Suggested Lesson Plans Grades 3 and 4 Student Rights and Responsibilities

Transcription

1 Suggested Lesson Plans Student Rights and Responsibilities Materials Needed: Smart board SRR 3 rd 4 th grade templates Map Kagan timer Elementary SR&R Quick Guide DAY 1 LINK Teacher: Today we are going to talk about your rights and responsibilities as a student. Rights and responsibilities are just like laws. When we talk about rights, we are talking about things that you are entitled to, things that you can expect from a particular person or institution. Responsibility is our duty, our job in response to the law. As Americans, we have certain rights under the law. Does anyone know what the name of the document is that give us our rights as Americans? *If the students don t know the answer teacher should prompt by saying Bill of. Students: (Bill of Rights) Teacher: Correct, The Bill of Rights. Teacher: I have rights, your parents have rights, and you also have rights. An example of a right that everyone should be familiar with is freedom of religion. Basically, this right says that people in America are free to choose whatever religion that they want. Our responsibility as American citizens is to respect the personal choice that people make as it relates to religion. As a student in Fairfax County Public Schools (FCPS), you also have something like a Bill of Rights. Using a bubble map, we are going to come up with some rights that you think you should have as a student in FCPS. *Teacher pulls up bubble map on the smart board* (See template 3.1) In the middle of the bubble map we have our central theme or topic. So let s go ahead and write Student Rights in the middle of the bubble map. Now let s talk about something that you all think should be your right as a student. Teacher guided discussion about student rights using the bubble map. (See template 3.1.) In this discussion students write in their ideas in the bubbles (on the smart board). Teacher: Great job listing those rights! You came up with great ideas that you thought should be your rights as students. Thank you for taking this activity seriously. Now if you look at your SRR Quick Guide you will see your rights as an FCPS student. You have the right to: 1) A safe environment; 2) Respect; 3) Expression; 4) Complain; and 5) Appeal. If I were to sum these rights up, basically, you have the right to come to any Fairfax County Public School and feel safe and protected. You also have the right to be treated courteously and fairly by other students and all school employees and staff. Additionally, if you are ever suspended or recommended for expulsion, your parents have the right to appeal to the principal or referral to Division Superintendent, and sometimes the school board.

2 Teacher: This sounds like a lot of rights as a student. Teacher: Those rights basically tell you what you can expect from FCPS. Now, with those rights come things that FCPS should expect from you. You have certain responsibilities as a student. Let s read them from the SR&R Quick Guide. You have a responsibility: 1) To let the school staff members know of any behavior that may cause danger to anyone; 2) To respect the authority of all staff members; 3) To respect the rights and property of all students and staff members; 4) To not use inappropriate pictures that are obscene, violent, or disruptive to the school environment; 5) To resolve disputes peacefully; students may use peer mediation 6) To follow all the rules and regulations at school sponsored events; 7) To follow complaint procedures; 8) To come every day on time and do your daily assigned tasks; 9) To be respectful during the Pledge of Allegiance and moment of silence. Teacher: Wow, these are a lot of responsibilities! As you can see FCPS expects a lot from its students. Engage and Educate Teacher: Now let s do some role playing to help us understand our rights and responsibilities as students. I have several scenarios listed on these cards that we will use to help us in our role playing. I want us to group with our shoulder partner or the person directly across from us for these role playing scenarios. As I come around one person from your group will choose a card, once the card is chosen you and your partner will take 5 minutes to read the scenario and rehearse the scenario. After everyone is finished we will regroup and each group will act out their scenario while I read their card. We will discuss each scenario in depth and talk about the rights and responsibilities of the students. Teacher should use the scenario cards (See template 3.2) *Teacher sets Kagan timer for 5 minutes. At the end of 5 minutes, teacher counts down to bring group back together. Teacher then tells students that he/she and another student will act out the first scenario to model to the students how this activity should go. Teacher then acts out the scenario and begins discussion using the example scenario. Teacher: What was wrong with this situation? How did Kara interfere with Jenny s rights? What was Jenny s responsibility as an FCPS student? Should Kara have brought firecrackers to school? Why was this practice unsafe for Jenny, Kara, and other students? Active Learning After acting out scenarios, teacher has students use Think, Pair, and Share worksheet (Kagan) to think about how rights and responsibilities are different and how they are alike. The students will complete a double bubble map (See Template 3.1a) comparing and contrasting the difference between rights and responsibilities. (See Template 3.3) Page 2

3 Teacher: Now we are going to think about the differences between rights and responsibilities using Think, Pair, and Share worksheet. Teacher: Now that you have finished the think and pair portions of your TPS sheet, I want you to use the double bubble map (See template 3.1a) to compare and contrast rights and responsibilities. We will do this together as a class on the Smart Board. Once we have finished, you will have a couple minutes to take what the class shared on the bubble map and then I would like for you to go back and complete the share portion of your worksheet. Make sure that you are paying close attention to what your classmates share; you will need that information to complete the share portion of your worksheet. Reflect Teacher will ask students to reflect on what they have learned about Rights and Responsibilities. Teacher: I want you to take a couple of minutes to close your eyes, relax, and think about what you learned about rights and responsibilities today. Teacher: Can someone tell me what a right is? Student: Student gives acceptable answer Teacher: Wonderful answer Teacher: What is responsibility? Student: Gives an acceptable answer (Acceptable answers may be responsibility is something that you are accountable for or any variation of that answer) Teacher: Great answer. It shows me that you guys are really attentive Teacher: As a student in FCPS, is it important to have rights and responsibilities? Using these magazines, markers, and a poster board, I want each group to make a poster that reflects some of the rights that we listed on our bubble map earlier. I would like you all to cut out or draw pictures that represent the categories that we have talked about for rights. Once you have cut out the pictures, make sure that you glue them to your Rights board. After we have finished we will review your choices and your reasons for your choices. Now and Then Teacher: As we wrap up, I want you to begin thinking about how your rights and responsibilities are a part of self-respect. Self-respect includes things like taking care of yourself, being honest, and doing what you know is right. Tonight, I want you to ask someone that lives in your house (parents, aunt, uncle, grandparents, older sister, older brother, cousin etc.) what rights are, and what self-respect is. As you think about self-respect, I would like for each of you to think about how and when you show self-respect. Be prepared to discuss your answers tomorrow morning. ******************************************************************************************************** Page 3

4 DAY 2 LINK Teacher: Okay, Let s review a bit. Yesterday we talked about your rights and responsibilities as an FCPS student. Today we will talk about Respect. Teacher: Who can tell me one responsibility you have as a student in FCPS? (Listen for acceptable responses) Students: 1) To let the school staff members know of any behavior that may cause danger to anyone; 2) To respect the authority of all staff members; 3) To respect the rights and property of all students and staff members; 4) To not use inappropriate pictures; (this means pictures that are obscene, violent, or disruptive to the school environment); 5) To resolve disputes peacefully; students may use peer mediation or restorative justice; 6) To follow all the rules and regulations at school sponsored events; 7) To follow complaint procedures; 8) To come every day on time and do your work; and 9) To be respectful during the Pledge of Allegiance and moment of silence. After responses are given Teacher: Can anyone tell me what the definition is of a right and a responsibility? Teacher: Great job recalling rights and responsibilities. Teacher: Now, today we are going to take that discussion a little further and talk about respecting yourself and others. Last night you had an assignment, you were supposed to talk to your parents about what self-respect means and come back with a definition. (Teacher will choose students randomly to tell what self-respect is) Teacher waits for appropriate responses. Acceptable answers may include: self-respect is liking yourself, taking pride in yourself, not letting anyone make you do something that you know is wrong. Teacher: Self-respect is doing things that keep you safe, taking care of your body, and staying honest and true to what you believe. What are some ways that you can show respect for yourself? What are some ways you show respect for others? (Brainstorming activity) Teacher will have the students brainstorm with their shoulder partner about ways that you can show respect. Acceptable answers may include: you can show self-respect by sticking to your beliefs, by not allowing peer pressure to change your mind, by standing up for what you know is right. You show respect for others when you give them their space, when you do not bother them or call names, when you work quietly and let them learn without being disturbed. Students will share out. After sharing out the teacher will begin to talk about how selfrespect should translate into respect for other people. Teacher: Awesome job with the self-respect brainstorming activity. Now let s talk about respecting other s views and background. (Teacher uses map activity.) Teacher may use US board Map or globe for this activity. Map activity: Teacher asks students to place a colored sticker on the place that they were born. After map activity teachers review the places that have stickers on them. Teacher also talks about cultural beliefs using the winter holidays as an example. Teacher begins the discussion noting that many holidays are celebrated in the winter by different people, and even the same holidays may be celebrated differently in some countries and families. Briefly discuss some of these. Page 4

5 Teacher: Why do you think that it is important to respect others; views and backgrounds? What if everyone looked like us, walked like us, talked like us and was no different than we were? Do you think the world would be a boring place? How would the world be different? Teacher: Yesterday we used a bubble map to talk about rights and responsibilities; today we will use a Tree map to talk about all the wonderful ways that people can be different from each other. (Teacher will use the smart board to fill in tree map with the students) After students finish their tree map, the teacher will ask them to use the tree map to journal. (See tree map template 3.4) Teacher: Take about 5 minutes and write how the world would be different if everyone looked the same, spoke the same language, liked the same food, wore the same clothes? What if they all thought the same thing? When we have finished we will continue using our tree maps. Engage and Educate Teacher: Yesterday we did some role playing; today we will talk about some different situations that might help us better understand the importance of respecting others views and backgrounds. I have several scenarios listed on these cards that we will use to help us in our discussion. I want you to group with our shoulder partner or the person directly across from you. As I come around one person from your group will choose a card, once the card is chosen you will take 5 minutes to read the card and answer the questions on the card. After everyone is finished we will regroup and act out one of the scenes, and the class can suggest a different way the people in the story could act to show respect instead of disrespect. (Use scenarios 3.5) Example: *Teacher sets Kagan timer for 5 minutes. At the end of 5 minutes, teacher counts down to bring group back together. Teacher then tells students that he/she and another student will act out the first scenario to model to the students how this activity should go. Teacher then acts out the scenario and begins discussion using the example scenario. After acting out scenarios, teacher has students play diversity bingo. Teacher uses premade cards with simple diversity spots on the bingo card (See template 3.6) Active Learning After diversity bingo the students will pair off in groups of two and interview each other using 3 simple questions: 1. What is your favorite color? 2. What is your favorite type of song? 3. Where were you born? Teacher: Great now that we have finished this activity let s do our introductions. (Hello my name is, my favorite color is red, my favorite song is Jingle Bells, and I was born in Florida. Teacher: As you can see, students in our room like different things, and were born in many places. When there are lots of differences like this, we say there is a lot of diversity. Diversity is how Fancy Nancy would say differences. When you named your favorite color, some were the same and some were different. I wanted to show you that each person has things that they Page 5

6 like. We don t stop liking each other or become mean or disrespectful towards one another because someone likes things that are different than what we like. Teacher: Now we are going to think about respecting others views and backgrounds using think, pair, and share. What do you think about diversity in our class and school? Is it ever hard to let someone have a different idea or way of doing something than you do? (See Think, Pair, Share worksheet template 3.3) Teacher: Now that you have finished the think and pair portions of your TPS sheet, we will use the main idea pyramid to reflect on our topic for today. (Use Main idea pyramid template 3.7) Reflect Teacher: As we reflect on today, what was our topic of discussion? What did we learn today? (Wait for appropriate responses) Acceptable answers may include: We learned about our self-respect, respecting others and their personal beliefs and views, we learned about diversity. Teacher: Great answer, using our scenario about Robert, can someone tell me why it is important to respect others? Student: Student gives acceptable answer Teacher: Wonderful answer Teacher: Using that same scenario, why is it important to respect views and backgrounds of others? How might we offend or make people feel bad if we do not respect their backgrounds or beliefs? Student: Gives an acceptable answer Teacher: Great answers. It shows me that you are really attentive and that you did your best on this activity. Now and Then Teacher: As we wrap up I want you to complete your exit slips. (Use exit slip template 3.8) Tonight, begin thinking about tomorrow s lesson. Tomorrow, we will discuss the importance of actively listening. Here are some things to think about; what do you think active listening is? How do you show that you are actively listening? Tonight, I would like for you to go home and play a game with your family called telephone. This game starts with you whispering a sentence to someone in your house. Then that person whispers the same sentence to another person in your house. Keep going until three or four people have heard what you whispered. Then ask the last person to say it out loud to see if the message is still the same. Watch while I do it with these four people. Tomorrow be prepared to come back and discuss how this game turned out when you tried it at home. ********************************************************************************************************* Page 6

7 DAY 3 LINK Teacher passes out exit slips. (Use 3,2,1 exit slip template 3.8b). Teacher: Okay, all this week, we have been learning about (Teacher allows students to give appropriate answers). We ve learned about our rights and responsibilities, we ve learned the importance of respecting others views and backgrounds, and today we will learn about actively listening. You just received an exit slip. Please put it in your desk so you will have it at the end of this lesson. Teacher: I m looking to see who is prepared and ready to learn. This looks like feet on the floor, hands on the desk in front of you, closed lips, and eyes focused on me at all times. So far, I see (teacher uses this preparation tactic to prepare students for today s lesson) let s put on our thinking caps and talk about Actively Listening. When you hear the phrase actively listening, what two words do you hear? Students should respond with Active and listen. Correct, active and listen. Actively listening means that you are focused on listening and are not thinking about something else, or doing something else. If I am actively listening, am I in my desk? Am I tying my shoe? Am I talking while you re talking? (Wait for response) or am I paying attention closely to hear what you are saying? (Wait for response) We are responsible for actively listening in school. Why do we actively listen? What happens if we don t listen to the directions of the teacher, or our parents? Teacher: Last night you had an assignment to play the telephone game with your family. Today we are going to play the telephone game as a class. So let s stand up and push in our chairs and listen for directions. Teacher gives directions: 1) you must use your whisper voice to share with the next person once you hear the information; 2) there is no talking out while we play the telephone game, and 3) you cannot repeat the whisper. If the person does not hear all of it, they have to guess what you said and whisper it to the next person. Who can tell me what the directions of the game are? Teacher: Let s begin! Teacher begins telephone game: After game is complete teacher has the last student say what they heard, and asks the first student what they really said. Teacher: I used the telephone game as a means of showing you the importance of actively listening. What did you notice during the game? (Appropriate responses I noticed ) Was it hard to understand what the person next to you said? (Appropriate response, yes or no it was or was not hard to understand...) What was the outcome of our telephone game? (Appropriate responses, the outcome of our telephone game was ) Teacher: Actively listening does not just involve listening to your teacher, or your parents. It also means listening when your friends are speaking. Right now we have an activity that we are going to do as a group. This activity will involve listening and drawing. Teacher uses the book The Selfish Giant by Oscar Wilde & Saelig Gallagher. The teacher may use book on tape or may read the book. (The teacher asks students to draw what they hear) Teacher: Now, let s do some recalling, retelling, and summarizing. Based upon what you heard and the pictures that you drew, what was this story about? What happened first? Who Page 7

8 were the main characters? What was the problem in the story? (Teacher waits for acceptable answers) Teacher: Wonderful job on the activity. Now let s move into our story map activity. Story map activity: Teacher asks students to use the story map to answer questions about the story using their drawings. (See story map template 3.9) After the story map activity teachers will review the information in the story map. Teacher again tells the students about the importance of actively listening. Students share out using their story maps. Engage and Educate Teacher: Yesterday we talked about some situations where children like you had to think about how to act when someone was different in some way. Today we will continue with this kind of discussion, about a new group of situations. Now let s do some role playing to help us understand the importance of actively listening. I have several scenarios listed on these cards that we will use to help us in our role playing. I want us to group with our shoulder partner or the person directly across from us for these role playing scenarios. As I come around one person from your group will choose a card. Once the card is chosen you will take 5 minutes to read the scenario and rehearse the scenario. After everyone is finished we will regroup and each group will act out their scenario while I read their card. We will discuss each scenario in depth and talk about the actively listening. *(Use actively listening scenarios template 3.10) *Teacher sets Kagan timer for 5 minutes. At the end of 5 minutes, teacher counts down to bring group back together. Teacher then tells students that he/she and another student will act out the first scenario to model to the students how this activity should go. Teacher then acts out the scenario and begins discussion using the example scenario. Teacher: What could Eric have done differently? How would you feel if Eric was making silly faces at you? Active Learning After acting out scenarios, Teacher has students play a 10 minute round of Simon Says to reinforce the actively listening. After the students complete the game of Simon Says, the teacher will have the students prepare to complete the circle map. Teacher: Okay, we ve been talking about actively listening or active listening for quite a bit now. On the smart board, I have a circle map and we are going to fill in our circle map together with things that good listeners do. (Teacher reviews circle map and tells students that the central idea or main idea goes in the middle of the circle map. On the outside we list or write characteristics or behaviors of that particular thing using adjectives.) (Use circle map template 3.11) Teacher: Can anyone tell me some things that good listeners do? Let s start with GOOD LISTENERS (* Pay attention, respect others, follow directions, listen, etc.) Teacher: Great! Now that we have finished this activity, let s review, good listeners are. (Teacher will review the characteristics listed by the students.) Page 8

9 Teacher: I can see that you have been great listeners! All week long we have been using our think, pair, and share worksheet to think about the things that we have learned. Today we will continue using the think, pair, and share worksheet to talk about great listeners and active listening. Get with your shoulder partner and begin working on your TPS worksheet. We will review your sheets at the end of this activity. You have 8 minutes to complete the worksheet. I will be circulating throughout the room and listening in to your conversations with your shoulder partner. (Use Think, Pair, and Share template 3.3). Reflect Teacher: As we reflect on today, what was our topic of discussion? What did we learn today? (Wait for appropriate responses) Appropriate answers may include: We learned about active listening. Teacher: Great answer! Using our scenario about Eric from earlier today, can someone tell me why is it important to actively listen? Teacher rereads the scenario to refresh the student s memories. Student: Student gives acceptable answer Teacher: Wonderful answer Teacher: Using that same scenario, what could have happened to Eric because he wasn t paying attention? Not paying attention or actively listening to directions can be dangerous to yourself and others. Not only can it be dangerous, but you miss important information. Teacher: You did an excellent job today with your active listening. You showed me how great listeners should behave. Thank you for participating. Now and Then (Note: This activity uses CHAMPS as a model for teaching classroom procedures. Feel free to substitute the process you use to teach procedures in the classroom) Teacher: As we wrap up let s put your active listening skills to use. I m going to teach you the CHAMPS method and want you to listen actively or closely. The word CHAMP is an acronym; it stands for (Conversation, Help, Activity, Movement, Participation, and Success). Teacher: Today we will talk about what CHAMPS looks like, sounds like and what it is. Let s start with C for Conversation. In our classroom we want to use our inside voices when talking. Also, when the teacher is up talking, no one else is allowed to talk, so I can use my inside voice and you can hear me. Only one person talks at a time when we are all listening. More than one person can talk when we are working in groups. Let s practice Conversation. The teacher will set the tone for an inside voice demonstrating what it looks like, sounds like, and feels like. Level two voices are a little louder than a whisper. Your shoulder partner should be the only person that hears you when using level two voices. The teacher will continue going through CHAMPS and teaching classroom expectations over the next couple of days. Teacher: Tomorrow, we will learn about Help and how to get help in the classroom. Page 9

10 Bubble Map (3.1) Page 10

11 Double Bubble Map (3.1a) Page 11

12 Scenarios (3.2) Jenny and Kara Jenny notices that her best friend Kara has brought firecrackers to school. Kara tries to get Jenny to light the firecrackers with her during recess. Which one of Jenny s rights do you think that Kara has interfered with? What is Jenny s responsibility in this scenario? What could happen if Jenny doesn t tell the teacher? John and DeShawn DeShawn s friend John is very disrespectful to his teacher. John is always talking over the teacher and using inappropriate language when he is asked to do something. What do you think the problem is? Is John showing respect for his teacher? How should John approach this situation differently? If you were DeShawn what would your suggestion be to John? Todd Todd has brought a toy gun to school. He pulls out the gun during free time to play cops and robbers with his best friend John. How is Todd endangering the rest of his classmates? Do you think that Todd s behavior makes the students feel safe? Michael Michael frequently disrupts class. Today is no exception. His teacher has had enough and announces, "OK, Michael, I guess you've decided you want to work after school today. At lunch we will call your mother and get her permission for you to stay an extra 30 minutes after dismissal. Michael gets angry and walks out of class. What could Michael have done differently? Sarah and Destiny Destiny is Sarah s best friend. Destiny tells Sarah that she is being picked on by a 5 th grade student every day. How do you think Sarah should handle this situation? Who should she tell? Should Sarah approach the 5 th grade student? Chloe and Sabrina Chloe likes to be the life of the party. In school she is always laughing, joking, and has many friends. She decides one day to make jokes about Sabrina who walks funny due to a problem with her legs. Do you think Chloe s joke is funny? What would you say to Chloe? How do you think Sabrina feels? Page 12

13 Shared rights scenarios Name:.. What is happening? What right(s) could be under threat? What should happen next? Who has the responsibility? Page 13

14 Think, Pair, Share Worksheet (3.3) THINK: What are my thoughts and ideas PAIR: What my partner and I think SHARE: What my classmates shared Page 14

15 Tree Map (3.4) How people are different People have different hair color People have different skin color Page 15

16 Diversity Scenarios (3.5) THINKING & SCENARIO TEMPLATES Robert Robert is new to the school. He is from Africa and he is Muslim. The students in the class think that Robert dresses funny and speaks funny. How do you think this makes Robert feel? Are the students in the class being fair to Robert? Do you think that they respect his background and views? How could the students make Robert feel welcome to the classroom? Julio Julio is a Spanish speaking student. He wants to make friends, but because he does not speak English very well, sometimes he feels all alone. How would you help Julio? How do you think Julio feels? Eric Eric uses a wheelchair. He can t talk with his voice, and has a computer that talks when he types in the words. He loves geography and knows the capitals of all the states. He wants a partner to help study for the next geography bee, but no one picks him for a partner. Why do you think no one picked him? How do you think Eric feels? What could you do to help include Eric in more activities? Uma Uma is from China. He speaks little English and is blind. He has to use a seeing stick when walking. The students think that Uma is strange and that his stick is funny. How would you try to make Uma feel comfortable? What would you say to the students to help them understand that Uma has learned how to do something pretty special, and also that he can be a great friend? Teddrick Teddrick is the star football player for the local high school. He has come to speak to students at the elementary school about respect and when he steps on stage, the students notice that he only has one arm. While he is speaking you hear students laughing. Is this behavior acceptable? What makes Teddrick different than anyone else? What would be your response to Teddrick? Mary Mary is very short for her age. Even though she is in third grade, she is only as tall as a kindergartener. She is very athletic and likes ballet and gymnastics, but when the class plays outside, some kids tell her she can t join the soccer game because she is just a shrimp and a baby. How do you think Mary feels? How would you help Mary? What would you say to the kids who would not let her play? Page 16

17 Diversity Bingo (3.6) Was born in Has red hair Has freckles Speaks Is tall another country another language Is short Has brown Has glasses Has blonde Has blue eyes hair hair Has black hair Has green Free Space Likes the Has long hair eyes color green Was born in Parents speak Likes the Has short hair Likes the America another color red color green language Has a Has brown Likes the Has black hair Grandparents Hispanic or eyes color yellow are from Latin background another country Page 17

18 Main Idea pyramid (3.7) Main idea Why is it important to respect different beliefs and traditions? Why is it important to respect others? Page 18

19 Exit Slips (3.8) Write one thing you learned today. Name: 3,2, 1 Exit slips (3.8b) List (3) facts that you learned today. (2) Questions that you still have and (1) Opinion that you now have. Page 19

20 Story map (3.9) Page 20

21 Actively listening scenarios (3.10) Eric Eric is making silly faces at his neighbor who is working on an assignment. Is Eric practicing active listening? All of a sudden the fire alarms goes off, Eric is startled by the fire alarm and runs outside instead of listening for directions? What is the problem in this situation? What should Eric being doing? What can Eric do to change his behavior? Amanda Amanda is playing on the playground near a beehive. Amanda s teacher warns her to be careful and to stay away from the beehive. Amanda is curious and throws a rock at the beehive to see what will happen. The bees sting Amanda and Amanda starts to cry. How could Amanda have actively listened in this situation? What should Amanda have done? What do you think is the lesson that Amanda learned? Jacques Jacques has had a long night. He is sleepy and decides to put his head down while the teacher is explaining directions. When he lifts his head up, he has missed the directions. What do you think Jacques should do to find out his assignment? Should the teacher feel sorry for Jacques and repeat the directions? How can Jacques correct this problem? Michelle and Tara Michelle and Tara are whispering and laughing in art class. The art teacher asked Michelle and Tara not to touch the exacto knives without supervision. Michelle and Tara pick up the knives anyway. Michelle cuts her hand. How do you think Michelle could have avoided this situation? Should Tara have warned Michelle of the rules given by the art teacher? What could have happened to Michelle and Tara? Sam Sam is riding down the street on her bike wearing her headphones. She rides into oncoming traffic and is almost hit by a car. Was this an example of being attentive? Do you think that Sam could have gotten hurt? What should Sam have done before riding down the street? Nadia Nadia is running with scissors in the classroom. The teacher warns Nadia to stop running and follow the rules. Nadia ignores the teachers despite the warnings and as a result loses her Friday privilege. Nadia is upset and is crying. What could Nadia have done differently? Could anyone else have gotten hurt as a result of Nadia running with the scissors? How do you think Nadia s parents will feel if they found out that she was not paying attention? Page 21

22 Circle Map (3.11) Page 22