abc year 3 lesson #7 sebastian’s roller...

Project Cornerstone, ABC Champion, Lesson 7, Sebastian’s Roller Skates 1

ABC YEAR 3 LESSON #7

Sebastian’s Roller Skates By Joan de Déu Prats

MESSAGE TO ABC READERS This book focuses on the development of the Positive Identity assets. Shy Sebastian gains

confidence while practicing a new physical activity: roller-skating! His newly developed confidence empowers him to speak up and participate more fully in other areas of his life. This book shows how physical activity, perseverance and hard work can bring about great

leaps of confidence and skill.

Even though youth may need encouragement and practice at engaging in social interactions with adults, Sebastian’s story reminds us that youth are listening, watching and participating

(even quietly) in each interaction we initiate with them. As demonstrated by the adults in the book, it is important to persevere and interact with youth at every opportunity, even when there are few outward signs of engagement. Caring adults can intentionally and purposefully

build assets in youth with each interaction. In this way, we contribute to helping our youth grow into strong, competent, caring, healthy members of our community.

Asset Information: This book builds assets from 7 of the 8 categories:

• Positive Identity-#37 Personal Power, #38 Self-Esteem, #39 Sense of Purpose, and # 40 Positive View of Personal Future.

• Constructive Use of Time-#18 Youth Programs • Commitment to Learning-#24 Bonding to School • Social Competencies-# 32 Planning and Decision Making and #33 Interpersonal

Competence • Support-#3 Other Adult Relationships and #4 Caring Neighborhoods

• Empowerment-#7 Community Values Youth • Boundaries and Expectations-#14 Adult Role Models

In our lesson today, our goals are to:

• Help students explore and discover their sparks (interests, dreams, passions, etc.)

• Reflect upon and identify the support students receive from their peers, family, and community.

• Learn to change mud thoughts into clear thoughts. • Empower students to provide support to their peers, family, and community. • Stand tall and bloom. • Use your GPS (goals, plans and switch gears) to attain your goals.

Types of Bullying Addressed: Sebastian lives in a very quiet, self-contained world. His shyness prevents him from

interacting and socializing with his peers and caring adults. Kids who are alone, have few


allies, and are not connected to caring adults they can turn to when they need help are easy targets. With practice and perseverance, Sebastian learns to roller-skate. This new skill gives

him confidence and helps him to stand tall. Bullies often look for people who appear to be timid, shy, and lack confidence. Sebastian is an unlikely target for a bully, now that he has

learned to stand tall and bloom with his newly developed skills!

LESSON

Conversation Starter:

Option One for all - 1. Put a pair of roller skates or roller blades in a bag. 2. Give the students clues to help them guess what is in the bag.

3. Take out the skates and tell them that this is something very important to the character in today’s ABC book.

4. Ask the students if they have any skating stories—ice, roller, long-boards, etc. Listen to a few stories.

5. Have the students describe what it was like to learn to skate.

• How/where/when did they learn? • What was the hardest part?

• Did they have any help from friends or family?

Option Two-For Older Students

Talk about looking deeper underneath our masks to see the real person. • Use an optical illusion picture to start the discussion. Go to eyetricks.com for some

great ideas. Talk about how things on the surface (or at first glance) may not be the whole story. Like these interesting pictures, we need to look deeper to find out more about ourselves or another person. Sometimes, what you see on the outside is not a

true indicator of what is on the inside. We need to be patient with people and build trust. Trust needs to be there in order to learn hidden things we might not verbalize.

Or • Make a slide show out of the work of Julian Beever. He is a sidewalk chalk artist whose

pictures can be more than one thing. You have to look close to see the different

images. Look at http://www.julianbeever.net/pave.htm. Go to the Anamorphic illusions. He will show the same pictures from different angles.

Read the Book: Next, bring out the book and show the students the cover. Ask what they think the book will be about. Refer back to the OK Book, tell the students you are going to read a story about a boy who dared to try something new and wound up changing his life. As they listen to the

story, have them think about what it would be like to stand in his shoes.

Discussion: 1. Tell me about Sebastian. How would you describe him in the beginning?

2. Look at pages 3 and 5 and Sebastian’s thoughts. What kind of mud thoughts is he having? A mud thought is negative (a self put-down thought or statement) like, “I’m not good at math.” It implies that the situation is permanent and unsolvable.

3. What do you do when you have worries or concerns? 4. Look at his thoughts on pages 27-32. What has happened? (Clear Thoughts)


5. At the end of the story, there is a big change –what causes the mud thoughts to change to clear thoughts? Clear thoughts are transitory and optimistic. They focus on

the positive and something that is actionable. A clear thought is, “I blew it this time. I can do better if I ask my mom to help me.”

6. Tell me about the caring adults in Sebastian’s life. What did you notice? (They always try to engage him throughout the book.)

7. What do the roller skates symbolize to Sebastian?

8. What is a tough challenge that you would like to overcome? Have you ever tried to learn a new skill? What happened?

What are your sparks? 9. In Salt in His Shoes, Giraffes Can’t Dance, and Empty Pot, the main characters all have

challenges. What do they do to overcome their challenges?

o Salt in His Shoes (practices, sets a goal) o Giraffes Can’t Dance (believes in himself)

o Empty Pot (does his best, courage, perseverance, hard-work, honesty) 10.What techniques have we learned in ABC to help us with our challenges?

• positive self-talk • tapping into personal power • clear thoughts not muddy thoughts • stand tall • using a GPS • director of our feelings • blooming not wilting • talking and connecting with caring adults • bucket filling • stop, think and made a good choice

GROUP ACTIVITIES: Choose one activity that you feel will work best with the students in your class. *Activities marked with an * may be especially suitable for students in grades 1-3.

*Worry Jar Materials: plastic jars or cans, recording of “Trouble Me”

Older Students: As you begin the activity part or even the first part of your lesson, play the

song, “Trouble Me” by 10,000 Maniacs found on Lyrics.com. Remind the students that caring adults are there to help them carry their worries.

This exercise can be done is a few different ways.

Special Note:

Sometimes, worries need more attention. Notify the teacher and school counselor ahead of time. If during your lesson, you are concerned by a student’s worry, first respond to the student by listening to their worry. Use your body language to acknowledge what is being

said. Thank the student for sharing. Try not to react with a shocked look, or make the child feel like they shouldn’t be speaking. Quietly make the teacher aware of the worry and

allow them to decide if immediate intervention is needed.


1. Have the students write or draw their worries or challenges on paper. If you are using the shredder, colored copy paper makes it fun. With non-writers, you and the teacher

can help the students write their words to go with a picture or have them whisper their worries to a puppet- the Worry Bunny. (The adult holding the puppet will be able to

hear their words.)

2. Ask the students to share their worries. Sometimes just writing their worries down can

make a person feel better. One second grade student told his mom, “I don’t have to worry about it anymore. I put it on a piece of paper.”

3. Next you can have the students crunch the worry paper and throw it away or fold it up

and put it in the jar marked, “Worry Jar”. If you have a shredder, you can shred the

paper and use it for art projects. (See Extensions for Teachers)

4. Adaptations: � On one side of the paper, write a worry. On the opposite side of the paper, write a list

of things you are good at! Share the one you are most proud of!

� Ask students to share their “Worry List” with a caring adult at home. This helps spark positive family communication.

� Have the teacher let the students write more about their worries in their journals or in an essay during writing time.

� Write a worry and put in one jar. On a separate paper write a solution and put in a second jar. Pull a paper out of each jar. Read them and then discussed if the solution worked or not and if not, what could be the solution.

Sebastian’s Collage Materials: newspaper torn into small pieces, colored paper torn into small pieces, 9x13 construction paper, glue, pens or markers

Remind the students about mud thoughts. Sometimes, our thoughts can be muddy, confused and jumbled. Show the students the cover and pages 3 and 5. How Sebastian’s thoughts are

a collage of newspaper words. Then show page 23, 27, 29, 31 and 33. The thoughts are clearer.

Tell them they are going to make a collage. 1. Have them fold the paper in half and on the first half, draw themselves with newspaper

pieces for thoughts. Encourage them to cut out or write words that describe their

thoughts. 2. On the second half, have them think of clear, positive thoughts. Draw them using these

thoughts with colored construction paper and fancy writing or drawing of positive thoughts.

3. Have the students create a collage that illustrates some of their hidden thoughts.

Mastering a Physical Activity Materials: optional-jacks, marbles, jump ropes, yo-yos, lacrosse sticks, music for dancing, juggling Kleenex, hacke sack balls, cup, ball, string to make a bolero etc.

In the story, Sebastian decides he wants to learn to roller skate. He has to work hard at learning his new skill. This activity is about learning a new skill. It reinforces the Dare to Try

activity from The Ok Book.


Choose one or more of the items above to teach students a new skill. Pattern your activity

after the game show, Minute to win it. Ask the students to pick something they are not skilled in. (If you have a student with the specified skill, invite them be the teacher.)

Not sure you know how to do some of the above, look up instructions on the internet or in a book and model for the students learning a new skill together. You can give them a start with

the chosen activity and give them a goal of mastering it by the next ABC lesson. Have them continue to learn how to master it by-practice, asking for help from older students, siblings,

adults, working collaboratively with each other, and researching more ideas.

*“What I like about _______” This is a clapping and snapping game. Have the students sit in a circle. One person starts a rhythm using a sequence of knee-slap, handclap, right-hand finger snap, and left-hand finger

snap. Once the class is able to keep the rhythm going, the starter calls out, “What I like about Jeff is… his smile.” The students go around in the circle and call out positive

characteristics about Jeff (and other students).

*Animal Charades Materials: Animal Charades worksheet, pencils

Have the students think about themselves. What characteristics do you have? What are your special skills? Have them make a short list. Now have them think of an animal that has similar

abilities. Have them write the animal down. Divide the students into pairs. Have them ask each other to guess what animal they would be. If the guessing student is having trouble guessing, give them verbal and/or physical clues. At the end of the activity explain why you

picked the animal you did.

*License Plates/Bumper Stickers Materials: colored paper cut into shape of license plates or bumper sticker, markers or

crayons, bumper stickers. Search for a template online. Talk about personalized license plates/bumper stickers. Show them some examples. Have

the students create their own license plate or bumper sticker that illustrates who they are. It should reflect their personality and interests.

CLOSING

Three Minute Huddle (Led by ABC Volunteer)

The exciting thing about Sebastian’s Roller Skates is that Sebastian discovered a passion by accident. This discovery led to big changes in his life. I want you to think about something

you are passionate about. Something you’re excited about, something you want to start doing or continue doing. What would it be? Turn to the person on your right and share your thoughts with them. Tell them one thing you would like to do to practice your passion.


SCHOOL WIDE EXTENSIONS

Silent Mentoring As a school examine class lists and look for the “Sebastians” in your school. Assign staff members-teachers, secretaries, custodians, yard duties or volunteers to make a special effort

to interact with these students. Look for opportunities or create them to build relationships. Start with simple greetings, asking how they are, what’s new and build up to more meaningful interactions. Find out what their interests are. Remember it took Sebastian a long time to

bloom and not to give up if it appears that there are no changes.

Performing Arts Host a school wide experience where students have the opportunity to explore the following

activities. The focus of the experience is team building, having fun and creating a caring school campus that recognizes student’s strengths. These activities can be done over a month or week and can be part of PE, recess, special designated times during school day or

evening. Include Cornerstone kids, student council, and FunVisors in the planning of the events.

Air Guitar Competition Materials: current music

Ask players to pair up with another student. Give them 5 minutes to create and practice an

energetic air guitar routine to music. Have the students demonstrate their routines. Have fun with this activity!

Dancing with the Stars Materials: dance music

Play the music. Divide the students into small groups to work together to create dance steps

that go with the music. Have them perform their steps to the audience and then teach it to their fellow students. For fun, ask a guest performer (maybe the principal, custodian, etc.) to do a special performance.

Idol/Voice/X Factor Singers

Materials: Karaoke players, or mikes with speakers, music Have students choose a song to teach to other students. They can perform it and then help

their fellow students learn to sing it.


EXTENSIONS FOR TEACHERS

Three Minute Huddle (Led by Teacher)

Here are some ideas to use on a daily basis to promote self-confidence and positive self-talk in your students. Remember that some students may not openly respond to you, but are

internalizing what you say. Look for that special key that may unlock their confidence. • In the morning line, before walking into the classroom, have the students stand tall

(shoulders back, smiles on faces, heads up), ready to learn.

• When walking around school, practice a class “Confidence Walk” (step lively, eyes open and alert, with a smile).

• Practice positive self-talk. Listen for positive statements and reinforce them when you hear them.

• Before starting an activity, ask the class to pause and quietly think positive thoughts

like, “I can do this!” “I have the skill to….” • Look for ways to help students bloom. Comment on new skills learned or improved in

class work or social interactions. Share these accomplishments with their parents. • Create a What’s Your Passion Bulletin Board? On one side the students can display their

passions. On a second side they can post stories of other people’s passion/success

stories. This is also a great way to display quotes that are passion inspiring.

Classroom Enrichment

The Worry Jar Materials-use the worries written by students, keep a worry jar out for students

Read the worries written in the worry jar. Select ones that are pertinent to be conversation starters for class discussions or meetings. Put the empty worry jar out and encourage

students to continue to use it as situations arise during the school year.

Pen Pal Journal: Have students choose one adult or older youth to begin an ongoing dialogue/pen-pal journal

with them. It can be a family member, neighbor, or someone living out of the area. With the ongoing dialogue journal, the students will communicate messages with this person using pen/pencil/computer/crayons in a paper notebook or on the computer. The topics can be

about feelings, events, activities, etc. Anything that you want to tell each other! Assign the student to start the journal talking about his/her life. Topics can be:

• Who am I? • What are my thoughts & worries? • What’s unique about me? • New things I would like to try. • List of my talents and strengths. • What makes me, ME?

• Who are my role models? • List things I am grateful for? • New physical activity I would like to

try. What I need to do this?

• Things I would like to do with my

family. • Places I would like to see-near &

far. • Who loves me? How do I know?

• What have I seen that surprised me?

• What made me laugh? Write down funny jokes.

• What do I wish for? • My favorite foods and how to cook them.

Once the student finishes writing, the adult answers back with a response. Over time, this


activity can create an intimacy similar to that developed when family members read together. It builds assets 1-Support, 2-Positive Family Communication, 38-Self Esteem and 39-Sense of

Purpose. Younger students can draw and write to the best of their abilities. Adults respond with positive comments, stories, wishes, etc.

Homework

YOU are the Teacher! Materials: send home the worksheet for students and parents/adults to complete

This activity is designed for students to increase their confidence and also feel empowered to be a resource for adults in their lives. The premise of this activity is for students to teach a

new skill to the adults in their family, neighborhood, and community. It can be a physical activity, craft, or technical skill.


RESOURCES

Books: • The Adding Assets Series for kids Proud to Be You, The Positive Identity Assets and

Smart Ways to Spend Your Time, The Constructive Use of Time Assets by Pamela Espeland and Elizabeth Verdick, Free Spirit Publishing

• Great Group Games, 175 Boredom-Busting Zero –Prep Team Builders for All Ages, by

Susan Ragsdale and Ann Saylor • Choose Your Life, A Travel Guide for Living by Karen Gedig Burnett for ages 13- to 103.

Websites: • For examples of his art go to: http://www.julianbeever.net/pave.htm • This website has a story reading of the book http://www.storylineonline.net/ • Youth Service America, www.servenet.org, Connect to organizations and service

projects in your area. Type in your ZIP code, skills, and interests to find the best experience for you. (For Kids)

• Youth Venture, www.youthventure.org, Youth Venture believes every young person can make a difference. Do you have a solution to a problem in your community? (For Kids)

• Family Games, www.familygames.com. A great place to find fun, nonviolent games,

quizzes, and software for the whole family. • Ideas to do with your family, www.familyfun.com. This website has lots of crafts,

activities, family travel and other ideas to do together.

Newsletters: • Ideas for Parents Newsletters, #1-6 Support, #18-Adult Role Models, #21-23

Constructive Use of Time, #26-31 Commitment to Learning, #39-42 Social

Competencies, and #45-49 Positive Identity Assets

21st Century Skills: Here is a key to the 21st Century skills used in this lesson:

21st Century Learning Skills

Collaboration

Critical Thinking

Communication

Creativity

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ABC READER’S OUTLINE Sebastian’s Roller Skates by Joan de Déu Prats

Topic Details Goals • Help students explore and discover their sparks (interests, dreams, passions, etc.)

• Reflect upon and identify the support students receive from their peers, family, and community.

• Learn to change mud thoughts into clear thoughts. • Empower students to provide support to their peers, family, and community. • Stand tall and bloom. • Use your GPS (goals, plans and switch gears) to attain your goals.

Preparing for Lesson (45 minutes)

Review lesson plan, collect materials needed, and read the book at least once. Contact Teacher

• Welcome feedback from last lesson (How Do I stand in Your Shoes). • Set time and date for next reading.

Prepare Parent Letter • Make copies and sign parent letter for every child in classroom. • Create a short personal email to send to every parent and attach parent letter.

Conversation Starters (5-15 minutes)

Have all students put on nametags. Ask the students about last month’s book. (How Do I Stand In Your Shoes)

• “Does anyone remember what the word empathy means?” • If you played the listening game or feelings charades last month and they were

successful, consider playing again for a few minutes to refresh this tool for the students.

• Consider talking about current events going on. How would it feel to be in some other peoples’ shoes right now?

Conversation Starters Option One: For all grades Put a pair of roller skates or roller blades in a bag.

1. Give the students clues to help them guess what is in the bag. (Consider playing 20 questions).

2. Take out the skates and tell them that this is something very important to the character in today’s ABC book.

Ask the students if they have any skating stories—ice, roller, long-boards, etc.

2

3. Listen to a few stories. 4. Have the students describe what it was like to learn to skate.

• How/where/when did they learn? • What was the hardest part? • Did they have any help from friends or family?

Option Two: For Older Students Talk about looking deeper underneath our masks to see the real person.

• Use an optical illusion picture to start the discussion. Go to eyetricks.com for some great ideas. Talk about how things on the surface (or at first glance) may not be the whole story. Like these interesting pictures, we need to look deeper to find out more about ourselves or another person. Sometimes, what you see on the outside is not a true indicator of what is on the inside. We need to be patient with people and build trust. Trust needs to be there in order to learn hidden things we might not verbalize.

Or • Make a slide show out of the work of Julian Beever. He is a sidewalk chalk artist

whose pictures can be more than one thing. You have to look close to see the different images. Look at http://www.julianbeever.net/pave.htm. Go to the 3D/Anamorphic illusions. He will show the same pictures from different angles.

Introduction to Book and Reading (6-8 minutes)

• Bring out the book and show the students the cover. • Ask what they think the book will be about. • Tell the students you are going to read a story about a boy who dared to try

something new and it wound up changing his life. • As they listen to the story, have them think about what it would be like to stand in his

shoes. Consider showing this story being read by an actress from the Screen Actors Guild: http://www.storylineonline.net/sebastians-roller-skates/

Discussion Questions (5-10 minutes depending on grade level)

1. Tell me about Sebastian. How would you describe him in the beginning? 2. What is a tough challenge that you would like to overcome? 3. Have you ever tried to learn a new skill? What sparks you?

Continue for upper grades….. 4. Look at pages 3 and 5 and Sebastian’s thoughts. What kind of mud thoughts is he

having? A mud thought is negative (a self-put-down thought or statement) like, “I’m not good at math.” It implies that the situation is permanent and unsolvable.

5. What do you do when you have worries or concerns? 6. Look at his thoughts on pages 27-32. What has happened? (Clear Thoughts)

3

7. At the end of the story, there is a big change –what causes the mud thoughts to change to clear thoughts? Clear thoughts are transitory and optimistic. They focus on the positive and something that is actionable. A clear thought is, “I blew it this time. I can do better if I ask my mom to help me.”

8. Tell me about the caring adults in Sebastian’s life. What did you notice? (They always try to engage him throughout the book.)

9. What do the roller skates symbolize to Sebastian? 10. In Salt in His Shoes, Giraffes Can’t Dance, and Empty Pot, the main characters all

have challenges. What do they do to overcome their challenges? o Salt in His Shoes (practices, sets a goal) o Giraffes Can’t Dance (believes in himself) o Empty Pot (does his best, courage, honesty, integrity, responsibility, and

perseverance) 11. What techniques have we learned in ABC to help us with our challenges?

Group Activity Option 1: Recommended Grades: K-8 (10-15 minutes)

Worry Jar Materials: plastic jars or cans, recording of song “Trouble Me” by 10,000 maniacs, bunny puppet for K-1st grade Older Students:

• As you begin the activity part or even the first part of your lesson, play “Trouble Me”. • Remind the students that caring adults are there to help them carry their worries.

This exercise can be done is a few different ways. • Have the students write or draw their worries or challenges on paper. • With non-writers, you and the teacher can help the students write their words to go

with a picture or have them whisper their worries to a puppet- the Worry Bunny. (The adult holding the puppet will be able to hear their words.)

• Ask the students to share their worries if they would like to. • Sometimes just writing their worries down can make a person feel better. • Next you can have the students crunch the worry paper and throw it away or fold it up

and put it in the jar marked, “Worry Jar”. • If you have a shredder, consider using colored paper. You can shred the paper and use

it for art projects. (See Extensions for Teachers) Adaptations: Write a worry and put in one jar. On a separate paper write a solution and put in a second jar. Pull a paper out of each jar. Read them and then discuss if the solution works or not and if not, what could be a solution.

4


Worry Jar Materials: plastic jars or cans, recording of song “Trouble Me” by 10,000 maniacs, bunny puppet for K-1st grade Older Students:

• As you begin the activity part or even the first part of your lesson, play “Trouble Me”. • Remind the students that caring adults are there to help them carry their worries.

This exercise can be done is a few different ways. • Have the students write or draw their worries or challenges on paper. • With non-writers, you and the teacher can help the students write their words to go

with a picture or have them whisper their worries to a puppet- the Worry Bunny. (The adult holding the puppet will be able to hear their words.)

• Ask the students to share their worries if they would like to. • Sometimes just writing their worries down can make a person feel better. • Next you can have the students crunch the worry paper and throw it away or fold it up

and put it in the jar marked, “Worry Jar”. • If you have a shredder, consider using colored paper. You can shred the paper and use

it for art projects. (See Extensions for Teachers) Adaptations: Write a worry and put in one jar. On a separate paper write a solution and put in a second jar. Pull a paper out of each jar. Read them and then discuss if the solution works or not and if not, what could be a solution.


Mastering a Physical Activity Materials: optional-jacks, marbles, jump ropes, yo-yos, lacrosse sticks, music for dancing, juggling Kleenex, basketballs, cup, ball, string to make a bolero, origami paper, recipe etc.

o Tell students: • In the story, Sebastian decides he wants to learn to roller skate. • He has to work hard at learning his new skill. • This activity is about learning a new skill and finding a spark.

o Choose one or more of the items above to teach students a new skill. • Look up instructions on the internet, you tube, or in a book and model for

the students learning a new skill together. • Dancing is a fun one for all kids.

o Pattern your activity after the game show, Minute to win it. o Ask the students to pick something they are not skilled in. (If you have a student with

the specified skill, invite them be the teacher.) o Give them a goal of mastering the skill by the next ABC lesson. o Have them continue to learn how to master it by-practice, asking for help from older

students, siblings, adults, working collaboratively with each other, and researching more ideas.

Group Activity Option License Plates/Bumper Stickers

Project Cornerstone, ABC Champion, Lesson 7, Sebastian’s Roller Skates

ANIMAL CHARADES

Name_______________________________ What personality characteristics do you have?

1. ____________________________

2. ____________________________

3. ____________________________

What are your special abilities?

1. ____________________________

2. ____________________________

3. _____________________________

What makes you unique?

_______________________________________________________

Think of animals you know. What animal are you the most like? Write your answer in

the box.

Why did you choose this animal?

__________________________________________________________

Room ___ Secret Recipe Chocolate Covered Strawberries

Prep time: 15 minutes Make Time: 15 minutes Clean-up: 10 minutes Ingredients:

• 1 Basket of Strawberries (about 12) • 1½ cup chocolate chips (I like to buy Ghirardelli 60% Cacao Baking Chips) • ½ cup white chocolate chips (get Nestle White Morsels, they are the easiest to

melt) • Wax Paper

Directions:

1. Wash and Dry Strawberries (I do this the night before sometimes and refrigerate them. This way they will definitely be dry!)

2. Line a cookie sheet with wax paper. 3. Melt regular brown chocolate chips (put them in microwave safe bowl and

microwave for 60 seconds. Stir them. If not smooth microwave again in 10 second increments.)

4. Hold strawberry by green stem and dip in chocolate. Put strawberry on wax paper. (The following steps are optional.) Line up strawberries in rows.

5. Melt white morsels (put them in microwave safe bowl and microwave for 30 seconds. Stir them. If not smooth microwave again in 10 second increments.)

6. Put fork or chopstick in melted white chocolate and drizzle over the chocolate covered strawberries.

Room ___ Secret Recipe Chocolate Covered Strawberries

Prep time: 15 minutes Make Time: 15 minutes Clean-up: 10 minutes Ingredients:

• 1 Basket of Strawberries (about 12) • 1½ cup chocolate chips (I like to buy Ghirardelli 60% Cacao Baking Chips) • ½ cup white chocolate chips (get Nestle White Morsels, they are the easiest to

melt) • Wax Paper

Directions: 1. Wash and Dry Strawberries (I do this the night before sometimes and refrigerate

them. This way they will definitely be dry!) 2. Line a cookie sheet with wax paper. 3. Melt regular brown chocolate chips (put them in microwave safe bowl and

microwave for 60 seconds. Stir them. If not smooth microwave again in 10 second increments.)

4. Hold strawberry by green stem and dip in chocolate. Put strawberry on wax paper. (The following steps are optional.) Line up strawberries in rows.

5. Melt white morsels (put them in microwave safe bowl and microwave for 30 seconds. Stir them. If not smooth microwave again in 10 second increments.)

6. Put fork or chopstick in melted white chocolate and drizzle over the chocolate covered strawberries.

© 2003 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only.

NAME HERE

TEXT HERE

YOU are the TEACHER!

Your homework today is to think of a skill or ability that you can teach an adult in

your home, neighborhood or community. (This adult can be an older sibling or youth.) Some ideas are:

• Cooking—for example, share special or favorite recipes • Crafts—for example, friendship bracelets, woodworking, jewelry, clay

• Sports—for example, gymnastics or dance moves, soccer tricks, wrestling moves, cradling for lacrosse, snowboarding trick

• Technology skills—texting, sending email, working with photographs, or other simple

tasks • Academics—for example, math, spelling tricks, special books.

Decide on the activity or skill you would like to teach. Ask a caring adult to be your

student. Ready? Set? Teach!

Complete the bottom portion of this page with your student.

-----------------------------------------------------------------------------

Name_______________________

What did you decide to teach? ____________________________________________

Who was your student? _________________________________________________

What happened? How did it feel? Your response:

____________________________________________________________________

____________________________________________________________________

What happened? How did it feel? Your student’s response: ____________________________________________________________________

____________________________________________________________________

What surprised you about this activity?

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Dear Parents or Guardians: Today in your child’s classroom I read the book, Sebastian’s Roller Skates by Joan de Déu Prats. This book is about a shy little boy named Sebastian. Sebastian is so shy that he can barely whisper a word to his neighbors, his barber, or even his teacher. Inside his head, though, he has plenty to say. He finds a pair of abandoned roller skates in the park one day. He decides he wants to learn to skate. As he builds his skating skills, he also builds other personal success skills. For Sebastian, the key to unlocking his shyness is discovered through mastering a new skill. Learning this new and challenging physical activity allows him to overcome his shyness and build confidence in himself. This newfound confidence empowers him to speak up in other areas of his life too. Just like Sebastian, all kids need encouragement to form a strong sense of their own power, purpose, and worth. Kids need to feel that they matter in the world and that they have some control over things that happen with them. At home, you can continue to build on these Positive Identity assets and help your child bloom by doing the following:

! Be a cheerleader for your child. ! Help them learn a new skill (i.e. cooking dessert, shooting hoops, knitting) ! Help them realize that they have the power to control themselves, not others. ! Let your child practice making decisions and choices at home. ! Tell and show your child you love him/her. ! Role-Play standing tall, making eye contact, and speak up when talking to people. ! Celebrate their uniqueness. ! Treat them with respect. ! Let them be a resource for you. Let them teach you. ! Be a spark champion and talk to them about their passions. Support their ideas. ! Help them plan how to achieve their goals. ! Model using positive self-talk and turn mud thoughts into clear thoughts.

o “I hate spelling. I never will be able to spell.”-mud thought o “Spelling is hard for me, but I can practice and work hard to do better.”-clear thought

Parenting can be challenging at times. It takes hard work and determination to solve problems. As caring adults and cheerleaders in the lives of our children, it is important to never give up! By modeling and showing your love and support, your child will continue to thrive and bloom! If you would like more information about the ABC program, please contact me. Sincerely, ABC Volunteer Telephone/Email PS. Have a conversation with your child about their worries. Fold a paper in half and on one side list the worries and on the other side brainstorm different solutions.

abc year 3 lesson #7 sebastian’s roller...

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