Do You Give and Receive Respect ?

Grade Level: 7

Subject(s):English/Language Arts,  Social Studies, Technical Skills, Developmental Guidance, Health

Learner Outcomes:

• Students will be able to identify, explain, and give examples of respect.
• Students will be able to present a basic power point presentation.

Materials: Paper, pencil, pens, computer, projector, VCR/TV

Technology Tools/Courseware:Microsoft office: Power Point, Word

Teacher Notes:

• Go over group/teamwork rules before separating into groups.
• Review the basics of power point
• On separate note cards write the letters for the words: trustworthy, caring, responsible, respect, fair, citizenship.

• Day 1    Tell students that they will be doing a group activity.  Ask students to form  groups based on their favorite ice cream flavor.  Give them a few minutes.  Jot student comments on a piece of paper or the board.  Then ask each group which what flavor they represent.  Second, have them form a different group based on their toothpaste.  Give them a few minutes.  Then go around the room and ask what brands are represented. Do this one more time with the categories of favorite movie or favorite book.  After the groups are identified, go over some of the "comments" jotted down.  Ask: Where there any groups with exactly the same members?   Why did this happen?  Were any of the choices of groups wrong? Right? Why?  Did you feel a connection with the members of each group?  How did you feel about the other groups?  This conversation should lead to respect for each other and individual opinions.  Differences make us special.  Life would be boring if we were all the same.  Define respect. If time, show power point on respect.
• Day 2    Review the concept of Respect.   Discussion about aspects of respect.  Video on Respect. This would be an excellent opportunity to bring in activities about diversity / multiculturalism.
• Day 3   Students from the "respect" group will present their program.

Modifications:Students with learning needs can be paired with a 'buddy' who is more proficient in computer functions to assist in areas needed. Students with visual impairments will need alteration in computer displays
( i.e.; larger fonts, etc. ).

Enrichment Activities:  Power Point including implementation of charts/graphs, additional sound waves, etc. Throughout the unit, students will brainstorm, choose, and follow through with at least one service project to be completed at the school or in the community.

Evaluation/Assessment:Power Point Rubric completed by peers and teacher.

West Virginia Standards West Virginia State Department
Technology  7.163,  7.164,  7.165,  7.166,  7.167, 7.168, 7.169,  7.170, 7.171,  7.172 ,7.173
Language Arts  7.17, 7.65, 8.50, 9.66
Personal Growth PW.1, PW.2, PW.5, PW.8, PW.9,  PW.11, PW.12, PW.13,  PW.15, PW.16, PW.17, PW.18, PW.19, PW.20, PW.21,PW.22, PW.24, PW.25
National Standards

• Plays a variety of roles in group discussions
• Uses new information to adjust and extend personal knowledge base
• Knows the common features and uses of desktop publishing software (e.g., documents are created, designed, and formatted for publication; data, graphics, and scanned images can be imported into a document using desktop software)
• Uses advanced features and utilities of word processors (e.g., uses clip art, a spell-checker, grammar checker, thesaurus, and outliner).

• Principle #1:  Character education promotes core ethical values as the basis of good character.
• Principle #2:  Character is comprehensively defined to include thinking, feeling, and behavior.
• Principle #3:  Effective character education requires an intentional, proactive, and comprehensive approach that   promotes the core values in all phases of school life.
• Principle #4:  The school is a caring community.
• Principle #5:  To develop character, the school provides students opportunities for moral action.
• Principle #6:  Effective character education includes a meaningful and challenging academic curriculum that respects all learners and helps them succeed.
• Principle #7:  Character Education should strive to develop students' intrinsic motivation for developing good character.
• Principle #8:  The school staff is a learning and moral community in which all share responsibility for character education and attempt to adhere to the same core values that guide the education of students.
• Principle #9:  Staff and students demonstrate moral leadership.
• Principle #10:  The school recruits parents and community members as full partners in the character-building effort.
• Principle #11:  Evaluation of character education assesses the character of the school, the school staff's ability to function as character educators, and the extent to which students manifest good character.

 

 
 

American School Counselor National Standards
          Academic Development

          Standard A

Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the life span.

Career Development

Standard A
Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decision.

Standard B
Students will employ strategies to achieve future career success and satisfaction.

Standard C
Students will understand the relationship between personal qualities, education and training and the world of work.

Personal/Social Development

Standard A
Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.

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

Standard C
Students will understand safety and survival skills.

Authors:
VeAnne Fuerhoff
Myla Kreinik
Alexandra Smith