1. Understanding the Classroom Community

  • Success Criterion 1: Scholars can identify and describe key characteristics of a positive classroom community (e.g., respect, collaboration, and kindness).
  • Example: “I can list three ways we show respect in our classroom.”
  • Success Criterion 2: Scholars participate actively in discussions about how their actions affect the classroom community.
  • Example: “I can explain how helping a classmate makes our classroom a better place.”

2. Discovering Personal Impact on Classroom Community

  • Success Criterion 3: Scholars reflect on and articulate their unique contributions to the classroom.
  • Example: “I can write or draw how my skills and interests help my classmates.”
  • Success Criterion 4: Scholars demonstrate understanding of how their behavior influences others.
  • Example: “I can give an example of how my words or actions can make a classmate feel supported.”

3. Building a Positive Classroom Community

  • Success Criterion 5: Scholars collaborate with peers to create and agree on a set of class norms or rules.
  • Example: “I can work with my classmates to write five class rules that everyone agrees on.”
  • Success Criterion 6: Scholars participate in activities that promote teamwork and inclusivity.
  • Example: “I can join a group activity and make sure everyone feels included.”

4. Setting Academic Goals

  • Success Criterion 7: Scholars set realistic and personal academic goals for the school year.
  • Example: “I can write two academic goals I want to achieve this year and explain how I will work towards them.”
  • Success Criterion 8: Scholars reflect on their progress towards their goals at regular intervals.
  • Example: “I can review my goals and describe one thing I’ve done to get closer to achieving them.”

5. Discovering Learning Styles and Personality Styles

  • Success Criterion 9: Scholars identify their preferred learning styles through activities and self-assessments.
  • Example: “I can describe whether I learn best by seeing, hearing, or doing.”
  • Success Criterion 10: Scholars recognize their personality traits and how they influence their learning and interactions.
  • Example: “I can explain how being curious or organized helps me in school.”

6. Creating a Vision Board with Hopes & Dreams

  • Success Criterion 11: Scholars design a vision board that includes their hopes and dreams for the school year.
  • Example: “I can create a vision board with pictures and words that show what I hope to achieve and learn this year.”
  • Success Criterion 12: Scholars present their vision board to the class and explain their choices.
  • Example: “I can share my vision board with my classmates and tell them about my hopes and dreams.”

7. Creating and Presenting an Abstract Self-Portrait

  • Success Criterion 13: Scholars create an abstract self-portrait that reflects their personality and interests using various materials.
  • Example: “I can use colors, shapes, and symbols to make a self-portrait that shows what makes me unique.”
  • Success Criterion 14: Scholars present their abstract self-portrait to the class, explaining the elements they chose and their significance.
  • Example: “I can talk about my abstract self-portrait and explain why I chose certain colors and symbols.”

These success criteria help ensure that scholars are actively engaging with the “All About Me” unit, reflecting on their roles in the classroom community, and developing a deeper understanding of themselves and their learning goals.