LESSON PLAN FOR WEEK BEGINNING: May 26,2014. GENERAL OBJECTIVE: To ensure that students are able to understand why people use bullying.
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1 LESSON PLAN FOR WEEK BEGINNING: May 26,2014 SUBJECT: TOPIC: Guidance Bullying GRADE: 8/9 GENERAL OBJECTIVE: To ensure that students are able to understand why people use bullying. SPECIFIC OBJECTIVES: Students will: a. will understand why people chose to use bullying behaviours. b. Learn to make better choices when dealing with feelings of anger. c. Find positive ways to feel powerful and stop labeling others as bullies MATERIAL: Powerpoint, eno room, MOVIE ON BULLYING CONTENT THE INFORMATION ON THE POWERPOINT WILL SEEK TO ANSWER THE FOLLOWING INFORMTION: What is bullying Why do people turn to bullying How do I deal with my feelings Who do I hurt along the way ACTIVITIES o Have discussion about feelings of anger. o Gererate a working definition for bullying and discuss how chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 1/8
2 anger might lead to bullying behavior. o Brainstorm possible reasons why people bully each other o Do a powerpoint presentation and a short youtube movie about bullying. o Have discussion about the movie. CULMINATING ACTIVITY Complete a work sheet on bullying EVALUATION chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 2/8
3 LESSON PLAN FOR WEEK BEGINNING: May 26,2014 SUBJECT: TOPIC: Guidance Positive Thinking GRADE: 7 GENERAL OBJECTIVE: To help students recognize how their feelings are largely determined by their thoughts about an event, and how changing their thoughts can change their feelings. SPECIFIC OBJECTIVES: Students will: chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 3/8
4 1. be able to identify feelings that trigger certain thought. 2. Learn to appreciate positive thoughts makes a difference in attitude 3. Practice looking on the positive side of things MATERIAL Short movie clip, eno board CONTENT By responding to situations with more positive thoughts, student can learn to manage their emotions more effectively. PROCEDURE 1. Copy the following example onto the board. Be sure to include blank spaces below for additional exercises. Example: What happened? You went out for a sport at school and got cut from the team My thoughts: negative: I really stink. I m never trying out for anything again. Resulting feelings: Hopeless, angry, frustrated, sad. My thoughts: positive or neutral: I guess I could use more practice. chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 4/8
5 Maybe I ll be better at something else. Resulting feelings: Disappointed, but determined, hopeful, confident. 2. For the example above, explain to students how having the listed negative thoughts in response to the situation might lead to the feelings above. Likewise, demonstrate how substituting more positive language can result in different types of feelings, as listed above. 3. See if students can verbalize why there is a difference between the two groups of feelings. What caused it? Which group of feelings would you prefer? Why? 4. Ask students to generate a list of situations that typically lead to negative feelings. (i.e. doing poorly on a test, not being invited to a party, someone I like doesn t like me.) List these under What Happened. 5. Taking one situation at a time, complete the process as a group. Ask students what the accompanying thoughts may be if one is looking at the situation negatively (i.e. I m stupid, no one liked me, etc.). Write all of these suggestions in the second column. Ask students why typical feelings might result if they had the thoughts described. Write these answers in the third column. 6. Review the commonality among the thoughts (usually all negative). Ask students what needs to happen to change the resulting feelings. If they seem unsure, make the point that situations don t cause feelings, thoughts cause feelings. What positive or neutral thoughts could be replace the negative ones? 7. Working in groups of three or four, have students list situations from chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 5/8
6 their own lives, working to change the thoughts from negative to neutral or positive. The more practice kids have with this skill, the more likely they will be able to transfer it to their own lives. 8. When groups are done, ask volunteers to share their examples with the class. Discussion Questions: How do thoughts trigger feelings? Who is in control of your thoughts? Who is in control of your feelings? Why can two people feel two different ways in response to the same situation? Why are negative thoughts often more automatic than neutral or positive ones? How can we make the latter more automatic? How do we benefit from being able to change our thoughts about situations? CULMINATING ACTIVITY Individual soul searching and moment of truth EVALUATION chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 6/8
7 LESSON PLAN FOR WEEK BEGINNING: May 26,2014 SUBJECT: TOPIC: Guidance RESPECTING AUTHORITY GRADE: 9 GENERAL OBJECTIVE: To help students recognize how their feelings are largely determined by their thoughts about an event, and how changing their thoughts can change their feelings. SPECIFIC OBJECTIVES: Students will: chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 7/8
8 chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 8/8
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