Developmental Lesson Plan Middle School-Personal/Social



Developmental Lesson Plan Middle School-Personal/Social

Counselor Name: Blanca Guzman Mendez

Title of Lesson: How to Treat Yourself & Others with Respect

Topic: Respect for self, others, and school

Lesson Goal: Learn the meaning of respect and what it means to apply it to self and others. How to show respect in school

Strand: Personal/Social

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

Domain: PS:A2 Acquire Interpersonal Skills

PS:A2.2 Respect alternative points of view

PS:A2.3 Recognize, accept, respect and appreciate individual differences

PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

Learning Objective(s): To gain basic knowledge on the meaning of respect. To understand that respect has to be both internal and external.

Associated attitudes/skills/concepts: (not required)

Intended Audience: Middle school students grades 6th through 8th

Lesson Time: 1 Hour

Materials/Resources: Power Point presentation & handouts

Assessment/Evaluation/Student Pre-Measures: Counselor give handouts with the following questions to check for understanding of topic:

Pre-Lesson Questionnaire

1. How can you show respect to yourself?

2. How can you show respect to others?

Learning Activities

Power Point Presentation: Counselor will introduce the topic using a Power Point presentation while describing what respect means to oneself, others, respect for other cultures.

DISCUSSION QUESTIONS

Questions to ask prior to Power Point presentation.

1.  Agree or disagree: It's okay to insult or make fun of people as long as they don't hear it.

2.  What are some common signs of disrespect that you see in people here at school? How do you feel about that?

3.  What do you dislike most about the way people treat each other here at school? What do you like the most? Why do you feel that way?

4.  Are there a lot of put-downs here at school? Are put-downs a sign of disrespect? How, in what way?

5.  Is there a difference between a put-down and an insult? What's the difference?

6.  Do you have to like a person in order to be respectful, or can you be respectful to someone even if you don't particularly care for him or her?

7.  When you're with a group of kids, what things might other people do or say that make you feel good? What things make you feel bad?

8.  Do you think there is racism here at school? How is it expressed? How does that make you feel?

9.  Have you, personally, ever experienced racism or some other type of prejudice? What happened? How did it make you feel?

10.  Do the kids in your school tend to stay within their own racial and ethnic groups, or do they mix. Why do you think that happens here?

11.  Several of the kids in the video commented that they feel pressure to stay with their own kind rather than mixing. Do you find the same pressures here at your school?

12.  Do you think people are afraid of differences sometimes? Can you give some examples? Why do you think that's true?

13.  Is it harder to respect someone who is very different from us? Why?

14.  What are the benefits of having friends who are different from us?

15.  Have you ever learned something new about a different culture from a friend?

16.  How well do you kids know each other? What things stand in the way of getting to know people better?

17.  What responsibilities do you feel you have toward your classmates?

18.  Is it ever okay to treat another person with disrespect?

19.  What are the benefits of treating people with respect?

What does it mean to treat other people with respect? Have the class brainstorm a list of do's and don'ts for treating people with respect. Ask for specific examples of each behavior they identify. Compare their list with the one at the top of this column. Hang the list up on the wall as a reminder.

2.  Have the class identify as many differences as they can among their members. This should include national, racial, and cultural differences, as well as different talents, disabilities, etc. How do they feel about all this diversity?

Class Activity: Students will participate by discussing what they have learned about the subject.

Assessment/Evaluation/Student Outcome Measures: Counselor will redistribute handouts with the same above questions to check for understanding of lesson:

Individual Activity: Counselor will hand questions pertaining to lesson. Students will work in groups and discuss answers with the class.

Post-Lesson Questionnaire

1. How can you show respect to yourself?

2. How can you show respect to others?

Assessment/Evaluation/student outcome measures: Counselor will evaluate post-questions and check for understanding of lesson.

Learning Outcome: Students will have a basic understanding of the meaning of respect for self, others, and school.

Follow-up: Counselor will be available for further discussion on the topic. Counselor will follow-up with teachers. Counselor will reintroduce lesson in middle of school year for refresher and/or necessity.

References:

Hatch, T. & Bowers, J. (2005). The ASCA National Model: A framework for school counseling programs (2nd ed.) Alexandria, VA: American School Counselor Association.



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