Classroom Activities: “Prevention of Teenage Abusive ...
Lane: TEEN DATING: PREVENTION OF ABUSIVE RELATIONSHIPS
Classroom Activities: “Prevention of Teenage Abusive Relationships Unit”.
Core concepts, literacy activities, cooperative learning methods and technology are interwoven in this unit.
1) Several handouts will be given regarding healthy and unhealthy relationships, “Power in Dating”, “Dating Relationships-What You Should Know”, etc. These handouts will discuss the incidence of abuse, types of abuse, how to recognize abuse, why victims stay, what to say to a friend being abused, positive ways to get out of an abused relationship, etc. All the handouts are included.
2) Cooperative learning methods involving pairs and other activities will be used. These are only a few examples:
a) One Activity (Snowball): The students will be asked to take out a blank sheet of paper and answer these questions by “yes” or “no”, (without putting their names on the paper): Has a partner ever hit you? Have you ever hit a partner? Has a partner ever told you what you can and cannot wear? Etc. After, answering several questions, they will crumble up their paper and throw it at a wall. Then, each group will go to the other side of the room and pick up a crumbled sheet. I will again ask the questions, and the audience will raise their hands for yes and no based on the answer on the paper they picked up. This way we can get a real feel for the abusive relationship problem.
b) Another Activity: Students will be asked, “Based on these behaviors in a healthy relationship, think about a healthy relationship that you have witnessed and write about it for one minute.” Then ask each person to turn to their partner and talk about it for one minute”. Time: 2-3 minutes. Afterwards, Ask class, “Does anyone want to share a healthy relationship with the class?” Allow 3-5 minutes and then continue to review unhealthy relationships. Do the same activity for unhealthy relationships.
c) Students will learn how to make “mini-booklets” and ways students can use them to take notes from the handouts and discussion.
d) After reviewing the handouts, “Equality Wheel” and/or “Relationships vs. Unhealthy”, ask each student to choose a section of the wheel (Equality Wheel) or 4 qualities of a healthy relationship (Relationship: Healthy vs. Unhealthy) that they feel are the most important. Have them write down the 4 qualities and briefly explain on paper why they chose those qualities (2 minutes). Get a sponge ball and throw it to the person who wants to share his/her choices. No one else may talk. The person has one 45 seconds to express himself/herself. Have a parliamentarian keep time. After sharing, he or she tosses the ball to someone else who has something to share. Do this for 5-10 minutes and then summarize activity.
TEEN DATING: PREVENTION OF ABUSIVE RELATIONSHIPS
Classroom Activities: “Prevention of Teenage Abusive Relationships Unit”.
e) Have students complete a “K-W-L” chart. What do you know? What do you want to learn? What have you learned? This is a good activity when introducing the handouts, “Dating Violence Statistics”; “Why Teens Stay” and “Why Women Stay.”
f) Have students read an article from the news paper on abusive relationships and/or sections from their health book on healthy relationships. Do a variety of literacy strategies such as: “Two Column Notes” – On a sheet of paper have two columns; one for the main idea and another for detail notes. This works well with the handout given, “Why Women Stay.”
g) Have students do a graphic web analyzer with circles or blocks stemming from central circle or block. This works well with the NCADV Dating Violence Statistics Handout.
h) Password – Have the students divide into pairs. One faces the board (the sender) and the other (the receiver) can not see the board. This game is very useful as a review before the students write their scripts. It is recommended that they study their notes the night before and allow them 5 minutes before the game starts to review their notes. There are two variations of this game:
1) Make a list of names that identify why women stay, i.e. the Blind, Safety Seeker, Defender, Fantasizer, Martyr, Helpless, Hopeless, etc. Uncover a word from the list, the student who sees the board (sender) gives clues that identify the word, while his/her partner (receiver) tries to guess the word. When the receiver “gets” the word, his/her partner raises his/her hand. When most of the class knows the word, uncover the next word.
2) Make packets of index cards. You will need 13 cards in a packet. On each, write the name that identifies why women stay. For example, on one card write the word, “Helpless”. On the next card, write the word, “Hopeless” and continue putting the different names that identify why women stay. In a class of 32, you will need 16 sets of 13 cards. These names are being taken from the handout, “Why Women Stay”. In pairs, one person sees the card and gives clues to his/her partner. When the partner guesses the word, the sender gives clues for the next card and this process continues until the whole packet is done. When all the cards have been guessed, the pair raises their hands. The first group to raise their hands is the winner. In my class, they get 5 points extra credit. Have each person in the pair switch sides and repeat the game.
*If the students are having a hard time playing the game, take a time out and have them study their sheets. Remind them that if they can recognize why women stay, that they will have an easier time writing their script.
i) Literacy Activity: 4 Corner Vocabulary List. Have students work in groups (up to four students). Each group will need a blank piece of paper. Assign each person in the group the following roles: “Recorder” – writes down what the group says; “Material Keeper” – makes sure that there are pens, paper, markers etc; the “Spy” – walks around the room spying on other groups and reports back to the group; the “Motivator” – tries to keep the group focused and enthused.
Have them fold a piece of paper in fourths. In each corner, write the following words (clockwise – starting with the left corner), “List”, “Rank”, “Compare”, and “Illustrate”. In the middle of the paper, write the word “Healthy Relationships”. Each group will brainstorm a list of behaviors that demonstrate “Healthy Relationships”. Then rank them in order of value. They will then “compare” them to other relationships. Lastly, they will draw a picture of a “Healthy Relationship”. This activity can be done for any key word in this unit such as “Abuse”, “Control”, etc. It is a good review.
j) Literacy Activity: “A, B, C Graffiti” (Literacy Matters: Strategies Every Teacher Can Use, by Robin Fogarty). Put a key word of this unit (such as, “Control”) on a front classroom board. Have one person in each group write down the 26 letters of the alphabet on a piece of paper. In groups up to four, have the students try to find a word that begins with the letter “A” that relates to the word or concept, “Control”. Have them write the word beside the letter “A”. Then have them do the same thing for the rest of the letters of the alphabet. Goal: See how many words they can match to letters of the alphabet that are related to the key word, “Control”. Give the students approximately 5-10 minutes to complete the activity. The group that has the most words will read their list. If all the words have some relationship to the key word, then that group is the winner. This can be used for any health vocabulary word. It is a good way to introduce the key words of a unit and make connections to prior knowledge. Have students read an article from the news paper or an internet source. Have them write a question about the article on a sticky note and give it to a classmate to find the answer in the article.
k) Literacy Activity: Have students read an article about teenage relationships. Before reading the article, have the students complete an “Anticipation Guide.” Type 1-5 statements from the article. Put two columns beside each statement. One column is labeled, “Me” and the other is labeled, “Author”. In the column labeled, “Me”, students place a check next to any statement with which they tend to agree. They should be prepared to defend and support their opinions with specific examples. After reading the text, they compare their opinions on those statements with those of the author. At that time, place a check beside the statements with which the author would agree.
l) Exit strategies. Have students write in their mini-booklets or on a separate sheet of paper “Ticket Out the Door,” something that they learned today or a question for tomorrow.
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