Glossary of Drug Terminology __________________________________________________________________________________________
SEPTEMBER 12, 2019 Objective: SWBAT assume responsibility for helping to take care of the school community.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can… >Recognize situations that constitute as “bullying” >Explain how a bystander’s behavior can impact bullying >Explain the proper steps for taking positive action in a bullying situation
Do Now:LINK we learned the definition of bullying, and how to recognize bullying behavior. 1. What is bullying? 2. What are at least 2 things you can do to prevent or take action against bullying?
Direct: > Bullying is a form of violence among two or more children/youths that can include physical attacks or emotional or social abuse, comprising verbal or written actions such as name-calling, teasing, threats, spreading rumors, or excluding someone from a group. Bullying is unwanted aggressive behavior that involves an observed or perceived imbalance of power and occurs repeatedly over time. Bullying may inflict harm or distress on the targeted youth.More questions to guide discussion: Who is impacted when a child or youth is bullied? How are they affected?
PARTNER WORK: >“BULLYING: WHO’S INVOLVED?” LINK TO HTML >STUDY THE SCENARIO IN THE ILLUSTRATION Identify the participants in the illustration (picture) >What are some specific impacts the situation might have in the short term and in the long term?
Objective: SWBAT assume responsibility for helping to take care of the school community.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can… > Recognize situations that constitute as “bullying” >Explain how a bystander’s behavior can impact bullying > Explain the proper steps for taking positive action in a bullying situation
Do Now:Do Now What is your definition of “bullying?”
Direct: >Debrief Do Now. >Share statistics: Bullying is a form of violence among two or more children/youths that can include physical attacks or emotional or social abuse, comprising verbal or written actions such as name-calling, teasing, threats, spreading rumors, or excluding someone from a group. Bullying is unwanted aggressive behavior that involves an observed or perceived imbalance of power and occurs repeatedly over time. Bullying may inflict harm or distress on the targeted youth.
Independent/Collaborative: >Share the worksheet “Bullying: Recognizing a Problem” with students (in Unit 5 folder, also putting a link here) >Part 1 should be completed with a partner, and Part 2 should be completed independently: http://headsup.scholastic.com/sites/default/files/nida15_cdc_ptg_wksht1_508.pdf >Teachers should highlight the importance of reaching out to a trusted adult. Make a list of the adults at the school with whom students can talk.
EXIT TICKET:Exit Ticket 1. Why is it important to stand up and speak up if you witness a peer who is in trouble? 2. Why do you think many students do not take action when they see another student being bullied?
Objective: SWBAT resolve conflicts in a positive, constructive way.
Criteria for Success (CFS):Students will be successful in today’s lesson if they can… >Articulate the steps in of Conflict Resolution/Problem Solving >Analyze possible causes of conflict >Analyze the four potential outcomes of conflict >Demonstrate the ability to come up with healthy solutions to problems or conflicts
Do Now:Link During the past two lessons, we have learned that some relationships are unhealthy because they control, disrespect, or abuse others. Healthy relationships take work! In your journal, write about a relationship that they have worked hard to keep healthy. HTTPS://WWW.MENTI.COM/E4OYAD1VRG
Direct: 1. Debrief Do Now. 2. Having a healthy relationship (with a family member, friend, teacher, teammate, etc.) does not mean that you will never disagree. > Handling Disagreements in a Healthy Relationship. 3. Conflict Resolution: the process of ending a conflict by cooperating and problem solving.
Collaborative: 1. In small groups, students should read through the Conflict Scenarios worksheet. 2. Even though compromise and mediation require more work, they are the only 2 that contribute to a healthy relationship.
Exit Ticket:Link 1. What are two potential outcomes of any conflict? 2. Why do you think maintaining a healthy relationship takes work? 3. What are three strategies for resolving a disagreement in a healthy, positive way?
September 3, 2019 OBJECTIVE: SWBAT demonstrate the ability to use interpersonal communication skills to enhance health or reduce health risks.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can… >Predict short and long-term harmful consequences of unhealthy relationships >DeMonstrate negotiation skills to avoid or reduce health risks
DO NOW : Last time, we learned that healthy relationships should make you feel good. How would you describe or define an “unhealthy” relationship?What might you do to heal that relationship?
DIRECT: Debrief Do Now. >Sometimes, people in healthy relationships disagree, mess up, or argue. Even healthy relationships (including in your family) will experience rough patches. But healthy relationships reflect the qualities of respect, trust, support, fairness and communication the majority of the time, and ultimately enhances the lives of each member. >Unhealthy peer relationships are those that are hurtful, disrespectful, abusive, or controlling, and should be ended immediately. If you are not sure if a friendship you have is healthy or unhealthy, please seek out a trusted adult.
COLLABORATIVE: >In small groups, students should read through the Hurtful Relationships Scenarios. >Questions to answer: Is the relationship hurtful? What in the scenario went wrong? What could have been done differently to keep the relationship healthy? What would be the best resolutions for the relationships? >Students may also complete the Healthy vs Unhealthy Behaviors Worksheet
AUGUST 29, 2019 Objective: -SWBAT demonstrate the ability to use interpersonal communication skills to enhance health or reduce health risks.
Criteria for Success (CFS):Students will be successful in today’s lesson if they can… -Understand the attributes of healthy relationshipsDemonstrate positive interpersonal and intra-personal behaviors when working with others -Analyze relationships to determine if they are healthy and positive.
DO NOW:In the previous unit, we worked on building a positive self-image, high self-esteem, and ways of communicating and listening with others effectively. Today, we are going to start our final unit, where we will be building healthy relationships, resolving conflicts positively, and treating others with kindness. Healthy relationships make you feel good! In your journal, write about one person with whom you have a healthy relationship. What makes the relationship healthy? Why do you value this relationship?
Direct:Debrief Do Now.Brainstorm qualities that make a healthy relationship (can be for family, friends, peers at school, teachers, etc.). Teacher will distribute the Healthy Relationships Handout to students and review. How do these qualities compare to what was discussed during the brainstorm?
Collaborative:In small groups, students should read through the Healthy Relationship Scenarios, and answer the questions.
AUGUST 26, 2019 OBJECTIVE: SWBAT DEVELOP AND USE EFFECTIVE COMMUNICATION SKILLS.
DO NOW: IN THE LAST FEW CLASSES, WE HAVE BEEN DISCUSSING SELF-ESTEEM, SELF-IMAGE, AND PRIORITIZING OUR VALUES. WE HAVE ALSO BEEN TALKING ABOUT HOW IMPORTANT IT IS TO EXERCISE SELF-CONTROL WHEN OUR EMOTIONS GET INTENSE. TODAY, WE ARE GOING TO TALK ABOUT COMMUNICATION. EFFECTIVE COMMUNICATION IS ESSENTIAL TO UNDERSTANDING AND GETTING ALONG WITH OTHERS. - JOURNAL ABOUT A TIME WHEN YOU WERE TRYING TO COMMUNICATE WITH SOMEONE, BUT THE COMMUNICATION BROKE DOWN OR WAS MISUNDERSTOOD. HOW DID IT MAKE YOU FEEL? HOW DID IT MAKE THE OTHER PERSON FEEL?
SCHEDULE: 1. DO NOW 2.WHOLE GROUP DISCUSSION/ PRESENTATION 3. THE STORY OF TAYLOR, TYLER, AND MORGAN ACTIVITY PLAY THE TELEPHONE GAME USING THE STORY OF TAYLOR, TYLER, AND MORGAN 4. EXIT TICKET/CLOSING DISCUSSION
EXIT TICKET:HOW CAN ONE-WAY COMMUNICATION LEAD TO A LACK OF UNDERSTANDING? WHAT ARE SOME EXAMPLES OF TWO-WAY COMMUNICATION? WHY IS BODY LANGUAGE SO IMPORTANT IN EFFECTIVE COMMUNICATION?
OBJECTIVE: SWBAT DEVELOP AND USE EFFECTIVE COPING STRATEGIES INCLUDING CRITICAL THINKING, DECISION MAKING, GOAL SETTING, AND PROBLEM SOLVING.
DO NOW: 1. LAST TIME, WE LEARNED ABOUT SELF-CONTROL AND HOW TO KEEP EMOTIONS FROM GUIDING OUR ACTIONS. WHAT DID YOU LEARN THAT YOU FOUND MOST HELPFUL?
2. VALUES ARE A BELIEF SYSTEM THAT INFLUENCE OUR EMOTIONS AND BEHAVIORS. WHAT IS THE ONE THING YOU VALUE MOST IN YOUR LIFE?
SCHEDULE: 1. DO NOW 2.WHOLE GROUP DISCUSSION/ PRESENTATION 3. COLLABORATIVE: PRIORITIZING YOUR VALUES WORKSHEET / TWENTY THINGS I LOVE TO DO 4. EXIT TICKET/CLOSING DISCUSSION:WHAT ARE VALUES? WHY ARE VALUES IMPORTANT WHEN IT COMES TO MAKING DECISIONS?HOW CAN LIVING YOUR VALUES HELP YOU LEAD A HEALTHIER, MORE PRODUCTIVE LIFE?
*** SWAP WITH STUDENTS WORKING INDEPENDENTLY ON DREAMBOX AND IREADY. ***
OBJECTIVE: SWBAT IDENTIFY, EXPRESS, MANAGE AND SHARE FEELINGS IN APPROPRIATE WAYS.
DO NOW:YESTERDAY, WE DISCUSSED HOW OUR EXPERIENCES CAN AFFECT OUR EMOTIONS AND SELF-ESTEEM. WHAT IS THE DIFFERENCE BETWEEN SELF-ESTEEM AND SELF-IMAGE? WHAT IS ONE EXPERIENCES THAT COULD CONTRIBUTE TO HIGH SELF-ESTEEM? WHAT ABOUT LOW? LIST 3 POSSIBLE SOURCES OF HELP YOU COULD GO TO IF YOU WERE HAVING TROUBLE DEALING WITH YOUR EMOTIONS.
SCHEDULE: 1. DO NOW 2.WHOLE GROUP DISCUSSION/ PRESENTATION 3. COLLABORATIVE: DEALING WITH EMOTIONS WORKSHEET 4. INDEPENDENT WORK - JOURNAL : HOW DID YOU FEEL ABOUT YOURSELF WHEN YOU WERE ABLE TO USE SELF-CONTROL? WHAT ARE SOME OF THE THINGS YOU DID TO MAINTAIN SELF-CONTROL? 5. EXIT TICKET/CLOSING DISCUSSION: HOW CAN EMOTIONS BE INFLUENCED BY OTHERS? WHAT IMPACT CAN EMOTIONS HAVE ON THE BODY AND MIND? WHY IS EXERCISING SELF-CONTROL IMPORTANT IN LIFE?
*** SWAP WITH STUDENTS WORKING INDEPENDENTLY ON DREAMBOX AND ACHIEVE 3000. ***
OBJECTIVE: SWBAT ANALYZE THE INFLUENCE OF FAMILY, PEERS, CULTURE, MEDIA, TECHNOLOGY AND OTHER FACTORS ON HEALTH BEHAVIORS.
CRITERIA FOR SUCCESS (CFS): SCHOLARS WILL BE SUCCESSFUL IN TODAY’S LESSON IF THEY CAN… --DISTINGUISH BETWEEN SELF-IMAGE AND SELF-ESTEEM --IDENTIFY QUALITIES OR CHARACTERISTICS THAT THEY LIKE ABOUT THEMSELVES, AS WELL AS A QUALITY OR CHARACTERISTIC THEY MAY WANT TO CHANGE TO IMPROVE THEIR SELF-IMAGE AND SELF-ESTEEM --IDENTIFY POSITIVE AND NEGATIVE EMOTIONS THAT CAN AFFECT SELF-ESTEEMEXPLAIN HOW EMOTIONS INFLUENCE THOUGHTS AND BEHAVIORS
DO NOW: REFELCT ON: ELEANOR ROOSEVELT ONCE SAID, “NO ONE CAN MAKE YOU FEEL INFERIOR WITHOUT YOUR CONSENT.” WHAT DOES THIS MESSAGE MEAN TO YOU? WHAT IS AN EXAMPLE OF THIS IN REAL LIFE?
SCHEDULE: >DO NOW >WHOLE GROUPD - DEFINING SELF-IMAGE AND SELF-ESTEEM - OWL GAME - HEALTHY SELF-ESTEEM VS. LOW SELF-ESTEEM >INDEPENDENT - LEARNING ABOUT MYSELF ASSESSMENT
EXIT TICKET: 1. WHAT IS THE DIFFERENCE BETWEEN SELF-IMAGE AND SELF-ESTEEM? 2. DO THE ROLES WE PLAY IN LIFE AFFECT OUR SELF-IMAGE? HOW? 3. HOW CAN YOU CHANGE YOUR SELF IMAGE? 4.WHAT ARE THREE THINGS THAT CAN HAVE A POSITIVE EFFECT ON A PERSON’S SELF-ESTEEM? NEGATIVE?