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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
A1.2. Social-Emotional Learning Skills, Stress Management and Coping: Apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience.
Students proactively prepare a letter to themselves, which they can read during future times of duress to ensure that they are able to positively cope with, and successfully overcome, the hardship. By preparing this letter in advance, students are better able to identify when they are being too critical of themselves and they help their futures selves respond in a healthier, more effective manner.  (Achieved in GO activity)
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.
Many people are critical of themselves because they believe that this self-criticism is a source of motivation. In this lesson, students learn how self-compassion is a more effective motivational strategy because it nurtures approach-oriented behaviours and enables them to more confidently approach situations where there is a risk of failure. (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.
By learning about self-compassion, students gain a greater awareness of their thoughts (especially their self-critical thoughts) and they learn to enhance their mental health, wellbeing and confidence by practicing self-kindness. They also gain a sense of identity and belonging by recognizing common humanity - the second component of self-compassion. (Achieved in GO activity)
Language, Writing
1.2. Developing and Organizing Content, Developing Ideas: Generate ideas about a potential topic and identify those most appropriate for the purpose.
Using the worksheet provided, students brainstorm and begin to organize ideas for their “Dear Future Me” letters. They then select the most appropriate and effective self-compassion strategies and explanations to construct a detailed letter that they can read during times of duress to remind themselves of the importance of self-compassion. (Achieved in GO activity)
Language, Writing
2.1. Using Knowledge of Form and Style in Writing, Form: Write longer and more complex texts using a wide range of forms.
Students are asked to write a letter to their future selves that details the three components of self-compassion and explains specific strategies for practicing self-compassion. (Achieved in GO activity)
Character Development
Not Applicable
You cannot pour from an empty glass, which is why it’s necessary for students to turn compassion inwards so that they can wholeheartedly extend compassion to other people. This lesson helps students more actively practice compassion and moves empathy into action. Not only this, but by learning about self-compassion, students become more aware of the expectations they have for themselves and others, as well as how they treat themselves in response to achieving or missing these expectations. They learn to adopt a growth mindset and establish a more positive sense of self that supports goal achievement.  
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Self-compassion letter)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge
[A1.2]
Demonstrates limited knowledge of self-compassion
Demonstrates some knowledge of self-compassion

E.g. Explains some of the components of self-compassion and their function
Demonstrates considerable knowledge of self-compassion

E.g. Explains the three components of self-compassion  and each component’s function
Demonstrates thorough knowledge of self-compassion

E.g. With detail, explains the three components of self-compassion  and each component’s function
Understanding
[A1.2, A1.5]
Demonstrates limited understanding of the importance of practicing self-compassion in a challenging moment
Demonstrates some understanding of the importance of practicing self-compassion in a challenging moment

E.g. Explains one reason why practicing self-compassion will help them


Demonstrates considerable understanding of the importance of practicing self-compassion in a challenging moment

E.g. Explains two or more reasons why practicing self-compassion will help them
Demonstrates thorough understanding of the importance of practicing self-compassion in a challenging moment

E.g. With in depth understanding, explains three or more reasons why practicing self-compassion will help them
Application
[A1.3]
Transfers knowledge and skills to new contexts with limited effectiveness
Transfers knowledge and skills to new contexts with some effectiveness

E.g. With prompting, attempts to use the “Dear Future Me” letter in future times of adversity to try practicing self-compassion
Transfers knowledge and skills to new contexts with considerable effectiveness

E.g. With prompting, uses the “Dear Future Me” letter in future times of adversity to practice self-compassion
Transfers knowledge and skills to new contexts with a high degree of effectiveness

E.g. Independently uses the “Dear Future Me” letter in future times of adversity to effectively practice self-compassion
Assessment of Language Learning Outcomes, Grade 6 (Self-compassion letter)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[1.2]
Uses planning skills in generating ideas with limited effectiveness
Uses planning skills in generating ideas with some effectiveness

E.g. Generates some ideas related to the three prompts they need to answer in the letter (located in the ‘Your Task’ section)
Uses planning skills in generating ideas with considerable effectiveness

E.g. Generates ideas related to the three prompts they need to answer in the letter (located in the ‘Your Task’ section)
Uses planning skills in generating ideas with a high degree of effectiveness

E.g. Generates many ideas and organizes them related to the three prompts they need to answer in the letter (located in the ‘Your Task’ section)
Communication
[2.1]
Communicates with an appropriate style, point of view and tone with limited effectiveness
Communicates with an appropriate style, point of view and tone with some effectiveness

E.g. Writes a simple letter to their future self explaining self-compassion

Communicates with an appropriate style, point of view and tone with considerable  effectiveness

E.g. Writes a letter to their future self in an encouraging tone, accurately explaining self-compassion
Communicates with an appropriate style, point of view and tone with a high degree of effectiveness

E.g. Writes a letter to their future self in an encouraging tone, eloquently and extensively explaining self-compassion and its benefits
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