GUIDANCE CURRICULUM

GUIDANCE :: ELEMENTARY PERSONAL/SOCIAL DEVELOPMENT MORE LESSONS

ELEMENTARY PERSONAL/SOCIAL DEVELOPMENT MORE LESSONS

007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.11 Consider different kinds of families.

3-5

Students will participate in observation and acceptance that all persons have likenesses and differences.

Choose six individuals with differences in appearances to stand up in front of the group. Instruct the others to observe each person carefully for one minute without speaking. During this observation, ask them to jot down on a piece of paper any differences they observe. Next give them another minute to observe likenesses. Discuss each of these observations with the entire group. Chart them on chart paper. Discuss these in terms of the ways they affect our acceptance of each other and our getting along
1) How important are these differences?
2) Do these differences change our relationships?
3) Is it necessary to have likenesses to form relationships?
How are families alike and different? What makes a family a family?

Point out daily the differences that make all your pupils unique.

Help children understand how family members are alike and different.

• Students can verbalize likeness and difference in people.
• Students can verbalize how it feels to be rejected because of difference.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.12 Demonstrate how to communicate.

5

Through observation and discussion students will learn about communication.

Establish rules of communication in class. For example, one person speaks. When someone is speaking your job is to listen.

Begin the class by asking: 1) What are some ways of communicating your thoughts and feelings to others? 2) How can communication in our class be improved. Break the class into groups of 7 or 8. Give a ball of string to one in the group. Only the person holding the ball of string can speak. Others must listen while the person speaks. Hold the end of the string and pass the ball to another person who then must tell the group a synopsis of what was previously said. This person then speaks. Hold the string and pass the ball. This pattern continues. Observe who holds the most string and who does not hold string. Comment on the importance of including everyone in conversation for effective communication to take place.

Establish a time for family meetings.

COMMUNITY: Use the newspaper as a teaching tool for communications within the community.

Students can determine that communicating involves speaking, listening, and non-verbal behavior.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.13 Conclude that communication involves speaking, listening, and nonverbal behavior.

4

Students practice non-verbal behavior to develop awareness of effective communication.

Follow the language arts standard course of study which teaches speaking, listening, and nonverbal behavior as communication.

Introduction: We know that people communicate with words. But do you know that our bodies speak a language too? Without using words show: (assign all students to non-verbally demonstrate a word) stop, yes, wait, go away, listen, no, fear, who cares, look, anger, sadness, I don't know, excitement, happiness, confusion, come here. After everyone has nonverbally shown the above, ask: 1) What are the body language clues that your classmates used to communicate with you? 2) How did you receive the communication? Bring cartoons showing different body language to class . Cut off the dialogue and have students tell stories based on the pictures. Next discuss the difference in listening and speaking. Seek ideas on the importance of listening. Share ideas for good listening – eyes on the speaker, feet on the floor, hands still, mouth closed. Read a prepared description. Have the students draw what you read. Discuss how they could have done better. (A good piece to read is the anonymous poem Willie McGurgle).

Hold family meetings and establish rules of communication.

COMMUNITY: Invite someone who is hearing impaired to teach sign language to the class.

• Students know the importance of listening.
• Students can make up a story based on pictures they see.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.14 Demonstrate how to make and keep friends.

4-5

Through activities and discussion students will identify qualities of friendship.

Be consistent in encouraging behavior which fosters friendship.

People choose friends for different reasons. They may want to associate with a particular group, like the way they dress, or enjoy the same things. Question students about what a person's qualities on the inside might be. Ask students to define friend. List what the students think a friend means. Let the students choose the most important one on the list and explain why. Let the students answer – "If you could create a friend, what would the friend be like?
Then ask the students each of these questions:
1) Who is one of your friends?
2) What do you like to do together?
3) What do you look for in a friend?
4) How do you make friends?
5) If a new student came to your class and you wanted to be friends, what could you do?

Talk to your children about your friends, how you met them, and one or two ways you maintain a friendship.

COMMUNITY: Students can form new friends with someone by visits to places like the senior center.

Students will make one new friendship during the year.

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8.00 Students will make decisions, set goals, and take necessary action to achieve goals.

008.01 Employ a decision-making and a problem-solving model.

K 3-5

Give slip with a problem situation and let students go through the problem solving steps to predict the best choice. (Students can do this individually, in pairs, in small groups, or as a class.) Use situations students have recently experienced

Activity
Teach problem solving steps

1. What is the problem?
2. What are my choices?
3. What might be the consequence of each choice (predict)?
4. Choose the best choice by asking
   1. Is it safe?
   2. Is it fair?
   3. How will people feel?
   4. Will it work?
5. Make your best choice.
6. Did it work?

Extension: Teacher can create a "Problem of the Week" and encourage students to figure out different ways to solve the problem and then discuss and vote on the best solution. This activity could be varied by using individuals, small groups or class in different weeks.
Closure: Students should share in a large group the reasoning behind the choices they made.

Students can use a decision making model

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008.00 Students will make decisions, set goals, and take necessary action to achieve goals.

008.02 Critique consequences of decisions and choices

K-2

Students will learn about consequences through literature and artwork.

Activity
Materials: Book Ward, Cindy (1997). Cookie's Week. Paper Star; ISBN: 069114353; stuffed cat; white construction paper; binding tape and clamps; markers and crayons
Procedure:
Introduction of the book:
Explain what a consequence is by talking about the consequences in the classroom. Ask the students what they do at home or in school that results in a consequence. Introduce Cookie the cat and explain that his week contains many consequences. Refer to the calendar and have the students say aloud the days of the week while the teacher points to them on the calendar. Read the book.
Concluding Each student will make a page of the class book. To do this, each student will draw a picture of what he/she predicts Cookie will do on Sunday and another picture of what the consequence would be. Each child will write sentences explaining the pictures either by using invented spelling or by having the teacher dictate. After the teacher binds the book, each student will share his/her page with the class during circle time.

Students are aware of the concept of consequences.

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008.00 Students will make decisions, set goals, and take necessary action to achieve goals.

008.03 Debate alternative solutions to a problems.

3

Students develop critical thinking skills and recognize that there are many solutions to a situation or many ways of doing the same thing.

Source: Helping Children Cope with Fears and Stress by Robinson, Fey, Vogel.
Activities/strategies

1. Explain to the students that there are many ways of doing the same thing. In this activity, you would like them to suggest as many solutions to a situation as possible within the time limit set. Tell them that thinking of as many things as possible in certain period of time is called "Brainstorming."
2. Allow about 3-4 minutes for each topic. Select two or three topics from the suggestions below. (The remaining topics may be used for a second lesson on brainstorming or later as readiness exercises for a second lesson on brainstorming or later as readiness exercises for other problem-solving activities
3. The rules for brainstorming are quite simple: Students are to suggest (in an orderly fashion) as many solutions to the problem as they can come up with during the time set aside for suggestions. During the suggestions phase, students may not comment on the quality or feasibility of the solutions. The goal is to get as many ideas out as possible. Record the solutions suggested on a board or chart. Model an accepting attitude and resist any effort on the part of students to "put down" someone else's ideas. Comment on the number of ideas and creativity shown by the students.

Suggested topics for Brainstorming:

How can you make friends with a new person at school?
How can you decide who will be first in a game?
How can you help your teacher?
How can you show your mother or father you love him/her?
What can you do to entertain your self if you are home alone? What can you do during a frightening thunderstorm?

Assist with activity. Counsel with students under stress.

Involve your child in recreational activities to build confidence.

COMMUNITY: Refer community involvement activities to students.

Students can name at least two coping strategies when faced with a stressful situation.

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008.00 Students will make decisions, set goals, and take necessary action to achieve goals.

008.04 Develop effective coping skills for dealing with problems.

4-5

Through the use of Biographies, students will identify effective coping skills that can be used in problem-solving.

STRATEGIES/ACTIVITIES:

• Students will be introduced to the subject of biographies. Students will check out a biography from the school library and read it.
• Students will report to the class some of the difficulties the subject of the book had to overcome and what aspects of that person's personality and abilities were involved.
• Students will explain how reading about that person's success made the student feel.
• Students will create a classroom collage of symbols that will encourage the student to "hang in there" when the going gets tough.

Extension
Students will write a story or begin a journal chronicling some of their personal difficulties and coping strategies. Later in the year some of these might be transposed into "fictional" stories of success.
Closure: What barrier or difficulty do think would be extremely difficult for a person to overcome?

Provide resources to teacher.

Be a listener to your child.

COMMUNITY: Invite speakers to discuss challenges in their lives and how they met those challenges.

Students can name several helpful coping strategies useful in stressful situations.

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8.00 Students will make decisions, set goals, and take necessary action to achieve goals.

008.05 Apply conflict resolution skills.

Students learn that telling others how you feel, calm discussion, and good listening skills are the first steps towards conflict resolution through this award winning educational video for K-3rd. This lesson encourages students to think of different ways in which they may solve their problems. The traditional "My father can beat up your father" or "I'll see you in court" are old-fashioned approaches to problem solving.

RESOURCES: Video available from J. Gary Mitchell Film Company at www.empowerkids.com
Tell ‘Em How You Feel
An Askeric Lesson Plan

• Ask students to read the story to their group and identify the problem.
• Ask students to identify possible options for resolving the problem. List negative and positive options.
• Next, have the class identify the consequence (positive or negative) for the specific option.
• List the consequences with the corresponding option number.
• Review and discuss information.
• Ask students to decide which options and corresponding consequences are best.
• Have students write their group decision at the top of the mountain.
• Ask students to share their story with the class.
• Discuss problems and decisions. Discuss how decisions were made and why it solves the problem.

1. Catherine is not doing very well in her English class. Whether she passes or not depends on her final written project. Even though she has always tried hard, she hasn't been able to get very good grades. She finds the paper that her brother did on the topic three years ago and this paper received an "A".
2. The children in Mrs. Dunn's sixth grade class were having a special treat. A collector of Indian artifacts was visiting and he brought with him some Indian weapons, clothing and beads. He was going to teach the children some Indian words and songs. But before he could start his program, Mrs. Dunn had to take him down to meet the principal. The collector asked that no one touch his belongings, and he put a student, Jane in charge, saying that if anyone touched his things, he would call off his visit. Shortly after Mrs. Dunn and the collector left, a few children couldn't resist touching the clothing and trying on some of the beads. When the collector and Mrs. Dunn returned, Jane did not know what to do.
3. Mike brought a walkman radio to school that he had just received as a birthday gift the night before. All of his friends wanted to have a turn playing the walkman. When it was James' turn, he accidentally broke off one of the knobs. Mike saw this happen and got really mad at James.

Model appropriate conflict resolution methods.

Students can identify alternative ways of settling conflict.

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009.00 Students will understand safety and survival skills.

009.01 Demonstrate knowledge of personal information (e.g., telephone number, home address, emergency contact).

K-2

Students through practice will learn important emergency information.

1. Explain the differences between cities, counties, states, and countries.
2. Create flash cards with the words: city, county, state, country, address, phone number, and 911.
3. Have each child pick a flash card and provide the information requested until each child has answered each question at least once.
4. Have periodic review sessions until this information is learned.

Reinforce important personal information for child to have if in an emergency.

COMMUNITY: Participate in safety programs sponsored by the community.

Students will be able to recite important personal information to use when in an emergency.

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009.00 Students will understand safety and survival skills.

009.02 Distinguish between appropriate and inappropriate physical contact.

5

Students learn assertive responses to protect their personal space.

Discuss personal space concept. You might say: Today we will learn ways to politely ask someone to do something or to have them stop doing something we don't want them to do to us. Next, teach some assertive, passive, and aggressive responses: Passive- slumped shoulders, eyes down, low voice, feeling sacred, powerless, do nothing. Aggressive-move toward someone in threatening manner, loud voice, feel angry, scared, push, yell, and so forth. Assertive-stand straight, eye contact, medium voice, no smile, feel confident, calm, ask for what you want; say what you want to happen, i.e., for the activity to stop now! Say what you need to say to stand up for yourself!
Next, have the children divide into small groups and practice the assertive response to playing with hair, leaving my space, not touching me, and so forth.
Closure:Lead a discussion on how it felt to have given the assertive response and have asked politely for what you wanted? What was easy or hard about it? How would it feel to be on the receiving end of ‘real' assertive responses? Would it change your feelings or behavior toward the person responding to you in that manner? Suggest they practice the assertive responses during the week, perhaps at home.

Encourage your child to use assertiveness appropriately.

Students can demonstrate assertive responses appropriately in role

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009.00 Students will understand safety and survival skills.

009.03 Use problem-solving and decision-making skills to make safe and healthy choices.

3-4

Students evaluate three decisions they have made recently. They are then introduced to the "IDEAL" process and practice applying it to a decision they have yet to make.

RESOURCES: "Decisions! Decisions!" Activity sheet

• Ask students to complete Part I of the "Decisions! Decisions!" activity sheet.
• Discuss the student evaluations of their decisions. Ask them to identify weaknesses in their decision-making methods.
• Outline and explain the following steps in making an "IDEAL" decision:
  I = Identify the situation.
  D = Describe options
  E = Evaluate what might happen
  A = Act out a plan.
  L = Learn from your decision
• Ask students to complete Part II of the activity.
• Ask if any students had special difficulties in coming to a decision in Part II. Request a volunteer to have his or her decision discussed as a class.
• Apply the IDEAL process to the volunteer's decision as a class.
• Lead a discussion on how people often seek help in completing the IDEAL process. Ask students to compare the brainstorming capacity of the entire class to that of just one student. Ask if there are any negative aspects to group decision-making.

Assist with activity. Follow-up with individual counseling with students who have anxiety related to decision-making.

Reinforce steps in decision-making model at home.

COMMUNITY:

Students can describe the use of the IDEAL process in making a decision.

DECISIONS! DECISIONS! (Part 1)

Directions: In the first column, list three situations in which you had to make a decision this week. In the second column, describe the choice you made. In the third, give the reasons you made this choice. In the fourth, say whether you think you made the right choices, and explain why or why not.
Situation Choice Made Reasons Evaluation

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009.00 Students will understand safety and survival skills.

009.04 Determine the dangers of substance use and abuse.

4-6 Science, Substance Abuse

Students will experience peer pressure and apply it to making good decisions.

Online Source: Ask ERIC lesson plans; Address: http://ericir.syr.edu/virtual/lessons/health/substance-Abuse/SBA0003.html

Materials: Real cookies.
Ask for five volunteers from the class prior to activity and explain role play to the volunteers. Have them sit around a table upon which is placed a plate holding ‘wellness" cookies. Distribute previously prepared instruction sheets to the five students. Tell them not to show the instructions to anyone else. Three of the volunteers (#1, #2, #3) will get instructions that read. "Take one wellness cookies, eat it slowly, and try to persuade everyone else at the table to eat a cookie." The fourth volunteer (#4) will get instructions that say "Wait two minutes, then take a cookie." The last volunteer's (#5) instructions will read, "Do not take a cookie, no matter what." After five minutes, proceed.
Try It All Together:

1. Ask person #5: How did you feel pressured to do something you were told not to do?
2. Ask person #4: How did you feel about giving in?
3. Ask person #5: How did you feel when the person gave in?
4. Ask persons #1, #2, #3: How did you feel persuading others?
5. Ask all: Who makes your decisions?
6. Use this activity to introduce a first unit on Substance Abuse.

Students can articulate an awareness of steps involved in choices.

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009.00 Students will understand safety and survival skills.

009.05 Assess peer pressure.

5

Students will examine different ways of dealing with peer pressure

Group Exercises for Enhancing Social Skills and Self-Esteem, pg. 99-100
One copy of a role-play situation from the "Peer Pressure" activity sheet for each group member; paper; scissors; writing materials (optional: video camera, VCR, and TV monitor).

1. A brief discussion is initiated about peer pressure. Members give examples of when they have experienced peer pressure, how they typically react to it, and why.
2. Participants are divided into three groups. Each group is given a cut-out copy of role-play situation one, two, or three and a blank piece of paper.
3. The leader asks each group to read their role-play situations and decide on one ending scenario for the role-play. That ending should be written down on a piece of paper.
4. Each group is asked to act out their situation and its ending in front of the large group. The group leader assists each group with their choice of actors.
5. After each role-play, the group discusses endings.
6. Variation: Videotape each group role-playing their situations separately, then play them back for group discussion.

• Students participate in role play.
• Students can give examples of peer pressure.
• Students can give examples of how to deal with peer pressure.

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009.00 Students will understand safety and survival skills.

009.06 Display techniques for managing stress and conflict.

Students record positive events, positive experiences, positive comments, personal accomplishments, or pluses for each day. This includes any simple pleasure, little treasure, joy, lift, positive feeling, meaningful experience, magic moment, or anything that has lifted the quality of the day.

"Highlights" handout

• To begin the activity, ask the children, "What kinds of things make you feel good or happy? What kinds of things give you a lift or make you or your day feel worthwhile?" Lead a discussion on these two questions.
• Introduce the concept of "highlights," for example, looking for simple joys and enjoying each day to the fullest. Share a few of your own recent highlights or ones you are looking forward to in the near future. Start a list of highlights on the chalkboard.
• Remind the students that simple highlights may be experienced in a variety of ways, for example, through human contact ( a hug, a smile), nature ( a beautiful lake, a flower), play (fun, laughs), personal accomplishments (doing your best, achieving a goal), discovery (drawing, writing), etc.
• Next , ask each child to draw (or write) some of their highlights on the worksheet. For younger children note what their highlight is under their drawing(s).
• Encourage students to look for the good things in every experience, every day.

Assist with the activity. Serve as a resource to teacher on stress signals to watch for in students. Counsel with students who exhibit symptoms of stress. Consult with parents.

Share information about stress symptoms in children.

Students can identify positive highlights of their day.

HIGHLIGHTS

Date________________

List all of the highlights, or happy things that happened TODAY and YESTERDAY:

Think of a Highlight that you would like to happen today. Write it down.

See if you can make that highlight happen today! Have as many HIGHLIGHTS as you can today.

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