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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.3. Social-Emotional Learning Skills, Positive Motivation and Perseverance: Apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope.
Identifying positive and negative self-talk and creatively depicting this self-talk with visual characters not only helps students become more aware of how they talk to themselves, but also increases their willingness to discuss their self-talk with others. This awareness of their current habits of mind is critical to later work towards shifting self-talk and to be able to use positive self-talk as a tool for overcoming adversity or nurturing optimism. (Achieved in GO activity)
Health and Physical Education
A1.5. Social-Emotional Learning Skills, Self-Awareness and Sense of Identity: Apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging.
Becoming aware of self-talk is the first step to being able to challenge self-talk. This awareness helps students appreciate how their thoughts can influence their confidence, abilities, and relationships. Once they recognize and understand their self-talk, students will feel more connected to their sense of identity and develop a sense of agency with regards to becoming their ideal self. (Achieved in GO activity)
Health and Physical Education
D1.5. Healthy Living, Mental Health Literacy: Demonstrate an understanding of the interconnections between a person’s thoughts, emotions, and actions, and of the potential impact of positive and negative thinking on mental health.
Students are introduced to the idea that their thoughts and the way they talk to themselves, directly and indirectly affect their experiences, feelings, thoughts, ideas, and behaviours. Understanding these interconnections challenges students to take responsibility for their mental health and to recognize their potential to enhance their mental health. (Achieved in GO activity)
Language, Writing
2.2. Voice: Establish a distinctive voice in their writing appropriate to the subject and audience.
Students communicate their own distinctive voice by exploring common phrases of their positive and negative gremlins.   (Achieved in GO activity)
Language, Writing
2.3. Word Choice: Use some vivid and/or figurative language and innovative expressions to enhance interest.
For each of their self-talk gremlins, students have the opportunity to explore different writing techniques, and to use descriptive words to craft innovative expressions that reflect their feelings, thoughts and experiences. (Achieved in GO activity)
The Arts, Visual Arts
D1.1. Creating and Presenting: Create two-dimensional, three-dimensional, and multimedia artworks that explore feelings, ideas, and issues from a variety of points of view.
Students concretely visualize their negative and positive self-talk by creating self-talk gremlins. These gremlins help students consider self-talk from a different perspective that (hopefully) increases their willingness to recognize the powerful influence of self-talk on feelings and behaviours.(Achieved in GO activity)
The Arts, Visual Arts
D1.3. Creating and Presenting: Use elements of design in art works to communicate ideas, messages, and understandings.
Through the use of different colours, shapes, symbols, and elements, students can use the gremlins appearance to communicate feelings and ideas associated with their self-talk.  (Achieved in GO activity)
Character Development
Not applicable.
In line with Character Development, this activity asks students to develop a deeper sense of self-awareness and to understand the interconnectedness of thoughts, feelings, and behaviours. Increasing student’s self-awareness as well as their ability to communicate this awareness, is pivotal for students to be able to maximize their own engagement and for teachers to be able to best support their students' success.
Assessment of Health and Physical Education Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge
[A1.5, A1.3, D1.5]
Demonstrates limited understanding of positive and negative self-talk
Demonstrates some understanding of positive and negative self-talk

E.g. The student creates positive and negative Gremlins that depict positive and negative self-talk with limited detail and some inaccuracy.
Demonstrates considerable understanding of positive and negative self-talk

E.g. The student creates positive and negative Gremlins that accurately depict positive and negative self-talk.
Demonstrates thorough understanding of positive and negative self-talk

E.g. The student creates positive and negative Gremlins that depict positive and negative self-talk with great detail, insight, and accuracy.
Assessment of Visual Arts Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[D1.1, D1.3]
Uses elements of artistic design to express their understanding and experience with positive and negative self-talk with limited effectiveness.
Uses elements of artistic design to express their understanding and experience with positive and negative self-talk with some effectiveness.

E.g. Uses some colours, shapes, and visual details to communicate feelings associated with positive and negative self-talk; Creates some distinctions between the two Gremlins.
Uses elements of artistic design to express their understanding and experience with positive and negative self-talk with considerable effectiveness.

E.g. Uses colours, shapes, and visual details to communicate feelings associated with positive and negative self-talk; Creates distinctions between the two Gremlins.
Uses elements of artistic design to express their understanding and experience with positive and negative self-talk with a high degree of effectiveness.

E.g. Uses many colours, shapes, and visual details to communicate feelings associated with positive and negative self-talk; Creates clear and effective distinctions between the two Gremlins.
Assessment of Language (Writing) Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[2.2, 2.3]
Uses language conventions (e.g. grammar, punctuation, usage) and vocabulary to express their positive and negative self-talk with limited effectiveness.
Uses language conventions (e.g. grammar, punctuation, usage) and vocabulary to express their positive and negative self-talk with some  effectiveness.

E.g. Uses some adjectives/verbs/words/etc. to describe positive and negative self-talk;Limited use of punctuation.
Uses language conventions (e.g. grammar, punctuation, usage) and vocabulary to express their positive and negative self-talk with considerable effectiveness.

E.g. Uses adjectives/verbs/words/etc. to describe positive and negative self-talk; Punctuation is appropriately used.
Uses language conventions (e.g. grammar, punctuation, usage) and vocabulary to express their positive and negative self-talk with a high degree of effectiveness.

E.g. Uses many adjectives/verbs/words/etc. to describe positive and negative self-talk
; Punctuation used to add value.
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