Digital Tools: Computers or other devices District approved software for making presentations

Transcription

1 LESSON 8 Conflict Resolution Student Learning Objective Demonstrate effective conflict resolution skills. Lesson Synopsis National Health Education Standards and Performance Indicators Interpersonal Communication [4.8.3] Decision Making [5.8.2; 5.8.3; 5.8.4; 5.8.5; 5.8.6] Have students share their methods of teaching an adult The WISE Way. Introduce the lesson on conflict resolution. Explain how to use The WISE Way when resolving conflicts. Identify what to do before trying to resolve a conflict. Explain the importance of agreeing on a goal. Practice resolving conflicts using student-written conflicts. Provide the Health News Break! Skills to Make Life Easier and ask students to review it with parents or another trusted adult. Activity Time Materials Needed Introduction 15 minutes Supplied by the Teacher Paper Pens or pencils Projector and screen Digital Tools: Computers or other devices District approved software for making presentations Traditional Tools: Writing paper Pens or pencils Art supplies Michigan Health Education Standards and Grade Level Interpersonal Communication [3.12; 4.12] Decision Making [3.11; 4.9] Input 14 minutes Health Education Materials Poster: The WISE Way to Resolve Conflicts, Educational Materials Center Teacher Resources PowerPoints or Transparency Masters: The WISE Way to Resolve Conflicts Supplied by the Teacher Projector and screen Digital Tools: Computers or other devices Traditional Tools: Transparencies Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 111

2 Application 14 minutes Health Education Materials Poster: The WISE Way to Resolve Conflicts, Educational Materials Center Teacher Resources Student Worksheet: The WISE Way to Resolve Conflicts Assessment Tools for Influences and The WISE Way to Resolve Conflicts: Teacher Assessment Rubrics Student Self-Assessment Rubrics Teacher Checklist Student Checklist Peer Checklist Supplied by the Teacher Student generated conflict situations Digital Tools: Computers or other devices Traditional Tools: Pens or pencils Closure 2 minutes Teacher Resources Student Worksheet: Influences Family Resource: Health News Break! Skills to Make Life Easier TOTAL Prior to the Lesson Introduction Input Application Closure 45 minutes Supplied by the Teacher Digital Tools: Computers or other devices Flash drive or personal folder on the computer or network drive, one per student Preparation Review the assessment tools. Select one or more to use. Prepare the conflict situations generated by students. Traditional Tools: Pens or pencils Folders or three-ring binders, one per student Decide how to divide into small groups with three or four students in each group. Prepare to display the PowerPoints or transparencies, or display the poster. Decide how to divide into small groups with three or four students in each group. Display the poster for student reference. Provide the student worksheet for each student. Provide the student-generated conflict situations. Provide students with the assessment rubrics and/or checklists if needed. Provide the student worksheet for each student. Provide the family resource for each student. Page 112 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

3 LESSON PROCEDURE Introduction: Have students share their methods of teaching an adult The WISE Way. Introduce the lesson on conflict resolution. Instructional Steps Have students share their methods of teaching an adult The WISE Way. Introduce the lesson. Script and Detailed Directions Form groups of three or four students. Assign one student in each group to be the leader. 15 minutes We are going to begin today by hearing or seeing how you taught (plan to teach) your parents or another trusted adult The WISE Way. Each person in your small group will have two or three minutes to share his or her method. Assist the groups by helping them rotate from student to student every three minutes. Monitor the groups to be sure they understand The WISE Way. If time permits, ask for two or three volunteers to share with the class. Now that we understand the four steps, we ll expand our use of the four steps to situations involving conflicts between two people. Input: Explain how to use The WISE Way when resolving conflicts. Identify what to do before trying to resolve a conflict. Explain the importance of agreeing on a goal. Instructional Steps Explain how to use The WISE Way when resolving conflicts. Use the poster, PowerPoints or transparencies, The WISE way to Resolve Conflicts. Identify what to do before trying to resolve a conflict. Script and Detailed Directions Display the poster, PowerPoints or transparencies, The WISE Way to Resolve Conflicts. 14 minutes We ll start with a simple example. Imagine you and a friend have made plans to go to the movies together on Friday. Your friend phones and says he or she is doing something else with another friend. You aren t invited. You ask your friend if you can talk with him or her about it. Before you begin to talk, it will help to use several of the skills and strategies we have learned. Check out how you feel. How might you feel? Manage any strong emotions. Use empathy skills to consider how the other person might feel. When you talk with your friend, you need to be sure you are: listening carefully, and ready to share your ideas, feelings, and thoughts in an I-statement. Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 113

4 Explain the importance of agreeing on a goal. Start by stating what the situation is for you and what you want to happen. It may be different for your friend. Ask him or her to share his or her point of view. It is important to agree on the situation and the goal. If you don t agree, keep talking until you can. Be sure to use the Check It Out criteria as you consider a goal to work towards. Talk with students about the possible situation and goal for each person. For example: Continue with step two. Complete steps three and four. Situation and goal for you: We had a plan for Friday night and the friend decided to do something with someone else. You are angry. Your goal is to find out why your friend isn t keeping his or her promise and why he or she doesn t what to spend time with you on Friday. Situation and goal for your friend: Your friend talked with you about going to the movies, but didn t think it was a firm decision. Then, your friend s neighbor offered him or her a ticket to the ballgame. Your friend decided to go. It was a big game. Your friend s goal is to understand why you are so angry and find a way to stay friends. Situation the two agreed upon: You and your friend interpreted the discussion about Friday night s plan differently. Your mutual goal is to find a way to be sure you both have the same understanding when you talk about things to do together in the future so that there are fewer or no misunderstandings. Invite students to tell you if this goal satisfies the Check It Out criteria. In step 2 of The WISE Way, you identify as many ideas or ways to reach the goal and use the Check It Out criteria to eliminate any ideas that don t meet the standards. Ask students to suggest ideas that could help reach the goal. For example: Compose a written agreement when you are going to do something together. Summarize what is said so that you are sure you understand. Ask a third person to listen to what you decided. Invite students to tell you if these ideas satisfy the Check It Out criteria. In step 3, take the remaining ideas and talk with your friend about what would happen if each idea were chosen. Then, select one and act on it. Each person has veto power. The written agreement and asking a third person to listen seem like too much effort for this conflict. Probably just summarizing what is said to be sure there is mutual understanding will solve the conflict. Step 4 happens after you have acted on your idea. In this situation, if the two people try summarizing and they discover that they still aren t seeing things the same way, they may want to try a written agreement or ask a third person to listen. Or, they could go back and brainstorm more ideas. Page 114 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

5 Application: Practice resolving conflicts using student-written conflicts. 14 minutes Instructional Steps Script and Detailed Directions Practice resolving conflicts using studentwritten conflicts. Use the student worksheet, The WISE Way to Resolve Conflicts. Divide into small groups of three or four. Assign a leader. Now it s time for you to practice. I have selected some of the conflicts you wrote. Your task is to use The WISE Way to Resolve Conflicts with the situation I assign to you. Each member of the group should complete the worksheet. You may want students to select a conflict from several you provide, but this option will add some time to the lesson. Provide any assessment tools you plan to use and explain the criteria for assessment. Provide the student worksheet, The WISE Way to Resolve Conflicts, and distribute the conflict situations. Using student-written conflict situations can increase the motivation for practicing. If, however, your students didn t provide you with enough conflicts situations, check the teacher reference, Conflict Situations to Resolve, for ideas. If students do not finish the worksheet, ask them to take their worksheet home to complete and be ready to turn it in for your review during the next health lesson. Closure: Provide the Health News Break! Skills to Make Life Easier and ask students to review it with parents or another trusted adult. Preview the next lesson. Instructional Steps Provide the Health News Break! and ask students to review it with parents or another trusted adult. Assign a writing assignment. Use the student worksheet, Influences. Script and Detailed Directions 2 minutes I have another Health News Break! for you to take home. This news break describes the additional skills we have learned to use. Your task is to review it with a parent or other trusted adult and list situations where you think these skills will be helpful. They are not only useful in stressful and emotion-filled situations. They can make life easier in many different situations. Bring your list of situations back to class along with an acknowledgement that your parents or another trusted adult worked with you on this assignment. Provide the student worksheet, Influences. You have one more homework assignment. Select one of the three writing assignments on the worksheet to complete before tomorrow. Provide any assessment tools you plan to use and explain the criteria for assessment. Preview the next lesson. In our next health lesson, we ll examine ways to take control! Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 115

6 Transparency Master Set, #1 The WISE Way to Resolve Conflicts Person A What is the situation? What is the best goal? Check It Out Person B What is the situation? What is the best goal? Check It Out Mutually agree on the situation and goal. Check It Out Answer the five questions: Does this idea follow my personal and family values? Will this idea help me stay safe and healthy? Does this idea follow family, school, and community rules? Does this idea show respect for myself and others? Could this idea really work, that is, is it realistic? Ask a trusted adult for help. Page 116 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

7 Transparency Master Set, #2 The WISE Way to Resolve Conflicts Person A Ideas to think about. Brainstorm together! Check It Out Check It Out Person B Answer the five questions: Values? Safe and healthy? Rules? Respect? Realistic? Ask a trusted adult for help. Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 117

8 Transparency Master Set, #3 The WISE Way to Resolve Conflicts Person A Person B Select the best idea and act. Ask What If? for each idea. Each person has veto power. Evaluate what happened together. Page 118 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

9 Student Worksheet, Page 1 The WISE Name Way to Resolve Conflicts STEP ONE STEP TWO Ideas to think about. Person A What is the situation? What is the best goal? Mutually agree on the situation and goal. Brainstorm together lots of ways to reach your mutual goal. Person B What is the situation? What is the best goal? The best goal or idea is one that you can answer Yes to all five Check It Out questions: 1. Does this goal or idea follow my personal and family values? 2. Will this goal or idea help me stay safe and healthy? 3. Does this goal or idea follow family, school, and community rules? 4. Does this goal or idea show respect for myself and others? 5. Could this goal or idea really work, that is, is it realistic? Keep goals and ideas that get Yes answers to all five questions. If a goal or idea gets a No answer to any question, cross that goal or idea off your list and check out the next goal or idea. Ask a trusted adult what he or she thinks of your goals and ideas. Who might you ask if you get stuck? Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 119

10 Student Worksheet, Page 2 Name STEP THREE Select the best idea. To help select the best idea, ask What if? What would happen if we acted on this idea? Both people have veto power over any idea! Then, ACT! STEP FOUR Evaluate what happened. Together, ask these questions: Did we reach the goal by using the idea we chose? If our idea worked, how do we feel about reaching the goal that way? If the idea we chose didn t work, do we want to try again with another idea? If so, which one? Would we want to do anything different next time? If so, why? Page 120 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

11 Teacher Reference Conflict Situations Situation #1: Olivia and Sophia are playing their favorite video game on Sophia s family computer. Her older brother and his friend want to use the computer. There isn t another computer available. Situation #2: Yolanda and Hakeem are on the committee to plan the end-of-school party. They both want lots of music. Yolanda wants a part of the gym used as a dance floor and the other part as a place where kids can sit and talk. Hakeem wants the gym open for basketball and the pool open for swimming. Situation #3: to Resolve Selena found a cell phone in the girls restroom. She is carrying it in her hand as she makes her way to the office to turn it in. Marissa is frantic. She lost her phone. She sees Selena with it in her hand. Marissa explodes calling Selena a thief. Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 121

12 Student Worksheet Name Influences Complete one of the three options below. Your written description must use language appropriate for the classroom. Option #1: Listen to a popular song. Describe how it encourages people to show one another respect or how it promotes verbal or physical violence. Option #2: Watch a television show and write a brief summary of the plot. Describe how it encourages people to show one another respect or how it promotes verbal or physical violence. Option #3: Play a favorite video game. Describe how it encourages people to show one another respect or how it promotes verbal or physical violence. Page 122 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

13 Health News Break! Skills No matter what our age, some days are easier than others. Those are the days with minimal problems and conflicts. Unfortunately, these days may not happen as frequently as we would like. Consequently, we need to have skills mastered that will help us manage the day-to-day problems and conflicts. Your student has been learning all about how to make life easier with these skills. Showing Empathy Empathy is the ability to sense other people s emotions and to imagine what someone else might be thinking or feeling. This skill is useful when you are talking with someone who is distressed or when you need to resolve a conflict with someone. Clues to what another person might be feeling: Observe what is happening around you. Observe the person who is expressing his or her feelings. Notice inconsistencies in what is said and how a person looks or behaves. to Make Life Easier Listening Carefully Listening is perhaps the most basic communication skill. Yet, it is often overlooked. It takes practice to be an effective listener. These tips will help improve listening skills! Family Resource Stop what you are doing. Look at the person in a relaxed way. Focus on what the person is saying rather than changing the subject or letting your mind wander. Let the person finish before you begin to talk. Ask questions or make comments about what the person says. Summarize what the person says. Put what he or she says in your own words. Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 123

14 Using I-Statements I-statements help you honestly state your feelings, thoughts, or opinions without being disrespectful to others by blaming or putting them down. If you want to assertively state something that bothers you or something you appreciate, this skill is key. When someone is bothering you, include four parts: 1. What the person did 2. How you feel about what he or she did 3. The impact on you because of what the person did 4. What you d like the person to do instead When someone has done something you appreciate, include these three parts: 1. What the person did 2. How you feel about what he or she did 3. What you liked about what the person did Making Decisions and Solving Problems the The WISE Way WISE is an acronym that helps people remember the four steps in decision making and problem solving. What is the situation, and what is the best goal? Ideas to think about. Select the best option and act. Evaluate what happened. To help select the best goal and way to reach the goal, Check It Out criteria are used. Try using a pattern to help you get started: When [describe what happened] I feel [state your feelings, thoughts or opinions] Because [describe the impact on you of what happened] Please [state what you d like the person to do if something needs to change] WISE Answer these five questions: Family Resource Does this idea follow my personal and family values? Will this idea help me stay safe and healthy? Does this idea follow family, school, and community rules? Does this idea show respect for myself and others? Could this idea really work, that is, is it realistic? If you answer yes to all five questions, it s a great goal and idea. If not, look for another one. Asking a trusted adult for help is always a good strategy. Page 124 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

15 Resolving Conflicts This skill involves all of the other skills working together. Begin by: Checking out how you feel. Managing any strong emotions. Talk with the person involved in the conflict. Be sure to: Use empathy skills. Listen carefully. Use I-statements to share your ideas, feelings, and thoughts. Use the four steps in The WISE Way. Person A What is the situation? What is the best goal? Check It Out Person B What is the situation? What is the best goal? Check It Out Mutually agree on the situation and goal. Ideas to think about. Brainstorm together! Check It Out Select the best idea and act. Ask What If? for each idea. Each person has veto power. Evaluate what happened together. Family Resource When do you think these skills would be helpful and make life easier? Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 125

16 Teacher Assessment Rubric Assessment Rubric: Influences Elements of the Assignment Complete one of the three options: Listen to a popular song Watch a television show Play a favorite video game Describe how it encourages people to show one another respect or how it promotes verbal or physical violence. The written description must use language appropriate for the classroom. The following holistic rubric can be used for assessing student ability to identify influences. The student has demonstrated the elements listed above through written or digital assignment. Element Written Assignment Exceeds 4 The description is clear, accurate and includes all relevant information. The response is comprehensive and shows a depth of understanding of the concepts and/or proficiency in effectively performing the skill. The response uses appropriate language for the classroom. Meets 3 The description is clear, accurate, and includes relevant information. The response uses appropriate language for the classroom. Progressing Toward 2 Some of the description may be unclear or inaccurate and there may be some missing or irrelevant information. The response uses appropriate language for the classroom. Does Not Meet 1 Most of the description is unclear and inaccurate, and there is important missing information. The response uses appropriate language for the classroom. Comments Page 126 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

17 Student Self-Assessment Rubric Name Self-Assessment Rubric: Influences This rubric can be used for assessing your ability to identify influences. These are the elements of the assignment: Complete one of the three options: Listen to a popular song Watch a television show Play a favorite video game Describe how it encourages people to show one another respect or how it promotes verbal or physical violence. Your written description must use language appropriate for the classroom. Review the directions in the Review the directions in the assignment. Review the rubric and circle the number in the heading with the statements that best represents your work for the assignment. Element Written Assignment Exceeds 4 My description is clear, accurate and includes all relevant information. My response is comprehensive and shows the depth of my understanding of the concepts and/or proficiency in effectively performing the skill. My response uses appropriate language for the classroom. Meets 3 My description is clear, accurate, and includes relevant information. My response uses appropriate language for the classroom. Progressing Toward 2 Some of my description may be unclear or inaccurate and there may be some missing or irrelevant information. My response uses appropriate language for the classroom. Does Not Meet 1 Most of my description is unclear or inaccurate, and there is important missing information. My response uses appropriate language for the classroom. Comments Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 127

18 Teacher Assessment Rubric Assessment Rubric: The WISE Way to Resolve Conflicts Elements of the Skill Identify the situation and the best goal for each person. Decide on a mutually agreed upon situation and goal. Identify ideas to think about. Select the best idea, ask what if, act. Evaluate what happened. Use Check It Out. Talk to a trusted adult. The following holistic rubric can be used for assessing student ability to resolve conflicts. The student has demonstrated the elements listed above through written or digital assignments. Element Situation for each person Goal for each person Mutual situation and goal Ideas Select Act Evaluate Check It Out Ask a trusted adult Exceeds 4 All of the elements are included clearly and accurately. The response is comprehensive and shows a depth of understanding of the concepts and/or proficiency in effectively performing the skill. Meets 3 All of the elements are included clearly, effectively, and accurately. Progressing Toward 2 Most of the elements are included. Some may be unclear or ineffective, and there are a few slight inaccuracies. Does Not Meet 1 Few or none of the elements are included. Most are unclear and ineffective, and there are important inaccuracies Comments Page 128 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

19 Teacher Assessment Checklist, Page 1 Assessment Checklist: The WISE Way to Resolve Conflicts The following table can be used as a checklist for tracking student ability to use the skill of conflict resolution. The checklist can also be used as an analytic rubric for scoring student work by assigning a numeric value to the skill levels: Evident, Emerging, and Not Evident. If you assign a numeric score value to the student s skill level, you can use it in a variety of ways. You can assign the same weight to each element of the skill. For example, in a skill having three elements, the student would receive 5 points for each element performed correctly. The student could receive a total score of 15 points. You could weight the elements of the skill differently. For example, the student could earn up to 5 points for the first element, up to 9 points for the second element, and one point for the third element, for a maximum total of 15 points. The student has demonstrated the elements listed through written or digital assignments. Elements Evident Emerging Not Evident Comments Describe the situation for person A. Identify a best goal for person A. Describe the situation for person B. Identify a best goal for person B. Describe the mutually agreed upon situation and best goal. Identify ideas to think about. Select the best option, ask what if and act. Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 129

20 Teacher Assessment Checklist, Page 2 Elements Evident Emerging Not Evident Comments Check It Out! These important skills might not be evident if the WISE Way to Resolve Conflicts is completed only as a written assignment. Checking of feelings. Management of any strong emotions. Use of empathy skills. Careful listening. Use of I-statements to share ideas, feelings, and thoughts. The last two steps may not be evident or may be evident in a plan of how they would occur. Evaluate what happened. Discuss with trusted adults. Page 130 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

21 Student Self-Assessment Rubric Name Self-Assessment Rubric: The WISE Way to Resolve Conflicts This rubric can be used for assessing your ability to resolve conflicts. These are the elements of the skill: Identify the situation and the best goal for each person. Decide on a mutually agreed upon situation and goal. Identify ideas to think about. Select the best idea, ask what if, act. Evaluate what happened. Use Check It Out. Talk to a trusted adult. Review the directions of the assignment. Review the rubric and circle the number with the statements that best represents your work for this assignment. Element Situation for each person Goal for each person Mutual situation and goal Ideas Select Act Evaluate Check It Out Ask a trusted adult Exceeds 4 I included all of the elements clearly and accurately. My response is comprehensive and shows a depth of understanding of the concepts and/or proficiency in effectively performing the skill. Meets 3 I included all of the elements clearly, effectively, and accurately. Progressing Toward 2 I included most of the elements. My response may be unclear or ineffective, and there are a few slight inaccuracies. Does Not Meet 1 I included few or none of the elements. My response is unclear and ineffective, and there are important inaccuracies. Comments Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 131

22 Student Self-Assessment Checklist, Page 1 Name Self-Assessment Checklist: The WISE Way to Resolve Conflicts Directions: Review the directions of the assignment. Use the following checklist to assess your ability to resolve conflicts. Think about each action in the left-hand column. Place an x under the statement that best describes what you did and how easy or difficult it was. Write any ideas or thoughts you have in the Comments column. I described the situation for person A. I identified a best goal for person A. I described the situation for person B. I identified a best goal for person B. I did this, and it was very easy. Write your response to this question in the Comments column: Why do you think this was very easy? I did this, and it was sort of easy. Write your response to this question in the Comments column: Why do you think this was sort of easy? I did this, but it was sort of hard. Write your response to this question in the Comments column: Why do you think this was sort of hard? I did not do this. Write your response to this question in the Comments column: Why do you think you did not do this? Comments I described a mutually agreed upon situation and best goal. Page 132 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

23 Student Self-Assessment Checklist, Page 2 Name I identified ideas to think about. I selected the best option, asked what if and acted. I used Check It Out. These important skills might not be evident if the WISE Way to Resolve Conflicts is completed only as a written assignment. I checked my feelings. I managed any strong emotions. I used empathy skills. I listened carefully. I used I-statements to share ideas, feelings, and thoughts. The last two steps may not be evident or may be evident in a plan of how they would occur. I evaluated what happened. I discussed with trusted adults. Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 133

24 Peer Assessment Checklist, Page 1 Name of Student Assessing Name of Student Being Assessed Peer Assessment Checklist: The WISE Way to Resolve Conflicts Directions: Review the directions of the assignment. Use the following checklist to assess use of conflict resolution skills. Think about each action in the left-hand column. Place an x under the statement that best describes what you saw or heard. Write any ideas or thoughts you have in the Comments column. Answer the questions at the end of the checklist. I observed or heard: Evident Emerging Not Evident Comments A description of the situation for person A. An identified best goal for person A. A description of the situation for person B. An identified best goal for person B. A mutually agreed upon situation and best goal. Identified ideas to think about. Selection of the best option, asking what if and action. Page 134 Lesson 8 Middle School Safe and Sound for Life Copyright 2014

25 Peer Assessment Checklist, Page 2 Name of Student Assessing Name of Student Being Assessed Use of Check It Out! Talking with a trusted adult. These important skills might not be evident if the WISE Way to Resolve Conflicts is completed only as a written assignment. Checking of feelings. Management of any strong emotions. Use of empathy skills. Careful listening. Use of I-statements to share ideas, feelings, and thoughts. The last step may not be evident or may be evident in a plan of how it would occur. An evaluation of what happened. What strengths did you observe? Consider knowledge and/or skills. What clarifications are needed? Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 135

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27 LESSON 9 Taking Control Student Learning Objectives Analyze influences that promote aggression and violence. Identify safety guidelines to avoid dangerous situations. Demonstrate strategies for avoiding dangerous situations, including refusal skills. Examine situations where adult help is needed, including depression. Lesson Synopsis National Health Education Standards and Performance Indicators Core Concepts [1.8.3; 1.8.5; 1.8.7; 1.8.8] Analyzing Influences [2.8.2; 2.8.5; 2.8.6; 2.8.7] Accessing Information [3.8.2; 3.8.4; 3.8.5] Interpersonal Communication [4.8.2] Self Management [7.8.1; 7.8.2; 7.8.3] Review the homework assignment listing situations where using the skills learned would be beneficial. Introduce the lesson on self-control. Discuss influences that promote respect and those that promote violence. List ways to prevent becoming involved in dangerous or threatening situations. Explain how asking questions can help a person stay safe. Review refusal skills. Name situations where finding adult help is critical. Refocus on a situation that needs adult attention: depression. Identify signs of depression. Apply communication skills to help someone. Apply refusal skills using video scenarios. Review the six ways people have control. Explain how to decide when getting help is the best choice. Provide the Health News Break! Taking Control. Activity Time Materials Needed Michigan Health Education Standards and Grade Level Core Concepts [4.2] Analyzing Influences [3.10] Accessing Information [3.5; 4.3; 4.4; 4.5; 5.3] Interpersonal Communication [3.13] Self Management [3.6; 3.7; 3.8] Introduction 5 minutes Teacher Resources PowerPoint or Transparency Master #1: You Have Control Family Resource: Health News Break! Skills to Make Life Easier (from lesson 8) Supplied by the Teacher Projector and screen Digital Tools: Computers or other devices Traditional Tools: Transparencies Say No! Copyright 2014 Safe and Sound for Life Middle School Lesson 9 Page 137