness. If a video is a public service announcement, it adequately addresses most aspects of the process. |
PowerPoint / Prezi has 4-5 slides that don’t address most aspects of the process. They may be vague. Solution does not seem like it is the best balance of feasibility and effectiveness. If it is a public service announcement, it does not adequately address most aspects of the process. |
PowerPoint / Prezi has 3 or fewer slides that don’t address most aspects of the process. They are vague. Solution is missing and/or does not seem like it is the best balance of feasibility and effectiveness. If it is a public service announcement, it vaguely addresses some aspects of the process or not at all. |
|
Surveys & Reflection |
Surveys and reflection are completed on time with thoughtful, detailed answers. The final reflection shows careful consideration of the product and process as well as envisioning personal future and that of the school. |
Surveys and reflection are mostly completed on time although might be a bit late. Most answers are thoughtful and detailed The final reflection mostly shows careful consideration of the product and process as well as some envisioning of personal future and that of the school. |
Surveys and reflection are sparsely completed and/or late. Answers seem rushed or are vague and not very detailed or thoughtful. The final reflection shows minimal consideration of the product and process as well as minimal envisioning of personal future and that of the school. |
Surveys and reflection are mostly completed on time although might be a bit late. Most answers are thoughtful and detailed The final reflection shows Mostly careful consideration of the product and process as well as some envisioning of personal future and that of the school. |
Presentation Resources:
Canva: Canva has more than 50,000 templates to create designs for what you want to do. Sign in with your school google account.
Prezi: Prezi is an online tool for creating presentations that break free of the standard linear slideshow style of presentation that we often encounter. Instead of slides, Prezi presents you with a wide open canvas where you can organize and arrange your visual elements and then create a pathway for playback that zooms from one element to the next, creating a unique dynamic experience. Prezi offers a very robust authoring environment representing limitless possibilities for your creativity. In this video, we’re going to cover the basic tools to get you started.
Conclusion
Take the self esteem survey again as posted on a google form. Then write a written reflection on the process. Respond to the written reflection worksheet posted on google classroom. Response must be at least 3-4 paragraphs with carefully written grammar and punctuation.
1. How has your self esteem changed as a result of this research?
2. What are three specific things you have learned from this process? Explain.
3. How do you think the presentation will help our 6th graders? How will it help our school as a whole? Be specific.
Remember to be mindful of these ideas and strategies as you face self-esteem challenges throughout your time here at Leaders of Tomorrow and into your future lives as our leaders.
Standards addressed in this webquest
Key Ideas and Details:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Integration of Knowledge and Ideas:
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Range of Reading and Level of Text Complexity:
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Comprehension and Collaboration:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Presentation of Knowledge and Ideas:
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 herefor specific expectations.)
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Research to Build and Present Knowledge:
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.