LESSON PLAN - NASRO
LESSON PLAN
FOR
CONDUCTING A UNIT OF INSTRUCTION
IN
COMMON RESPECT
PRESENTED
FOR
9TH GRADE STUDENTS AT
BRAZOSWOOD HIGH SCHOOL
PRESENTED
BY
OFFICER LUDWIG
SCHOOL RESOURCE OFFICER
CLUTE POLICE DEPARTMENT
AUGUST, 2004
CLUTE, TEXAS
Unit Learning Goal
It is the goal of this unit of instruction for the student population to obtain an understanding of respect towards others and continue a chain reaction of kindness and courtesy that is due to all members of society, regardless of their differences.
Unit Learning Objectives
Upon completion of this topic, the students should be able to:
1. Understand the differences in cultures and how different peoples of society are brought up in their sectors of the community.
2. Understand the prejudices and fears some people have of society.
3. Understand how your own perceptions affect how you are treated and how you treat others in society.
4. Describe in your own words, by resolving your own prejudices, how you can help to build a respect for others and encourage lasting friendships.
Unit Learning Plan
Method of Instruction
Lecture and discussion
Instructional Aids
Classroom, white board, TV with VCR, video clip Light It Up
Method of Evaluation
Exercise (survey style response)
Target Audience
9th grade high school students
A. Time Allotted
One hour
B. Pre-requisites
None
Topical Outline
Introduction
Introduce self and professional background
Show movie clip. Make discussion of actions, attitudes and perceptions of the characters in the film. First impressions and the results of those impressions.
Body
Cultures
1. Encourage class to provide examples of different cultures present within the school.
2. Discuss each briefly and have students provide various inputs to society each culture may have brought to this county (celebrations, holidays, events, etc.)
3. List some lifestyles, religious, family, and financial settings and differences within the community. Discuss these, have students give opinions and perceptions of each (up-bringing).
Fears of Society
1. Feelings of:
a. Acceptance
b. Part of the group, class, team
c. Being so different that one feels as an outcast
2. Seeing of:
a. Differences of clothing
b. Differences of financial status
c. Differences of social status/standing within the community
3. Hearing of:
a. Cut downs
b. Ridicule
c. Off color/racist jokes
d. Guilt by associations
Statement: All of these things can and do lead to perceptions of our self within a society AND our perceptions of others within our community.
A. Perceptions
1. Perceptions of one self:
a. How am I different?
b. Why do they hate me?
c. What have I ever done to them?
2. Perception of others:
a. Dress and actions
b. Attitudes (among themselves and towards you)
c. “They are all the same.”
d. “They are all in it together.”
B. Define “Respect”
1. One of the deepest needs in life
2. How you look at, and treat others
3. Communicated verbally and non-verbally
C. Define “Courtesy”
A common act of kindness towards another.
D. Exercise (survey-type response)
1. Have students use one sheet of regular notebook paper
2. On the front side, list 5 or more items you can do to reduce someone’s prejudices against you
3. On the reverse side, list 5 or more things you can do to relieve your prejudices against others
4. Turn in all papers
Conclusion
A. Review all learning objectives and goals
B. Discuss usefulness of this topic
C. Provide encouraging statement concerning hopes that we can make a difference, although not in society as a whole, but at least in our own community, and at this school with each other.
D. Encourage acts of kindness and help to reduce or stop unkind, or hateful behaviors at this school. START A CHAIN REACTION.
Bibliography
Video Clip: “Light It Up”
TCLEOSE website online training topics;
1. Ethics
2. Racial Profiling
3. Cultural Diversity
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