Through their participation in this lesson, students will:
1. Introduce the four levels of the social responsibility scale, and explain that they will be using these levels to rate the character in a story.
2. Invite each student to think of something they do where they exceed expectations – maybe they make outstanding cookies, find solutions to challenging math problems, play hockey extremely well, help their families or are amazingly kind and supportive to their friends. Model for the students by identifying an area where you “exceed expectations.” If some students are having trouble thinking of an area where they exceed expectations, help them out by reminding them of some strengths that you have observed. As students become fluent and comfortable with this task, point out that when they make ratings of themselves or anyone else, they need to provide evidence, and invite them to share evidence of their ‘exceeding expectations’ behaviour. Again, model with an example of your own, and provide suggestions for students who are reluctant or having trouble remembering.
3. Show and read aloud the descriptions of the four scale levels for solving problems in a peaceful way, pausing after each level to talk about what that looks and sounds like. (Adjust the language and explanation according to the prior experience of the children. For young children or those who are just learning about the standards, you may wish to use three levels rather than four.)
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Not yet within expectations: -often expresses anger inappropriately; blames or
puts down others -has difficulty recognizing problems; may suggest
inappropriate ways to solve them Meets expectations (minimal) -tries to state feelings and manage anger
appropriately, but quickly becomes frustrated -can identify simple problems; with help, suggests
strategies Fully meets expectations -tries to express feelings honestly, manage anger
appropriately, listen politely -can clarify problems and suggest and evaluate strategies for solving
them Exceeds expectations -usually manages anger and expresses feelings
appropriately; knows when to get
adult help -clarifies problems, suggests appropriate
strategies, and predicts how they will work |
4. Organize the students into groups of three or four. Give each group a set of four cards (different colours), each card labeled with the performance standards levels (i.e., “not yet within …”) For young children the colour coding is important as they may have difficulty reading the labels (older children also enjoy using the coloured cards.) You may choose to have the descriptions above printed on the cards as well. Have them examine the cards; then explain that they will be using the cards to rate the character in a book you will read. They will be asked to provide evidence for their rating, so they will want to listen very carefully.
5. Read the story; stopping at a place where the character has behaved badly. Ask students to decide which card best describes the character. After they have had a chance to consult, have them hold up the card so they can all see the colours/levels various groups have chosen. Invite volunteers to provide evidence for their choice.
6. Continue to the end of the story. Ask students to again rate the character; explain that they can use the same rating as before or change—because sometimes characters change. Again, emphasize the importance of providing evidence for their choice.
1. Review the story and the ‘rating’ activity.
2. Explain that they are going to role-play different ways the story could have happened by changing Bootsie’s behaviour. For example, what would it look and sound like if, instead of trying to solve her problem in a way that was not yet within expectations, Bootsie had behaved in a way that exceeds expectation? Invite volunteers to help you role-play some possibilities. Ask students to offer evidence that Bootsie is exceeding expectations.
3. Organize the class into groups of 3 and outline the following role-playing task:
· each group will secretly receive one of the levels to role play (meeting (minimal); fully meeting; exceeding.) No-one will be asked to show not yet within expectations as the story has already illustrated that level.
· they will have five minutes to plan a role-play where Bootsie shows the level they have been assigned
· when they present their role-play, the other groups must try to figure out what level of social responsibility Bootsie is showing
· other groups then hold up the rating card they have selected, and provide evidence for their choice
· the role-playing group reveal the level they intended to show
4. Provide students with copies of a template such as the following. Ask each student to now rewrite part of the story to change Bootsie’s behaviour. They can use material from their own role-play or from other groups, or make up new material. Their story should provide evidence of the level they have chosen.
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The
character’s name: ________________________________ Rating
of the character: _______________________________ Evidence
from my story: |
5. Provide opportunities for all students to share their stories with a partner or small group. Invite volunteers to read their stories to the class.
1. Review the previous activities with the students. Ask them to share what they have learned about social responsibility, especially solving about problems in a peaceful way.
2. Introduce an action planning format such as the following, and discuss the three options with the class, emphasizing that all are important parts of being an effective problem-solver. Each student should choose the one that they think will be most helpful in helping them fully meet expectations for solving problems. Brainstorm with the students some things they could do to help reach their goals, and record these on a chart or chalkboard so students can refer to them as they complete their action plan.
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My
Action Plan for Solving Problems in a Peaceful Way I
am working toward fully meeting expectations when I solve problems in a
peaceful way. I have circled the
strategy I am going to work on: 1. Expressing my feelings in a peaceful way. 2. Managing anger appropriately. 3.
Listening politely and carefully. Here’s
what it will look like and sound like when I practice my strategy to solve
problems in a peaceful way. Here
is one thing I plan to do to reach my goal. |
3. Ask each student to tell the class which strategy they have chosen and what they plan to do to reach their goal.
4. Let students know that they will have a few minutes each day to review their action plans, talk about the strategies they are using, and tell about evidence that they are getting closer to their goals. You may want to provide copies of an evidence chart such as the following:
Here is my evidence chart that shows how I am
getting closer to my goal.
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Date and time |
Evidence from my actions that shows I am getting closer to my goal. |
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5. After two weeks, ask students to review their goals and evaluate their problem solving using the performance standards, just as they did for Bootsie (or other characters.) Provide copies of a similar template as they used for the story:
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My
name: ________________________________ Circle
the strategy you chose: 1. Expressing my feelings in a peaceful way. 2. Managing anger appropriately. 3.
Listening politely and carefully. Rate
yourself: _______________________________ Give
evidence to support your rating.
(Draw or write about what you did and said that matches the rating you
chose.) |
· Have students, with their parents, look for newspaper stories that illustrate some aspect of social responsibility. Bring and share the stories, using a process such as the one described above.
· Use the cards to rate the social responsibility of a character at the end of each chapter in a chapter book or novel. Plot the results on a graph, to show how the character develops over the course of the story.
· Create a display where students can describe the social responsibility of characters from their independent reading (e.g., “I nominate _____ for _____. Here is my evidence _____)
· Have students draw or paint pictures of a scene from a story; then label the level of social responsibility being shown.
· Have groups work with cartoons with the last panel removed (Garfield works well.) Ask them to draw a final panel that reflects a specific level of social responsibility.