Troy High School
Social Reform Programme (SRP)
Topics and activities for Grade 9
Topics
1.
Self-Awareness:
~ identify your emotions
~ See yourself honestly
~ Recognize your strengths and weaknesses
~ Work toward growth
Objectives
Students will:
1. Identify their emotions by
recognizing the link between
their feelings, thoughts and
actions.
2. Address their feelings and react
to them appropriately.
3. Respond to compliments,
feedback and criticism openly
and earnestly.
4. Understand that self-work and
growth are positive activities
that result in healthy, happy
people with a drive to achieve.
Activities
1. Positive awareness. Have students
write a list of things they like about
themselves. If they need a nudge,
suggest something like “I am
cheerful” or “I am creative.”
Encourage them to dig deeper.
Students should put this list in a
place where they will often see it to
reinforce the positives they see in
themselves.
2. Discuss the Thoughts- ActionsFeelings Circle. Describe situations
your students might find themselves
in. Discuss how these situations
might make them feel, how they
might act based on those thoughts
and feelings.
3. Keep an Emotion Journal. As
students learn to identify and label
their feelings, ask them to keep an
emotion journal. Taking the time for
a daily emotional assessment allows
students to understand and explore
their emotions.
4. Use your strengths. Place students in
groups to work on completing a
specific task. At the end of the task
allow students to comment on their
group members participation.
5. Established and Work Toward Goals.
Ask students to write down realistic
goals and write down steps they can
take to meet those goals. You may
even write down class goals for
students to strive for as the year
progresses.
2.
Communication Skills
~ Communication via Telephone
~ Communication via e-Mails
3.
Cultivating Self- Acceptance and Forgiveness
Students will:
1. Make phone calls in which their
speaking and listening skills
come into play.
2. Practice writing emails to a
business about an issue or
complaint
Students will:
1. Understand what selfacceptance is and its connection
with helping people.
2. Appreciate the role forgiveness
plays in the process of selfacceptance.
3. Recognize how self-acceptance
and forgiveness helped form the
character and actions of a great
leaders.
1. Place students in groups to create
scenarios in which they make phone
calls to make a doctor’s appointment,
order a meal, ect.
2.
1. Class discussion. Develop a
definition for self-acceptance and
forgiveness. What do these words
mean? What does each quality look
like in action? Why are they
important?
2. On a blank sheet of paper allow
students to create their identity charts
by dividing the sheet of paper into
four sections, using the following
headerss: “My Attributes,” “Likes,”
3.
4.
5.
6.
“Dislikes,” “Dreams for the Future,”
and “Causes I Care About.”
Allow students to watch a video
about cultivating self-acceptance.
After watching the videos discuss the
following: what was the most
memorable statement made in the
video? Why did that statement have
an impact on you?
On the back of their identity chart,
have students complete the following
statements: i) For me self-acceptance
is… ii) Self- acceptance will help me
achieve my dreams by… iii) In
order to accept myself, I will need
to… iv) By accepting myself, I will
be able to help the cause I care about
by…
“We can never obtain peace in the
outer world until we make peace
with ourselves.” Invite students to
reflect and comment on this quote by
answering the following questions,
either in small groups or as a written
journal entry: i) What does this mean
to me? ii) What brings me peace and
what does not? iii) Who or what do I
need to forgive in order to make
peace with myself? iv) How will
making peace with myself help me to
move on?
Allow students to watch a video
about cultivating forgiveness
4.
5.
6.
7.
8.
9.
10.
Social Graces/ Dining Etiquette
Interpersonal Relationship
Decision Making
Gratitude
Personal Hygiene
Time Management
Citizenship