Racing Against Drugs Durham. Sheila Ryan DCDSB INTERMEDIATE LESSONS

Transcription

1 2011 Racing Against Drugs Durham Sheila Ryan DCDSB INTERMEDIATE LESSONS

2 Lesson 1: Peer Pressure: Recognizing Bullying Techniques 45 min Teacher will introduce the class to the concept of metaphor by showing a definition and then giving examples using familiar fairy tales as a model Wolf = danger, stranger; Forest = unknown, adventure, obstacles; Grandma = safety, comfort, home, childhood, known Chart Paper Markers Reading 1.5, 2.4 Teacher will then open this concept for discussion by asking if there are any other characters/settings in stories that represent other ideas. Teacher and class will participate in a read aloud from the book, Riding the Tiger by (see Read Aloud/Think Aloud Lesson for ideas) Refer back to the idea of metaphor and ask the question: What do you think the tiger represents in the story we just heard? Students are asked to support their idea with two pieces of information from the text. Each group is then asked to communicate/share their ideas with the whole class. The ideas will be recorded on a large anchor chart by the teacher. This will also involve some discussion. Possible answers may include: a bully, gang leader, drug seller, criminal, evil, etc Can all of these labels be grouped under one heading? (Negative Influences, Peer Pressure). This would then be written as a topic/header for the anchor chart. The chart will kept on display for upcoming lessons.

3 Lesson 2: Influence: Secret Powers of a Bully 20 min The teacher refers to anchor chart and student idea posters from lesson 1 Review metaphor and what the Tiger represents in the story, Riding the Tiger (negative influences, peer pressure, etc ) Oral Communication: 1.2 Teacher points out that the tiger was able to persuade the boy to talk with him; agree with him; trust him; go with him; and even stay with him for awhile. The boy did all of these things even though he felt uncomfortable with tiger shortly after they left the first setting. Drama: 1.1, 1.2 Think, Pair, Square, Share Why was the boy easily persuaded by the tiger? What did the tiger do/say to persuade the boy? Students participate in a whole class discussion about the methods/ techniques that the tiger used to persuade the boy to go along with him for some time. A student is assigned the task of recording student answers on an anchor chart. Possible answers; he threatened him; made it sound cool and fun; acted very friendly to him; made it sound like they were the same kind of people; made it sound like the brave thing to do; made it sound like the grown up thing to do. Teacher challenges students to organize answers into two categories. Possible categories: threats and enticements; rewards and punishments; negatives and positives).

4 Lesson 3: Drama Role Play Example: Boy: Well I have to tell my mom where I m going 50 min Re-read the story, by Writing In groups of 4, students will choose a scene from the book and will create a 1.2 two minute role play for that part of the story. The four roles will be: tiger, Chart Paper boy, inner voice of tiger, inner voice of boy. The boy and tiger players will Media recite/read the lines they have chosen from the book. The group will then Markers 1.1 write a few sentences for the inner voice players which will portray what the characters are really thinking and intending. Inner Voice: I m a little worried about going with this stranger I don t really know him my mom may worry, but I am bored Tiger: If you do, she won t let you go with me. Inner Voice: I have to make him feel like a baby for talking with his mom I will make him think he is going to miss out on something fun Students will perform the skits. For each role play, students must identify which method or technique the tiger is using to persuade the boy to do things his way, based on the techniques listed on the chart paper. Students are asked to be alert when socializing and communicating with others and to recognize when someone is using these techniques to negatively influence them.

5 Lesson 4: Choices: Finding a Way Out 60 min Teacher refers to the outcomes of the previous three lessons using the anchor charts and student brainstorming sheets as a reference. Note that there are negative influences in the world and we have learned some of the ways in which bullies will try to persuade and influence you to make a wrong choice Writing 1.2 Media How do you handle a situation in which you are being bullied or negatively influenced? (Provide concrete examples if necessary) It should be stressed that the solutions have to be positively worded. Students are given sticky notes (two/three per person) to record the ways/ methods they would use to counter a negative influence or a bully. While the students are doing this the teacher writes three topic headers on chart paper (or chalk board, white board, Smart Board). The three topics are: SPEAK UP REPORT TO AN ADULT WALK AWAY When the students have finished writing their ideas, the teacher will show them the four options for countering bullies. The students then volunteer to read their sticky note and then place it under the correct heading. There may be overlaps in some cases. 1.1

6 Lesson 5: Media Creating a Pamphlet 60 min Students will create a three-fold pamphlet communicating what they have learned about handling situations in which you are being negatively influenced. Title ideas might be: Dealing with a Bully, Avoiding Negative Influences, You Have the Power, etc. Teacher and Students create Success Criteria for Pamphlet. Students may share these pamphlets with other intermediate classes or junior grades, if age appropriate.