Intro – 8th – Paco

Intro to Positive Change

Purpose

In lesson 1, students will be re-introduced to Paco, will review the definitions of positive change, goal and commitment. Students will also be introduced to the definitions of inspired and potential.

In lesson 2, students will work together to accomplish a task while making positive changes in their cooperative process.

In lesson 3, students will incorporate their understanding of Positive Change into an entry in their Career Journals as this foundation relates to their future work.

Objectives:

Students will develop self-confidence in their ability to make positive changes toward improvement in themselves or in their environment by:

  • applying self-motivation and self-direction to learning
  • demonstrating self-discipline and self-control
  • creating positive and supportive relationships with peers and adults
  • using effective collaboration and cooperation skills
  • demonstrating social maturity and behaviors appropriate to the situation

Vocabulary

Positive Change – inspires and motivates each student to be a better person, student, brother, sister, and friend. Making a positive change requires that one understands a change must occur, and then requires action to accomplish it.

Goal – the object of a person’s ambition or effort; an aim or desired result.

Commitment – the state or quality of being dedicated to a cause, activity, etc.

Inspired– to move (someone) to act, create, or feel emotions.

Potential– having or showing the capacity to become or develop into something in the future.

Procedure

  1. Using the Project TEAM House Guide, draw the PT House indicating Wall #2.
  2. Reintroduce Paco and discuss his Positive Change abilities.
  3. Discuss the definition of Positive Change.
  4. Connect previous student answers to the definition.
  5. Introduce the definitions of Inspired and Potential. Ask students what they think both words mean.
  6. Hand out Seem’s Story to each student.
  7. Connect for students that making mistakes happen sometimes as a result of a lack of knowledge or understanding. Mistakes can keep us from reaching our full potential. It’s how we deal with those mistakes that helps us grow and learn as a person and help us reach our full potential.
  8. Explain that Seema’s Story will help students see how choices can lead to positive change and inspire others to act.
  9. Read the story aloud with students.
  10. Instruct students to get into groups of four to complete the Seema Seems Inspired Worksheet.
  11. Allow students 5-7 minutes to discuss in their groups and fill in their answers.
  12. Bring the group back together and read through the questions with the students. Go over their answers.
  13. Say to the students, “In this story, Seema had no experience with a banana. What did she do with it?” Allow a student a chance to answer. Then say, “Correct, she threw away the fruit inside and kept the peel. She had never had experience with this type of fruit; it was not necessarily that she could not eat a banana properly, she just couldn’t do it at that moment.

Facilitator Connection

Point out for the students that Seema changed her situation by being inspired by the teachers visiting her village. She made a mistake when she threw out the fruit and kept the peel of the banana. Seema’s father made a mistake when he did not recognize the potential she had by being educated. She committed to helping her father see that she could be positively influenced and she could reach higher learning potential by being educated in her village. She persisted and with her pleas her father eventually let her go to school to be educated. She advocated for education for herself and created positive change for not only herself but for others in her village.

Making Foundation Connections

  1. How does Positive Change connect to Problem Solving?
  2. How can making Positive Changes Help Others?
  3. How does committing to make Positive Changes for others relate to Paying it Forward?