PreK-12 Social and Emotional Learning Program

Transcription

1 PreK-12 Social ad Emotioal Learig Program Promotig: Coectio to school Ati-bullyig Positive behavior Drug, alcohol, ad tobacco awareess Character educatio Service-learig

2 Lios Quest Lesso Sampler Table of Cotets Itroductio Program Compoets Pre K-8 Table of Cotets Skills for Growig Lesso Sample Skills for Adolescece Lesso Sample Skills for Actio Table of Cotets Skills for Actio Lesso Sample Order Iformatio

3 What? Lios Quest Skills for Growig PreK - 5 Skills for Adolescece 6-8 Skills for Actio 9-12 Lios Quest is a PreK-12 Social ad Emotioal Learig (SEL) program i use by educators i over 90 coutries aroud the world. Social ad emotioal skills provide the foudatio for dealig with ager ad frustratio, prevetig egative behaviors, ad developig positive school behaviors that icrease academic performace. Positive behavior Coectio to school Character educatio Social ad Emotioal Learig Servicelearig Atibullyig Drug, alcohol, ad tobacco awareess 1

4 So What? Success i school ad i life depeds o more tha just readig, math, ad social studies. Lios Quest schools have improved school climate, studet-teacher relatioships, iterpersoal skills, ad commitmet to service. Evaluatio studies report: 9% improvemet i GPA 57 % declie i school abseces 82% declie i i-school suspesios 44% declie i out-of-school suspesios 47% decrease i bullyig DECREASES INCREASES Attedace Positive school climate Academic performace Problem behaviors Bullyig I-school suspesios Out-of-school suspesios Studet stress level Lios Quest Promotes School ad Life Success Implemetatio Iitial Impact Log-term Impact Effective SEL Istructio (Competece) + Effective Learig Eviromets (Coditios) Improved attitudes ad behaviors Fewer egative behaviors Studets lear cooperatio ad teamwork Itegratio with academic curriculum Improved grades ad test scores Positive school climate Egaged ad ivolved citizeship Healthy lifestyle Workforce preparedess 2

5 Now What? Lios Quest offers the flexibility that schools eed to implemet successfully. Lessos take oly miutes per week ad the professioal developmet workshops are active, egagig, fu, ad effective. Lios Quest Implemetatio Optios miute lesso/week for all studets. Homeroom/Advisory period curriculum. Stad-aloe course. After-school program. Drug, alcohol, ad tobacco prevetio program. We have always had positive resposes to the traiig ad itroductio of the curriculum. But more importatly, we receive the same respose i our follow up after the teacher has implemeted the curriculum i the classroom. Darlee Frech, Comprehesive Learig Support Specialist, Iberia Parish School System, LA Lios Quest Workshops Oe-day or two-day professioal developmet workshops offer comprehesive preparatio i Lios Quest programs. Lios Quest traiers meet the highest stadards for professioal developmet. All traiers have eared advaced degrees i educatio or a related field. Lios Quest workshops receive a 95% satisfactio ratig for a outstadig experiece. 3

6 Lios Quest Program Compoets Lios Quest Skills for Growig PreK - 5 Lios Quest Skills for Adolescece 6-8 Lios Quest Skills for Actio

7 Each Teacher s Curriculum Kit icludes: The Facilitator s Resource Guide is a easy-to-use teacher s editio that cotais aotated lesso plas, assessmet ad erichmet, ad family ad commuity coectios activities. The Uiversal Program Guide icludes the program ratioale ad overview, classroom implemetatio models, ad guidelies for effective schoolwide implemetatio. Also icluded are istructioal strategies for creatig a relatioship-cetered classroom, developig a positive school climate, ad implemetig service-learig. The Digital Resources offer rich acillary support icludig Projectables for whole-class presetatios, Family Coectio take-home worksheets, ad the Families as Parters guide desiged to ecourage family egagemet ad ivolvemet i Lios Quest. The Studet Joural provide opportuities to practice ad apply the skills foud i each lesso. 5

8 Lios Quest PreK-8 TABLE Of COTETS Topic 1 Topic 2 Topic 3 UiT 1: A positive LEARiG commuity makig itroductios Self-awareess Skill: Accurate self- perceptio, self-cofidece, clarifyig your values Establishig classroom Agreemets Self-maagemet Skill: Impulse cotrol Buildig Relatioships ad commuity Relatioship skills Skills: Commuicatio, social egagemet, buildig relatioships, workig cooperatively UiT 2: persoal developmet clarifyig Your values Self-awareess Skills: Accurate self-perceptio, recogizig stregths Assessig Stregths ad Growth opportuities Self-awareess Skill: Accurate self-perceptio Buildig Self-cofidece ad Self-Respect Self-awareess Skill: Self-cofidece UiT 3: SociAL developmet Listeig Relatioship skills Skill: Commuicatio Respectig others Social awareess Skills: Empathy, respect for others, perspective-takig, appreciatig diversity commuicatig with What, Why, ad how messages Social awareess, relatioship skills Skills: Empathy, seekig help UiT 4: health Ad prevetio choosig healthy Livig Resposible decisio makig Skills: Ethical resposibility, problem idetificatio, situatio aalysis prek 2: Stayig Away from poiso Substaces 3 8: Stayig Away from Alcohol Resposible decisio makig Skills: Problem idetificatio, situatio aalysis, problem solvig Growig i Resposibility Resposible decisio makig Skill: Ethical resposibility UiT 5: LEAdERShip Ad SERvicE Servig Your School ad commuity Relatioship skills, resposible decisio makig Skills: Helpig/seekig help, ethical resposibility Assessig classroom Assets ad iterests for Service-Learig Relatioship skills, resposible decisio makig skills, relatioship skills Skills: Commuicatio skills, workig together, problem solvig, idetifyig classroom, School, ad commuity issues ad eeds Relatioship skills, resposible decisio makig Skills: Commuicatio, helpig/seekig help, problem idetificatio, situatio aalysis, problem solvig 6 UiT 6: REfLEcTio Ad closure Reflectig o Learig, Experiece, ad Goals Resposible decisio makig Skills: Reflectio, evaluatio celebratig class Successes ad Ackowledgig cotributios Resposible decisio makig Skills: Reflectio, evaluatio

9 Topic 4 Topic 5 Topic 6 Topic 7 Topic 8 motivatig Yourself Self-maagemet Skill: Self-motivatio Settig positive Goals Self-maagemet Skill: Goal settig Labelig Your Emotios Self-awareess Skill: Resolvig coflicts maagig Stress ad Strog Emotios Self-maagemet Skills: Stress maagemet, impulse cotrol, self-disciplie Recogizig the Thoughts, Emotios, & Actio coectio Self-maagemet Skills: Impulse cotrol, self-disciplie Workig Together Relatioship skills Skill: Workig cooperatively Buildig healthy Relatioships Relatioship Skills Skill: Social egagemet hadlig coflict i Relatioships Relatioship skills Skill: Resolvig coflicts dealig with Bullyig Behavior Relatioship skills Skills: Commuicatio, resolvig coflicts, seekig help dealig with Bullyig Behavior Relatioship skills Skills: Commuicatio, resolvig coflicts, seekig help prek 2: Beig careful Aroud medicies 3 8: Stayig Away from Tobacco Resposible decisio makig Skill: Problem idetificatio, situatio aalysis, problem solvig makig Good decisios - part 1 Resposible decisio makig Skill: Problem solvig prek-2: makig Good decisios part 2 3 8: Stayig Away from other drugs Resposible decisio makig Skill: Problem idetificatio, situatio aalysis, problem solvig Stadig Up to Social pressure Resposible decisio makig Skill: Problem idetificatio, situatio aalysis, problem solvig 6 8 oly: Reiforcig ad modelig a healthy, drug-free Lifestyle Resposible decisio makig Skill: Problem idetificatio, situatio aalysis, problem solvig decidig Together o a Service-Learig project Relatioship skills, resposible decisio makig Skills: Commuicatio, helpig/seekig help, problem idetificatio, situatio aalysis, problem solvig plaig a Service- Learig project to meet School or commuity eeds Relatioship skills, resposible decisio makig Skills: Commuicatio, helpig/seekig help, problem idetificatio, situatio aalysis, problem solvig implemetig the Service-Learig project Relatioship skills Skills: Commuicatio, social egagemet, buildig relatioships, workig cooperatively, resolvig coflicts, helpig ad seekig help Reflectig o ad demostratig the Service-Learig project Resposible decisio makig Skill: Reflectio demostratig Service Relatioship skills, resposible decisio makig Skills: Social egagemet, reflectio, evaluatio 7

10 Every Friday my etire school is ivolved i Lios Quest. The teachers love the curriculum ad ejoy implemetig it o Friday because it s fu. Katie Grady, PS 104 New York City 8 The stregth of Lios Quest is i its implemetatio i all grade levels ad the iterative teachig of the core cocepts i every grade level. Aother strog part is the Together Times joural, which helps me structure the lessos well. Studets like the activities ad like takig the joural home. Elemetary teacher, Wood Couty, West Virgiia

11 GRADE 3 FACILITATOR S RESOURCE GUIDE t i U 3 Uit 1 Uit 2 U Uit it 3 Uit 4 Uit 5 Uit 6 A Positive Learig Commuity Persoal Developmet SSocial ocial De velopmet Developmet Health a d Prevetio Leadership a d Ser vice Ref lec tio a d Closure 3 42 EN ENERGIZERS E RG I Z E R S T TICKLERS I C K LE R S JUMP JUMP FOR FOR COOPERATION COOPER ATION Select two studets to hold a jump rope while studet pairs lie up to jump. The first pair jumps oce ad takes the places of the studets holdig the rope. The players who were holdig the rope go to the ed of the lie. The secod pair jumps twice ad takes the place of the studets holdig the rope. The studets who were holdig the rope go to the ed of the lie. The third pair jumps three times ad so o. If ayoe misses, the ext pair begis all over agai, jumpig oce. NOT N OT LLISTENING ISTENING Read the followig poem to the class ad ask them to ame ways to show others that they are listeig: Whe someoe else is talkig, A poor listeer starts to squirm. You ca tell that she s ot listeig Cause she wiggles like a worm. He ever makes a commet Or eve asks you, Why? Or ods or pats you o the arm It makes you wat to sigh. 6 O J U t 4 P D J B M % F WF M P Q N F O U 9

12 PeopleImages. Nicolas McComber. 1MoreCreative. mokeybusiessimages Lios Clubs Iteratioal Foudatio. All rights reserved Lios Clubs Iteratioal Foudatio. All rights reserved Lios Clubs Iteratioal Foudatio. All rights reserved. GRADE 3 FACILITATOR S RESOURCE GUIDE SOCIAL DEVELOPMENT Plaig What Is Bullyig? I order to recog ize ad uderstad bullyig behavio ors, a perso must first discer what bullyig behaviors are ad are ot. Doig so will help promote positive iteractios betwee people. SEL COMPETENCY Relatioship Skillsls 1 DISCOVERI NG 10 MINUTES ACTIVITY 1 SKILL resolvig cofl icts Allow studets time to distribute the gifts they MATERIALS made for the Applyig activity i Lesso 5 ACTIONS Discoverig Projec table State that today s lesso is about recogizig Coectig Projectable bullyig behaviors i others. Ask studets to thik Practicig Projectable of a time whe they or someoe e they kow was Studet Jourals bullied. Display Discovery Projectable to the class. Draw a T-chart o the board. Title oe side Family Coectio take-home FEELINGS worksheet Actios ad the other side Feeligs. Ask them to idetify ay actios they see takig place i the photos. Mak e a list of the actios they give you. Ask for voluteers to associate feeligs with the actios. List those CLASSROOM CONFIGURATION feeligs i the appropriate colum o the T-chart. 1 whole class 2 whole class 3 small groups 4 s mall groups ASK: Whe was the last time you felt like oe of the people ple i the photos? What caused you to feel that way? OBJECTIVES Ackowledge that what they have just talked about is called bullyig ad that it Studets will idetify bullyig behaviors ad ca be hurtful. feeligs associated with bullyig; distiguish which h situatios are bullyig ad which h are ot. 2 C ONNECTING 10 MINUTES INSTRUCTION Remid studets that bullyig is hurtful COMMON CORE CONNECTION Bullyig Meas HARM This lesso addresses the followig Itroduce the acroym HARM Commo Core Stadards: Show Practicig Projectable Have studets H SPEAKING AND LISTENING: read the HARM model with you. As you call out A COMPREHENSION AND COLLABORATION each letter of the word HARM, cue them to read R SL.3.1.b, SL.3.1.b M the text that follows with you. HARM will serve as a tool for studets to remember what bullyig SKILLS Progressio behav vior is. H Harmful L AST YEAR, s tudets idetified A Actios or word bullyig behav viors ad how to s idetify bullyig situatios. R Repeated M More tha oce to hurt or cotrol others. THIS YEAR, studets lear to resolve coflicts by idetifyig bullyig behaviors. NEXT YEAR, studets will lear to distiguish betwee bullyig behaviors ad behaviors that result from healthy coflict. Model how to idetify bullyig behaviors Show Coectig Projectable Read the heads aloud. Give the examples to studets ad ask them to raise their had for the actio they thik is beig displayed. SAY: Oce, I was late for the bus. As I ra aroud a corer, I ra right ito my art teacher. I apologized og immediately iately ad explaied why I was ruig. Discoverig Activity Practicig Activity Bullyig or Friedship? Coectig Activity Bullyig Normal Coflict Misuderstadig Itetioal tioal pushig ad Raised voices Askig lots of questios shovig Makig fu of someoe Silece Disagreeig repeatedly Accidetal Behavior Playful Teasig Friedship Bumpig ito someoe Roughhousig Listeig Happy or excit cited shoutig Laughig with someoe Complimetig 58 Uit 3 10

13 GRADE 3 FACILITATOR S RESOURCE GUIDE A SK: Raise your had if you thik this is playful teasig (pause), accidetal cidetal behavior (pause), misuderstadig stadig (pause), or ormal coflict. Agree that this is accidetal behavior ad move o to the ext example. SAY: My fried ad I were playig basketball. l. I took a shot at the hoop ad made the basket, but my fried said I was out of bouds. I did t thik that I was out of bouds. We argued for a miute ad decided to have a replay. ASK: Raise your had if you thik this is playful teasig (pause), accidetal behavior (pause), misuderstadig stadig (pause), or ormal coflict. Ackowledge that this is a example of ormal coflict betwee frieds. SAY: I was very sad at luch today because I foud out my gradpa a was i the hospital. I was t tryig to be mea, but whe my fried Amy asked t to sit with me, I told her o because I wated to be aloe for a little bit. ASK: Raise your had if you thik this is playful teasig (pause), accidetal behavior (pause), misuderstadig stadig (pause), or ormal coflict. Agree that this is a misuderstadig. Go o to the ext example. SAY: My fried ad I have a tedecy to fiish each other s seteces es ad say the same thigs at the same time. We ofte tease ad make fu of each other, but i a jokig way, because we both fid it fuy. ASK: Raise your had if you thik this is playful teasig (pause), accidetal behavior (pause), misuderstadig stadig (pause), or ormal coflict. Ackowledge that this is playful teasig betwee frieds. ASK: What ca tur ay of these situatios io ito bullyig? ly 3 P R A CTICING MINU TES ACTIVITY 2 Explai the recogizig bullyig behaviors activity Explai to studets that they will complete e a survey i small groups to decide if situatios are bullyig or ot bullyig. Studets practice recogizig bullyig behaviors Divide studets s ito small groups. Ask groups to work together to complete the bullyig survey o the Practicig page of the Studet Joural. Studets will read the situatios idepedetly ad decide if they are examples of bullyig behav viors. The they will discuss i groups why each situatio is or is ot a example of bullyig behaviors. Ask studets afterward if they feel ay diff feret about what is cosidered bullyig behavior as opposed to what they might have thought previou ously. Commuity Coectio Family Coectio Applyig Across the Curriculum 11

14 GRADE 3 FACILITATOR S RESOURCE GUIDE Reflectig Resource: Studets use their jourals to re flect idividually ad as a class o what they leared i this lesso. Reflect Reflectig o what you ve leared about the diffe feret types of situatio s that ca What? be cofu fuse ed with bullyig. What does HARM stad for? Reflectig e W hat? What does HARM Stad for? What feeligs do you associate with the four types of situatios that ca be cofused with bullyig? What do you thik could tur these situatios io ito bullyig? Now What? So What? How do you thik recogizig g these differet feret types of situatios will help you? What do you thik are some ways you ca help your frieds recogize these differet feret types of situatios? So what? Now what? What feeligs do you associate with the four types of situatios that ca be cofused with bullyig? What could tur these situatios ito bullyig? How do you thik recogizig these differet types of situatios will help you i the future? What do you thik are some ways you ca help your frieds recogize these differet types of situatios? 44 Uit 3 Applyig Resource: Applyig Thik of situat tios you ve bee i that have ivolved bullyig behaviors, ad the aswer the followig questios: Has there ever bee a time whe you ad a siblig or fried had a disagreemet or coflict? Did it feelig like bullyig? Did it feel like ormal coflict? Explai. 4 A PPLYING 5 M INUTES Have studets complete the Applyig page i the Studet t Joural about situatios that ivolve bullyig behav viors. At home, over the ext few days, ecourage studets to create a Peace Place where they ca go if they eed to calm dow, cheer up, or remember the skills they eed to work through a coflict with someoe. Also place a Stop the Bullyig box, i the fashio of a suggestio box, where studets s ca submit aoymously a y bullyig icidets at school or at home. Describe a time whe you playfully y teased a fried. How did you kow it was ot bullyig? How did d your fried kow? What is oe suggestio you would like to add to the Stop the Bullyig box? Lesso 6 45 ASSESSING PRACTICING (INFORMAL FORMATIVE ASSESSMENT) Note how well the studets are uderstadig the cocept of bullyig behaviors versus o-bullyig behaviors based o how they respoded to the scearios i the Studet Joural. APPLYING (FORMAL FORMATIVE ASSESSMENT) Read the Studet Jourals to gauge how the studets thought about two diff fe eret situatios that were ot bullyig behav viors. BUILDING SKILLS BEYOND THE LESSON Draw It! PRACTICING Have small groups of studets draw comic strips s depictig the situatios foud i the bullyig survey. Ask them to fill i speech bubbles with words they thik the characters would use. Also ask studets to thik about positive resposes the characters might give. Act It Out! REINFORCEMENT APPLYING Studets may choose to act out the scearios i skits s to see how they feel as they play them out. Studets ca share their feeligs out loud with a parter. Studets ca also watch for facial expressios ad share reactios with fellow studets. Preset It! APPLYING Have studets make a Peace Place at home. Have them make a small presetatio to their family members about why they made the have ad what they ca use it for. Share It! ENRICHMENT PRACTICING ING Have the studets make Stop the Bullyig boxes for other classes. Make sure the studets iclude a how to sheet so their fe ellow studets kow how to use the box. If ecessary, have the studets also make a presetatio to the classes about how to use the box. 60 Uit 3 12

15 GRADE 3 PROJECTABLES Discoverig Activity ACTIONS FEELINGS Bullyig or Friedship? Coectig Activity Bullyig Normal Coflict Misuderstadig Itetioal pushig ad shovig Makig fu of someoe repeatedly Raised voices Silecee Askig lots of questios Disagreeig Accidetal cidetal Behavior Playful Teasig Friedship Bumpig ito someoe Roughhousig Listeig Happ y or excited shoutig Laughig with someoe Complime tig 2015 Lios Clubs Iteratioal Foudatio. All l rights reserved Practicig Activity Bullyig Meas HARM H A R M 13

16 GRADE 3 STUDENT JOURNAL: TOGETHER TIMES Practicig P i cig Read d the situ uatios ad d ecide wheth her they are examples of bull lyig behaviors. The circle the correct aswer.. Be prepared to discuss your reasoig durig the class discussio. 1. While Ady is givig a speech i frot of the class, two studets who are drawig silly pictures istead of payig attetio start to giggle. Bullyig Not Bullyig 2. Gabby ad Molly sicker every time Kaylah walks by them. Bullyig Not Bullyig 3. Charlie wats to play a board game but Owe refuses, sayig that he would rather play video games. Bullyig Not Bullyig 4. Emily refuses to talk to Aa every time Aa talks to someoe Emily does t like. Bullyig Not Bullyig 5. Maura has a sore foot from a accidet. Every time she stumbles, Billy laughigly imitates her.. Bullyig Not Bullyig Reflectig ectig R eflect o what yo u ve leared about l the differet ty ype s of situatios that ca be cofused with h b ullyig. What? What does HARM stad for? What feeligs do you associate with the four types of situatios that ca be cofused with bullyig? What do you thik could tur these situatios ito bullyig? So What? Now What? How do you thik recogizig i g these e differet fe t types of s situatios s will help you? What do you thik are some ways you ca help your frieds recogize these differet fe et types of situatios? s? 14

17 GRADE 3 FAMILY CONNECTION WORKSHEET 3.6 FAMILY CONNECTION! FAMILY MEMBERS READ THIS: Your child is learig about bullyig. Help your child by discussig bullyig behaviors with him or her, as well as how he or she would like to be treated by others. The help your child uderstad what bullyig might look like outside of school. H ow to Spot Bullyig Behaviors BULLYING BEHAVIORS REMEMBER THAT HARM IS Harmful Actios or words Repeated More tha oce to hurt or cotrol others. LE T S DO THIS! Speak with your family member about bullyig, behaviors associated sociated with bullyig, ad how you would like to be treated by others. Ask your family memberer about his or her experieces with bullyig ad how bullyig might look i places other tha school. A fter speakig with y r f il mb w the questios be What did your family member tell you about his or her experieces with bullyig? What did d your family member say are places where bu ullyig might occur o school? If your family member mber was bullied, how did he or she hadle it? 15

18 A Search Istitute study foud that 64% of all youg people are ivolved i oe or more harmful behavior patters, such as daily cigarette use, alcohol ad other drug use, violet acts, depressio, ad frequet abseteeism from school. Skills for Adolescece recogizes that prevetig these problems requires log-term, comprehesive efforts i which family ad school work together to support youg people s healthy developmet. The studets ejoy spedig additioal time with classmates to build iterpersoal relatioships. Studets are usig their leisure time at school to practice the skills they have leared i Lios Quest. Vilma, paret of a middle school studet 16 The program is good because parets do t always have time to teach everyday skills like drug prevetio. I use the books ad talk about issues with my so. He would like all kids i school to take Lios Quest class! As a sigle mother it s very helpful to me as I work with my so. Nicola, paret of a middle school studet

19 GRADE 7 FACILITATOR S RESOURCE GUIDE t i U 4 Uit 1 A Positive Learig Commuity Uit 2 Uit 3 Persoal Social Developmet Developmet Uit Uit 4 Health Health ad PPrevetio revetio Uit 5 Uit 6 Leadership a d Ser vice Ref lec tio a d Closure 4 BBOX OX a 64 EN ENERGIZERS ERG IZERS T TICKLERS ICKLE RS W WHAT HAT IISS TTRUTH? RUTH? Ivite studets to cosider the idea of truth. Ask them how they kow if somethig is true or ot. Do they rely o past experieces, iformatio that was shared with them, a gut feelig, or do they seek help from trusted family members or frieds? Ask each studet to write his or her ow defiitio of the word truth ad to draw a simple illustratio. Allow a few voluteers to share their thoughts o the term ad ecourage a discussio o the may facets of oe idea. OR FICTION FIC TION Divide studets ito groups of three FFACT AC T OR or ffoour. Ask each group to work together to create two paper sigs oe that reads Fact ad aother that reads Fictio. Read a series of statemets ad ivite the groups to discuss ad categorize the statemets by holdig up either the Fact or Fictio sig. Itermittetly, ivite voluteers to share how they arrived at their decisios. Uit 4 Health ad Prevetio 17

20 2015 Lios Club Iteratioal Foudatio. All rights reserved. GRADE 7 FACILITATOR S RESOURCE GUIDE SOCIAL DEVELOPMENT Plaig SKILLS Progressio Do t Buy a Lie Studets idetif fy how advertisig techiques targ get ad maip pulate youg people by marketig products with a positive image ad messag ge. They use their decisio-makig skills s to evaluate the iformatio i advertisemetss SEL COMPETENCY ad make healthy choices based o factual iformatio. Resposible Decisio Makig SKILL problem solvig 1 DISCOVERING 10 MINUTES ACTIVITY 1 MATERIALS Discoverig Projectable Practicig Projectable Studet Jourals Family Coectio take-home worksheet advertisemets for tobacco ad alcohol CLASSROOM CONFIGURATION 1 whole class 2 whole class 3 small groups 4 i dividuals OBJECTIVES Studets will explai the purpose of advertisig; idetify commo tobacco ad alcohol advertisig techiques ad rewrite tobacco ad alcohol ads to make them more accurate ad realistic. COMMON CORE CONNECTION This lesso addresses s the followig Commo Core Stadards: SPEAKING AND LISTENING: COMPREHENSION AND COLLABORATION SL.7..1, SL.7..2 L AST YEAR, s tudets leared about the harmful effects of alcohol abuse ad how to idetify ad respod t o it. THIS YEAR, studets apply the Steps to Good Decisios to make good decisios. N EXT YEAR, s tudets will explai ad assess the risks of alcohol use for youg adults ad develop positive resposes s for situatios ivolvig alcohol. State that today s lesso will focus o oe of the most powerfu ul iflueces i a adolescet s life adver about the itet ad cotet of advertisemets DISCOVERING ACTIVITY rtisig ad how to make wise decisios Guide studets to uderstad that advertisemets ifluece people to buy thigs they may ot buy otherwise. Poit out that tobacco o ad alcohol are drugs that are legal at a certai age but cause serious health risks, especially to youg adolescets. Defie a drug as ay chemical that alters the fuctio of the mid ad body. Alcohol ad tobacco o are two of the harmful drugs that are commoly used amog youg people with serious ad log-term health risks. Yet alcohol ad tobacco compaies sped millios of dollars o advertisig ad have bee highly criticized for targetig their marketig ad advertisig campaigs toward youg people. Show Discoverig Projectable ad review the questios with studets. Allow studets s a few miutes to discuss these questios with a classmate ad the lead a discussio of the class. ASK: How do you thik advertisemets have affected fe you ad your frieds? Agree e that advertisers target youg people because today s tee is tomorrow s regular customer. The goal of advertisig is to covice people that they will be like the image portrayed i the ads if they buy the products advertised. Tobacco ad alcohol ads use idyllic images ad slogas istead of realistic oes. Ackowledge that most advertisemets are really fuy ad make the products look glamorous ad eeded. Explai to studets that it is importat to use resposible decisio-makig skills whe beig iflueced by advertisig. 2 C ONNECTING 10 MINUTES INSTRUCTION Ask studets to thik about a time whe they were affected by a advertisemet. Tell studets that tobacco compay documets that recetly became public as a result of lawsuits show that advertisers itetioally targeted youg people to covice them that smokers live a fu lifestyle. SAY: A iteral memo from Philip ip Morris, ri a tobacco compay, that was made public durig a lawsuit agaist aist the tobacco idustry reads: Today s teeager er is tomorrow s row s potetial regular customer it is durig the teeage eag e years that t the iitial brad choice is made. Itroduce tobacco ad alcohol advertisig strategies te Ask studets to raise their hads if they have see a advertisemet t for alcohol or tobacco products. Explai that ew laws restrict how ad where 68 Uit 4 18

21 GRADE 7 FACILITATOR S RESOURCE GUIDE t obacco compa ies ca advertise but that t t hese compaies cotiue t o reach youg people. Because of restrictios o tobacco ads i youth magazies ad billboards, tobacco compaies use ads ad products i movies that are geared toward youg audieces. I additio, tobacco ad alcohol com mpaies icreasigly advertise o the Iteret, where they ofte target tees. Model aalyzig tobacco ad alcohol advertisig strategies tegies Display tobacco o ad alcohol advertisemets you have gathered from the Iteret. ASK: What do you thik this ad wats you to believe? What group do you thik this ad is targetig? g? Why do you thik this image might appeal peal to youg people? ple? How do you thik you could chage this ad ad make it more truthful? ul? Reifo orce the f act that the ads seek to pro mote the message that usi g these products will be beeficial istead of harmful. Give examples of what a more truthful, realistic ad might look like. SAY: Advertisers ers target specific ic demographic groups that they thik they ca wi over. Youg people ple are particularly arly vulerable. e. For example, e, oce someoe startss smokig it is very difficult ficult to quit. Whe tobacco compaies directly marketed brads of cigarettes es to wome, smokig amog youg wome rose rapidly. This is true of alcohol o as well. l. Research shows that childre who ca recall l seeig beer ads have more positive iv opiios about drikig ad are more likely to drik as adults. ASK: Why do you thik the advertisemets are ifluetial? Tell studets that tobacco ad alcohol compaies sped millios of dollars researchig which ads will persuade people to buy their products. ASK: Why do you thik it is importat to couter these advertisemets s with a more truthful represetatio esetati of these e products? Commuity Coectio Family Coectio Applyig Across the Curriculum 3 P RA CTICING MINU TES Explai the Do t Buy a Lie activity ty Studets practice Do t Buy a Lie How ca these steps s help you make wise decisios? ACTIVITY 2 Tell the class that they will aalyze advertisemets s for tobacco ad alcohol products ad rewrite the ads to reflect the truth. Read aloud the istructios o the Practicig Studet Joural page. Use a creative e groupig strategy to group studets ito pairs. Give each pair a tobacco ad alcohol advertisemet. Have pairs work together to aswer the questios about their ad. The have pairs group ito squares to share their advertisemets s ad discuss their ideas. Ecourage the pairs to compare their advertisemets s ad resposes to the questios. After parters are fi ished aalyzig ads, ask the class to idetify specific examples where tobacco or alcohol ads are ot beig truthful or are beig maipulative i their goal to get youger people to buy ad use their products. Ask them how it feels to uderstad the motives behid these advertisemets ad how this kowledge will impact their decisios i the future. ASK: Close the lesso by summarizig that usig Steps to Decisio Makig ca help studets make good decisios related to the positive ad egative iflueces i their lives, icludig advertisig that targets the vulerability of adolescets. 19

22 GRADE 7 FACILITATOR S RESOURCE GUIDE Studets Studets practice practice S Steps teps to Decisio Decisio M Makig akig Reflectig Resource: Reflectig WHAT? WHAT? Show the Steps to G ood Decisios (P ract ici g Project able ). Have a voluteer read each of the steps. The lead a discussio about how these steps ca help them make w ise decisios related to advertisemet s. Reflect o whatt yyou ve you leared about out c commo tobacco to ad alcohol adve vertisigg techique techiques te ue i this less ues sso so so. What are re ssome strategies stra rategies off ttobacco ad alcohol advertisig? What are Steps that ca help whe re tthe Ste tepss to Good G d Decisios D aalyzig advertisemets? adve vertise isemets? s? PRACTICING NG ACTIVITY Y -Ìi«ÃÊ --Ì Ìi«ÃÊ Ì Ìi ÌÌ Ê Ê `Ê `Ê iv à à iv à à -- ÌÕ>Ì \ ÌÌÕ Õ>Ì Ì \ -Ìi«Ê \ --Ì Ìi«Ê \ -Ìi«ÊÎ\ --Ì Ìi«Ê Î\ A. -Ìi«ÊÓ\ --Ì Ìi«Ê Ó\ B. A. C. B. -Ìi«Ê{\ --Ì Ìi«Ê {\ C. a adve advertiser s purpose? Why do you thik it is importatt to iidetify fy a a vertise ser s purpose se? tegies adve vertise sers advertisers Why do you thik it is importatt to rrecogize e tthe strategies strate use accomplish se e tto a sh h th ttheir goals? s?? Why Wh W do o you thik tthik the e St Steps to Good Decisios essetial advertisemets? met s are esse set tial fo for aalyzig yz adve vertise isem ts? s? NOW WHAT? WHAT? Studet s use their jourals to ref lect idiv idually ad as a class o what they leared i this lesso. idetifyig goals fyig the goa oals of tobacco ad alcohol How will idetify advertisers products? advertise to sers ifluece e your your decisio d o use usse their t pro roduc ucts? s? How willl us Steps usig the Ste tepss to o Good G Decisios help you decide advertisig? sig? how to res respod to advertis What? Lesso 2 Applyig Resource: Applyig Re Reflectig flectig SO WHAT WHAT?? -Ìi«Êx\ --Ì Ìi«Ê x\ -Ìi«ÊÈ\ --Ì Ìi«Ê È\ 2015 Lios Club Iteratioal Foudatio. All rights reserved. What are some strategies of tobacco ad alcohol advertisig that adolescets eed to be aware of? What are the Steps to Good Decisios that ca help whe aalyzig adver tisemets? So what? Why do you thik it is importat to idetif y a adver tiser s purpose? Why do you thik it is importat to recogize the strategies adver tisers use to accomplish their goals? Why do you thik the Steps to Good Decisios are essetial for aalyzig adver tisemets? Now what? How will idetif yig the goals of tobacco ad alcohol adver tisers ifluece your decisio to use their products? How will usig the Steps to Good Decisios help you decide how to respod to adver tisig? 51 Look for tobacco or alcohol advertisemets i your commuity, i magazies, or o the Iteret. The aswer the followig questios about oe of them, usig the Steps to Good Decisios to help you determie what iformatio is true ad false about the ad. Be sure to actually follow through o your decisio. Step 1: Step St 1: Idetify fy the t decisio to b be made i the e fform fo of a questio. formatio i this ad? What What do d I do with the ifo iformatio ad? e the Step 2: Step St 2: Thik about the optios ad elimiate te t egative oes. Use the Will Itt Lead Le d to Trouble T Tro rouble Questios. Exa Example: Believigg the the ad without out th checkigg out the e facts ffa could lead to ttrouble elimiate. tro rouble elimiate te. e. Askig A l a truste trusted about ted adult abo bout the e facts fa termie at least positive optio. Dete Determie wo more m re positive p optios two optios.. tive Step SSt tep 3: 3: Predict Pre redict the cosequeces of each posi positive t optio. Step SSt tep 4: 4: Choose se the t best course of actio actio.. Step SSt tep 5: 5: Do D what you decided.. Report Rep rt o o what what you y leared. Step SSt tep 6: 6: Rethik your decisio. Would you do a aythig ythig diff differet ffe fere ret ext time? 52 Uit 4 4 APPLYING 5 MINUTE S for tobacco ad alcohol advertisemet s ad use the Steps to A sk studet s to look fo Good Decisios to aalyze their cotet. A sk studet s to complete the Apply ig Studet Joural page. A ASSESSING SSESSING PR AC TICI NG INFORMAL FORMATIVE ASSESSME NT Measure how well studet s are learig the mater ial by how they discuss the messages of tobacco ad alcohol advertisemet s ad rew r ite the ads to be more tr uthful. Rev iew resposes to the Ref lect ig questios i the Studet Jourals to assess studet s uderst adig of a advert iser s pur pose. APPLYI NG FORMAL FORMATIVE ASSESSME NT Rev iew the Apply ig page i the Studet Jourals to gauge studet s abilit y to aalyze the messages of other tobacco ad/or alcohol advertisemet s that they see i their ever yday lives. BUILDING BUILDING SKILLS SKILLS BEYOND BEYOND T THE HE LLESSON ESSON REINFORCEMENT R E IN FO RC E M E NT Write It! PRACTICING PR AC TI CING To reiforce kowledge of adver tisig strategy ad makig for aother class that shows good decisios, have groups create a digital slideshow fo some of the ways adver tisers use idyllic images ad slogas to attrac t youg people jux taposed with the fa fac ts about the product beig adver tised. PRACTICING PR AC TICING Have groups write a letter to a tobacco or alcohol compay to express their opiio about the dagers of targetig adver tisig to youg people. Pose It! PRACTICING PR AC TI CING To reiforce the Steps to Good Decisios, pose a questio to studets regardig a choice they are likely to make i the ex t fe few weeks or moths, such as Should I study fo for my math f ial? or Should I eat a healthy meal or juk food? Have pairs go through the steps to come to a decisio ENRICHMENT E N R I C HME NT Create It! Uit 4 Braistorm It! APPLYING APPLYI NG Have pairs braistorm ad write dow real or imagied situatios i which a youg perso might be if lueced to use alcohol or tobacco products, such as watig to f it i at a par ty. The they apply the Steps to Good Decisios ad describe f o r t h e si t uat i o s. possible outcomes fo

23 GRADE 7 PROJECTABLES 21

24 GRADE 7 STUDENT JOURNAL 4.2 Practicig Read the followig questios ad the write your aswers below. What are some thigs your alcohol ad tobacco ads have i commo? How do you thik advertisig, such as the ads you are aalyzig, ca affect people eve if you are ot payig attetio to them? Why do you thik tobacco ad alcohol compaies create images ad messages, such as those i the ads you are aalyzig, that appeal to childre ad teeagers? Reflectig Reflect o what you ve leared about commo tobacco ad alcohol advertisig techiques i this lesso. 50 Uit 4 WHAT? What are some strategies of tobacco ad alcohol advertisig? What are the Steps to Good Decisios that ca help whe aalyzig advertisemets? Applyig Look for tobacco or alcohol advertisemets i your commuity, i magazies, or o the Iteret. The aswer the followig questios about oe of them, usig the Steps to Good Decisios to help you determie what iformatio is true ad false about the ad. Be sure to actually follow through o your decisio. Step Idetify the be made questio. What 1: W t y t decisio to b i the form of a do d I do with t h the iformatio o i this ad? Step 2: Thik about t the optios ad elimiate e the egative oes. Use e the Will It Lead d to Trouble Questios. Example: Believig without checkig the lead to trouble elimiate. l out facts the ad e g could b e. Askig trusted adult about t the facts g t a t positive optio. Determie ermie at least two more positive optios. Why do you thik it is importat to idetify a advertiser s purpose? Why do you thik it is importat to recogize the strategies advertisers use to accomplish their goals? Why do you thik the Steps to Good Decisios are essetial for aalyzig advertisemets? SO WHAT? Step 3: Predict t the cosequeces s of each positive optio. o Step 4: Choose e the best course of actio. NOW WHAT? How will idetifyig the goals of tobacco ad alcohol advertisers ifluece your decisio to use their products? How will usig the Steps to Good Decisios help you decide how to respod to advertisig? Step 5: Do what you decided. d d Report o what you leared. Lesso _LQ_SEL_G7_U4_L2_SJ.idd 51 16/04/15 2:41 PM Step 6: Rethik your decisio. Would you do aythig differet fe ext time? 52 Uit 4 22

25 GRADE 7 FAMILY CONNECTION WORKSHEET 4.2 FAMILY L CONNECTION! ON! FAMILY MEMBERS READ TH IS: Your adolescet is learig about the strategies tobacco ad alcohol adv ertisers use to sell their products. Whe you see tobacco or alcohol ads i the commuity or o TV, please use this opportuity to discuss the ads, their iteded audiece, ad the idyllic message they are sellig. Ecourage your adolescet to share how the Steps to Good Decisios ca help couter the ifluece of the advertisers. After discussig tobacco o ad alc ohol advertisemets ts with a family member, aswer the followig Dot ot t Buy a Lie LET S DO THIS! Share what you ve leared about tobacco o ad alcohol advertisig techiques with your fa amily. STEPS TO GOOD DECISIONS Whe you are with a fa amily member, look fo or advertisemets REMEMBER TO i your commuity muity or o TV Ideti ify the decisio to be ad discuss them. Discuss s how made by developig elopig a questio these advertisemets ca that frames it. misrepreset reality ad how the St teps to Good Th hik ab out the optios ad elimiate e Decisios ca help the egative oes, usig Will It Lead to you respod. Trouble questios. Is it agaist the law, school or family rules, or teachigs of my religio? Is it harmfu ul to me or others? Wo ould it disappoit my fa amily or other adults importat to me? Predic ct the cosequeces ces of each positive optio. Choos se the best cours e of actio. What alcohol ol ad tobacco advertisemets did you see o TV or i the commuity with your family member? What was the it teded d message? Wh o was the iteded d audiece? Is it wrog to do? Would I be hurt or upset if someoe did this to me? If the aswer is Ye es to ay questio, elimiate e that optio. Do what you decided to do. Rethik your decisio. How did your fa amily member respod to the adv vertisemet? How ca you ad your fa amily member er use the Steps of Good Decisios to aalyze the iformatio i the advertiseme t? How ca you ad your family mem mber use the Steps of Good od De cisio Makig wit th aother importat t decisio i your life e? 2015 Lios Club Iteratioal Foudatio. All rights reserved. 23

26 Skills for Actio provides a complete SEL curriculum with oe-semester, oe-year, or multi-year implemetatio optios. Two service-learig projects help foster civic resposibility as studets move beyod the classroom ad apply, social, emotioal, academic, ad workplace skills. TABLE Of COTETS SKiLLS BAK: cultural Awareess Skill 1: Explorig Our Cultural History Skill 2: Recogizig Bias Skill 3: Recogizig Ethocetricity Skill 4: Recogizig Stereotypes Skill 5: Valuig Diversity SKiLLS BAK: iterpersoal commuicatio Skill 6: Commuicatig Our Needs Skill 7: Givig ad Receivig Feedback Skill 8: Iterviewig Skill 9: Listeig with Empathy Skill 10: Makig Oral Presetatios Skill 11: Resolvig Coflicts Skill 12: Beig Assertive SKiLLS BAK: persoal maagemet ad Resposibility Skill 13: Dealig with Frustratio ad Disappoitmet Skill 14: Idetifyig Cause ad Effect Skill 15: Makig Decisios That Support Our Goals Skill 16: Resposible Iteret Behavior Skill 17: Maagig Persoal Ager Skill 18: Maagig Stress Skill 19: Maagig Time Skill 20: Resistig Negative Peer Pressure Skill 21: Settig ad Reachig Persoal Goals Lios Quest service-learig has improved tardiess ad abseteeism. Service-learig is a wiig situatio o matter how you look at it. Sherry Simmos, Raleigh-Egypt High School Memphis, TN SKiLLS BAK: drugs ad Alcohol Awareess Skill 22: Healthy Choices Skill 23: Tobacco Skill 24: Alcohol Skill 25: Illegal Drugs Skill 26: Prescriptio Drugs ad Other Substaces Skill 27: Iterpretig Media Messages SKiLLS BAK: copig with Bullyig ad itimidatio Skill 28: Tautig Skill 29: Itimidatio Skill 30: Itet vs. Effect Skill 31: Digital Abuse 24

27 SKiLLS BAK: Study ad Writig Skill 32: Askig Effective Questios Skill 33: Evaluatig Iformatio Skill 34: Explorig Research Sources Skill 35: Preparig a Research Report Skill 36: Supportig a Opiio Skill 37: Writig for Various Purposes SERvicE-LEARiG: project model Step 1: Ivestigatig Needs, Iterests, ad Service-Learig Opportuities Step 2: Preparig ad Plaig Service-Learig Projects Step 3: Takig Actio Through Service-Learig Projects Step 4: Reflectig o Service-Learig Projects Step 5: Demostratig ad Celebratig Learig Through Service SERvicE-LEARiG: placemet model Step 1: Ivestigatig Needs, Iterests, ad Service-Learig Opportuities Step 2: Preparig ad Plaig Service-Learig Projects Step 3: Takig Actio Through Service-Learig Projects Step 4: Reflectig o Service-Learig Projects Step 5: Demostratig ad Celebratig Learig Through Service AppEdix Additioal Resources 25

28 HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE PERSONAL MANAGEMENT AND RESPONSIBILITY SKILL 21 Settig ad Reachig Persoal Goals Ratioale 21 Applicatios Optios TEACH TEACH ACTIVITY, OPTION 1 Clarifyig Goals Write uclear goals o the board. Have studets, workig idividually or i pairs, rewrite each goal so it is more measurable ad observable. Ivite voluteers to share their revisios with the class. For each goal, discuss why the revisio is clearer tha the origial. Guidelies Uclear Goals I wat to be a good studet. I wat to be i shape. I wat to have more frieds. I wat to be more active i school. I wat to hav ve more moey. Revised Goals I wat to get a B i biology. I wat to be able to ru a 10-miute mile. I wat to make two ew frieds this school year. I wat to perform i the school play. I wat to ear $200 by the holidays. Idetify obstacl les ad ways to overcome them. List thigs that t might keep you from reachig your goal ad describe what you ca do to avoid or get aroud those thigs. Create a actio pla. List the steps you ited to take to reach your goal. Set up a timelie. Decide whe you will begi your pla ad whe you hope to reach your goal. You may eed to start t from the date by which you wat the goal accomplished ad work backwards towards the preset. Build a support system. Idetify who ad what ca help you reach your goal. Review the pla. Check your progress. Revise your pla. If somethig is ot workig, make whatever chages are eeded to help you achieve your goal. Celebrate your success. Reward yourself ad keep up the good work. TEACH ACTIVITY, OPTION 2 Steps Toward Goals O the board write the steps s for settig ad reachig goals. O a sheet of paper, istruct studets do the followig: 1. Wr ite two short-term goals you would like to reach, makig sure that each is specific, measurable, achievable durig the Skills fo or Actio course, ad withi your cotrol. 2. List ay possible obstacles ad what you ca do to overcome them. 3. List at least three steps you will take to reach each goal. 4. Idicate the date you will begi takig actio toward each goal ad the date you pla to reach each goal. 5. List what ad who ca help you reach your goals. Hav ve studets t check their progress at specifi ied itervals ad make ay chages that may be ecessary. Skills Bak 57 26

29 What I hope to do or accomplish is: This goal is: specific observable measurable depedet o my ow efforts achievable durig this course Step 2: Idetify obstacles ad ways to overcome them. Possible obstacles: What I ca do: ed. HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE TEACH ACTIVITY, OPTION 3 Settig ad Reachig Goals 21.2 Settig ad Reachig Persoal Goals Step 1: State your goal clearly. REINFORCE RCE REINFORCE ACTIVITY, OPTION Lios Clubs Iterati ioal Foudat tio. Al ll righ hts reserve Usig 21.1 Settig ad Reachig Persoal Goals, guide studets to set persoal goals. Workig i groups of two, have them complete Steps 1 ad 2 ad start Step 3. Hav ve them co omplete Step 3 ad do Steps 4 through 7 as homework. Goal-Settig Situatios Divide the class ito four groups ad have each group practice settig goals i a persoal, family, school, or commuity situatio that is similar to the four that follow. Persoal A teeager eeds to ear moey to pay for some clothig he or she has ordered olie. Family A teeager wats to get alog better with a brother or sister or wats a paret s or caregiver s permissio to go to a cocert i a earby city. School A teeager eeds to raise his or her grade i oe subject area to stay o a school athletic team. Commuity A teeager wats to help the elderly people who live i his or her eighborhood. Settig ad Reachig Persoal Goals ENRICH ENRICH ACTIVITY, OPTION 1 Goal Quotatios SKILL 21 Read aloud or write o the board the goal-related quotes that follow. Direct a class discussio i which studets iterpret t ad compare the quotes. Have studets capsulize i writig their persoal philosophy about goals usig three seteces or less ad share it with the rest of the class. Goals are tools we create to direct our actios right ow.... Whe go oals are see for what they are, tools of the preset, immediate e actios make more sese. David B. Ellis, Becomig a Master Studet It must be bore i mid that the tragedy i life does t lie i ot re eachi g your goal. Th he tra age edy lies i havig o goal to reach. It is t a calamity to die with dreams ufulfilled, but it is a calamity ot to dream. It is ot a disaste er to be uable to capture your ideal, but it is a disaster to have o ideal to capture. Dr. Bejami Mays, former presidet of Morehouse College ad metor to Marti Luther Kig, Jr. If you have built castles i the air, your work eed ot be lost; that is wheree they should be. Now put foudatios uder them. Hery David Thoreau NOTE REINFORCE ACTIVITY, OPTION 2 Developig elopi Goals Usig the examples i Optio 1, have studets idividually develop oe or all of the four goals. Ask for voluteers to share their goals with the class

30 HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE Idetifyig the Need for Actio PROJECT MODEL, STEP 1 Sessio 1 Plaig Sessio 1 Before begiig this sessio, Sessio 1, which may take two class periods to complete, helps you ad the Advisory Te eam must studets explore persoal issuess of cocer i their school, determie whether the mai service commuity, ad the larger world. As studets prepare to research p roject to be e xperieced by the class the ese issues, they will be itrodu ced to importat ifo ormatio- ca take place outside the school. gatherig ad research skills. SESSION AT A GLANCE Studets share articles ad pictures illustratig persoal areas of cocer. Groups braistorm issue-related research questios. Groups sha re iformatio ad research questios. Studets choose idividual research topics ad questios. Istructor itroduces research ad iformatio-gatherig practices ad forms. PURPOSE AND OBJECTIVES To explore specific local ad global issues about which studets are cocered i preparatio for choosig service projects or placemets T he studet will be able to idetify specific persoal issues of cocer i the school, commuity, or world at large; geerate research questios about a specific area of co pla a idividual research project for a persoal issue of cocer. cer; MATERIALS Buildig a Learig Commuity, Sessio 4 homework: articles, pictures, ad argumets Chart paper Note cards Tape Research Pla ad Fidigs Research Summary ad Coclusioss PREPARATION ATION ASSESSMENTSSMENT Make copies for each studet of the hadouts listed uder Materials. Fill out a Research Pla ad Fidigs hadout to use as a example. SKILLS BANK CONNECTION Class participatio Articles ad pictures illustratig persoal issues Group-geerated list of research questios Buildig a Learig Commuity, Sessio 5 homework assigmet SB 9 Liste i g with Empathy SB 32 Askig Effective Questios SB 33 3 Evalua ti g Ifo ormatio SB 34 Explorig Research Sources People are so i eed, i eed of help. People wat s o much that they do ot kow. Gwedoly Brooks Curriculum Maual

31 HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE PROJECT MODEL, STEP 1 Idetifyig the Need for Actio io 1 Sessio Teachig Sessio 1 EXP PLORE 1 Explai the purpose of this sessio. Explai that for the ext few sessios the class will be exp lorig the cocepts of persoal ad social resposibility ad choosig a idividual short-term service project or placemet. The write o the board the purpose of this sessio as it applies to the studet: To exami e ad prepa are to resear rch local ad global issues of perso oal cocer i pre epar ratio fo or choosig i divid dual service projects or placemets EXPERIENCE 1 Studets share the articles ad pictures they brought to class. Ask studets to move aroud the room askig their classmates about the articles ad pictures they brought to class. The objective is to fid classmates who have a issue of cocer similar to their ow. For example, studets cocered about the elderly would joi together, as would those cocered about violece. 2 Groups geerate lists of possible research questios about specific issues of cocer. Ask studets cocered with similar issues to sit together i groups. Ask each group what its issue is. List these o chart paper or chart paper. Keep the list for use later. Have group members share iformatio about their articles, pictures, ad issues. As part of the discussio, groups should SB 9 c osider these questios: Why is this issue of deep cocer to you? What is beig doe to address this issue? What about this issue is beig eglected or igored? Write these questios o the board. Alert studets that oe member of each group should write dow the aswers to the questios; a Reporter from each group will be expected to report to the class what was shared. Ask each group to discuss s what additioal thigs members would like to kow about the issue or some part of it ad, based o this, geerate a list of five to te possible research questios. For example, a group cocered with the elderly might iclude as a questio, What is curretly kow about the cost of care i the home for the elderly? 3 Groups share iformatio io ad research questios. Ask each group s Reporter r to tell the class what was shared i his or her group ad read the group s list of research questios. Ecourage studets to suggest other questios related to the issues. Studets probably w ill fid that some questio s are relevat to more tha oe topic. 29

32 Research due date The issue is My research questio is I will cosult or cotact ct these sources ad take these actios: Local Commuity Library /27/95 Check olie library card catalogue ad Reader s Guide to Periodicals; ask libraria for iformatio. I foud 2 magazie articles & 2 books that deal with agig ad the elderly i this coutry. Libraria at the uiversity libra the locall commui Ceter. told me to check ary ad ity Seior Foud 2 more books o this coutry s elderly ad talked with seior citizes at the Ceter who gave me their opiios o agig i this coutry tio HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE 4 Studets ts choose idividual research earch questios. Have each studet select a issue ad oe questio related to it SB 32 ad write that iformatio, alog with his or her ame, o a ote card. Make sure that studets are aware that the issue ad questio they choose will become their idividual research projects. Poit out that whatever they choose to research may provide ifo ormatio that will be helpful i choosig a idividual service experiece later. Collect the cards ad tape them uder or ext to correspodig topics already listed o chart paper to display i the classroom. 5 Walk through the Research Pla ad Fidigs gs hadout. Poit out that studets will be doig research that at times may be differet i form or method from research they have doe before. Stress s that accuracy will still be of great importace. Go over Research Pla ad Fidigs, which that you prepared as a example. Have studets s write their chose questios o their ow research plas, which they will be addig to ad updatig as their research progresses. Explai that each studet is to fid iformatio about his or her SB 33, 34 questio from at least three e diff feret sources. Hav ve studets ame some possible sources. List these o the board. Examples might iclude Web sites, ewspapers, televisio documetaries, library refereces, or iterviews. The ask studets to idetify kowledgeable people they might use as sources of ifo ormatio. Examples are Advisory Team members, parets, peers, school persoel, members of city coucil, local govermet offices, civic orgaizatios such as Juior League, commuity service clubs such as Lios ad Rotary, ad youth agecies ad orgaizatios such as the Scouts ad Juior Achievemet. Guide the studets to be as iclusive as possible, usig resou urces beyod writte sourc es aloe. Emphasize that library refereces aloe do ot meet the requiremets. 6 Explai the purpose of the Research earc Summary ad Coclusios os hadout. Go over Research Summary ad Coclusios with the stud ets, explaiig that they are to use it to orgaize the iformatio they fid ad share with the class. If you have opted to have your studets s compile portfolios, ecourage them to iclude graphics to help explai their fi idigs, as the materials they produce will become part of those portfo olios. Urge studets to keep i mid the service criteria listed o the hadout, as they will be recommedig specific service ideas for the class to cosider. 7 Brig closure to the sessio. Ask: What are some of the issues about which people i this class s feel strogly? Wha t is happeig locally to address these issues? How d o we fid out the orgaizaa tios that are actively addre ssig these issues? How do you thik persoal cocer traslates ito social actio? 2015 Lio os Club bs Iter erati ioal Foudatio. All l righ hts reserved. Sessio 1 Resource: RESEARCH PLAN AND FINDINGS Source D ate Checked Actios to Be Take Results Follow-up Actios to Be Take Sessio 1 Resource: RESEARCH SUMMARY AND CONCLUSIONS Research Questio: Aswer: Other people ad groups addressig this issue iclude: How eeds are beig met: I leared that these eeds have ot bee met: These service-learig experieces might address s these umet eeds: For a service experiece, I recommed Our servic e-learig experiece e must: Address s a real local, atioal, or worl orldwide eed Not duplicate the efforts of aother group Iterest class membersers Require e lit ttle or o moey Be achievable withi the time available 2015 Lios Clubs Iteratioal Foudatio. All rights reserved. Results I cosulted these sources: (For prited sources, iclud de author( (s), title, page umbers s, publisher, ad place ad date of publicatio.) Lios Quest Skills for Actio The advatages of this service experiece are: The disadvatages of this service experiece are: Lios Quest Skills for Act 30

33 HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE PROJECT MODEL, STEP 1 Idetifyig the Need 1 for Actio Sessio 1 Resource: Sessio Teachig Sessio 1 EXPA PAND Ask studets to read Gettig the Facts, Seeig the Liks i the Studet Magazie ad aswer the questios that follow. The read the followig quotes to the studets ad ask them to write (either i their magazies or i their Learig Logs) a explaatio of how the quotes relate to the magazie article. The desk is a dagerous place from which to watch the world. I your work ad i your resea arc ch, th here e must alway ys be passio. Joh Le Carré, twetieth-cetury author Iva Petrovich Pavlov, twetieth-cetury Russia scietist 31

34 Order Iformatio item descriptio item code price Lios Quest: Skills for Growig PreK - 5 Teacher s curriculum Kit* Early Learers $150 Grade $150 Grade $150 Grade $150 Grade $150 Grade X $150 Together Times Studet Joural Early Learers $5 Grade $5 Grade $5 Grade $5 Grade $5 Grade $5 Together Times classroom Set (30 copies) Early Learers $120 Grade $120 Grade $120 Grade $120 Grade $120 Grade $120 Lios Quest: Skills for Adolescece 6-8 Teacher s curriculum Kit* Grade $150 Grade $150 Grade X $150 chages & challeges Studet Joural Grade $5 Grade $5 Grade X $5 chages & challeges classroom Set (30 copies) Grade $120 Grade $120 Grade $120 Lios Quest: Skills for Actio High School Teacher s Curriculum Kit $150 Makig a Differece Studet Magazie $5 Makig a Differece Classroom Set (30 copies) $120 Q-Bear $4.99 Q-Bear $19.95 *Teacher s Curriculum Kit icludes (PreK-8) Facilitator s Resource Guide Uiversal Program Guide Digital Resources Teacher s Curriculum Kit icludes (High School) Facilitator s Resource Guide Skills Bak/Curriculum Maual Digital Resources 32

35 CONTACT INFORMATION For more iformatio To Order/Customer Service Phoe: Toll-free: fax: P.O. Box 304 Aapolis Juctio, MD

36 Lios Quest PreK-12 Social ad Emotioal Learig Program Quality Matters Research-based pedagogy ad cotet Evidece-based ad prove effective Desiged to be easily implemeted with fidelity A umber of atioal ad iteratioal orgaizatios committed to guidig youg people toward healthy, drug-free ad violece-free lives have recogized Lios Quest ad Lios Clubs Iteratioal Foudatio s support of youth developmet. Our research-based programs ad superior professioal developmet have bee give high marks by umerous orgaizatios. The Collaborative for Academic, Social, ad Emotioal Learig (CASEL) has desigated Lios Quest Skills for Adolescece ad Skills for Actio programs Select SEL. This highest ratig was awarded i recogitio of Lios Quest s excellece i three areas recommeded by CASEL as the most importat startig poits for program selectio - Outstadig Social ad Emotioal Learig (SEL) Istructio, Evidece of Effectiveess, ad Outstadig Professioal Developmet. Lios Quest Skills for Adolescece is listed o the Natioal Registry of Evidece- Based Programs ad Practices (NREPP), a service of the U.S. Substace Abuse ad Metal Health Services Admiistratio (SAMHSA). Previously desigated a Model program uder SAMHSA s Ceter for Substace Abuse Prevetio (CSAP) Model Programs Iitiative, Skills for Adolescece remais o the NREPP list as a evidece-based prevetio program, rated for Quality of Research ad Readiess for Dissemiatio. Lios Quest 300 W. 22d Street Oak Brook, IL USA Begi Lios Quest today! Iterested i: Receivig sample lessos Pricig ad quotes Schedulig a workshop Learig more Visit: Call: liosquest@liosclubs.org LQ30 6/15