3. Exchange information, questions and ideas while recognizing the perspectives of others Goal 3: recognize and solve problems Goal 4: make decisions and act as responsible members of society This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s) X Communication Arts 1. Speaking and writing standard English 4. Writing formally (e.g., reports, narratives, essays) and informally (e.g., outlines, notes) 6. Participating in formal and informal presentations and discussions of issues and X Mathematics 3. Data analysis, probability, and statistics X Social Studies 7. Use the tools of social science inquiry Science Health/Physical Education X Fine Arts 1. Process and techniques for the production, exhibition or performance of one or more of the visual or performed arts. 4. Interrelationship of the visual and performing arts and the relationships of the arts to other disciplines. Enduring Life Perseverance Integrity X Problem Solving Courage X Compassion Tolerance X Respect Goal Setting Lesson Measurable Learning Objectives: The student will knowledge about respect to develop a school wide plan to promote respect in their school. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLE. Assessment can be question answer, performance activity, etc. Students will become involved in a simulation as an advocate for a school-wide commitment to R-E-S-P-E-C-T as a way of life. Lesson Preparation Essential Questions: What does respect mean? How respect as a basic skill make a difference in our school? Engagement (Hook): Gather print and non-print examples of advertising campaigns for a familiar product (e.g., brochures and multi-media presentations for the DVD of a box-office hit movie). To the extent possible, override or block out product/event names on the packaging. Play and/or show advertising “mechanisms.”
results. Assuming the class will be divided into at least 6 teams, we suggest that 2 teams work (independently) on compiling the data for one column (B, C, or D). In that way, a system of checks and balances occurs. Enter the results in Table 2 of Activity Sheet 1. Ask students who compiled data for the separate columns (B, C, or D) to present the results from 2 to the rest of the class. Class members who are not presenting, may use Activity Sheet 1 to record the results. As results are shared, bring out the following themes and ideas (if members of the groups or class don’t mention the themes.) Planned use of sells products. The most successful advertising is that which embeds a concept or opinion of the product in other’s thinking. If respect is to be considered a basic skill, we must sell it via a planned media campaign, a-la- “Operation Seventh graders can be a catalyst for communicating respect as a way of life within their schools. We all have a social responsibility to advocate for the respect of all people, especially those who are too young to advocate for themselves Review the conceptual essence of the 6th grade lesson: using more than one sensory modality enables us to gather data that might be overlooked if only one sensory mode were used. Remind students that in the sixth grade lesson, they were taking responsibility for communicating their respect and honoring of others. Distribute copies of Activity Sheet to Use Respect. Ask for Students will ask questions to clarify their tasks and work with others to compile group data for one Column: B, C, or D. Students will participate in the planning and delivery of an informal presentation regarding the results of the survey process. Students who are not presenting, will practice team skills by asking questions, making suggestions and being supportive of those presenting. Students will volunteer to share their successes and challenges in implementing their sixth grade plans to show respect.