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Unit Four Hana

Teacher Materials

The Teacher Materials for Unit Four Include:

• Unit Four Timeline

• Activity 1: The Decision Tree

• Activity 2: The Body Connection

• Activity 3: Understanding Aggression

• Synthesis Activity: Choose Wisely

Ho‘oikaika Kino Unit 4 Timeline

Unit Four Timeline Hana: What are you doing?

Randy’s Story and the supporting activities for Unit Four emphasize the importance of evaluating situations and considering consequences when making choices. The unit contains information on choices related to physical and emotional health. One activity focuses on the harmful effects of alcohol and drugs on youth, and another activity focuses on appropriate responses in different situations.

Core Component

Description Time Required*

Randy’s Story Teacher’s Guide

Randy is quick to react in anger, both physically and verbally. With the help of his neighbor, he learns that he has the ability to choose his actions and responses. Other themes include decision making, teasing, mixed families, and parental involvement. The Hui Kama‘ilio questions at the end of Randy’s Story—Teacher’s Guide, facilitate deeper understanding of presented content.

Time required to complete depends on student reading levels and the extent to which SMART Tips (literacy strategies) are incorporated. 20–45 minutes (use best judgment; if the conversation is rich and flowing, allow an extension of time)

Activity 1 The Decision Tree

Prevention Emphasis: Decision making, impulsivity, sensation seeking, self control

Core Activity: 1–2 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

Activity 2 The Body Connection

Prevention Emphasis: Physical health and the effects of alcohol, tobacco, and other drugs


Activity 3 Understanding Aggression

Prevention Emphasis: Communication, conflict resolution


Synthesis Activity Choose Wisely

Students write poem or perform a song/rap about making healthy choices.

Three class periods at minimum; can take longer if teacher wants to extend concepts

* Time required varies by grade levels and teacher discretion. The times listed are a minimum. Students may need additional time depending on age and skill levels. Teachers can also choose to spend more time on the concepts relevant to their students. • The Randy’s Story Teacher’s Guide includes several SMART tips that can be used

while reading the story. • Each activity in this unit has core and extension suggestions. The core activity is the

basic activity that is recommended for students to get an understanding of the concept being taught. The extension activities are optional and provide opportunities to develop deeper understanding of concepts presented.

• The Synthesis Activity brings together the concepts in this unit with performance-based tasks.

© 2007 by PREL 4-2

Ho‘oikaika Kino Unit 4 Activity 1

Unit 4 Activity 1 The Decision Tree

Essential Question/Statement: • How can we evaluate a situation and make sound choices? • How can we resolve dilemmas? Learning Objectives: • Students will be able to identify the elements of decision making and consequences. • Students will demonstrate knowledge of making thoughtful decisions. • Students will understand that they can use resources to make decisions.

Key Vocabulary: • Choice—making a decision when faced with two or more possibilities • Consequence—result or effect of an action • Decision—a choice or judgment • Dilemma—situation when one has to choose between things; a difficult choice • Evaluate—to decide the value or worth of after study • Situation—an event or a particular moment in time

Curriculum Areas: Health Prevention Emphasis: Decision making, impulsivity, sensation seeking, self control

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 6: DECISION MAKING AND GOAL SETTING Use decision making and goal setting skills to enhance health Topic: Decision Making Across Topic Areas Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4–6 are provided in that section.

© 2007 by PREL 4-3


Unit 4 Activity 1 Overview

Core Activity

The Decision Tree Step 1: Group Discussion Step 2: Pair or Small Group Activity

Materials (Student Workbook): Decision Tree Worksheets

Extension Activities Making Informed Decisions

Step 1: Group Discussion Step 2: Pair Activity

Materials (Student Workbook): Informed Decision Making Worksheet Good or Bad Choices?

Step 1: Whole Group Activity Materials (Teacher Materials): Good or Bad Choices Cards

© 2007 by PREL 4-4


Core Activity The Decision Tree

Step 1: Group Discussion

Ask students to think about Randy’s Story. Discuss what happened in the story. Ask the class to tell you some key events in the beginning of the story. Target responses: Randy wanted his father to come to the May Day show; Randy blew the pū and it made a fut sound; Jesse teased Randy; Randy hit Jesse; Randy got in trouble with the principal.

Ask students: 1. When Randy made a choice to hit Jesse in the story, what was the consequence of

his choice? Target responses: He got in trouble with the principal; the principal called his father; his father was unhappy.

2. What do you think it means to “be prepared to face the consequences” of your decision? Target response: Thinking ahead about what could happen when you choose to do something and being ready for that

Draw the diagram below on the board or on chart paper. Discuss with students that in many situations we can make several different choices. We can evaluate the situation to think about the choices. Each choice will have some consequence. Some choices will have more than one consequence. Some consequences may be good and some may be bad. Sometimes we find ourselves in a dilemma. A dilemma is a situation where someone has to make a difficult choice. Sometimes we have a dilemma when more than one choice appeals to us.

SITUATION

CHOICE

CHOICE CHOICE

Consequences

Consequences Consequences

© 2007 by PREL 4-5


Step 2: Pair or Small Group Activity

Students use the Decision Tree Worksheet (Student Workbook). Go over the sample decision on page 1 of the Decision Tree Worksheet. Talk with students about the choices Kaipo can make in this situation and how each choice has a consequence. Discuss how Kaipo can evaluate the consequences before making a decision. Ask each pair to fill in the blank saying what they think Kaipo should do. Ask each pair to answer the questions on all three pages of the worksheet. Assist student pairs as they make their decision trees on pages 2 and 3 of the worksheet. After students have finished the worksheet, discuss the choices, consequences, and decisions they listed for each scenario. Ask groups to volunteer their answers, and ask students if they came up with similar or different factors and consequences.

Extension Activity Making Informed Decisions


Discuss with students:

Sometimes we may not have all the information to make a good decision. We may need to do some research and find some resources to help us figure out the factors and consequences. For instance, when we evaluate situations that affect our health or safety, we may need to find out things from adults. Let’s think about the resources we have when we need to find information. Mention the fact that it is okay to ask for help if you don’t know about a topic but need to make a decision about it.

Ask students:

Who can help you to make a good decision? What additional information might you need before making a decision?

1. Name some people that can help when you need additional information to make a decision. Target responses: family members, teachers, friends, doctors

2. Name some places you can look up information. Target responses: books, the Internet, magazines

© 2007 by PREL 4-6


Step 2: Pair Activity

Students use Informed Decisions Worksheet (Student Workbook)

Discuss the types of resources we can use if we need help making a decision. The worksheet lists Human Resources (teachers, family members, kupuna, counselors, friends), Print Resources (books, pamphlets, magazines, yellow pages) and Non-Print Resources (Internet, telephone help lines, videos)

Ask each pair to follow directions and fill out the worksheet. Clarify directions on the worksheet if necessary. After each pair has completed the activity, ask students to discuss their answers.

Extension Activity Good or Bad Choices?

Step 1: Whole Group Activity

Cut the Good or Bad Choice Strips along the perforated lines. Give each student one strip and ask if their strip has good or bad choices. 1. On the board, write the word HEALTH. Ask the student with strips that say HEALTH to come up. If they have a BAD HEALTH CHOICE, they should go to one side of the board. If they have a GOOD HEALTH choice they should go to the other. Once students decide where they should stand, ask them to read their choices. Ask a few students to discuss the consequences of their choice. 2. Repeat the activity with SOCIAL CHOICES on the board. If you have less than 20 students, some students can take a HEALTH strip and a SOCIAL CHOICES strip and participate in both groups.

© 2007 by PREL 4-7


Unit 4 Activity 1 Good or Bad Choice Strips

TEACHER DIRECTIONS: Cut out these strips and give one to each student. Ask students to consider whether the card they got shows good or bad choices. 1. On the board, write the word HEALTH. Ask the student with strips that say HEALTH to come up. If they have a BAD HEALTH CHOICE, they should go to one side of the board. If they have a GOOD HEALTH choice, they should go to the other. Once students decide where they should stand, ask them to read their choices. Ask a few students to discuss the consequences of their choice. 2. Repeat the activity with SOCIAL CHOICES on the board. If you have less than 20 students, some students can take a HEALTH strip and a SOCIAL CHOICES strip and participate in both groups.

HEALTH: 1. Eating too much candy

HEALTH: 2. Watching a lot of TV

HEALTH: 3. Smoking cigarettes

HEALTH: 4. Drinking too much alcohol

HEALTH: 5. Experimenting with drugs

HEALTH: 6. Failing to express feelings such as worry and fear

HEALTH 7. Doing things you enjoy to reduce stress

HEALTH: 8. Eating healthy

HEALTH: 9. Getting enough rest

HEALTH: 10. Exercising regularly

SOCIAL CHOICES 1. Shoplifting a CD

SOCIAL CHOICES 2. Ganging up on someone

SOCIAL CHOICES 3. Picking a fight

SOCIAL CHOICES: 4. Smoking a cigarette because someone else is

SOCIAL CHOICES: 5. Reaching out to someone who needs a friend

SOCIAL CHOICES: 6. Saying “no” when you don’t want to try alcohol because of peer pressure

SOCIAL CHOICES: 7. Telling the truth

SOCIAL CHOICES: 8. Helping your family

SOCIAL CHOICES: 9. Not cutting school

SOCIAL CHOICES: 10. Cheating on a test

© 2007 by PREL 4-8


Unit 4 Activity 2 The Body Connection

Essential Question/Statement: • What are some different kinds of drugs? How are drugs misused? • What are some of the physical effects of alcohol and tobacco on the body? • How do drugs harm a youth's developing body? Learning Objectives: • Students will differentiate between legal and illegal drugs. • Students will understand how drugs can be misused. • Students will identify how alcohol and tobacco affect the body. Key Vocabulary: • Abuse—making excessive or habitual use of a substance • Drug/substance—a substance that has an effect on the body and mind when taken

into the body • Illegal—not permitted by law or established rules • Legal—permitted by law or established rules • Misuse—use for purposes that are not intended • Prescription—a written direction or order for the preparation and use of a medicine

Curriculum Areas: Health Prevention Emphasis: Physical health and the effects of alcohol, tobacco, & other drugs

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 1: CORE CONCEPTS Understand concepts related to health promotion and disease prevention Topic: Tobacco-Free Lifestyle Topic: Alcohol and Other Drug-Free Lifestyle Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4-6 are provided in that section.

© 2007 by PREL 4-9



Core Activity The Body Connection

Step 1: Group Discussion Step 2: Whole Group Activity

Materials (Student Workbook): What Kind of Drug is it? Worksheet Materials (Teacher Materials): What Kind of Drug is it? overhead transparency

Extension Activity Facts About Alcohol and Tobacco

Step 1: Group Discussion Step 2: Whole Group, Small Group, or Pair Activity

Materials (Teacher Materials and Student Workbook): Alcohol Fact Sheet and Tobacco Fact Sheet

Materials (Student Workbook): The Facts Are… Worksheet

© 2007 by PREL 4-10


Core Activity The Body Connection

Step 1: Group Discussion NOTE TO TEACHER: Before having this discussion, you may want to talk to students about confidentiality. You can explain that if they want to share information about alcohol or drug use they have seen or heard of, they should not use people’s names or reveal people’s identities in the class setting. For more information on the topic of drug use and appropriate ways to address issues with students, you can visit www.kidshealth.org/kid/grow/drugs_alcohol/know_drugs.html.

Discuss with students: 1. Drugs are substances that alter the body or mind when they are put in the body.

Drugs include pills, drinks, medicines, and inhalants. 2. Drugs are used for many reasons. When you go to the doctor, you sometimes get

“prescription medicine.” These are drugs that help you cure illnesses in your bodies. These prescription medicines can be used in acceptable ways for curing illnesses or in bad ways to change how your body feels. Prescription medicines can be bad for you if they are not used for the particular purpose that your doctor prescribed.

3. There are also over-the-counter drugs that you can get without a prescription that can be harmful if used inappropriately. Just because something is sold over the counter, does not mean it is safe to use. It should be used as directed.

Ask students; 1. We have discussed prescription medicine being a drug that can be used in acceptable

ways and bad ways. What are some other drugs you know of that are commonly used in acceptable ways? Target responses: over-the-counter medicines like cold medicine, Tylenol, aspirin (If students mention illegal drugs as they answer this question, note that you will cover that topic next.)

2. What is the difference between legal and illegal drugs? Target responses: The medicines that we talked about like prescription drugs and over-the-counter medicines are legal drugs. Legal drugs are substances we can use without breaking the law. Alcohol is legal to use for people over 21, and tobacco is legal to use for people over 18. Illegal drugs are drugs that are not acceptable to use in any way. They are generally very harmful to the body.

3. How do people misuse or abuse legal drugs? Target responses: A legal drug is misused when it is used in ways that it was not meant to be used. For instance, if someone uses a prescription drug for a purpose other than for what it was prescribed, that is misuse. People abuse legal drugs when they use it excessively (too much or too often).

4. Where can you get legal drugs, like prescription medicines? Target responses: You can get legal drugs like medicine from the drug store or from your doctor’s office. You can get legal drugs like tobacco and alcohol in grocery stores, but you have to be a certain age (18 or 21) to buy those legally.

5. What is drug abuse? Target response: Drug abuse is when a drug is used in a way that causes harm to the body.

© 2007 by PREL 4-11


Step 2: Whole Group Activity

1. Use the What Kind of Drug Is It? overhead transparency to discuss different types

of substances, whether they are legal or illegal, and how they can be used and misused.

2. Ask students to call out the answers and record them on the overhead. 3. Students can follow along on their What Kind of Drug Is It? Worksheet (Student

Workbook).

© 2007 by PREL 4-12


Extension Activity Facts About Alcohol and Tobacco


Students refer to the Alcohol Fact Sheet and Tobacco Fact Sheet (Teacher Materials and Student Workbook).

NOTE TO TEACHERS: 1. The Alcohol Fact Sheet and the Tobacco Fact Sheet were compiled from information

taken from websites and books focused on preventing youth substance use. 2. There is a list of websites in the teacher resources for this lesson. If you would like

additional information on presenting this information, or would like to do additional activities with students, please refer to these websites.

Discuss with students: Alcohol and tobacco are drugs that we see used around us commonly. Those are substances that are legal for people to use when they are a certain age. These drugs can be especially harmful for young people because they affect the developing body. Let’s take a look at the Fact Sheets on Alcohol and Tobacco to see how these drugs affect the body.

For these questions, have students refer to the Alcohol Fact Sheet and Tobacco Fact Sheet that are in the student workbook. You may want to go over these four questions separately for each substance (For instance, ask and answer the questions in relation to alcohol and then do the same for tobacco.). 1. What is the legal age to use alcohol or tobacco>? 2. What are some ways that alcohol or tobacco travels through the body? 3. What are some of the long term effects of alcohol or tobacco? 4. How does alcohol or tobacco affect younger, developing bodies?

Step 2: Whole Group, Small Group or Pair Activity

Students use the Alcohol Fact Sheet and the Tobacco Fact Sheet (Student Workbook). Students write on The Facts Are… Worksheet (Student Workbook). If you would like to reinforce the concepts students learned in the discussion above, have them fill out The Facts Are…Worksheet. This can be done as a whole group, small group, or pair activity.

© 2007 by PREL 4-13


Unit 4 Activity 2

What Kind of Drug Is It? Overhead

Substance Legal or Illegal? (If it is legal, who is it legal for?)

If it is legal, where do you get it?

Is there a time when it is okay to use this drug? How can this drug be misused or abused?

1. Tylenol™

2. Wine

3. Marijuana

4. Antibiotic prescription medicine for strep throat

5. Beer

6. Painkiller that you get in the hospital

7. NyQuil™

8. Ice (Crystal Meth)

9. Cigarettes

© 2007 by PREL Overhead 4-14


Unit 4 Activity 2

What Kind of Drug Is It? TEACHER KEY

Substance Legal or Illegal? (If it is legal, who is it legal for?)

If it is legal, where do you get it?

Is there a time when it is okay for you to use this drug? How can this drug be misused or abused?

1. Tylenol™

Legal when used as directed on bottle

Drug store, grocery store

It is okay to use this drug for pain, fevers, allergies, colds and flu. Do not take more than the recommended dosage. Taking too much is abusing it.

2. Wine

Legal for people who are 21 and older

Grocery store, liquor store, drug store

It is okay for adults to use this. It can be abused when people drink too much of it regularly.

3. Marijuana

Illegal No It can be abused when people use it

4. Antibiotic prescription medicine for strep throat

Legal if you have a prescription

Doctor’s office or pharmacy

It is okay to use this when and how it is prescribed. Taking it when it is not prescribed, or not following a doctor’s directions can be harmful.

5. Beer

Legal for people who are 21 and older

Grocery store, liquor store, drug store

It is okay for adults to use this. It can be abused when people drink too much of it regularly.

6. Painkiller that you get in the hospital

Legal if you have a prescription

Doctor’s office or pharmacy

It is okay to use this when and how it is prescribed. Taking it when it is not prescribed, or not following a doctor’s directions can be harmful.

7. NyQuil™ Legal when used as directed on bottle

Drug store, grocery store

It is okay to use this drug as directed on the bottle. Different dosages are recommended for children and adults. Taking more than the recommended dosage is misusing it.

8. Ice (Crystal Meth)

Illegal This drug is highly addictive. Once started, it is very hard for people to stop using this drug. It is very harmful to the body.

9. Cigarettes

Legal for people over 18

Drug store, grocery store, convenience store

It is legal to smoke if you are over 18. People get easily addicted to this drug and start to need it regularly. This can be very harmful to health.

© 2007 by PREL 4-15


Unit 4 Activity 2 ALCOHOL FACT SHEET

Where does alcohol come from?

• Alcohol is usually made from the fruits of plants like fruits, grains, or berries. • Examples of alcohol are beer, wine, and “liquor” such as whiskey.

The Law in Hawai‘i

• Alcohol is legal for purchase and use only by people over 21 years of age. • It is illegal for anyone over the age of 21 years to purchase alcohol and give it

to someone under 21. • It is illegal to operate a motor vehicle while under the influence of alcohol.

How do people take the drug?

• Alcohol is generally in liquid form—something to drink.

How does alcohol travel through the body and affect body functions?

• When you drink alcohol, it: o Is absorbed into the bloodstream. o Starts to affect the brain usually 5–10 minutes after it is swallowed. o Affects the part of the brain that helps us decide if something is

dangerous or embarrassing. • Alcohol gives you a sensation, or feeling, that can:

o Make the drinker feel “buzzed” or excited. o Make the drinker feel relaxed or less stressed initially.

• When this sensation disappears: o The drinker can feel drowsy, sleepy, or down (depressed). o Drinkers may feel that they need more alcohol in order to start

feeling good again. • Alcohol can cause bad breath and body odor:

o Because some alcohol leaves the body through breathing and sweat.

What are some long-term impacts of alcohol use?

• Alcohol can damage the liver and kidneys. o These organs help your body to filter and remove alcohol. The

extra work of removing alcohol can lead to damage and disease. • Alcohol can make people antisocial and damage relationships.

o People who use alcohol are more likely to say and do things that are dangerous, antisocial, and embarrassing to themselves and to those around them.

• Alcohol can result in poor nutrition. o Because alcohol is absorbed mostly in the stomach and small

intestines, it can begin to interfere with the way your body absorbs food.

How does alcohol affect young people?

• When you are under 25, your brain is still developing. Research shows that young people can be affected by alcohol in these ways:

o Younger brains are still building nerve connections that allow them to learn new information and skills. Alcohol can change the “wiring” of the brain, making it harder for a young drinker to learn.

o People who begin drinking at younger ages are more likely to develop an addiction to alcohol.

o Drinking and depression are linked. Youth drinkers may suffer from depression.

For more information go to, Kids Health (Alcohol) http://www.kidshealth.org/kid/stay_healthy/body/alcohol.html

© 2007 by PREL 4-16

http://www.kidshealth.org/kid/stay_healthy/body/alcohol.html


Unit 4 Activity 2 TOBACCO FACT SHEET

Where does tobacco come from?

• Tobacco is a plant that contains the drug nicotine. • The leaves of the plant are dried for use by people.

The Law in Hawai‘i

• Tobacco is legal for purchase and use only by people over 18 years of age.

How do people take the drug?

• People smoke tobacco in the form of cigarettes, cigars, and pipes. • People also use chewing tobacco, which is not really chewed, but is loose

tobacco that is held in the mouth. How does tobacco travel through the body and affect body functions?

• When you smoke or chew tobacco: o It is absorbed into the bloodstream. o Nicotine travels almost immediately to the brain. o The drug provides an instant sensation or feeling, usually within a

minute of inhaling the smoke. • When the drug reaches the brain:

o The brain sends a signal to the rest of the body that tells it to prepare for an emergency.

o The heart beats faster, blood pressure goes higher and skin temperature cools down.

o For stressed smokers, the nicotine may help them feel relaxed. o For tired smokers, the nicotine may help them feel energetic.

• When smoked, tobacco affects the lungs and throat and can cause: o Fits of coughing. o Lots of gullahs (phlegm).

• When chewed, the tobacco: o Comes in contact with gums and the lining of the mouth, causing the

body to produce more saliva, increasing the need to spit regularly. • The effects of nicotine last between 40 minutes to a couple of hours, so a

smoker will often want to smoke several cigarettes during the day. What are some long-term impacts of tobacco use?

• Tobacco can cause: o Cancer, because tobacco smoke contains many cancer causing

substances that settle inside the body’s breathing tubes and lungs. o Breathing diseases (such as emphysema), because cigarette

smoke contains something called tar that settles on the inside of breathing tubes, eventually damaging the tubes and making it harder for a smoker to breathe.

o Heart disease and stroke, because nicotine causes the heart to beat faster and blood pressure to rise, so the heart and blood vessels begin to suffer from overwork.

• Over time, the person using tobacco gains a tolerance for nicotine. This means that the more a person smokes, the more nicotine a person needs in order to feel the original effect. And, their need continues to increase so that they will need more, … and more, … and more cigarettes.

How does tobacco affect young people?

• Smokers who start at a young age are likely to suffer all of the effects described above, earlier in their lives.

• Secondhand smoke is also a risk for young people who do not smoke themselves, but are around smokers. Breathing the smoke of others can cause breathing illnesses.

For more info go to, Kids Health (Tobacco) http://www.kidshealth.org/kid/watch/house/smoking.html

© 2007 by PREL 4-17

http://www.kidshealth.org/kid/watch/house/smoking.html


Unit 4 Activity 2 Websites With More Information on Alcohol and Tobacco

Information for the Fact Sheets were compiled from the following websites and book.

ALCOHOL 1. Kids Health

http://www.kidshealth.org/kid/stay_healthy/body/alcohol.html 2. “Parents: The Anti-Drug”

http://www.theantidrug.com/drug_info/ 3. American Council on Drug Education

http://www.acde.org/educate/Research.htm

TOBACCO

1. Kids Health (Tobacco) http://www.kidshealth.org/kid/watch/house/smoking.html

2. Hawai‘i Dept of Health – Tobacco Prevention Fact Sheets http://www.hawaii.gov/health/healthy-lifestyles/tobacco/resources/factsheets/HealthCon.pdf

3. QUIT: Victorian Smoking and Health Program (Australia) http://www.quit.org.au/index2.html

4. Toward a Healthy Hawai'i 2010: Hawai‘i Statewide Report – Healthy Lifestyles http://www.hawaiioutcomes.org/Healthy%20Hawaii%202010_CHP_Release2%20pdf.htm

5. “Parents: The Anti-Drug” http://www.theantidrug.com/drug_info/drug_info_tobacco.asp

6. American Council on Drug Education http://www.acde.org/educate/Research.htm

Books: “Just Say Know: Talking With Kids About Drugs and Alcohol” Kuhn, C., Swartzwelder, S. and Wilson, W. (2002) W.W. Norton & Co., New York.

© 2007 by PREL 4-18

http://www.kidshealth.org/kid/stay_healthy/body/alcohol.html

http://www.theantidrug.com/drug_info/


http://www.kidshealth.org/kid/watch/house/smoking.html

http://www.hawaii.gov/health/healthy-lifestyles/tobacco/resources/factsheets/HealthCon.pdf

http://www.hawaii.gov/health/healthy-lifestyles/tobacco/resources/factsheets/HealthCon.pdf

http://www.quit.org.au/index2.html

http://www.hawaiioutcomes.org/Healthy%20Hawaii%202010_CHP_Release2%20pdf.htm

http://www.theantidrug.com/drug_info/drug_info_tobacco.asp



Unit 4 Activity 3 Understanding Aggression

Essential Question/Statement: • How can we control the emotions that lead to aggression? • What are some appropriate responses we can have to situations that make us angry

instead of aggression?

Learning Objectives: • Students will understand what causes aggression and how aggressive behaviors

“look,” “sound,” and “feel.” • Students will learn how there are different appropriate ways to respond depending on

the consequences of the situation.

Key Vocabulary: • Aggression—hostile or destructive behavior • Aggressive behavior—actions that hurt others using your words or body, often

caused by being hurt or frustrated • Assertive behavior—confidently sharing thoughts and feelings • Passive behavior—going along with others though they disagree, doesn’t share their

ideas because they think others won’t like them

Curriculum Areas: Health and Language Arts Prevention Emphasis: Communication, conflict resolution

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 5: INTERPERSONAL COMMUNICATION Use interpersonal communication skills to enhance health Topic: Promoting Safety and Preventing Violence and Unintentional Injury Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4–6 are provided in that section.

© 2007 by PREL 4-19



Core Activity

Understanding Aggression Step 1: Group Discussion Step 2: Pair Activity

Materials (Student Workbook): Anger and Aggression Worksheet Step 3: Group Discussion

Materials (Teacher Materials): Forms of Aggression overhead transparency and Teacher Key

Materials (Teacher Materials): Appropriate Reponses overhead transparency Materials (Teacher Materials): Recognizing Responses overhead transparency

Extension Activity Don’t Be Aggressive, Be ____________!

Step 1: Group Discussion Step 2: Pair or Individual Activity

Materials (Student Workbook): Don’t Be Aggressive, Be ______! Worksheet

© 2007 by PREL 4-20


Core Activity Understanding Aggression


Write these questions on the board and start by asking students to think about them: 1. When was the last time you got angry? 2. What prompted you to get angry? 3. What did you do? Give students a few minutes to think about their responses. Ask students to volunteer to answer the questions. Write their responses on an overhead transparency or on the board.

Step 2: Pair Activity

Students use Anger and Aggression Worksheet (Student Workbook).

Read this passage from Randy’s Story. Read it aloud with the class or ask students to read it on their own (this passage is on the worksheet). Randy shifted his weight from his right foot as the music teacher looked at him and nodded. With a deep breath, he pressed his lips tightly together, lifted the pū, and blew with all his might. Oh, no! The sound of the pū came out flat, sounding like a very loud fut. Some of his classmates started giggling as they rose to approach the stage. Mrs. Char clapped her hands for their attention and the giggles died out. As his classmates began their hula kahiko in honor of King Kalākaua, Randy sat down with the other pū blowers and bowed his head in shame. After the program, the cafeteria staff set out juice and cookies for everyone. Jesse poked Randy in the side and teased him loudly, “Wow brah, that pū was one big fut!” Jesse laughed. Randy punched his arm and yelled, “Shut up Jesse. Why, you think you can do better?” Randy felt warm as his anger grew. He deliberately punched Jesse’s shoulder again, and Jesse fell against Kalei, who was standing next in line.

After pairs of students fill out the sheet, discuss their answers: Discuss the definition of aggression and aggressive behaviors. They are hostile behaviors and actions that hurt others using your words or body. People act aggressively sometimes when they feel hurt or frustrated. Review each question on the worksheet: 1. What “igniting event” prompted Randy to get angry?

© 2007 by PREL 4-21


(If you have completed Unit One, you can connect the concept of an igniting event to the Unit 1 Activity 2 Understanding Anger.) Target responses: the loud fut sound from his pū at the public event, the giggles from his classmates, Jesse poking him in the chest, Jesse teasing him loudly

2. What did Randy think and feel? Target response: Randy felt angry and hot. (Discuss how people start thinking and feeling at the same time and the two things contribute to each other. The text provides clues that he felt ashamed and his anger started to grow.)

3. What did Randy do and say?

Target response: He told Jesse to shut up and punched him.


Project the Forms of Aggression overhead transparency. (Teacher Key is provided.) Discuss the questions about aggression on the overhead with students and write in the answers that students tell you. There are target responses on a teacher key: 1. What does it SOUND like? 2. What does it LOOK like? 3. What does it FEEL like emotionally? 4. What do you THINK when you are feeling aggressive?

After filling out the overhead, connect the concepts back to Randy’s behavior 1. Ask students to help you find clues that show Randy’s actions were aggressive:

Target responses: Randy reacted aggressively when he punched Jesse the first time, when Randy yelled at Jesse, and when Randy punched Jesse again—hard enough to fall against Kalei.

2. What does Randy want? Target responses: He wanted Jesse to stop teasing him; he wanted to not feel “shame” or embarrassed anymore; he wanted to play the pū better; he wanted to forget about what happened earlier, etc.

3. Did Randy get what he wanted? If you read further in the story, you’ll see that Randy didn’t get any of the things he may have wanted. What he did get was a trip to the principal’s office, detention after school, and even more people teasing him about his pū blowing skills, and when the principal called his dad at work, he got his dad angry at him too.

© 2007 by PREL 4-22


Discuss with students: This question, “what do I want?” is an important one to answer before taking action and should be included in the thinking and feeling process. If we can answer this question for ourselves when we get angry, it can help us make choices that will more likely give us what we want.

Show the Appropriate Responses overhead transparency.

Discuss with students: Talk to students about the different ways we can respond to a situation that upsets us. Our responses should take into account what the situation is like. If we are in danger, it is appropriate to respond differently than if the situation is fairly unimportant. There are different times when different responses are appropriate. Define these behaviors: Passive behavior—going along with things and not making a big deal of them Assertive behavior—effectively and confidently sharing thoughts and feelings while thinking about others Using the overhead, discuss how situations can have different consequences. We need to think about whether a situation is important or unimportant and the consequences in the big picture. If the consequence is not that important, a passive response is okay. If the consequences are important, then an assertive response may be appropriate. Aggressive behavior is usually not a useful reaction. If you are in danger, it may be useful to be aggressive, but you have to be careful not to get hurt.

Ask students to come up with some examples of situations that may be unimportant, important, or dangerous. Some ideas are listed below:

Unimportant: Important: Dangerous:

1. Someone cuts in front of you in line 2. Someone accidentally spills a little juice on you 3. You forgot to bring your favorite pencil to school

1. Someone copies your homework and turns it in 2. You see someone destroying school property (e.g., writing graffiti) 3. Someone teases you

1. You feel like you are in physical danger 2. Someone near you is about to step into traffic without looking 3. You see some students about to start fighting

Show the Recognizing Responses overhead transparency. Using the table on the overhead, discuss how different behaviors look. Emphasize that aggressive behaviors are not necessary in most situations. They can create more aggression.

© 2007 by PREL 4-23


Extension Activity Don’t Be Aggressive, Be __________!


Discuss with students: The following activity is about recognizing aggressive behavior and learning how to redirect it into positive behavior. Go over each of the following situations with the class. Have students point out the negative behavior, identify a negative reaction, and suggest a positive response for each situation.

• You didn’t eat breakfast and you’re starving. The lunch line seems like it’s taking

forever to get moving, then someone shoves you and cuts in line. • You are walking down the hall to the bathroom at school and pass a kid that got sent

outside for 10 minutes for misbehaving in class. You sneak a quick look and you’re asked, “What are you looking at, dummy!?!”

• You forgot your new shoes in the trunk of your dad’s car, and he’s already left for work. Your mom makes you wear last year’s pair. Some of your classmates tease you that you’re “out-of-style.”

• It’s recess and you’re out on the playground with the rest of the kids. You notice that a big group of them are getting together to play a game of kickball. One of the team leaders tells you, “You suck! I don’t want you on my team!”

• You are working on a group project about ‘ohana. One of your classmates says something bad about your brother or sister.

Step 2: Pair or Individual Activity

Students use the Don’t Be Aggressive, Be _____! Worksheet.

This can be a pair or individual activity depending on your preference. Go over the directions about choosing an answer and then unscrambling the letters. Give students 15 minutes to complete the worksheet. Have a short discussion after they finish the worksheet. Some discussion questions: • Have you ever found yourself in any of these situations? On the negative or positive

side? • Were there others around? What was their response? • What did it feel like? How did you react?

Word Scramble Activity (Adapted from the Peace Education Foundation, Inc., Miami, FL, 1999.)

© 2007 by PREL 4-24


Unit 4 Activity 3

Forms of Aggression Overhead

Aggression/Aggressive behaviors What does it SOUND like?

What does it LOOK like?

What does it FEEL like emotionally?

What do you THINK when you are feeling aggressive?


Ho‘o

©

ikaika Kino Unit 4 Activity 3

2007 by PREL 4-26

Unit 4 Activity 3 Forms of Aggression Overhead

TEACHER KEY

Aggression / Aggressive behaviors

What does it SOUND like? • Angry • Frustrated • Loud • Interrupting and talking over others


• Glaring and staring (“stink-eye”) • Standing rigidly • Crossing arms • Getting close • Shaking fists


• Feels bad • Hurtful • Raging • Feeling clenched up inside • Sick to the stomach

What do you THINK when you are feeling aggressive?

• Hurting others to avoid being hurt • Feeling like “I win, you lose” • Can only think about yourself • Cannot think about consequences


Unit 4 Activity 3

Appropriate Responses Overhead

Think about the CONSEQUENCES of a situation before choosing your response.

Aggressive Responses are not necessary in most situations.

Not Important

Important Dangerous

In the big picture, the consequence of this

situation does not matter too much.

The consequence of this situation does matter. It is best to try to address it.

The consequence of this situation is harmful to you

or to someone else.

Assertive Passive Aggressive


o‘oikaika Kino Unit 4 Activity 3

2007 by PREL Overhead 4-28

Unit 4 Activity 3

Recognizing Responses Overhead

H

©

Passive Assertive Aggressive What does it SOUND like?

• Speaks softly • Speaks openly • Speaks with normal

volume

• Interrupts and talks over others

• Speaks loudly


• Avoids looking at people

• Slouches or withdraws with body language

• Makes good eye contact • Relaxes and adopts

open posture and expressions

• Glares and stares (“stink-eye”)

• Stands rigidly, crosses arms, gets close


• Agrees with others

• Shares how they feel while thinking about others

• Only considers their own feelings

When should you choose this behavior?

• The consequence of this situation is not that important, so it is okay not to try to change it.

• The consequence of this situation is important, so I will try to change what is going on.

• You or someone else is in immediate danger

• In most cases, it is best not to use aggressive behavior because it can lead to more aggression.


Unit 4 Activity 3 “DON’T BE AGGRESSIVE, BE ______!

TEACHER KEY

Instructions: Read each scenario and figure out which response is positive and most appropriate. Then, unscramble the shaded and underlined letters in the correct response to form a vocabulary word that you learned today. Place that answer on the corresponding line. When you have filled in all the answers, unscramble the boxed letters to come up with the answer to the riddle below.

Scenarios Answer Choices Unscrambled Answer 1. You didn’t eat breakfast and

you’re starving. The lunch line seems like it’s taking forever to get moving, then someone shoves you and cuts in line. You:

a. Tell him/her, “Move it, before I kick you out of line myself!”

b. Shove him/her back and say, “Beat it!” c. Explain that it’s okay to cut, as long

as they ask, and it’s okay with everyone else first.

1.

c. negative

2. You are walking down the hall to the bathroom at school and pass a kid that got sent outside for 10 minutes for misbehaving in class. You sneak a quick look, and you’re asked, “What are you looking at, dummy!?!” You:

a. Snap back in disbelief, “I’m looking at you, dummy!”

b. Say, “Sorry I wasn’t trying to stare at you. I was just wondering why you were out here cruising.”

c. Interrupt the classroom to tell the teacher what the student just called you.

2.

b. redirect

3. You forgot your new shoes in the trunk of your dad’s car, and he’s already left for work. Your mom makes you wear last year’s pair. Some of your classmates tease you that you’re “out-of-style.” You:

a. Tell them you forgot your shoes in your dad’s car, and that it’s okay to wear last year’s shoes, as long as they serve their purpose.

b. Tell them to shut up and mind their own business.

c. Take off one of the shoes and throw it at them in anger.

3.

a. aggressive

4. It’s recess time, and you’re out on the playground with the rest of the kids. You notice that a big group of them are getting together to play a game of kickball. One of the team leaders tells you, “You suck! I don’t want you on my team!” You:

a. Ask the other team leader to be on his/her team, and you can’t wait to kick the ball into that bully’s face!

b. Quietly put your head down in shame and walk away. You didn’t want to play anyway.

c. Tell him/her, “I’m sorry you have to feel that way. I hope you feel better after the game.” Then you play on the other person’s team.

4.

c. passive

5. You are working on a group project about ‘ohana. One of your classmates says something bad about your mom. You:

a. Stomp out of the classroom in tears. b. Explain that you’re hurt and would

appreciate that s/he keep their comments to themselves next time.

c. Pull his/her hair and kick him/her in the shin.

5.

b. positive

“Don’t be aggressive, be A S S E R T I V E !”

© 2007 by PREL 4-29

Ho‘oikaika Kino Unit 4 Synthesis Activity

Unit 4 Synthesis Activity “Choose Wisely”

The synthesis activities provide a performance-based task for students to practice using the lessons learned in this unit. Several assessment tools are provided for teachers to choose from, including rubrics based on HCPS III standards and rubrics for creative projects. Brief Description: Students will use skills and strategies learned in Unit Four to share what they have learned about choosing their actions and decision making skills. Task One provides a creative task in which students can combine text and pictures to address the learning goals of the unit. Task Two provides a differentiated task for students who prefer acting and oral communication.

Goals: • Comprehend concepts related to health promotion (HCPS III Health Standard #1) • Practice health-enhancing behaviors and reduce health risks (HCPS III Health

Standard #3). • Use interpersonal communication skills to enhance health (HCPS III Health Standard

#5). • Use decision making and goal setting skills to enhance health (HCPS III Health

Standard #6). • Advocate for personal, family, and community health (HCPS III Health Standard #7). Essential Questions: • Why is decision making an important skill to have in life? • In your own decision making, what factors play important roles? Being right? Being

best for you? Being popular or accepted by others?

Outcomes: Students will describe… • How choices and decisions can affect health in positive and negative ways. • A process for making sound decisions, citing examples and predicting consequences.

Students will be able to… • Use the decision tree to make decisions and weigh potential outcomes. • Choose non-violent alternatives to conflict situations.

Student Tasks and Products • Task One: A poster with text, drawings, and photographs (optional) • Task Two: An original song or rap (performed in class or on tape/computer)

Assessment Tools for Teachers (included in this activity) • HCPS III Assessment Rubrics • Writing Response Rubric • Creative Project Rubric • Participation Rubric

© 2007 by PREL 4-30


Student teams can choose Task One OR Task Two

Task One Situation: Your school is doing a Making Healthy Choices campaign. Each grade level is creating materials to put up around the school for this campaign. You and your team are putting together a poster presentation on making healthy choices. Goal: Your goal is to create a poster about making healthy choices for people your age. Come up with a situation that young people are faced with. Use a Decision Tree to show what sorts of choices and consequences there are in this situation. Audience: The intended audience is elementary and middle school students. Product/Performance and Purpose: You will need to work either independently or cooperatively as a team to produce a poster that explains a situation and shows how a healthy choice can be made in the situation. Some of the issues you can include are: ▪ How to go about making thoughtful choices (e.g., using a decision tree). ▪ How to prevent making aggressive or impulsive decisions. ▪ How to avoid making choices that harm your body (such as using alcohol or drugs). You can use photographs and drawings to enhance your poster. Standards & Criteria for Success: Your campaign should include a poster that contains information on the topic, including text, drawings, and supporting pictures. Teachers can assess this project using: ▪ HCPS III Assessment Rubrics ▪ Writing Response Rubric ▪ Creative Project Rubric ▪ Participation Rubric

© 2007 by PREL 4-31

Ho‘o

©

ikaika Kino Unit 4 Synthesis Activity

2007 by PREL 4-32

Task Two

Situation: Your school is doing a Making Healthy Choices campaign. Each grade level is creating materials to put up around the school for this campaign. You and your team are putting together a song or rap about making healthy choices. Goal: Your goal is to write a song or rap about making healthy choices. It can be presented live to the audience (your class) or may be pre-recorded and played for the audience on tape or CD. Audience: The intended audience is elementary school and middle school students. Product/Performance and Purpose: You will need to work either independently or cooperatively as a team to produce a musical piece (song or rap) that informs the audience regarding: ▪ How to go about making thoughtful choices (e.g., using a decision tree). ▪ How to prevent making aggressive or impulsive decisions. ▪ How to avoid making choices that harm your body (such as using alcohol or drugs). You will need to present your creation to the audience either live (you perform it) or played on tape or CD. The lyrics must be completely original, however, the tune may be either borrowed or original. Standards & Criteria for Success: Your song or rap needs to include the specified content that is effectively transmitted to the intended audience. Teachers can assess this project using: ▪ HCPS III Assessment Rubric ▪ Rubric for Creative Project ▪ Participation Rubric


Assessment Tools HCPS III Assessment Rubric: Health Health Standard 1—CORE CONCEPTS: Understand concepts related to health promotion and disease prevention Grade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice

3–5 HE.3-5.1.4 Describe how to assess situations that might be dangerous or risky and strategies to avoid such situations.

Analyze situations (impulsivity, sensation seeking) that might be dangerous and how decision making, self control, and communication are some strategies that prevent such situations.

6–8 HE.6-8.1.1 Explain the relationship between mental, emotional, social, and physical health.

Describe how choices (decisions) can lead to the likelihood of engaging in unhealthy behaviors.

6–8 HE.6-8.1.9 Identify choices individuals can make to promote their health.

List strategies on how to avoid or reduce health risks when making decisions.

The project provides well-detailed information describing: ▪ The relationship

between decision making and personal health

▪ Strategies on how to reduce health risks when making decisions (6–8)

The project provides detailed information describing: ▪ The relationship



The project provides information with some details regarding: ▪ The relationship



The project provides information with minimum details regarding: ▪ The relationship



Health Standard 3—SELF-MANAGEMENT: Practice health: enhancing behaviors and reduce health risks Grade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice

3–5 HE.3-5.3.1 Use appropriate strategies for dealing with emotional and stressful situations.

Describe how strategies such as effective communication and conflict resolution help to deal with negative behaviors such as aggression.

3–5 HE.3-5.3.2 Evaluate behaviors that are safe, risky, or harmful to self and others.

Describe how aggression, impulsivity and sensation-seeking are behaviors that affect personal health and/or are harmful to others.

6–8 HE.6-8.3.1 Explain personal preferences for coping and stress management strategies.

Describe how decision making and conflict resolution are proactive strategies for coping and managing one’s health.

The project provides many strategies to avoid or minimize the potential harm of risky behaviors and situations (aggression, impulsivity, sensation seeking).

The project provides strategies to avoid or minimize the potential harm of risky behaviors and situations (aggression, impulsivity, sensation seeking).

The project provides some strategies to avoid or minimize the potential harm of risky behaviors and situations (aggression, impulsivity, sensation seeking).

The project provides few strategies to avoid or minimize the potential harm of risky behaviors and situations (aggression, impulsivity, sensation seeking).

© 2007 by PREL 4-33


HCPS III Assessment Rubric: Health (continued) Health Standard 5—INTERPERSONAL COMMUNICATION: Uses interpersonal communication skills to enhance health

Grade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice

3–5 HE.3-5.5.2 Use strategies to avoid inappropriate communication (e.g., name-calling, put-downs, and harassment).

Use strategies to avoid inappropriate communication.

3–5 HE.3-5.5.3

Know how to use appropriate non-violent strategies to deal with conflict and dispute.

Use appropriate non-violent strategies (e.g., negotiation) that prevent aggressive behaviors when dealing with conflict and dispute.

6–8 HE.6-8.5.1

Use effective verbal and non-verbal communication skills.

Demonstrate effective verbal and non-verbal communication that promotes healthy communication.

6–8 HE.6-8.5.3

Identify possible causes of disputes connected to personal, family, and community matters.

Demonstrate an understanding of possible causes of conflict and disputes that result in aggression and violent behavior.

Student consistently expresses and practices effective communication skills and appropriate behaviors to resolve conflicts and disputes.

Student usually expresses and practices effective communication skills and appropriate behaviors to resolve conflicts and disputes.

Student sometimes expresses and practices effective communication skills and appropriate behaviors to resolve conflicts and disputes.

Student rarely expresses and practices effective communication skills and appropriate behaviors to resolve conflicts and disputes.

© 2007 by PREL 4-34

ikaika Kino Unit 4 Synthesis Activity

2007 by PREL 4-35

HCPS III Assessment Rubric: Health (continued)Health Standard 6—DECISION MAKING AND GOAL-SETTING: Use decision making and goal-setting skills to enhance health

Grade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice 3–5 HE.3-5.6.1

Identify the elements of a decision making model related to health issues and problems.

Identify a decision making process that leads to a health-enhancing course of action.

3–5 HE.3.5.6.2 Evaluate decisions made on health issues and problems.

Evaluate decisions to cope with conflicts and disputes.

6–8 HE.6-8.6.1 Describe decision making processes related to health-related decisions.

Identify and apply steps in a decision making model that helps one to make personal health choices.

6–8 HE.6-8.6.2 Assess health-related decisions for consequences that affect oneself and others.

Evaluate the positive and negative health consequences of options when making a decision.

Student demonstrates a strong and clear understanding of how one’s decisions to cope with conflict and disputes affects oneself and others in positive and harmful ways.

Student demonstrates an understanding of how one’s decisions to cope with conflict and disputes stress affects oneself and others in positive and harmful ways.

Student demonstrates some understanding of how one’s decisions to cope with conflict and disputes affect oneself and others in positive and harmful ways.

Student demonstrates little understanding of how one’s decisions to cope with conflict and disputes affect oneself and others in positive and harmful ways.

Health Standard 7—ADVOCACY: Advocate for personal, family, and community health Grade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice

3–5 HE.3-5.7.2 Use appropriate strategies to express individual opinions about health issues.

Express opinions in a creative writing project that promote positive healthy choices when confronted with a variety of situations and behaviors (e.g., aggression, impulsivity, sensation seeking).

6–8 HE.6-8.7.2 Use appropriate methods to communicate accurate health information and ideas.

Create a poem, song, or rap that advocates proactive strategies such as decision making process, communication, and conflict resolutions result in a healthy lifestyle.

Student actively and consistently demonstrates in highly productive ways to complete assigned task advocating healthy choices.

Student demonstrates in productive ways to complete assigned task advocating healthy choices.

Student demonstrates in somewhat productive way to complete assigned task advocating healthy choices.

Ho‘o

©

Student demonstrates few productive ways to complete assigned task advocating healthy choices.


Writing Response Rubric Advanced

Proficient Partially Proficient

Novice

Meaning Writing assignment is clear, instructive, creative and interesting

Uses appropriate details that creatively develop the intended meaning.

Uses appropriate details that develop the intended meaning.

Uses some trivial details that relate to but do not develop the intended meaning.

Uses inappropriate facts and irrelevant details that do not develop the intended meaning.

Organization Organization helps to clearly convey the message

Organizes thoughts in a clear, appropriate, and precise manner.

Organizes thoughts in an appropriate manner. Presents basic information and details.

Some evidence of an organized plan. Some effort with details. Ideas are developing, but not quite clear.

Little evidence of an organized plan. Little or no detail. Ideas seem disconnected.

Voice Voice of the writer accomplishes the purpose

Conveys strong enthusiasm for the topic.

Establishes a strong interaction with the reader.

Conveys enthusiasm for the topic.

Establishes an interaction with the reader.

Conveys some enthusiasm for the topic.

Some effort made to establish an interaction with the reader.

Conveys little enthusiasm for the topic.

Little effort made to establish an interaction with the reader.

Words are specific, accurate, and suited to the subject; content area vocabulary is appropriate for the purpose and audience.

Words are suited to the subject; adequate use of content area vocabulary for the purpose and audience.

Limited use of words suited to the subject; some use of content area vocabulary.

Little or no use of words suited to the subject; little or no use of content area vocabulary.

Word Choice/Style Word choice is consistent with the purpose Sentence structure helps the writing read smoothly

Uses complex and varied sentence structures.

Limited sentence variety and word choice.

Lack of sentence variety and word choice.

Attempts to use complex sentence structures.

Uses well developed simple and compound sentences.

Uses simple and/or run-on sentences repeatedly.

Conventions Writer displays skillful writing conventions

Writes and edits for grade-appropriate spelling, grammar and punctuation, with accuracy.

Writes and edits for grade-appropriate spelling, grammar and punctuation, with no significant errors.

Writes and edits for grade-appropriate spelling, grammar and punctuation, with a few significant errors and/or many minor errors.

Writes and edits for grade-appropriate spelling, grammar and punctuation, with many significant errors.

© 2007 by PREL 4-36


Creative Project Rubric Advanced Proficient Partially

Proficient Novice

Content

The project: shows strong

evidence of understanding of concepts.

reflects purposeful information that fully addresses key concepts.

The project: shows


reflects accurate information that addresses key concepts.

The project: shows some


reflects some information that addresses key concepts.

The project: shows little or no


reflects little or no information that addresses key concepts.

Ideas and Idea Development

Displays exceptional focus on an idea, feeling, or experience.

Relevant ideas are exceptionally developed and connected.

Displays adequate focus on an idea, feeling, or experience.

Relevant ideas are adequately developed and connected.

Displays marginal focus on an idea, feeling, or experience.

Relevant ideas are somewhat developed and loosely connected.

Inadequate focus on an idea, feeling, or experience.

Ideas are inadequately developed and are unconnected or repetitive.

Form Organization and Fluency

Thoughts are organized in a clear, appropriate, and precise manner.

Form exceptionally enhances the effectiveness of the poem, song, or rap.

Thoughts organized in an appropriate manner.

Form consistently supports flow of poem, song, or rap.

Some evidence of an organized plan.

Form is somewhat consistent.

Little evidence of an organized plan.

Poor sense of form.

Use of Language Note: Include poetic devices (similes, alliteration, metaphor, onomatopoeia, meter, rhythm, etc.) if introduced

Rich use of imaginative and figurative language and/or many uses of poetic devices.

Word choice creates strong, consistent images.

Appropriate use of imaginative and figurative language and/or several uses of poetic devices.

Word choice creates consistent images.

Marginal use of imaginative and figurative language and/or some use of poetic devices.

Word choice is somewhat inconsistent in presenting clear images.

Little or no use of imaginative and figurative language and/or little use of poetic devices.

Word choice is simplistic and inconsistent in presenting clear images.

Creativity and Effort

The project: is highly original

and imaginative. exceptionally

captivates reader/listener and evokes intended response.

shows that much time and effort was placed on creating a polished product.

The project: is original and

imaginative. captivates

reader/listener and evokes intended response.

shows that time and effort was placed on creating a finished product.

The project: shows some

originality and imagination.

somewhat captivates reader/listener and does not quite evoke the intended response.

shows that some time and effort was placed on creating a finished product.

The project: shows little

originality and imagination.

does not captivate reader/listener and/or does not evoke the intended response.

shows that little time and effort was placed on creating a finished product.

© 2007 by PREL 4-37


Participation Rubric Advanced Proficient Partially

Proficient Novice

Contribution to Group’s Task

Consistently and actively works toward group goals. Provides many ideas. Does full share of the work. Thoroughly completes assigned tasks.

Works toward group goals without prompting. Provides sufficient ideas. Does an equal share of the work. Completes assigned tasks.

Inconsistently works toward group goals. Requires some occasional prompting. Provides some ideas. Does almost as much work as others. Completes some assigned tasks.

Works toward group goals only when prompted. Provides few ideas. Does less work than others. Does not complete assigned tasks.

Verbal Effectiveness

Clearly communicates ideas, thoughts, and feelings in a very positive manner; makes sincere and polite requests. Gives genuine praise and encouragement; avoiding “put downs.”

Communicates ideas, thoughts and feelings in a positive manner; makes polite requests. Gives praise and encouragement.

Sometimes communicates ideas, thoughts and feelings in a positive manner; makes polite requests on occasion. Gives some praise and encouragement.

Rarely or never communicates ideas, thoughts and feelings in a positive manner; does not make polite requests. Gives little or no praise and encouragement; uses “put downs.”

Responsiveness Active listening

Listens well and accepts feedback from others willingly. Shows great sensitivity highly values opinions of others; readily accepts contributions from all group members.

Listens and accepts feedback from others in a fairly positive way. Shows sensitivity and values opinions of others; accepts contributions from all group members.

Listens and accepts some feedback but also refuse to listen on occasion. Shows sensitivity and values opinion of others on occasion; accepts contributions from some but not all group members.

Does not listen or refuses to listen to feedback. Does not value the opinion of others and needs occasional reminders to be sensitive to contribution of others.

© 2007 by PREL 4-38

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