Victimproof Chapter 5

Upon completion, students will be able to…

1. Review life experiences that have been hurtful to them.
2. Identify a list of strengths and positive character traits they want to see in their own lives.
3. Complete an individual assignment on the person they want to become in the future.

VIDEO RUN TIME: 8 mins, 08 seconds

SUPPLIES NEEDED: Paper and pens or pencils.

Have you ever called yourself dumb or stupid accidentally?

Why do you think people struggle with putting themselves down?

On a scale of one to ten, how would you rate your own self-esteem?

What is one of your insecurities and how could you start to break free from it?

How could you use the hurts of your past to help other people?

A.  SAY THIS: For our activity today, let’s all take out two new pieces of paper. On the first piece, label it “PAST HURTS.” You will be given the opportunity to share this information in a small group, but you don’t have to share if you don’t want to. Now spend a few minutes writing out some of the painful experiences and hurts in your past. (Give them about 5 minutes.)

B.  SAY THIS: Now take out the other sheet of paper and label it “WHO I WANT TO BE.” Spend a few minutes writing out strengths, good habits, and positive character traits you want to see in your life. Your list could include things like: great attitude, hardworking, trustworthy, and so on.

C.  Break into groups of three or four. Give the students an opportunity to go around the circle and share their two pages. They don’t have to share the first sheet, but everyone is required to share the second. Give the groups about 15 minutes to discuss.

Find a creative way to destroy the first paper from today’s group activity (your “PAST HURTS”). Next, find a creative way to preserve or save your second paper, “WHO I WANT TO BE.” Write a short description of what you did for each paper, and turn it in by ____________________.

Upon completion, students will be able to…

1. Identify what it looks like when self-esteem is too high or too low.
2. Discuss the self-esteem levels of the main characters from the movie Frozen.
3. Debate which characters from the movie made a change in their own self-esteem.

VIDEO RUN TIME: 4 mins, 29 seconds

SUPPLIES NEEDED: Whiteboard or chalkboard

What is your definition of healthy self-esteem? What does it look like?

How would you describe students with low self-esteem?

What about students who think too highly of themselves?

What can you do to develop an objective view of yourself?

A.  On the board, write “SELF-ESTEEM IN THE MOVIE FROZEN.”

B.  Ask the students to list the main characters from the movie (as you write them on the board).

C.  Have the students identify characters with low self-esteem by marking a down arrow next to their name. Next, identify the characters with too much self-esteem with an upward arrow. Finally, identify the characters with healthy self-esteem with a smiley face.

D.  Have the students discuss (and maybe even debate) which characters experienced a change in self-esteem throughout the movie.

Write a short essay (one or two paragraphs) on this topic: Who I Am Most Like From The Movie Frozen. If you absolutely have not seen Frozen, pick a character from a different movie (a clean one!). Just for fun, come back to school tomorrow and sing “Let It Go” as many times as possible, making sure to stop before you annoy everyone and get expelled.