Health

Lesson #2 – 7 Habits
Wednesday November 28st

Grade: 1 Lesson Title: Habit #1 – Be Proactive Lesson Duration: 30 minutes

Overview of lesson

Throughout this lesson the student’s will review proactive and reactive meanings. They will also get more
practice with learning what acting reactively and proactively means by having hands on examples that will be
pulled from the book Alexander and The Terrible, Horrible, No Good Very Bad Day. The students will also be
put into groups of 4 where they will be coming up with skits based on a situation/scenario I give them. This will
help them to ask out a reactive approach and a proactive approach. This also will help them learn cooperation
and collaboration, as well as gets them moving around and being active seeing as this will be during our usual
gym class.

Alberta Program of Study:

GLO /GLE SLO/SLE

Relationship Choices: Understanding and Expressing Feelings:

- R-1.4: compare and contrast positive and
- Students will develop effective interpersonal negative nonverbal communication and
skills that demonstrate responsibility, respect associated feelings; e.g., positive and negative
and caring in order to establish and maintain touches
healthy interactions
Interactions:
- R-1.6: examine how personal behaviour and
attitudes can influence the feelings and actions
of others; e.g., inviting others to join
- R-1.7: demonstrate simple ways to resolve
conflict, with limited adult assistance; e.g.,
agree to try to solve the problem.

Critical Questions

Lesson Inquiry Question: What is the difference between being proactive versus being reactive?

Lesson Guiding Questions:

1. How could we react proactively?

2. Why should we react proactively?

Learning Objectives
Students will…

1. Be able to identify the difference between proactive and reactive.

2. Be able to state why you should react proactively.
3. Be able to compare and contrast positive and negative behaviours and reactions.
4. Be able to state how you can react proactively to certain situations.

Assessment

Formative:
 Class discussion
 Think/Pair/Share
 Presentations/Skits

Summative Assessment: n/a

Learning Resources

Resource #1: SMART board

Resource #2: Alexander and The Terrible, Horrible, No Good Very Bad Day book or video

Material and Equipment

 SMART board markers
 SMART Board
 Alexander and The Terrible, Horrible, No Good Very Bad Day book

Lesson Procedures

Introduction ( 5 min.):

Ask the students to please sit on the carpet.

Ask the students if they remember what acting proactively means and what actively reactively means?

Bring up the SMART board lesson from last time as a quick review.

Re-explain to students what acting proactively means and what acting reactively means.

Tell them that we are going to continue working on Habit #1 – Being Proactive
Body ( 23 min.):

Read or show the Alexander book/video.

This will take 5 minutes.

Afterwards, go through certain parts of the book and ask the students to think/pair/share, and then
choose 2-3 groups to answer, how Alexander could have reacted proactively instead of how he reacted
which was reactively.
This will take 5 minutes.

Makes groups of 4.

Once everyone is in groups of 4, or other numbers if 4 does not work, then I will give each group a
scenario that they will discuss, and then decide how they could react proactively.
- Each group (if they are groups of 4) will then divide into two groups. One group will make a 1
minute skit/play on the scenario and them react reactively and the other group of two will make a
1 minute skit/play based on the same scenario but they will be reacting with a proactive response.
- If time permits we will have each group present to the class their skits. I will read out what their
scenario was to the class first.
- If time does not permit, then I will just use when I was wondering around the room as my form of
formative assessment to see if they are understanding proactive and reactive responses.
The students will be given 5 minutes to come up with their skits.

If time permits, each group will be given 2 minutes each to present their two sided skits (one group of
two from the group skits being proactive and the other group of two from the group of 4 being reactive)

Closure (2 min.):

Ask the students what it means to act proactively and what it means to act reactively as a review.

Ask Mrs. Brouwers class to please get their stuff and line up at the door and head to Music.

Ask Mrs. Wolter’s class to please put their stuff away and sit on the carpet and wait until the rest of the
class arrives.
Reflection
*Was Alexander’s response to waking up, slipping on his skateboard,
and falling proactive or reactive? (page 1)

- What would have been a proactive response?

*Paul told Alexander that he was his “third best friend.” Was Alexander’s
response proactive or reactive? (page 8)

*How did Alexander react when he had no dessert in his lunch? (page
10)

- What would have been a proactive response?

*What about his response to Nick saying he was a crybaby or his mom
punishing him for punching Nick? (page 13)

- What would have been a proactive response?

 CLASS DISCUSSION/SKIT QUESTIONS

1. In PE class, someone makes fun of you by saying that they can

run faster than you.

How do you respond? What could be a PROACTIVE response?

2. In class, one of your peers grabbed your markers in front of you,

without asking.

How do you respond? What could be a PROACTIVE response?

3. A student gets in front of you in line at the drinking fountain.

How do you respond? What could be a PROACTIVE response?

4. You forgot your homework on the kitchen table at home. You get
in trouble for not being prepared for class.

How do you respond? What could be a PROACTIVE response?

5. In class, your teacher yelled at you for talking; when in fact it was
your neighbor talking.

How do you respond? What could be a PROACTIVE response?