Intro – 6th Grade – Ruby

Intro to Resiliency


In lesson 1, student will be reinforced with the idea of resiliency as bouncing back from hard situations.

In lesson 2, students will work together as a team to be resilient when they cannot get something on the first try. They will also be required to use their problem solving skills.

In lesson 3, students will incorporate their understanding of Resiliency in to an entry in their Career Journals, as it relates to their future work.


Students will develop self confidence in their ability to succeed and be resilient in their lives by:

  • demonstrating perseverance to achieve long and short term goals
  • learning to overcome barriers in relationships and in learning
  • practicing personal safety skills
  • managing change and taking responsibility
  • demonstrating effective coping skills when faced with a problem


Resiliency – Ability to bounce back when anything difficult happens; the ability to become strong, healthy, or successful again after something bad happens.

Adversity – A difficult situation or condition; misfortune or tragedy.


  1. Using the Project TEAM House Guide, draw the PT House, indicating Window #2.
  2. Introduce Ruby and her abilities in being resilient.
  3. Ask students to define Resiliency.  Once several students have had a turn to define resiliency, provide them with the definition.
  4. Explain that being resilient means that, even if we get knocked down, or get sick or weak, or have a failure, we can bounce back and become strong, healthy, or successful. When we get knocked down, or have a difficult time with something, that is called adversity.
  5. Provide the students with the definition of adversity.
  6. After providing the definition, remind students of a few of the career fields where people bounce back from adversity. Give students the example of how a Paramedic is often the first to arrive at the scene of an emergency or accident and how helping in these traumatic accidents can be very difficult. They must bounce back quickly from these tough situations so they can continue to help others at the scene and in future emergency situations.
  7. Have students think about a time when they had a failure, got knocked down, or had a difficult situation. Ask what they did that demonstrated resiliency?” (NOTE: The goal of this question is to get students to focus on times when they were resilient. This will focus on student strengths and not on the adversity.)
  8. Allow students to share a story about being resilient. As they share their stories, keep the following themes in mind and point out instances in the students’ experiences that match:
    • Do they have a caring adult or adults who provide support in their life?
    • Did others have high expectations (to get better, to be successful a second time, to reach for the goal the student had), and provide support to the student?
    • Did the student express a sense of purpose or sense of meaning in what he or she was trying to do? Focus on how important it was for the student to be successful and the worthwhileness of the goal or goals.
    • What things did they say to themselves during the difficult time to bounce back?  Did it make a difference if the thoughts were positive or negative?
  9. Provide the students with My Resiliency Chart and My Circle of Supporthandouts. Have them to complete the charts.
  10. Have students assemble small groups and share their charts with one another.


Making Foundation Connections

  • How could you Help Others to be resilient when they are having a hard day?
  • What kind of Positive Changes can you make when you are feeling down in order to be more resilient?
  • How can using Anti-Bullying help you with resiliency?
  • How might you use Problem Solving when you are being resilient?





30 minutes