Sept. 13, , 7, 8

SIT DOWN IN LAST WEEK’S SEATS AND DO YOUR WARM UP REFLECTION Minimum 3 Complete Sentences. Think of a time when you were or could have been an ally (friend, advocate, helper) to someone. Describe the situation and what you did (or could have done). Or How would empathy (being able to identify and understand feelings) help you get along with others?

Objectives/Essential Questions: 1. Apply empathy skills 2. Apply active listening skills 3. Identify ways to make friends and join groups 4. Define the term ally and identify when and how to be one.

Activities 1. Video Thought Question: How are your friends important to you? 2. After: Why are friendships important to Tony? Why do you think friendships are important? 3. Letters Audio clip 4. After: Challenge facing Stella? Leo? Other Kids? Why? How do the kids writing the letters feel? How do we know? Empathy REVIEW. 5. Group Brainstorm: advice for Stella and Leo. 6. Handout 2A next slide.

A.Video 2.6 Real Students Make Friends B.How did they do it? C.How should they/could they have done it? D.Video 2.7b Thought Question WHAT IS AN ALLY? E.Screen/Videos 2.8, 2.9 and 2.10 F.What kinds of people could YOU be an ally to? G.What sorts of situations need allies? H.PARTNERS: HANDOUT 2b NEXT SLIDE2.12

HANDOUT 2B Being An Ally Names in Group____________________ __________________________________ Our situation is: Here are some things an ally could do to support someone in that situation:

SIT DOWN IN LAST WEEK’S SEATS AND DO YOUR WARM UP REFLECTION Minimum 3 Complete Sentences. Think of a time when you were or could have disagreed with a friend. Describe the situation and what you did (or could have done) to resolve the disagreement. Or How would empathy (being able to identify and understand feelings) help you resolve disagreements??

Objectives/Essential Questions: Students will define empathy and identify the skills used in respectful disagreements. Students will define empathy and identify the skills used in respectful disagreements. Students will practice disagreeing respectfully using the skills they’ve learned. Students will practice disagreeing respectfully using the skills they’ve learned.

Activities, Part 1: 1.-Discuss: Review definition of empathy vs. sympathy 2.-Watch video 2.2 “The History Project” (Students should take notes on body language, facial expressions, actual words, tone of voice, actions –at least 3 observations) 3.-Discuss: What were your observations? 4.-Add to empathy definition: when you identify with someone’s feelings AND respond thoughtfully 5.Activity: have groups brainstorm a list of skills it takes to disagree respectfully 6.-Watch video 2.5 and watch for skills (write down 3 observations) 7.-Discuss: What was different? 8.-Write down skills it takes to disagree respectfully (keep calm, use active listening, consider the other’s perspective, explain your perspective clearly, act non-judgmentally) 9.-Activity: Write down two scenes in which a disagreement has or may happen in your life (or a peer’s) We may use these next week.

Lesson 2 Respectful Disagreement Skill-Practice Scenarios, Set 1 Set 1 The Friend A friend of Character A and Character B has started drinking. Both A and B know it’s a bad thing to do, and they are worried about their friend, but they disagree about what they should do about it. Character A: You think the best way to help your friend stop drinking is to tell an adult. Character B: You don’t want to tell an adult about your friend’s drinking. You don’t want your friend to get in trouble. You would rather tell your friend directly that you think it’s not smart to drink. The Closet Character A finds his or her sister or brother (Character B) going through Character A’s closet to borrow clothes. They disagree about whether closets are private or not. Character A: You think that your closet should be completely private. You have a job to earn money to buy clothes, and you don’t see why you should share clothes you have worked hard to buy. Character B (the sister or brother): You think families should share things like clothes. You need a red sweater for school spirit day. You know your sister or brother has one, and you think he or she should lend it to you for one day. You go to different schools, so your sister or brother doesn’t need the sweater for school spirit day. © 2008 Committee for Children Second Step: Student Success Through Prevention Page 141

Lesson 2 Respectful Disagreement Skill-Practice Scenarios, Set 1 Set 2 The Group Character A and Character B are in the same group of friends. There is a friend in their group who is saying mean things and spreading rumors about the others in their group. Character A: You don’t want to be around people who bully. You want to take a break from this group of friends. Character B: You don’t like to be around people who bully. You want to say something to the friend who is being mean and spreading rumors. The Lunch Table Character A is an eighth-grader. Character B is a sixth-grader. The two characters want to sit at the same lunch table with their own friends. There is only room for one of them. They disagree about who has the right to sit there. Character A: You think that as an eighth-grader you automatically have the right to use the table. The eighth-graders always sit there at lunch time. You also think that being the older student gives you more privileges. Since there are other tables, you think the sixth- graders should sit somewhere else. Character B: You think that since you got there first, you have the right to sit there with your friends. You think things should be fair and equal between sixth-graders and eighth- graders. Just because eighth-graders have always sat there, it does not mean they automatically have the right to sit there, especially if they don’t get there first. You think you should get the chance to sit at the table.

Activities, Part 2: -Groups of four, number each group with two 1’s and two 2’s. The 1’s will start out as the coaches, while the 2’s role play. Then they will switch. -Watch video 2.8 -Role play procedures : 1. The actors need to exchange dialogue between three and five times. 2. The scene can be humorous, but we should see the skills being practiced. (You will be graded on this.) 3. The group that demonstrates the most skills gets a reward. 4. You will have 3-5 minutes to plan your scene. 5. Then you will practice while the coaches tell you what skills you need to improve on.

SIT DOWN IN LAST WEEK’S SEATS AND DO YOUR WARM UP REFLECTION Minimum 3 Complete Sentences. Think of a time when you were or could have been an ally (friend, advocate, helper) to someone. Describe the situation and what you did (or could have done). Or How would empathy (being able to identify and understand feelings) help you get along with others?

1.2.2 Partner Exchange Real Voices and 2.5 Group Exchange Real Voices Empathy Partner Activity with 2A Tips for 6 th Graders 7.2.8B Review Partner Activity Puzzle Challenge With Brights How to Offer Support Ally Definition Class Discussion Leaders and Allies Summarizing the Lesson

John Quincy Adams was known for his powerful speeches against slavery. He might have meant actions like: Fighting slavery Making better laws Voting against slavery Rallying your friends and neighbors to stand with you. Helping slaves escape or help free slaves survive.

John Quicy Adams – Inspiring Day-To-Day Actions, Attitudes, and Behaviors. The Adult’sThe Student’s

Stay on task, Do your work, homework, staying at your place Tell other people to get quiet, be a leader, not a follower, Don’t do drugs Find similarities, be funny, be kind and respect others

Answer each question to explain what you learned. Then write 4 ways to help younger, weaker, or equal people in your life.

We formed our own cheerleading squad that includes children with special needs.