Life Skill: Communication
Time Frame: 90 minutes
Summary:One of the most important tasks of a parent is to preserve a child's self-concept. All other tasks refer back to this important idea.
Objective: Identify factors influencing the development of self-concept.
Materials:
Attachments
Self_Concept.ppt
Self_Concept.doc
Self-concept_powerpoint.pdf
Self-concept.pdf
Background For Teachers:
Attachments
SELF_CONCEPT_CYCLE.doc
Self-concept_Cycle.pdf
Web Sites
Help your child develop Self Esteem
Words of Praise
Family Mission Statement
Developing Social Skills
Intended Learning Outcomes:Be able to define self concept and self esteem. Understand the role and importance of self esteem in personal development and growth
Instructional Procedures:Use the following outline during the lesson on self concept/self esteem.
Attachments
Outline_for_Self_concept.doc
Outline_for_Self-concept.pdf
Assessment Plan:This lesson provides an opportunity for students gather some ideas on Self-Concept. Have them complete the study guide.
Attachments
Self_Concept.doc
Bibliography:Utah Curriculum Guide
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4410
Sunday, October 12, 2008
Stress
Time Frame: 90 minutes
Summary:Stress is a basic part of life. The way in which we deal with stress will make our lives pleasant and comfortable or leave us stressed and incapable of performing our obligations to the best of our abilities.
Objective: Students will participate in activities that help increase their self-awareness, values, goals and decision-making strategies.
Materials:Biodots, relaxation tape/CD/video, modeling clay, student handouts,
Intended Learning Outcomes:
1. Students will identify causes of stress.
2. Define symptoms of stress.
3. Examine positive forms of stress management.
Instructional Procedures:Follow instructions found in the teacher information attachment.
Attachments
stress.docTeacher information and lesson outline for teaching stress,
Ways_to_handle_stress.docStudent handout listing ways to handle stress.
score_your_stress.docAre you stressed? Student handout to figure stress level of an individual.
stress_tally.docStudent assignment: Students will write down causes of stress, ways they deal with stress, etc.
stress_pp.pptPowerpoint presentation to follow the lecture on stress.
Stress.pdf
Ways_to_Handle_Stress.pdf
Score_Your_Stress.pdf
Stress_Tally.pdf
Stress_powerpoint.pdf
Web Sites
Life Stress Tests Take the stress test to find out your stress level.
Womens Media Tells how to identify signs of stress in yourself and techniques to use to reduce the stress.
Bibliography:Utah Curriculum Guide
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4310
Summary:Stress is a basic part of life. The way in which we deal with stress will make our lives pleasant and comfortable or leave us stressed and incapable of performing our obligations to the best of our abilities.
Objective: Students will participate in activities that help increase their self-awareness, values, goals and decision-making strategies.
Materials:Biodots, relaxation tape/CD/video, modeling clay, student handouts,
Intended Learning Outcomes:
1. Students will identify causes of stress.
2. Define symptoms of stress.
3. Examine positive forms of stress management.
Instructional Procedures:Follow instructions found in the teacher information attachment.
Attachments
stress.docTeacher information and lesson outline for teaching stress,
Ways_to_handle_stress.docStudent handout listing ways to handle stress.
score_your_stress.docAre you stressed? Student handout to figure stress level of an individual.
stress_tally.docStudent assignment: Students will write down causes of stress, ways they deal with stress, etc.
stress_pp.pptPowerpoint presentation to follow the lecture on stress.
Stress.pdf
Ways_to_Handle_Stress.pdf
Score_Your_Stress.pdf
Stress_Tally.pdf
Stress_powerpoint.pdf
Web Sites
Life Stress Tests Take the stress test to find out your stress level.
Womens Media Tells how to identify signs of stress in yourself and techniques to use to reduce the stress.
Bibliography:Utah Curriculum Guide
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4310
Preschoolers
Summary:During this stage, the healthy developing child learns to imagine, to broaden his/her skills through active play of all sorts, including fantasy. They learn to cooperate with others as well as learning how to lead and how to follow.
Objective: Describe the growth and development of the preschooler.
Background For Teachers: Attachments
Web Sites
Normal Development http://www.childdevelopmentinfo.com/development/devsequence.shtml
Temperament http://www.childdevelopmentinfo.com/development/temperament_and_your_child.htm
Instructional Procedures: Attachments
Assessment Plan: Attachments
Bibliography:Utah Curriculum Guide -- Parents and Their Children Text
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4417
Objective: Describe the growth and development of the preschooler.
Background For Teachers: Attachments
Web Sites
Normal Development http://www.childdevelopmentinfo.com/development/devsequence.shtml
Temperament http://www.childdevelopmentinfo.com/development/temperament_and_your_child.htm
Instructional Procedures: Attachments
Assessment Plan: Attachments
Bibliography:Utah Curriculum Guide -- Parents and Their Children Text
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4417
Preschool Art
Life Skill: Social and Civic Responsibility
Time Frame: 45 minutes x 2 sessions
Group Size: Pairs
Summary:As motor skills and developmental levels are discussed, preschool age- appropriate art projects are a great way for total physical response learning with a class.
Objective: Describe the growth and development of the preschooler.
Materials:tempera paints, construction paper, rocks, paint brushes, cups (for water), crayons,
Background For Teachers:Know how to do projects ahead of time.
Student Prior Knowledge:Know the difference between small and large motor skills.
Intended Learning Outcomes:Students will be able to identify some develpmentally appropriate art projects for preschoolers and learn how to complete these activities.
Instructional Procedures:
1. Complete discussion on developmentally appropriate activities for preschoolers.
2. Choose one or two of the activities attached and have the class complete them.
3. Follow up with discussion questions for the class (on each attached sheet).
Strategies For Diverse Learners:All students can benefit from these fun learning activities, just help struggling students make the connection of how these activities help preschoolers.
Assessment Plan:Give points for completeness and correctness of art projects.
Bibliography:Child Development state curriculum MaryAnn Kohl, Preschool Art, ISBN0-87659-168-3
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=5501
Time Frame: 45 minutes x 2 sessions
Group Size: Pairs
Summary:As motor skills and developmental levels are discussed, preschool age- appropriate art projects are a great way for total physical response learning with a class.
Objective: Describe the growth and development of the preschooler.
Materials:tempera paints, construction paper, rocks, paint brushes, cups (for water), crayons,
Background For Teachers:Know how to do projects ahead of time.
Student Prior Knowledge:Know the difference between small and large motor skills.
Intended Learning Outcomes:Students will be able to identify some develpmentally appropriate art projects for preschoolers and learn how to complete these activities.
Instructional Procedures:
1. Complete discussion on developmentally appropriate activities for preschoolers.
2. Choose one or two of the activities attached and have the class complete them.
3. Follow up with discussion questions for the class (on each attached sheet).
Strategies For Diverse Learners:All students can benefit from these fun learning activities, just help struggling students make the connection of how these activities help preschoolers.
Assessment Plan:Give points for completeness and correctness of art projects.
Bibliography:Child Development state curriculum MaryAnn Kohl, Preschool Art, ISBN0-87659-168-3
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=5501
Positive Guidance Techniques
Life Skill: Thinking & Reasoning
Time Frame: 90 minutes
Group Size: Large Group
Summary:Through a power-point presentation and participation in a discussion, students will learn about different guidance techniques for children. The class will end with an application of their knowledge as students create a roller-box story to share with the class.
Objective: Analyze appropriate positive discipline/guidance techniques.
Web Sites
Child Development Institute Has a lot of information on Positive Parenting Guidance
http://www.childdevelopmentinfo.com/parenting/
Background For Teachers:The teacher needs to come up with personal experiences to share with the class, illustrating the concepts. The teacher should know how to run a power point presentation.
Intended Learning Outcomes:At the conclusion of this period, students will define and apply the different techniques of guidance through the use of a roller box activity, as directed by the teacher.
Instructional Procedures:
• Introduce topic: Family Discipline. Using worksheet provided, (see attachment) have students fill out the question of how a situation was handled in their family. Then have them fill out how they would have handled it themselves.
• Power Point: Have them take notes along with the power point as we talk about it.
• Appropriate Behavior Management Techniques: Situations and what to do. Have each student take a piece of paper with the technique written on it. Then have the student read it to the class and explain what they think it means (see attachment)
• Roller Boxes: Create a story using a given situation. Every two students will be given a situation about Annie’s week. They are to illustrate the situation and come up with the correct guidance technique as to how the adult should handle it. When all of the groups are finished, we will tape them all together and watch the “movie” as a class (using a box and paper towel rolls).
Assessment Plan:There will be an oral review in the last 5 minutes as well as an activity in which the students must apply the things that they have heard.
Bibliography:http://www.picturesof.net/_gallery/_People/_PAGES/girl_smiling_photos_00206251936.html : this is the site where I got a couple of pictures
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4899
Time Frame: 90 minutes
Group Size: Large Group
Summary:Through a power-point presentation and participation in a discussion, students will learn about different guidance techniques for children. The class will end with an application of their knowledge as students create a roller-box story to share with the class.
Objective: Analyze appropriate positive discipline/guidance techniques.
Web Sites
Child Development Institute Has a lot of information on Positive Parenting Guidance
http://www.childdevelopmentinfo.com/parenting/
Background For Teachers:The teacher needs to come up with personal experiences to share with the class, illustrating the concepts. The teacher should know how to run a power point presentation.
Intended Learning Outcomes:At the conclusion of this period, students will define and apply the different techniques of guidance through the use of a roller box activity, as directed by the teacher.
Instructional Procedures:
• Introduce topic: Family Discipline. Using worksheet provided, (see attachment) have students fill out the question of how a situation was handled in their family. Then have them fill out how they would have handled it themselves.
• Power Point: Have them take notes along with the power point as we talk about it.
• Appropriate Behavior Management Techniques: Situations and what to do. Have each student take a piece of paper with the technique written on it. Then have the student read it to the class and explain what they think it means (see attachment)
• Roller Boxes: Create a story using a given situation. Every two students will be given a situation about Annie’s week. They are to illustrate the situation and come up with the correct guidance technique as to how the adult should handle it. When all of the groups are finished, we will tape them all together and watch the “movie” as a class (using a box and paper towel rolls).
Assessment Plan:There will be an oral review in the last 5 minutes as well as an activity in which the students must apply the things that they have heard.
Bibliography:http://www.picturesof.net/_gallery/_People/_PAGES/girl_smiling_photos_00206251936.html : this is the site where I got a couple of pictures
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4899
Introduction to Child Development
Life Skill: Social and Civic Responsibility
Time Frame: 90 minutes
Summary:The study of children should be an important part of every person's life. We cannot communicate with children if we do not understand them. Our lives have been greatly influenced by our childhood and our experiences.
Objective: Recognize the characteristics and responsibilities of parenting.
Student Prior Knowledge:Childhood experience!
Instructional Procedures:The teacher could introduce herself/himself by unpacking a suitcase full of items that in some way represent his/her life. It should be a fun introduction that tries to help each class member identify with the teacher in some way. Bringing in your own baby pictures and telling about some of your childhood experiences may also help students relate to you.
Assessment Plan:Observation of the students during the introduction of themselves and their participation in the discussions and learning activities. You may have the students turn in one of the Activity sheets you hand out to them.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=3263
Time Frame: 90 minutes
Summary:The study of children should be an important part of every person's life. We cannot communicate with children if we do not understand them. Our lives have been greatly influenced by our childhood and our experiences.
Objective: Recognize the characteristics and responsibilities of parenting.
Student Prior Knowledge:Childhood experience!
Instructional Procedures:The teacher could introduce herself/himself by unpacking a suitcase full of items that in some way represent his/her life. It should be a fun introduction that tries to help each class member identify with the teacher in some way. Bringing in your own baby pictures and telling about some of your childhood experiences may also help students relate to you.
Assessment Plan:Observation of the students during the introduction of themselves and their participation in the discussions and learning activities. You may have the students turn in one of the Activity sheets you hand out to them.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=3263
First-aid and Emergencies
Life Skill: Social and Civic Responsibility
Time Frame: 90 minutes
Summary:This lesson assesses how much the students know concerning first-aid and then continues on, giving them real life examples to figure out what to do in emergency situations. They will present their findings to the class. The lesson concludes with a post-test to see how much they learned.
Objective: Identify health and wellness considerations for infants through preschoolers.
Materials:• Emergency story • Copies of prequiz • Books for everyone • Case stories • Postquiz • First-aid kit • Peanut butter or glogerm
Web Sites
Health World Online Information on Emergencies
http://www.healthy.net/scr/MainLinks.asp?Id=170
Background For Teachers:Know about different emergency situations and how to treat them and deal with them.
Intended Learning Outcomes:Upon the completion of this period, students will know how to respond quickly to emergency situations through practices using case studies, as directed by the teacher.
Instructional Procedures:
• Introduce topic: Tell an emergency story (ex: one day while husband at work, little daughter had a seizure)
•Prequiz: (see handout) Test them to see how much they already know about emergencies.
•First Aid: Case studies. Using the same type of situations as the pretest, turn the questions into case studies. Students pair up and then they will be assigned a case study to figure out to present in front of the class.
•Health/Hand washing: Teach the class how long they are to wash their hands for. Put either peanut butter or “glo-germ” on each person’s hands and then take the class to the bathrooms to practice washing their hands appropriately.
•Summary: Take the post-quiz to see how much they learned. This will be similar to the pre-quiz and the things that they learned today.
Assessment Plan:Take a post-quiz at the end (similar to the pre-quiz)
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4898
Time Frame: 90 minutes
Summary:This lesson assesses how much the students know concerning first-aid and then continues on, giving them real life examples to figure out what to do in emergency situations. They will present their findings to the class. The lesson concludes with a post-test to see how much they learned.
Objective: Identify health and wellness considerations for infants through preschoolers.
Materials:• Emergency story • Copies of prequiz • Books for everyone • Case stories • Postquiz • First-aid kit • Peanut butter or glogerm
Web Sites
Health World Online Information on Emergencies
http://www.healthy.net/scr/MainLinks.asp?Id=170
Background For Teachers:Know about different emergency situations and how to treat them and deal with them.
Intended Learning Outcomes:Upon the completion of this period, students will know how to respond quickly to emergency situations through practices using case studies, as directed by the teacher.
Instructional Procedures:
• Introduce topic: Tell an emergency story (ex: one day while husband at work, little daughter had a seizure)
•Prequiz: (see handout) Test them to see how much they already know about emergencies.
•First Aid: Case studies. Using the same type of situations as the pretest, turn the questions into case studies. Students pair up and then they will be assigned a case study to figure out to present in front of the class.
•Health/Hand washing: Teach the class how long they are to wash their hands for. Put either peanut butter or “glo-germ” on each person’s hands and then take the class to the bathrooms to practice washing their hands appropriately.
•Summary: Take the post-quiz to see how much they learned. This will be similar to the pre-quiz and the things that they learned today.
Assessment Plan:Take a post-quiz at the end (similar to the pre-quiz)
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4898
Preschool
Life Skill: Employability
Time Frame: 45 minutes
Group Size: Small Groups
Summary:Play is the way a child learns. Students will experience various types of play.
Objective: Describe the value of play.
Materials:Supplies as required for activities listed below.
Background For Teachers:Set-up activities for student participation.
Student Prior Knowledge:Basic principles of child development.
Intended Learning Outcomes:Students will participate in various kinds of play to experience activities that young children enjoy.
Instructional Procedures:Play is a child’s natural way of learning. Children test and practice new physical, mental, and social skills through play. Play builds a foundation for future learning. It is the way a child learns to concentrate, to imagine things, to try new ideas, and to practice grown-up behavior.
Play can stimulate a child’s imagination. It promotes exercise, coordination, and imagination.
The preschooler enjoys all kinds of creative materials. Providing children with many different activities will reinforce the skills they are learning and encourage further learning.
The activities do not need to be complicated or excessive--keep things simple and let the child do the exploring.
Eventually, you will be given an assignment to plan an activity unit for children. The activities we do today will help spark your own imagination as you plan and prepare for your own unit.
LARGE MOTOR SKILLS: balls, jump rope, hula hoop
SMALL MOTOR SKILLS/CREATIVE ART: stringing Froot Loops on yarn, play dough creations, stencils
SOCIAL SKILLS: games such as Cooties, Go Fish, Candy Land
SPEECH DEVELOPMENT: books, music, a story board, rhymes
MATH: puzzles, sorting
HEALTHY LIVING HABITS: apples with peeler/corer, fruit kabobs
DRAMATIC PLAY: hats, dolls, puppets, blankets
SCIENCE/DISCOVERY: magic mudd, bubbles, a magnifying glass, a prism, colors to combine, rock and insect collections.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=436
Time Frame: 45 minutes
Group Size: Small Groups
Summary:Play is the way a child learns. Students will experience various types of play.
Objective: Describe the value of play.
Materials:Supplies as required for activities listed below.
Background For Teachers:Set-up activities for student participation.
Student Prior Knowledge:Basic principles of child development.
Intended Learning Outcomes:Students will participate in various kinds of play to experience activities that young children enjoy.
Instructional Procedures:Play is a child’s natural way of learning. Children test and practice new physical, mental, and social skills through play. Play builds a foundation for future learning. It is the way a child learns to concentrate, to imagine things, to try new ideas, and to practice grown-up behavior.
Play can stimulate a child’s imagination. It promotes exercise, coordination, and imagination.
The preschooler enjoys all kinds of creative materials. Providing children with many different activities will reinforce the skills they are learning and encourage further learning.
The activities do not need to be complicated or excessive--keep things simple and let the child do the exploring.
Eventually, you will be given an assignment to plan an activity unit for children. The activities we do today will help spark your own imagination as you plan and prepare for your own unit.
LARGE MOTOR SKILLS: balls, jump rope, hula hoop
SMALL MOTOR SKILLS/CREATIVE ART: stringing Froot Loops on yarn, play dough creations, stencils
SOCIAL SKILLS: games such as Cooties, Go Fish, Candy Land
SPEECH DEVELOPMENT: books, music, a story board, rhymes
MATH: puzzles, sorting
HEALTHY LIVING HABITS: apples with peeler/corer, fruit kabobs
DRAMATIC PLAY: hats, dolls, puppets, blankets
SCIENCE/DISCOVERY: magic mudd, bubbles, a magnifying glass, a prism, colors to combine, rock and insect collections.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=436
Preschool Activity Centers
Life Skill: Thinking & Reasoning; Communication
Time Frame: 45 minutes x 2 sessions
Summary:An important part of child care is the planning of activity centers.
Objective: Participate in hands-on experiences.
Materials:A box or bag of simple props (i.e. a receiving blanket, paper tube, doll, pillow case, balloon, rope or yarn, an old magazine, a piece of paper, ball, and a sock); copies of the assignment presentation sign-up sheet, books, web pages, and various resources for students to utilize.
Background For Teachers:Review child development principles.
Student Prior Knowledge:Basic child development principles.
Intended Learning Outcomes:Students will plan activity centers for children.
Instructional Procedures:Using the props, have the students identify as many uses as possible for each item. By encouraging creativity using a lot of variety, spark their imagination and creativity.
Review the activity center assignment found on the attachment. Students choose and sign up for their own theme and presentation date. Work on ideas and resources for the remainder of the class. You may allow an additional day of working time or make this a homework assignment.
The skills that each activity teaches may include (but are not limited to): large motor muscles — using big muscles to run, jump, catch, skip, and move; small motor muscles — using fingers to cut, draw, trace, glue, and pick up things; social skills — how to get along with others, developing friendship skills and good manners, etc.; speech development — learning to speak, learning new words, songs, rhymes, etc.; healthy living habits — nutrition, safety, cleanliness, sleep, exercise; math — sorting, counting, patterns, associations, etc.; shapes and colors.
Grading will be based on neatness, completion of assignments, creativity, and organization. Please be sure to have all your samples and supplies in class on your presentation day.
25 points per activity (225 points)
25 points for class presentation (25 points) Total 250 points
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=452
Time Frame: 45 minutes x 2 sessions
Summary:An important part of child care is the planning of activity centers.
Objective: Participate in hands-on experiences.
Materials:A box or bag of simple props (i.e. a receiving blanket, paper tube, doll, pillow case, balloon, rope or yarn, an old magazine, a piece of paper, ball, and a sock); copies of the assignment presentation sign-up sheet, books, web pages, and various resources for students to utilize.
Background For Teachers:Review child development principles.
Student Prior Knowledge:Basic child development principles.
Intended Learning Outcomes:Students will plan activity centers for children.
Instructional Procedures:Using the props, have the students identify as many uses as possible for each item. By encouraging creativity using a lot of variety, spark their imagination and creativity.
Review the activity center assignment found on the attachment. Students choose and sign up for their own theme and presentation date. Work on ideas and resources for the remainder of the class. You may allow an additional day of working time or make this a homework assignment.
The skills that each activity teaches may include (but are not limited to): large motor muscles — using big muscles to run, jump, catch, skip, and move; small motor muscles — using fingers to cut, draw, trace, glue, and pick up things; social skills — how to get along with others, developing friendship skills and good manners, etc.; speech development — learning to speak, learning new words, songs, rhymes, etc.; healthy living habits — nutrition, safety, cleanliness, sleep, exercise; math — sorting, counting, patterns, associations, etc.; shapes and colors.
Grading will be based on neatness, completion of assignments, creativity, and organization. Please be sure to have all your samples and supplies in class on your presentation day.
25 points per activity (225 points)
25 points for class presentation (25 points) Total 250 points
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=452
Peermanship
Life Skill: Thinking & Reasoning; Communication
Time Frame: 45 minutes x 3 sessions
Summary:This lesson is an attempt to help adolescents master skills that will help them establish behavior patterns and social attitudes useful in building healthy, rewarding social relationships throughout life.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Materials:Book Packer, Alex J. HOW RUDE! The Teenagers’ Guide to Good Manners, Proper Behavior, and NOT Grossing People Out; Free Spirit Publishing, 1997.
Video “Learning Relationship Skills,” Sunburst Communications, Pleasantville, MY 10570, 1-800-431-1934, web address: www.sunburst.com
Background For Teachers:Allow at least 2 or 3 class periods (50 minutes) for completion of this unit. The peermanship worksheet is to be completed with the class discussion. Show the video, “Learning Relationship Skills”, in segments with a follow-up class discussion. Conclude the lesson with role playing the worksheet scenarios. Note: In some classroom situations, the role playing won’t work. The same objective can be accomplished by group assignments and writing the solutions.
ACTUAL SCRIPTS OF CONFISCATED NOTES
Tammy
Hey there! Well—thanx 4 the flowers. Sorry 4 the fight I started, but it kinda $#%^$# me off when everyone’s telling me that your [sic] the one telling people I talk $@##$ about them. We’ve got in a fight like this before and it was 4 the same reason, too. But, if you are doing it—please stop! It gets me in big trouble when I don’t do anything! Not saying you did, which I hope you didn’t, but just if you are—stop. Okay! Lets just 4get about it. No more . . . cuz I gotta go.
♥Always,
Kathy
Gedie
When I first say you I really wanted to meet you. Just get to know you, but I was just too shy or I never got my notes to you or I didn’t have a class with you, which I didn’t. Well now you know that I really do have feelings for you, but if you don’t want to even try, I understand everything, but before, I have to tell you I haven’t felt like this since fourth grade. But still, I truly think it is all up to you. Please. Write back!
♥Michelle S.
PS I like you a lot and I want to go out with you, but if you don’t want to, that’s OK but I want you to know I ♥ U.
Intended Learning Outcomes:Students will learn basic skills of friendship.
Instructional Procedures:A hard copy of the confiscated notes may be printed from this attachment.
Worksheets and keys.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=426
Time Frame: 45 minutes x 3 sessions
Summary:This lesson is an attempt to help adolescents master skills that will help them establish behavior patterns and social attitudes useful in building healthy, rewarding social relationships throughout life.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Materials:Book Packer, Alex J. HOW RUDE! The Teenagers’ Guide to Good Manners, Proper Behavior, and NOT Grossing People Out; Free Spirit Publishing, 1997.
Video “Learning Relationship Skills,” Sunburst Communications, Pleasantville, MY 10570, 1-800-431-1934, web address: www.sunburst.com
Background For Teachers:Allow at least 2 or 3 class periods (50 minutes) for completion of this unit. The peermanship worksheet is to be completed with the class discussion. Show the video, “Learning Relationship Skills”, in segments with a follow-up class discussion. Conclude the lesson with role playing the worksheet scenarios. Note: In some classroom situations, the role playing won’t work. The same objective can be accomplished by group assignments and writing the solutions.
ACTUAL SCRIPTS OF CONFISCATED NOTES
Tammy
Hey there! Well—thanx 4 the flowers. Sorry 4 the fight I started, but it kinda $#%^$# me off when everyone’s telling me that your [sic] the one telling people I talk $@##$ about them. We’ve got in a fight like this before and it was 4 the same reason, too. But, if you are doing it—please stop! It gets me in big trouble when I don’t do anything! Not saying you did, which I hope you didn’t, but just if you are—stop. Okay! Lets just 4get about it. No more . . . cuz I gotta go.
♥Always,
Kathy
Gedie
When I first say you I really wanted to meet you. Just get to know you, but I was just too shy or I never got my notes to you or I didn’t have a class with you, which I didn’t. Well now you know that I really do have feelings for you, but if you don’t want to even try, I understand everything, but before, I have to tell you I haven’t felt like this since fourth grade. But still, I truly think it is all up to you. Please. Write back!
♥Michelle S.
PS I like you a lot and I want to go out with you, but if you don’t want to, that’s OK but I want you to know I ♥ U.
Intended Learning Outcomes:Students will learn basic skills of friendship.
Instructional Procedures:A hard copy of the confiscated notes may be printed from this attachment.
Worksheets and keys.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=426
Parents
Life Skill: Thinking & Reasoning; Social and Civic Responsibility
Time Frame: 45 minutes
Summary:This lesson teaches students the value of parenthood and allows them to think about the type of parents they would like to be.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Background For Teachers:Set the tone for this class by relating personal parenting experiences as well as experiences with your parents.
Student Prior Knowledge:Discussion of family members and the various roles they play.
Intended Learning Outcomes:Students will gain an appreciation for their parents and will think about the kind of parents they want to be.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=602
Time Frame: 45 minutes
Summary:This lesson teaches students the value of parenthood and allows them to think about the type of parents they would like to be.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Background For Teachers:Set the tone for this class by relating personal parenting experiences as well as experiences with your parents.
Student Prior Knowledge:Discussion of family members and the various roles they play.
Intended Learning Outcomes:Students will gain an appreciation for their parents and will think about the kind of parents they want to be.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=602
Mind Your Manners
Life Skill: Thinking & Reasoning
Time Frame: 45 minutes x 4 sessions
Summary:This unit helps to emphasize the importance of proper manners and etiquette in creating a positive self-concept, developing communication skills, giving good first impressions, and having appropriate social skills. Specific meal etiquette is presented during the foods unit.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Materials:Packer, Alex J. HOW RUDE! The Teenagers’ Guide to Good Manners, Proper Behavior, and NOT Grossing People Out; Free Spirit Publishing, 1997.
Etiquette Video Series (7 videos in all) CEV Mulitimedia, 1020 SE Loop 289, Lubbock TX 79404.
Background For Teachers:MOTIVATOR: Introduce this unit by giving the students a spaghetti dinner. Ideally, it should be set up before the students come to class because the spaghetti is blue, the sauce is red, and it is served on newspaper without the benefit of utensils. Have them take a seat and enjoy themselves; continue writing their reactions on the board. This leads to a great discussion of cultural differences, expectations, what is considered proper etiquette, etc. (50 minutes) NOTE: Word gets around among students . . . vary the menu in order to keep the students entertained (grits, couscous, hummus and pita, mystery soup, other foods with which they may not be familiar and don’t know how to eat, especially without the proper utensils).
PROCEDURES: This unit can take up to four 50-minute class sessions or longer to complete. One class for the motivator, one for the worksheet answers 1 through 5, one for answers 6 and 7. The thank you notes take a least one complete period. To avoid wasting the nice cards, have students do rough drafts first on scratch paper and once you approve them, on the cards. They must not start the note with I, but should focus on the person to whom the note is sent and the act or gift. Most have no clue on how to properly address an envelope, either, and each is stamped and sent once complete. Give points for proper completion. Practice handshakes, proper introductions, telephone etiquette, and talk about the work ethic. The kids really get into this and classtime flies.
Intended Learning Outcomes:Students will have an opportunity to learn about and practice basic social etiquette.
Instructional Procedures:Have students complete the attached worksheet.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=425
Time Frame: 45 minutes x 4 sessions
Summary:This unit helps to emphasize the importance of proper manners and etiquette in creating a positive self-concept, developing communication skills, giving good first impressions, and having appropriate social skills. Specific meal etiquette is presented during the foods unit.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Materials:Packer, Alex J. HOW RUDE! The Teenagers’ Guide to Good Manners, Proper Behavior, and NOT Grossing People Out; Free Spirit Publishing, 1997.
Etiquette Video Series (7 videos in all) CEV Mulitimedia, 1020 SE Loop 289, Lubbock TX 79404.
Background For Teachers:MOTIVATOR: Introduce this unit by giving the students a spaghetti dinner. Ideally, it should be set up before the students come to class because the spaghetti is blue, the sauce is red, and it is served on newspaper without the benefit of utensils. Have them take a seat and enjoy themselves; continue writing their reactions on the board. This leads to a great discussion of cultural differences, expectations, what is considered proper etiquette, etc. (50 minutes) NOTE: Word gets around among students . . . vary the menu in order to keep the students entertained (grits, couscous, hummus and pita, mystery soup, other foods with which they may not be familiar and don’t know how to eat, especially without the proper utensils).
PROCEDURES: This unit can take up to four 50-minute class sessions or longer to complete. One class for the motivator, one for the worksheet answers 1 through 5, one for answers 6 and 7. The thank you notes take a least one complete period. To avoid wasting the nice cards, have students do rough drafts first on scratch paper and once you approve them, on the cards. They must not start the note with I, but should focus on the person to whom the note is sent and the act or gift. Most have no clue on how to properly address an envelope, either, and each is stamped and sent once complete. Give points for proper completion. Practice handshakes, proper introductions, telephone etiquette, and talk about the work ethic. The kids really get into this and classtime flies.
Intended Learning Outcomes:Students will have an opportunity to learn about and practice basic social etiquette.
Instructional Procedures:Have students complete the attached worksheet.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=425
Home Cooking Assignment
Life Skill: Thinking & Reasoning
Time Frame: 45 minutes
Summary:Regardless of the career path you select, learning to read a recipe is a life-long skill. Practice reading recipes and making products at home.
Objective: Review the basics of lab management and safety procedures: sanitation, measuring, altering recipes, table setting and mealtime manners, basic utensils and their use, food preparation terms and procedures, labeling.
Background For Teachers:This is a homework assignment that is designed to encourage students to cook at home, applying the information they have learned in class.
Student Prior Knowledge:How to read a recipe, measure, and cook.
Intended Learning Outcomes:Students will practice their cooking skills at home.
Instructional Procedures:Assign a due date. Review the requirements of the Home Cooking assignment: use a written recipe; complete a minimum of three steps; clean up when you are finished; include the date, what you made, how successful the product was, and the signature of someone else who tasted the product or can verify that you did the assignment. Points are given for each item completed. (No repeats unless the first attempt to make a product was unsuccessful.) Students may earn extra credit for additional items.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=123
Time Frame: 45 minutes
Summary:Regardless of the career path you select, learning to read a recipe is a life-long skill. Practice reading recipes and making products at home.
Objective: Review the basics of lab management and safety procedures: sanitation, measuring, altering recipes, table setting and mealtime manners, basic utensils and their use, food preparation terms and procedures, labeling.
Background For Teachers:This is a homework assignment that is designed to encourage students to cook at home, applying the information they have learned in class.
Student Prior Knowledge:How to read a recipe, measure, and cook.
Intended Learning Outcomes:Students will practice their cooking skills at home.
Instructional Procedures:Assign a due date. Review the requirements of the Home Cooking assignment: use a written recipe; complete a minimum of three steps; clean up when you are finished; include the date, what you made, how successful the product was, and the signature of someone else who tasted the product or can verify that you did the assignment. Points are given for each item completed. (No repeats unless the first attempt to make a product was unsuccessful.) Students may earn extra credit for additional items.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=123
Making Money
Life Skill: Thinking & Reasoning
Time Frame: 90 minutes x 10 sessions
Summary:Students form companies to see it they can create a product they can sell and make a profit on. The main concepts are in the unit are:
A. The basics of the free enterprise system
B. How can this information help you as a consumer?
C. What makes a business successful? (You can never guess who is going to become an entrepreneur.)
Objective: Complete a free enterprise experience.
Materials:Handouts and product as decided in the attachments.
Background For Teachers:Review the free enterprise experience and possible items for the students to produce.
Student Prior Knowledge:Basic budgeting and consumerism knowledge.
Intended Learning Outcomes:Students will complete a free-enterprise experience.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=478
Time Frame: 90 minutes x 10 sessions
Summary:Students form companies to see it they can create a product they can sell and make a profit on. The main concepts are in the unit are:
A. The basics of the free enterprise system
B. How can this information help you as a consumer?
C. What makes a business successful? (You can never guess who is going to become an entrepreneur.)
Objective: Complete a free enterprise experience.
Materials:Handouts and product as decided in the attachments.
Background For Teachers:Review the free enterprise experience and possible items for the students to produce.
Student Prior Knowledge:Basic budgeting and consumerism knowledge.
Intended Learning Outcomes:Students will complete a free-enterprise experience.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=478
Greeting Card
Life Skill: Creativity
Time Frame: 30 minutes
Summary:A fun, interesting and hands-on approach to reinforce picture mounting skills and standard block lettering.
Objective: Demonstrate professional lettering and labeling.
Materials:
Magazines
Glue
Scissors
Rulers
8.5 x 5.5 Sheets of colored card stock (folded in half)
Example greeting cards
Background For Teachers:This activity should be proceeded by a lesson covering presentation methods so that students know what type of lettering and picture mounting is expected of them.
Student Prior Knowledge:Students should have completed some sort of lettering practice prior to this activity. Students should also have learned how to mount picutres correctly.
Intended Learning Outcomes:This activity helps to reinforce the skills of standard block lettering and correct picture mounting in an enjoyable, creative and hands-on manner.
Instructional Procedures:Provide an assignment sheet to each of your students and go through the directions as a class.
Have example cards displayed, depicting exactly what you expect the students to accomplish.
Give students a choice of colored card stock on which to create their cards--if this lesson is assigned on or around a specific holiday, suggest a holiday- specific card that students could take and give to a family member of friend.
Make the outcome of the assignment as useful as possible to show that they are learning real life skills.
Strategies For Diverse Learners:A struggling student could be accommodated by having he/she complete one task or the other--a picture, OR writing. It's the student's choice.
Assessment Plan:Student assessment is outlined in rubric form on the assignment sheet so that students are aware as they work, what they will be graded upon.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=3789
Time Frame: 30 minutes
Summary:A fun, interesting and hands-on approach to reinforce picture mounting skills and standard block lettering.
Objective: Demonstrate professional lettering and labeling.
Materials:
Magazines
Glue
Scissors
Rulers
8.5 x 5.5 Sheets of colored card stock (folded in half)
Example greeting cards
Background For Teachers:This activity should be proceeded by a lesson covering presentation methods so that students know what type of lettering and picture mounting is expected of them.
Student Prior Knowledge:Students should have completed some sort of lettering practice prior to this activity. Students should also have learned how to mount picutres correctly.
Intended Learning Outcomes:This activity helps to reinforce the skills of standard block lettering and correct picture mounting in an enjoyable, creative and hands-on manner.
Instructional Procedures:Provide an assignment sheet to each of your students and go through the directions as a class.
Have example cards displayed, depicting exactly what you expect the students to accomplish.
Give students a choice of colored card stock on which to create their cards--if this lesson is assigned on or around a specific holiday, suggest a holiday- specific card that students could take and give to a family member of friend.
Make the outcome of the assignment as useful as possible to show that they are learning real life skills.
Strategies For Diverse Learners:A struggling student could be accommodated by having he/she complete one task or the other--a picture, OR writing. It's the student's choice.
Assessment Plan:Student assessment is outlined in rubric form on the assignment sheet so that students are aware as they work, what they will be graded upon.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=3789
Saturday, October 11, 2008
Communication
Time Frame: 45 minutes
Summary:Explain the different styles of communication using activities, video clips, and worksheets.
Objective: Discuss and explore the relationships of teens and their parents.
Materials:
Crazy Sentence Cards
Topic Cards
Styles of Communication Worksheet
Video Clips
Small Cups, 7-Up, salt
4 Horseman Worksheet
Instructional Procedures:
1. (5 min.)
Play Crazy Sentence: Two students come up to the front of the room. They both draw a crazy sentence. Then they are given a topic from the topic pile. They must talk about the topic and in the course of the conversation they need to say their crazy sentences. Give them an alloted amount of time. At the end of the time, the rest of the class tries to guess what the crazy sentence was for each person. (My students had a little trouble getting started with this game. Another option might be breaking the class up into two or three groups.)
2. (20 min.)
Hand out the worksheet. Have the three video clips set up and ready to go. Show a clip then discuss the communication in the clip. Have the students write down the characteristics in the clip under the right style. Show the "Emperor's New Groove" clip. This is from the very beginning of the movie when the emperor is talking to the wicked lady. He does not pay attention to what she is saying, etc. When Pacha comes in, the emperor is self-centered and thinks only of himself. This is a clip representing child-like communication. The "Ever After" clip is for parent-like communication. This is when the King and the Prince have a confrontation about the Prince becoming king. The king's communication is one-way and dictorial. I used "Stepmom" for the adult style. This clip is at the very end of the movie. The two moms are sitting down and talking about the children. They are calm, responsible, and have a two- way conversation.
3. (5 min.)
To demonstrate destructive communication, have 6 small cups filled with 7-Up. Line them up. In the first, place a small amount of salt. Tell the students that whoever could finish drinking all the cups of 7-Up first wins. After, point out that it took all five regular cups of 7-Up to get rid of the salt taste. This is just like in communication. It takes five positive comments to make up for one negative comment.
4. (15 min.)
Hand out the Four Horseman worksheet. Talk about each of the four horseman and how they can destroy our communuication and relationships.
Bibliography:1. Seven Habits of Highly Effective Teens by Covey 2. The Seven Principles for Making Marriage Work by John M. Gottman 3. The Curriculum Guide 4. Sue Reber
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4358
Summary:Explain the different styles of communication using activities, video clips, and worksheets.
Objective: Discuss and explore the relationships of teens and their parents.
Materials:
Crazy Sentence Cards
Topic Cards
Styles of Communication Worksheet
Video Clips
Small Cups, 7-Up, salt
4 Horseman Worksheet
Instructional Procedures:
1. (5 min.)
Play Crazy Sentence: Two students come up to the front of the room. They both draw a crazy sentence. Then they are given a topic from the topic pile. They must talk about the topic and in the course of the conversation they need to say their crazy sentences. Give them an alloted amount of time. At the end of the time, the rest of the class tries to guess what the crazy sentence was for each person. (My students had a little trouble getting started with this game. Another option might be breaking the class up into two or three groups.)
2. (20 min.)
Hand out the worksheet. Have the three video clips set up and ready to go. Show a clip then discuss the communication in the clip. Have the students write down the characteristics in the clip under the right style. Show the "Emperor's New Groove" clip. This is from the very beginning of the movie when the emperor is talking to the wicked lady. He does not pay attention to what she is saying, etc. When Pacha comes in, the emperor is self-centered and thinks only of himself. This is a clip representing child-like communication. The "Ever After" clip is for parent-like communication. This is when the King and the Prince have a confrontation about the Prince becoming king. The king's communication is one-way and dictorial. I used "Stepmom" for the adult style. This clip is at the very end of the movie. The two moms are sitting down and talking about the children. They are calm, responsible, and have a two- way conversation.
3. (5 min.)
To demonstrate destructive communication, have 6 small cups filled with 7-Up. Line them up. In the first, place a small amount of salt. Tell the students that whoever could finish drinking all the cups of 7-Up first wins. After, point out that it took all five regular cups of 7-Up to get rid of the salt taste. This is just like in communication. It takes five positive comments to make up for one negative comment.
4. (15 min.)
Hand out the Four Horseman worksheet. Talk about each of the four horseman and how they can destroy our communuication and relationships.
Bibliography:1. Seven Habits of Highly Effective Teens by Covey 2. The Seven Principles for Making Marriage Work by John M. Gottman 3. The Curriculum Guide 4. Sue Reber
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4358
Personality Development
Life Skill: Thinking & Reasoning; Communication; Social and Civic Responsibility; Employability
Time Frame: 45 minutes
Summary:This lesson reviews personalities; how they are developed, how they influence our lives and what we are like, etc.
Objective: Discuss values, goals, decision-making and personal responsibility.
Materials:A kaleidoscope, a Bingo worksheet, and various supplies as needed according to the chosen activities.
Background For Teachers:Pass around a kaleidoscope and have the students look in it (or use overhead transparencies of changing kaleidoscope patterns). Discuss the analogy that people are like kaleidoscope designs. Have students give reasons why they agree or disagree with this analogy.
Intended Learning Outcomes:Students will understand the meaning of personality and how it influences their lives.
Instructional Procedures:
NEEDS VS. WANTS
Have students identify their needs--things they must have in order to sustain life. Divide the blackboard into two sections and record the students’ answers on the left half of the board. Then ask them to identify their wants, or things they desire, but don’t need in order to live. Record their answers on the right half of the board. Discuss why needs are necessary for survival. Point out that wants are not basic to survival. Go back over the list to see whether or not any wants appeared on the needs list. Discuss the differences.
PERSONALITY BINGO
Students complete the handout by finding someone in the class who has a similar characteristic; the classmate then signs his/her name in the appropriate square. Discuss similarities and differences among the class members and ask them why some people fear or dislike others who are different. See the Similarities and Differences Bingo file for the worksheet. Suggestions for other characteristics: • Ethnic background • Favorite music artist • Favorite sport • Favorite season of the year
UNFINISHED QUESTIONS
Without identifying themselves, have students complete some or all of the following unfinished sentences. Later, collect and discuss them with the class.
• I feel best when people . . .
• My strongest point is . . .
• My weakest point is . . .
• Right now I feel . . .
• If people really knew me . . .
• The best thing about adolescence is . . .
• The most difficult part about being an adolescent is . . .
SURPRISE PACKAGE
Use three different, brightly colored boxes (or sacks). Have the students pretend that these boxes are magical and may contain whatever they choose. Ask the students what the boxes might contain; if the contents are needs or wants, and what the choices reveal about one's values. (You may want students to write suggestions on post-it pads)
CANDY JUDGMENT
Choose wrapped candy that comes in many different flavors. Randomly pass out the candy to students. Ask them how they like the flavors given to them. Tie their answers into the fact that each candy, like each person, is unique in taste and characteristics. Let the students keep or exchange their candies for flavors they prefer.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=208
Time Frame: 45 minutes
Summary:This lesson reviews personalities; how they are developed, how they influence our lives and what we are like, etc.
Objective: Discuss values, goals, decision-making and personal responsibility.
Materials:A kaleidoscope, a Bingo worksheet, and various supplies as needed according to the chosen activities.
Background For Teachers:Pass around a kaleidoscope and have the students look in it (or use overhead transparencies of changing kaleidoscope patterns). Discuss the analogy that people are like kaleidoscope designs. Have students give reasons why they agree or disagree with this analogy.
Intended Learning Outcomes:Students will understand the meaning of personality and how it influences their lives.
Instructional Procedures:
NEEDS VS. WANTS
Have students identify their needs--things they must have in order to sustain life. Divide the blackboard into two sections and record the students’ answers on the left half of the board. Then ask them to identify their wants, or things they desire, but don’t need in order to live. Record their answers on the right half of the board. Discuss why needs are necessary for survival. Point out that wants are not basic to survival. Go back over the list to see whether or not any wants appeared on the needs list. Discuss the differences.
PERSONALITY BINGO
Students complete the handout by finding someone in the class who has a similar characteristic; the classmate then signs his/her name in the appropriate square. Discuss similarities and differences among the class members and ask them why some people fear or dislike others who are different. See the Similarities and Differences Bingo file for the worksheet. Suggestions for other characteristics: • Ethnic background • Favorite music artist • Favorite sport • Favorite season of the year
UNFINISHED QUESTIONS
Without identifying themselves, have students complete some or all of the following unfinished sentences. Later, collect and discuss them with the class.
• I feel best when people . . .
• My strongest point is . . .
• My weakest point is . . .
• Right now I feel . . .
• If people really knew me . . .
• The best thing about adolescence is . . .
• The most difficult part about being an adolescent is . . .
SURPRISE PACKAGE
Use three different, brightly colored boxes (or sacks). Have the students pretend that these boxes are magical and may contain whatever they choose. Ask the students what the boxes might contain; if the contents are needs or wants, and what the choices reveal about one's values. (You may want students to write suggestions on post-it pads)
CANDY JUDGMENT
Choose wrapped candy that comes in many different flavors. Randomly pass out the candy to students. Ask them how they like the flavors given to them. Tie their answers into the fact that each candy, like each person, is unique in taste and characteristics. Let the students keep or exchange their candies for flavors they prefer.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=208
Time Management
Life Skill: Thinking & Reasoning; Employability
Time Frame: 45 minutes
Summary:If we are to make a success of our lives, we must learn successful time management.
Objective: Discuss values, goals, decision-making and personal responsibility.
Intended Learning Outcomes:Better time-management techniques.
Materials:Worksheets for students.
Background For Teachers:As a motivator for this lesson share the following story. Remember--with Noah, timing was everything!
Lessons on Life from Noah
Everything I need to know about life, I learned from Noah's Ark...
One: Don't miss the boat.
Two: Remember that we are all in the same boat.
Three: Plan ahead. It wasn't raining when Noah built the Ark.
Four: Stay fit. When you're 600 years old, someone may ask you to do something really big.
Five: Don't listen to critics; just get on with the job that needs to be done.
Six: Build your future on high ground.
Seven: For safety's sake, travel in pairs.
Eight: Speed isn't always an advantage. The snails were on board with the cheetahs.
Nine: When you're stressed, float a while.
Ten: Remember, the Ark was built by amateurs; the Titanic by professionals.
Eleven: No matter how bad and booming the storm, when you are with family/friends/God, there's always a rainbow waiting.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=558
Time Frame: 45 minutes
Summary:If we are to make a success of our lives, we must learn successful time management.
Objective: Discuss values, goals, decision-making and personal responsibility.
Intended Learning Outcomes:Better time-management techniques.
Materials:Worksheets for students.
Background For Teachers:As a motivator for this lesson share the following story. Remember--with Noah, timing was everything!
Lessons on Life from Noah
Everything I need to know about life, I learned from Noah's Ark...
One: Don't miss the boat.
Two: Remember that we are all in the same boat.
Three: Plan ahead. It wasn't raining when Noah built the Ark.
Four: Stay fit. When you're 600 years old, someone may ask you to do something really big.
Five: Don't listen to critics; just get on with the job that needs to be done.
Six: Build your future on high ground.
Seven: For safety's sake, travel in pairs.
Eight: Speed isn't always an advantage. The snails were on board with the cheetahs.
Nine: When you're stressed, float a while.
Ten: Remember, the Ark was built by amateurs; the Titanic by professionals.
Eleven: No matter how bad and booming the storm, when you are with family/friends/God, there's always a rainbow waiting.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=558
Sewing Introduction
Life Skill: Thinking & Reasoning
Time Frame: 1.5 hours
Summary:Familiarize students with required sewing equipment and markings
Objective: Learn to use a sewing pattern.
Materials:Patterns to show actual markings.
Background For Teachers:Have examples prepared to show students actual fabrics and how they work.
Intended Learning Outcomes:Students will learn fabric terms, pattern markings, sewing equipment, and symbol identification.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=201
Time Frame: 1.5 hours
Summary:Familiarize students with required sewing equipment and markings
Objective: Learn to use a sewing pattern.
Materials:Patterns to show actual markings.
Background For Teachers:Have examples prepared to show students actual fabrics and how they work.
Intended Learning Outcomes:Students will learn fabric terms, pattern markings, sewing equipment, and symbol identification.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=201
Self Awareness
Life Skill: Thinking & Reasoning
Time Frame: 45 minutes
Summary:These are a series of worksheets to be used in helping students get to know themselves better.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Materials:Handouts for students.
Student Prior Knowledge:Discussion of self-awareness and how important each student is.
Intended Learning Outcomes:Students will learn more about themselves and their true value.
Instructional Procedures:Various handouts and activities to be used in conjunction with a lesson
on self-awareness.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=553
Time Frame: 45 minutes
Summary:These are a series of worksheets to be used in helping students get to know themselves better.
Objective: Identify how skills needed to develop and strengthen interpersonal relationships.
Materials:Handouts for students.
Student Prior Knowledge:Discussion of self-awareness and how important each student is.
Intended Learning Outcomes:Students will learn more about themselves and their true value.
Instructional Procedures:Various handouts and activities to be used in conjunction with a lesson
on self-awareness.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=553
Goal Setting
Life Skill: Thinking & Reasoning
Time Frame: 30 minutes
Summary:Students discuss the importance of setting goals, then set goals, and keep a record of their achievements.
Objective: Discuss values, goals, decision-making and personal responsibility.
Materials:Worksheets for students. Resources.
Background For Teachers:Review the steps of goal setting.
Student Prior Knowledge:Basic information about self-awareness.
Intended Learning Outcomes:Students will learn how to set valid, realistic goals.
Instructional Procedures:
GOAL SETTING IN THE MEDIA
Have the students read a book or story or watch a video about a person who was successful in reaching goals in spite of obstacles. How did the person’s attitude make it easier to reach his or her goals? Have students share their stories with the class.
Possible Resource:
Book: "Oh, the Places You’ll Go", Dr. Seuss
ALLOWING STRUGGLES IN GOAL SETTING
GUEST SPEAKERS
Have the students identify a person in the community or someone within their families who has accomplished a goal in spite of obstacles. Hold a class vote to identify their favorite three stories.
Invite the three people to class to share their stories and receive a Certificate of Recognition from the class.
Have students use their own paper or pass out the worksheet “Target Your Short-Term Goals.” Assign students to set a goal that they can reach in 7 days. Have the students write the goals and the related short-term goals needed to reach the final one. Have them seal their papers in an envelope that they will open in 8 days. After 8 days, have the students evaluate how they achieved their goals; have them also identify the barriers in achieving their goals and discuss it in class.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=554
Time Frame: 30 minutes
Summary:Students discuss the importance of setting goals, then set goals, and keep a record of their achievements.
Objective: Discuss values, goals, decision-making and personal responsibility.
Materials:Worksheets for students. Resources.
Background For Teachers:Review the steps of goal setting.
Student Prior Knowledge:Basic information about self-awareness.
Intended Learning Outcomes:Students will learn how to set valid, realistic goals.
Instructional Procedures:
GOAL SETTING IN THE MEDIA
Have the students read a book or story or watch a video about a person who was successful in reaching goals in spite of obstacles. How did the person’s attitude make it easier to reach his or her goals? Have students share their stories with the class.
Possible Resource:
Book: "Oh, the Places You’ll Go", Dr. Seuss
ALLOWING STRUGGLES IN GOAL SETTING
GUEST SPEAKERS
Have the students identify a person in the community or someone within their families who has accomplished a goal in spite of obstacles. Hold a class vote to identify their favorite three stories.
Invite the three people to class to share their stories and receive a Certificate of Recognition from the class.
Have students use their own paper or pass out the worksheet “Target Your Short-Term Goals.” Assign students to set a goal that they can reach in 7 days. Have the students write the goals and the related short-term goals needed to reach the final one. Have them seal their papers in an envelope that they will open in 8 days. After 8 days, have the students evaluate how they achieved their goals; have them also identify the barriers in achieving their goals and discuss it in class.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=554
Being a Wise Consumer
Life Skill: Thinking & Reasoning
Time Frame: 3 hours
Summary:Students will be able to identify image and information ads, define consumer goods and services, explain teen consumer spending impacts.
Objective: Discuss personal financial responsibility and wise consumer purchases.
Materials:Worksheets, teen magazines, product to test, labels for two similar products, ads.
Background For Teachers:Read completely through the information and be prepared with the appropriate ads, examples, experiences, etc.
Intended Learning Outcomes:Students will realize the amount of money they are spending and learn how to spend their money more wisely.
Instructional Procedures:
Time Frame: 45 minutes
Give the students the worksheet "Being A Wise Consumer" and have students complete it at the appropriate times during the discussion.
Define and explain the following terms:
GOODS: products made for sale such as in-line skates, computer games, jeans, etc.
SERVICES: work performed by one person for others such as repair work, tutoring, teaching karate, styling hair, etc.
CONSUMER: a person who buys goods and services
ADVERTISEMENT: a message to persuade consumers to buy something
Have students list all the goods and services they purchased in the past week. Tally the amount the class spent in that time period. Figure an average for the class. Multiply that by the school population to find what the school spent the past week. Record the results on the worksheet.
Discuss three reasons we buy what we do:
1. PEERS—Because friends are an important part in the lives of most teens; their ideas and tastes can be influential. Sometimes just one or two popular students can start a fad. What really matters is what is best for you.
2. HABIT—Many buying decisions are influenced by habits. Most students eat the same lunch everyday just out of habit. If you always shop at the same store, you may be passing up a good price at another store.
3. ADVERTISING—This is another influence on what you buy. Advertising is everywhere. The major advantage of advertising is that it lets you know what is available. The disadvantage is that it sometimes persuades people to buy things they don’t need.
Show students a teen magazine. Discuss what percentage of the magazine is advertising (count the ads and divide by the total pages).
Have students match ad slogans with the companies they represent. (These become outdated very quickly, so just list 10 current slogans that can be remembered.
Time Frame: 45 minutes
Show examples, discuss, and define the following:
1. INFORMATIONAL ADS—ads that describe the features of a product or service and give facts about its price and quality. Information ads appeal to the practical side of people. They send the message that an item price is a good value for the money or that an item is a good buy because of its high quality.
2. IMAGE ADS—ads that connect a product or service to a lifestyle that consumers would like to have. Image ads often use actors, sports stars, or other celebrities to endorse or recommend a product. They send the message that consumers will be more attractive, popular, or perhaps smarter or healthier if they use the product or service.
Discuss types of media ads:
PRINT—newspaper and magazines
ELECTRONIC—radio, TV, internet
DIRECT MAIL—catalogs, store circulars, coupons
20-40% of the cost of a product is for advertising.
Discuss how to evaluate media messages:
*Ads mention only the best features of a product.
*Separate emotional appeals from facts.
*Don’t trust endorsements—they are paid to say what they say.
*Beware of slogans—they are not a guarantee of quality.
Compare labels of two like products.
Time Frame: 45 minutes
Discuss consumer testing. Consumer tests are performed by companies to determine features that are important to consumers. Consumer tests are also done by consumer groups to evaluate products. Perform a consumer test. As a class discuss what you want to determine by your test and how you are going to go about gathering the information. (I often compare two food products like Nabisco versus General Mills products. We decide as a class whether we want to compare flavor, texture, color, size, smell, etc.) Test and discuss the results. What did you learn?
Discuss various types of stores:
*Department stores—carry a wide variety of merchandise and offer services
*Specialty stores—carry only specific merchandise and prices are higher
*Chain stores—both department and specialty stores can be chain stores. They offer lower prices.
*Factory outlets—a store that carries only one manufacturer’s product
*Discount stores—have a limited selection
Time Frame: 45 minutes
Discuss the rights of consumers:
The right to safety
The right to be informed (ads and labels)
The right to choose
The right to be heard
The right to redress (action to correct a wrong)
The right to consumer education
Discuss the responsibilities of a consumer:
To be courteous
To behave responsibly
To be honest
To know the store’s policies on refunds
To keep proof of your purchase
To be ready to process your claim
Have students write to a company of their choice. They need to tell the company something and then ask a question.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=465
Time Frame: 3 hours
Summary:Students will be able to identify image and information ads, define consumer goods and services, explain teen consumer spending impacts.
Objective: Discuss personal financial responsibility and wise consumer purchases.
Materials:Worksheets, teen magazines, product to test, labels for two similar products, ads.
Background For Teachers:Read completely through the information and be prepared with the appropriate ads, examples, experiences, etc.
Intended Learning Outcomes:Students will realize the amount of money they are spending and learn how to spend their money more wisely.
Instructional Procedures:
Time Frame: 45 minutes
Give the students the worksheet "Being A Wise Consumer" and have students complete it at the appropriate times during the discussion.
Define and explain the following terms:
GOODS: products made for sale such as in-line skates, computer games, jeans, etc.
SERVICES: work performed by one person for others such as repair work, tutoring, teaching karate, styling hair, etc.
CONSUMER: a person who buys goods and services
ADVERTISEMENT: a message to persuade consumers to buy something
Have students list all the goods and services they purchased in the past week. Tally the amount the class spent in that time period. Figure an average for the class. Multiply that by the school population to find what the school spent the past week. Record the results on the worksheet.
Discuss three reasons we buy what we do:
1. PEERS—Because friends are an important part in the lives of most teens; their ideas and tastes can be influential. Sometimes just one or two popular students can start a fad. What really matters is what is best for you.
2. HABIT—Many buying decisions are influenced by habits. Most students eat the same lunch everyday just out of habit. If you always shop at the same store, you may be passing up a good price at another store.
3. ADVERTISING—This is another influence on what you buy. Advertising is everywhere. The major advantage of advertising is that it lets you know what is available. The disadvantage is that it sometimes persuades people to buy things they don’t need.
Show students a teen magazine. Discuss what percentage of the magazine is advertising (count the ads and divide by the total pages).
Have students match ad slogans with the companies they represent. (These become outdated very quickly, so just list 10 current slogans that can be remembered.
Time Frame: 45 minutes
Show examples, discuss, and define the following:
1. INFORMATIONAL ADS—ads that describe the features of a product or service and give facts about its price and quality. Information ads appeal to the practical side of people. They send the message that an item price is a good value for the money or that an item is a good buy because of its high quality.
2. IMAGE ADS—ads that connect a product or service to a lifestyle that consumers would like to have. Image ads often use actors, sports stars, or other celebrities to endorse or recommend a product. They send the message that consumers will be more attractive, popular, or perhaps smarter or healthier if they use the product or service.
Discuss types of media ads:
PRINT—newspaper and magazines
ELECTRONIC—radio, TV, internet
DIRECT MAIL—catalogs, store circulars, coupons
20-40% of the cost of a product is for advertising.
Discuss how to evaluate media messages:
*Ads mention only the best features of a product.
*Separate emotional appeals from facts.
*Don’t trust endorsements—they are paid to say what they say.
*Beware of slogans—they are not a guarantee of quality.
Compare labels of two like products.
Time Frame: 45 minutes
Discuss consumer testing. Consumer tests are performed by companies to determine features that are important to consumers. Consumer tests are also done by consumer groups to evaluate products. Perform a consumer test. As a class discuss what you want to determine by your test and how you are going to go about gathering the information. (I often compare two food products like Nabisco versus General Mills products. We decide as a class whether we want to compare flavor, texture, color, size, smell, etc.) Test and discuss the results. What did you learn?
Discuss various types of stores:
*Department stores—carry a wide variety of merchandise and offer services
*Specialty stores—carry only specific merchandise and prices are higher
*Chain stores—both department and specialty stores can be chain stores. They offer lower prices.
*Factory outlets—a store that carries only one manufacturer’s product
*Discount stores—have a limited selection
Time Frame: 45 minutes
Discuss the rights of consumers:
The right to safety
The right to be informed (ads and labels)
The right to choose
The right to be heard
The right to redress (action to correct a wrong)
The right to consumer education
Discuss the responsibilities of a consumer:
To be courteous
To behave responsibly
To be honest
To know the store’s policies on refunds
To keep proof of your purchase
To be ready to process your claim
Have students write to a company of their choice. They need to tell the company something and then ask a question.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=465
Decision Making
Life Skill: Thinking & Reasoning
Time Frame: 45 minutes
Objective: Discuss values, goals, decision-making and personal responsibility.
Summary:Activities to be used in a lesson on decision making.
Materials:Worksheets for students.
Background For Teachers:Share this story with your students to help prepare them in making wise decisions.
PERSONAL WORTH : An Internet story
A well-known speaker started off his seminar by holding up a $20 bill. In the room of 200, he asked who wanted the $20 bill. Hands started going up. He said, “I am going to give this $20 to one of you but first, let me do this.” He proceeded to crumple up the dollar bill. He then asked, “Who still wants it?” Still the hands were up in the air. “Well,” he replied, “What if I do this?” And he dropped it on the ground and started to grind it into the floor with his shoe. He picked it up, now crumpled and dirty. “Now who still wants it?” Still the hands went into the air.
“My friends, we have all learned a very valuable lesson. No matter what I did to the money, you still wanted it because it did not decrease in value. It was still worth $20. Many times in our lives we are dropped, crumpled, and ground into the dirt by the decisions we make and the circumstances that come our way. We feel as though we are worthless. But no matter what has happened or what will happen, you will never lose your value: dirty or clean, crumpled or finely creased, you are still priceless to those who love you. The worth of our lives comes not in what we do or who we know, but by WHO WE ARE. You are special—don’t EVER forget it.” Count your blessings, not your problems. Never be afraid to try something new. Remember that amateurs built the Ark. Professionals built the Titanic.
Student Prior Knowledge:Information on self-awareness and personal values.
Intended Learning Outcomes:Students will learn how to make wise decisions.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=555
Time Frame: 45 minutes
Objective: Discuss values, goals, decision-making and personal responsibility.
Summary:Activities to be used in a lesson on decision making.
Materials:Worksheets for students.
Background For Teachers:Share this story with your students to help prepare them in making wise decisions.
PERSONAL WORTH : An Internet story
A well-known speaker started off his seminar by holding up a $20 bill. In the room of 200, he asked who wanted the $20 bill. Hands started going up. He said, “I am going to give this $20 to one of you but first, let me do this.” He proceeded to crumple up the dollar bill. He then asked, “Who still wants it?” Still the hands were up in the air. “Well,” he replied, “What if I do this?” And he dropped it on the ground and started to grind it into the floor with his shoe. He picked it up, now crumpled and dirty. “Now who still wants it?” Still the hands went into the air.
“My friends, we have all learned a very valuable lesson. No matter what I did to the money, you still wanted it because it did not decrease in value. It was still worth $20. Many times in our lives we are dropped, crumpled, and ground into the dirt by the decisions we make and the circumstances that come our way. We feel as though we are worthless. But no matter what has happened or what will happen, you will never lose your value: dirty or clean, crumpled or finely creased, you are still priceless to those who love you. The worth of our lives comes not in what we do or who we know, but by WHO WE ARE. You are special—don’t EVER forget it.” Count your blessings, not your problems. Never be afraid to try something new. Remember that amateurs built the Ark. Professionals built the Titanic.
Student Prior Knowledge:Information on self-awareness and personal values.
Intended Learning Outcomes:Students will learn how to make wise decisions.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=555
Clothing - Sewing Activities
Life Skill: Thinking & Reasoning
Time Frame: 45 minutes
Summary:Students will begin sewing and practice their basic skills.
Materials:Denim squares and thread for each student.
Background For Teachers:Make sure supplies are ready and that the lab is ready for sewing.
Student Prior Knowledge:Students need to know basic sewing terminology before completing this activity. They must know how to work a sewing machine.
Intended Learning Outcomes:Students will learn how to run a sewing machine and complete basic stitching.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=202
Time Frame: 45 minutes
Summary:Students will begin sewing and practice their basic skills.
Materials:Denim squares and thread for each student.
Background For Teachers:Make sure supplies are ready and that the lab is ready for sewing.
Student Prior Knowledge:Students need to know basic sewing terminology before completing this activity. They must know how to work a sewing machine.
Intended Learning Outcomes:Students will learn how to run a sewing machine and complete basic stitching.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=202
Activities that Teach Values
Life Skill: Thinking & Reasoning
Time Frame: 1 .5-2 hours
Materials:Worksheets, envelopes
Objective: Discuss values, goals, decision-making and personal responsibility.
Background For Teachers:If possible, bring an example of something you valued as a teen. Discuss how important this item is to your life right now. Discuss how values are important, but that they will change as time goes on.
Student Prior Knowledge:Basic discussion and knowledge of values.
Intended Learning Outcomes:Students will identify their values.
Instructional Procedures:
1. Have the students complete at least three values worksheets
2. Tell the students to bring the worksheets to you. Check to see that they have completed them. Do not read them; just scan them to see that all the questions are answered.
3. Assign the students to bring a self-addressed, stamped envelope.
4. Have the students seal their worksheets in the envelopes and turn them in.
5. Keep the envelopes on file. Hand the envelopes out at the beginning of the students’ junior year or mail them at the beginning of their junior year
Summary:These activities help students identify and evaluate their personal values.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=562
Time Frame: 1 .5-2 hours
Materials:Worksheets, envelopes
Objective: Discuss values, goals, decision-making and personal responsibility.
Background For Teachers:If possible, bring an example of something you valued as a teen. Discuss how important this item is to your life right now. Discuss how values are important, but that they will change as time goes on.
Student Prior Knowledge:Basic discussion and knowledge of values.
Intended Learning Outcomes:Students will identify their values.
Instructional Procedures:
1. Have the students complete at least three values worksheets
2. Tell the students to bring the worksheets to you. Check to see that they have completed them. Do not read them; just scan them to see that all the questions are answered.
3. Assign the students to bring a self-addressed, stamped envelope.
4. Have the students seal their worksheets in the envelopes and turn them in.
5. Keep the envelopes on file. Hand the envelopes out at the beginning of the students’ junior year or mail them at the beginning of their junior year
Summary:These activities help students identify and evaluate their personal values.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=562
Mini Pin Cushion
Life Skills: Thinking & Reasoning; Employability
Student Prior Knowledge: Construction Terms, Use of the Needle and Thread
Intended Learning Outcome: Students will complete a clothing construction project.
Materials:
A bottle cap from a 2-liter pop bottle, or something with a larger diameter if you like, depending on what size cushion you want. It should be about 1/2" to 3/4" deep.
• Pretty fabric
• Coordinating felt
• Coordinating ribbon that's wide enough to hide the sides of your cap
• Stuffing, batting or cotton balls
• Needle and thread
• Scissors
• Glue (I used craft glue and a hot glue gun.)
Directions:
1. Cut a felt circle the same diameter as your cap and glue it on (I used gel craft glue).
2. Cut your pretty fabric into a circle. For the 2-liter bottle cap size, make a circle that's about 3 1/2" in diameter. Add a little more for a bigger cap. It's not too fussy.
3. Stitch in and out around the circle to gather it, making a bowl shape.
4. Put as much stuffing into it as you can possibly fit, and tie off your thread. If some stuffing sticks out, no problem.
5. Put some hot glue around the inside edges of your cap and nestle your little stuffed pillow into it, smooshing it down tightly.
6. Glue decorative ribbon around the cap to hide the ugly sides. Done.
Source: http://howaboutorange.blogspot.com/2007/06/tiny-pin-cushion-tutorial.html
Student Prior Knowledge: Construction Terms, Use of the Needle and Thread
Intended Learning Outcome: Students will complete a clothing construction project.
Materials:
A bottle cap from a 2-liter pop bottle, or something with a larger diameter if you like, depending on what size cushion you want. It should be about 1/2" to 3/4" deep.
• Pretty fabric
• Coordinating felt
• Coordinating ribbon that's wide enough to hide the sides of your cap
• Stuffing, batting or cotton balls
• Needle and thread
• Scissors
• Glue (I used craft glue and a hot glue gun.)
Directions:
1. Cut a felt circle the same diameter as your cap and glue it on (I used gel craft glue).
2. Cut your pretty fabric into a circle. For the 2-liter bottle cap size, make a circle that's about 3 1/2" in diameter. Add a little more for a bigger cap. It's not too fussy.
3. Stitch in and out around the circle to gather it, making a bowl shape.
4. Put as much stuffing into it as you can possibly fit, and tie off your thread. If some stuffing sticks out, no problem.
5. Put some hot glue around the inside edges of your cap and nestle your little stuffed pillow into it, smooshing it down tightly.
6. Glue decorative ribbon around the cap to hide the ugly sides. Done.
Source: http://howaboutorange.blogspot.com/2007/06/tiny-pin-cushion-tutorial.html
Beginning Sewing Project
Life Skills: Thinking & Reasoning; Employability
Background For Teachers: This is a final project to be made after teaching basic construction techniques.
Student Prior Knowledge: Construction Terms, Use of the Needle and Thread
Intended Learning Outcome: Students will complete a clothing construction project.
Measurement Chart:
Finished Tote Size: 14" wide by 14" high
Size to Cut Fabric: 15" by 30"
Strap Placement From Seam: 3"
Finished Tote Size: 18" wide by 24" high
Size to Cut Fabric: 19" by 50"
Strap Placement From Seam: 6"
Finished Tote Size: 10" wide by 12" high
Size to Cut Fabric: 11" by 26"
Strap Placement From Seam: 2.5"
Materials:
Fabric to the size shown in the chart for the bag size you want to create. Nylon fabric is my favorite as it folds compactly and is resistant to water.
2 - 20" pieces of 1" wide webbing. The length of the straps may be varied to meet your needs or desires. Carefully use a lighter or candle to gently melt and fuse the raw edges of nylon webbing to prevent it from unraveling. If you are using cotton webbing, zig zag or turn under the edges of the webbing when you are attaching it to the bag.
Thread to match your fabric. (The samples shown in these directions uses contrasting thread for visibility.)
Note: All measurements can be changed to suit your needs.
Directions:
1. Fold the length of the fabric in half with the right sides together.
2. Using a 1/2" seam allowance, sew both side seams.
3. Apply a seam finish1 to the seams.
4. Turn under the raw edge by 1/8 to 1/4" and stitch in place.
5. Turn under one inch of the top edge to the inside of the bag.
6. Pin in place.
7. Stitch the edge in place stitching as close to the edge as possible.
8. With the bag wrong sides out, fold the sides of the bag to be over the bottom fold of the bag.
9. Measure 2" from the point and sew a straight line across the bag.
10. Using the measurements on the cutting chart or finding a placement that is comfortable for you, place the straps an even distance from the side seams.
11. Test for even placement by refolding the bag matching the side seams.
12. Sew a square at the end of the strap to attach it to the bag.
13. Turn the bag right side out and press.
Sources:
http://sewing.about.com/od/freeprojects/ss/totebag.htm?p=1
http://www.uen.org/Lessonplan/preview.cgi?LPid=457)\
Background For Teachers: This is a final project to be made after teaching basic construction techniques.
Student Prior Knowledge: Construction Terms, Use of the Needle and Thread
Intended Learning Outcome: Students will complete a clothing construction project.
Measurement Chart:
Finished Tote Size: 14" wide by 14" high
Size to Cut Fabric: 15" by 30"
Strap Placement From Seam: 3"
Finished Tote Size: 18" wide by 24" high
Size to Cut Fabric: 19" by 50"
Strap Placement From Seam: 6"
Finished Tote Size: 10" wide by 12" high
Size to Cut Fabric: 11" by 26"
Strap Placement From Seam: 2.5"
Materials:
Fabric to the size shown in the chart for the bag size you want to create. Nylon fabric is my favorite as it folds compactly and is resistant to water.
2 - 20" pieces of 1" wide webbing. The length of the straps may be varied to meet your needs or desires. Carefully use a lighter or candle to gently melt and fuse the raw edges of nylon webbing to prevent it from unraveling. If you are using cotton webbing, zig zag or turn under the edges of the webbing when you are attaching it to the bag.
Thread to match your fabric. (The samples shown in these directions uses contrasting thread for visibility.)
Note: All measurements can be changed to suit your needs.
Directions:
1. Fold the length of the fabric in half with the right sides together.
2. Using a 1/2" seam allowance, sew both side seams.
3. Apply a seam finish1 to the seams.
4. Turn under the raw edge by 1/8 to 1/4" and stitch in place.
5. Turn under one inch of the top edge to the inside of the bag.
6. Pin in place.
7. Stitch the edge in place stitching as close to the edge as possible.
8. With the bag wrong sides out, fold the sides of the bag to be over the bottom fold of the bag.
9. Measure 2" from the point and sew a straight line across the bag.
10. Using the measurements on the cutting chart or finding a placement that is comfortable for you, place the straps an even distance from the side seams.
11. Test for even placement by refolding the bag matching the side seams.
12. Sew a square at the end of the strap to attach it to the bag.
13. Turn the bag right side out and press.
Sources:
http://sewing.about.com/od/freeprojects/ss/totebag.htm?p=1
http://www.uen.org/Lessonplan/preview.cgi?LPid=457)\
Thursday, October 9, 2008
Giving What We Have
Objective: To help students understand that giving to the masjid includes giving time, talents as well as money.
Directions: Discuss about each statement with students. Ask students what Ahmad has to give. (money, time, talent). Then match the statements in what Ahmad gave. Emphasize that giving money, time, and talent to help the masjid are ways we can worship Allah SWT.
What Ahmad Has:
Ahmad's father: Here is your allowance, Ahmad
Ahmad's teacher: Next week we will have a cleanup day at masjid. Who can help?
Ahmad's teacher: Who can help me to carry this stack of books to the library?
What Ahmad Gave:
1: This is a good way to use some of my time.
2: I am happy to help you.
3: Here is my donation to the masjid.
Directions: Discuss about each statement with students. Ask students what Ahmad has to give. (money, time, talent). Then match the statements in what Ahmad gave. Emphasize that giving money, time, and talent to help the masjid are ways we can worship Allah SWT.
What Ahmad Has:
Ahmad's father: Here is your allowance, Ahmad
Ahmad's teacher: Next week we will have a cleanup day at masjid. Who can help?
Ahmad's teacher: Who can help me to carry this stack of books to the library?
What Ahmad Gave:
1: This is a good way to use some of my time.
2: I am happy to help you.
3: Here is my donation to the masjid.
If I Were Teaching the Class...
Objective: To help students see how the khutbah (Friday sermon) helps Muslims understand Allah SWT's instructions given in the Holy Qur'an.
Directions: Read the title and instructions. Ask students to think about a Quranic story they could teach to others. It could be a story about one of the prophets. Compare this activity to what the Imam does in his khutbah. Give volunteers an opportunity to "teach" their lesson to the class.
Title: If I Were Teaching the Class...
Instructions: Pretend that you are going to teach a lesson to help your Muslim brothers and sisters learn the Holy Qur'an. Write or tell how you would finish these sentences to use them in your lesson.
In my lesson, I'd like to tell you a Quranic story about a prophet named.... (peace be upon him).
Here is what this prophet (peace be upon him) did:
In this story, we learn that Allah SWT is...
We also learn that Allah SWT wants us to...
I like this story because...
Remember this story when you...
Directions: Read the title and instructions. Ask students to think about a Quranic story they could teach to others. It could be a story about one of the prophets. Compare this activity to what the Imam does in his khutbah. Give volunteers an opportunity to "teach" their lesson to the class.
Title: If I Were Teaching the Class...
Instructions: Pretend that you are going to teach a lesson to help your Muslim brothers and sisters learn the Holy Qur'an. Write or tell how you would finish these sentences to use them in your lesson.
In my lesson, I'd like to tell you a Quranic story about a prophet named.... (peace be upon him).
Here is what this prophet (peace be upon him) did:
In this story, we learn that Allah SWT is...
We also learn that Allah SWT wants us to...
I like this story because...
Remember this story when you...
The Holy Qur'an is Our Teacher
Objective: To help students understand du'as for learning.
Directions: Read the title and instructions together. Ask volunteers to full in the missing words.
Word Bank: Useful Protector Easy Remind Increase
Du'a before Studying:
"Allaahumma infa'nii bimaa 'allamtanii wa'allimnii maa yanfa'unii."
O my Lord, make ____ (useful) for me what you hath thought me and teach me knowledge that will be useful to me.
Du'a after Studying:
“Allahumma inni astaodeeka ma qara’tu wama hafaz-tu. Farudduhu ‘allaya inda hajati elahi. Innaka ‘ala ma-tasha’-u qadeer wa anta hasbeeya wa na’mal wakeel”
“Oh Allah! I entrust you with what I have read and I have studied. Oh Allah! Bring it back to me when I am in need of it. Oh Allah! You do whatever you wish, you are my availer and ___(protector) and the best of aid.”
Du'a while studying something difficult
“Allahumma la sahla illama ja-‘altahu sahla anta taj ‘alu al hazana eza ma shi’ta sahal.”
“Oh Allah! Nothing is ___(easy) except what you have made ___(easy). If you wish, you can make the difficult ___(easy).”
Du'a for Concentration:
“Salla-l-laahu alaa Muhammad wa aal-e Muhammad. Allahumma inni as’aluka yaa mudhakkira-l khayr wa faa’ilahu wa-l-aamimira bihi dhakir-ni maa ansaani-hi-shaytan.”
“Blessings of God be upon Muhammad and his progeny. O God, I ask you, the one who mentions goodness and actualizes it and commands it, ___(remind) me of that which the shaytan makes me forget.”
Du'a for Knowledge:
"Rabbi Zid-Nee 'iL-Maa"
My Lord, ___(increase) me in Knowledge.
Directions: Read the title and instructions together. Ask volunteers to full in the missing words.
Word Bank: Useful Protector Easy Remind Increase
Du'a before Studying:
"Allaahumma infa'nii bimaa 'allamtanii wa'allimnii maa yanfa'unii."
O my Lord, make ____ (useful) for me what you hath thought me and teach me knowledge that will be useful to me.
Du'a after Studying:
“Allahumma inni astaodeeka ma qara’tu wama hafaz-tu. Farudduhu ‘allaya inda hajati elahi. Innaka ‘ala ma-tasha’-u qadeer wa anta hasbeeya wa na’mal wakeel”
“Oh Allah! I entrust you with what I have read and I have studied. Oh Allah! Bring it back to me when I am in need of it. Oh Allah! You do whatever you wish, you are my availer and ___(protector) and the best of aid.”
Du'a while studying something difficult
“Allahumma la sahla illama ja-‘altahu sahla anta taj ‘alu al hazana eza ma shi’ta sahal.”
“Oh Allah! Nothing is ___(easy) except what you have made ___(easy). If you wish, you can make the difficult ___(easy).”
Du'a for Concentration:
“Salla-l-laahu alaa Muhammad wa aal-e Muhammad. Allahumma inni as’aluka yaa mudhakkira-l khayr wa faa’ilahu wa-l-aamimira bihi dhakir-ni maa ansaani-hi-shaytan.”
“Blessings of God be upon Muhammad and his progeny. O God, I ask you, the one who mentions goodness and actualizes it and commands it, ___(remind) me of that which the shaytan makes me forget.”
Du'a for Knowledge:
"Rabbi Zid-Nee 'iL-Maa"
My Lord, ___(increase) me in Knowledge.
Who's Praising Allah SWT?
Objective: To help students identify statements of praise to Allah SWT.
Directions: Read the title and discuss the statements with the children. Have volunteers read them. Suggest phrases such as "I love You" and I'm glad I am a Muslim" to be printed in the empty space.
Statement 1: All praise be to Allah SWT (alhumdulillah) for the beautiful flowers.
Statement 2: I don't think Allah SWT loves me.
Statement 3: All praise be to Allah SWT (alhumdulillah) for this beautiful day.
Statement 4: Allah SWT made everything in the world!
Statement 5: Allah SWT is too far away. He doesn't see us here.
Statement 6: All praise be to Allah SWT (alhumdulillah) for granting me good health.
Statement 7: (students' own ideas)
Directions: Read the title and discuss the statements with the children. Have volunteers read them. Suggest phrases such as "I love You" and I'm glad I am a Muslim" to be printed in the empty space.
Statement 1: All praise be to Allah SWT (alhumdulillah) for the beautiful flowers.
Statement 2: I don't think Allah SWT loves me.
Statement 3: All praise be to Allah SWT (alhumdulillah) for this beautiful day.
Statement 4: Allah SWT made everything in the world!
Statement 5: Allah SWT is too far away. He doesn't see us here.
Statement 6: All praise be to Allah SWT (alhumdulillah) for granting me good health.
Statement 7: (students' own ideas)
Allah SWT Can Do Anything
Jâbir b. `Abd Allah al-Ansârî relates that he heard Allah's Messenger (peace be upon him) said three days before his death: "None of you should ever die except while assuming the best about Allah." [Sahîh Muslim (5125)]
It is wrong for any Muslim to think ill of Allah. A Muslim should always assume the best about his Lord. As long as the Muslim is striving to engage in good deeds, he should expect the best outcome: that Allah will accept his good deeds; that Allah from His grace will forgive him; and that Allah will bless him to live out his life, until its conclusion, upon faith. This is why the Prophet (peace be upon him) say: "None of you should ever die except while assuming the best about Allah." [Sahîh Muslim (5125)] (Source: http://www.islamtoday.com/showme2.cfm?cat_id=31&sub_cat_id=1762)
Objective: To help students think of ways they can praise Allah SWT for the things He has done for them.
Directions: Have students write about one way they could praise Allah SWT for something He has done for them recently. they might write a thank-you note to Allah SWT for answering one of their prayers.
It is wrong for any Muslim to think ill of Allah. A Muslim should always assume the best about his Lord. As long as the Muslim is striving to engage in good deeds, he should expect the best outcome: that Allah will accept his good deeds; that Allah from His grace will forgive him; and that Allah will bless him to live out his life, until its conclusion, upon faith. This is why the Prophet (peace be upon him) say: "None of you should ever die except while assuming the best about Allah." [Sahîh Muslim (5125)] (Source: http://www.islamtoday.com/showme2.cfm?cat_id=31&sub_cat_id=1762)
Objective: To help students think of ways they can praise Allah SWT for the things He has done for them.
Directions: Have students write about one way they could praise Allah SWT for something He has done for them recently. they might write a thank-you note to Allah SWT for answering one of their prayers.
Good Examples of Worship
Objective: To help children identify ways kids today can worship Allah SWT.
Directions: Read the title and instructions. After students have marked the page, discuss the differences between those who are actually worshiping Allah SWT and those who are not. (Those who are worshiping are happy to be there; are paying attention; are obeying their teachers; are showing their love for Allah SWT. Those who are not worshiping are not happy; are not paying attention; are not obeying.)
Title: Good Examples of Worship
Instructions: Draw a circle around the sentences that show good examples of worshiping. Draw an X over the sentences that show bad examples of worshiping.
Sentence 1: I'm glad I can give some money for Allah SWT's cause.
Sentence 2: I think I'll keep some of my money.
Sentence 3: I don't feel like praising Allah SWT.
Sentence 4: All praise be to Allah SWT (alhumdulillah) for this sunny day.
Sentence 5: I like to make du'a to Allah SWT.
Sentence 6: I wish I were at home watching TV.
Sentence 7: I like that Qur'anic story.
Sentence 8: I brought a car to play with during lesson time.
Example of a du'a: May Allah SWT help me to perfect my worship to you. Ameen.
Directions: Read the title and instructions. After students have marked the page, discuss the differences between those who are actually worshiping Allah SWT and those who are not. (Those who are worshiping are happy to be there; are paying attention; are obeying their teachers; are showing their love for Allah SWT. Those who are not worshiping are not happy; are not paying attention; are not obeying.)
Title: Good Examples of Worship
Instructions: Draw a circle around the sentences that show good examples of worshiping. Draw an X over the sentences that show bad examples of worshiping.
Sentence 1: I'm glad I can give some money for Allah SWT's cause.
Sentence 2: I think I'll keep some of my money.
Sentence 3: I don't feel like praising Allah SWT.
Sentence 4: All praise be to Allah SWT (alhumdulillah) for this sunny day.
Sentence 5: I like to make du'a to Allah SWT.
Sentence 6: I wish I were at home watching TV.
Sentence 7: I like that Qur'anic story.
Sentence 8: I brought a car to play with during lesson time.
Example of a du'a: May Allah SWT help me to perfect my worship to you. Ameen.
Families Can Worship Allah SWT Together
Objective: To help students see different ways families can worship Allah SWT at home.
Directions: Let students take turns reading the sentences. Encourage students to share other ways they worship Allah SWT at home. Then have students suggest one way to worship Allah SWT in their families. Give time for students to share their ideas.
Sentence 1: We can make salat (pray) together.
Sentence 2: We can make du'as to Allah SWT.
Sentence 3: We can talk about what we learned at masjid.
Sentence 4: (students own ideas)
Du'a for Parents:
"Rabbighfir lii wa liwaalidayya wa lilmu"miniina yauma yaquumul'hisaab, Rabbirhamhumaa kamaa rabbayaanii shaghiiraa."
O Lord, forgive me, my parents and Muslims in the Hereafter. O Lord, show mercy on them as they have nourished me when I was young.
Directions: Let students take turns reading the sentences. Encourage students to share other ways they worship Allah SWT at home. Then have students suggest one way to worship Allah SWT in their families. Give time for students to share their ideas.
Sentence 1: We can make salat (pray) together.
Sentence 2: We can make du'as to Allah SWT.
Sentence 3: We can talk about what we learned at masjid.
Sentence 4: (students own ideas)
Du'a for Parents:
"Rabbighfir lii wa liwaalidayya wa lilmu"miniina yauma yaquumul'hisaab, Rabbirhamhumaa kamaa rabbayaanii shaghiiraa."
O Lord, forgive me, my parents and Muslims in the Hereafter. O Lord, show mercy on them as they have nourished me when I was young.
Religion is Sincerity
Objection: To help students think about the importance of obeying Allah SWT.
Directions: Discuss the following Qur'an hadith.
Abû Ruqayyah Tamîm b. `Aws al-Dârî relates that the Prophet (peace be upon him) said: “Religion is Sincerity.”
We asked: “To whom, O Messenger of Allah?”
He said: “To Allah, His Book, His Messenger, and the leaders of the Muslims and to the common Muslim.” [Sahîh Muslim]
Put the hadith into "kid language," such as "It's not enough to say you love someone-you need to show your love in the things you do." Then let students complete the page. Discuss how Suzi did or didn't follow the hadith. Remind students that we show our love for Allah SWT by obeying Him.
Suzi 1: You're my friends. I want to share with you.
Suzi 2: If I'm nice to Layla, she'll let me ride her new bike.
Suzi 3: I love you, Mom. But I won't help with the laundry.
Suzi 4: I'm going to help my younger brother fix his broken toy.
Draw a circle around the sentences that indicate how Suzi followed the hadith.
(Hadith Source: http://www.islamtoday.com/showme2.cfm?cat_id=31&sub_cat_id=621)
Directions: Discuss the following Qur'an hadith.
Abû Ruqayyah Tamîm b. `Aws al-Dârî relates that the Prophet (peace be upon him) said: “Religion is Sincerity.”
We asked: “To whom, O Messenger of Allah?”
He said: “To Allah, His Book, His Messenger, and the leaders of the Muslims and to the common Muslim.” [Sahîh Muslim]
Put the hadith into "kid language," such as "It's not enough to say you love someone-you need to show your love in the things you do." Then let students complete the page. Discuss how Suzi did or didn't follow the hadith. Remind students that we show our love for Allah SWT by obeying Him.
Suzi 1: You're my friends. I want to share with you.
Suzi 2: If I'm nice to Layla, she'll let me ride her new bike.
Suzi 3: I love you, Mom. But I won't help with the laundry.
Suzi 4: I'm going to help my younger brother fix his broken toy.
Draw a circle around the sentences that indicate how Suzi followed the hadith.
(Hadith Source: http://www.islamtoday.com/showme2.cfm?cat_id=31&sub_cat_id=621)
I'm Making Du'a and Waiting...
Objective: To help students identify answers to du'as they are waiting for, as well as things they can do while they wait.
Directions: Read the title, instructions, and suggestions prompts first. Have students draw write about answers to du'a they're waiting for, either from the suggestions given or using ideas of their own. Do the same with the part 2.
Title: I'm Making Du'a and Waiting...
Part 1
Instruction: Are you waiting for Allah SWT to help you learn something? Write about it.
Prompt 1: to play soccer well
Prompt 2: to cook
Prompt 3: to run fast
Prompt 4: to get along at home
Prompt 5: (students' own ideas)
Part 2
Instruction: Are you waiting for Allah SWT to help you get something? Write about it.
Prompt 1: front teeth
Prompt 2: more friends
Prompt 3: new bike
Prompt 4: smarter brain
Prompt 5: (students' own ideas)
Directions: Read the title, instructions, and suggestions prompts first. Have students draw write about answers to du'a they're waiting for, either from the suggestions given or using ideas of their own. Do the same with the part 2.
Title: I'm Making Du'a and Waiting...
Part 1
Instruction: Are you waiting for Allah SWT to help you learn something? Write about it.
Prompt 1: to play soccer well
Prompt 2: to cook
Prompt 3: to run fast
Prompt 4: to get along at home
Prompt 5: (students' own ideas)
Part 2
Instruction: Are you waiting for Allah SWT to help you get something? Write about it.
Prompt 1: front teeth
Prompt 2: more friends
Prompt 3: new bike
Prompt 4: smarter brain
Prompt 5: (students' own ideas)
Giving Thanks to Allah SWT
Objective: To help students identify good ways to respond when Allah SWT says yes to our du'as.
Directions: Read the du'a first. Then let students take turns reading the sentences and telling which boys and girls are being thankful. Discuss how our actions can show our thankfulness-even more than our words do. Have students circle the sentences that indicate thankfulness.
Du'a:
"Yaa rabbil lakal"hamdu kama yanbaghii lijalaali wajhika, wa'aziimi sultaanik.
"O my Lord, all praises be to You as it should be due to Your Might and the Greatness of Your Power.
(Source: http://www.duas.org/misc.htm)
Boy 1: I don't like having to wait for everyone to read a book.
Boy 2: I'm thankful for all the food you have given me, Allah SWT.
Girl 1: All praise to be Allah SWT for a beautiful day.
Girl 2: Why can't I have another slice of pizza?
Boy 3: It's fun to do things with friends.
Directions: Read the du'a first. Then let students take turns reading the sentences and telling which boys and girls are being thankful. Discuss how our actions can show our thankfulness-even more than our words do. Have students circle the sentences that indicate thankfulness.
Du'a:
"Yaa rabbil lakal"hamdu kama yanbaghii lijalaali wajhika, wa'aziimi sultaanik.
"O my Lord, all praises be to You as it should be due to Your Might and the Greatness of Your Power.
(Source: http://www.duas.org/misc.htm)
Boy 1: I don't like having to wait for everyone to read a book.
Boy 2: I'm thankful for all the food you have given me, Allah SWT.
Girl 1: All praise to be Allah SWT for a beautiful day.
Girl 2: Why can't I have another slice of pizza?
Boy 3: It's fun to do things with friends.
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