ACTIVITIES WORKSHEET

Grade Level 6

Week taught 12

State Standard: RW.L.1.3.8.E (reading, writing, listening) Analyze drama to determine the reasons for a character’s actions taking onto account the situation and basic motivation of the character. Explain how students should be more tolerant of differences in each other, and how this affects reactions toward those differences.

St Marys Standard: Given certain scenario, student will be able to consider all factors considered in choosing certain course of action.

Student will know: Student will be able to:

To explore context of behavior Understand/explain how one arrived

in order to identify motivation at course of action

and impact one's actions have on

others

Assessment Question: Understand & explain impact of one student's words and actions upon another student.

Paper/Pencil: After observing a given situation, list two ways students can avoid forming stereotypical judgments/opinions of others.

Answer: 1) Practice 'perspective-taking'; 2) Ask yourself: "How would you feel if…”

Performance Question: What types of behaviors/reactions are typical when conflict escalates, and why?

Answer: Defensive behaviors such as contradicting; blaming; avoidance

ACTIVITY: TWO STUDENTS PERFORM THE FOLLOWING SKIT: The Big Betray Conflict Script. Characters: Sasha & Terry, who have been close friends. Scene: Sasha confronts Terry at a basketball game. Sasha (sarcastically) Thanks a lot. ; Terry: What did I do?; Sasha: I can't believe you told everyone about Ronnie and me breaking up. It was a secret. Terry: I didn't tell anyone. ; Sasha: This is so typical of you. First you betray me then you deny it. ; Terry: Don't blame me because you can't keep a boyfriend. I didn't tell anyone. Not that anyone would care about you and your stupid crush: Sasha: You are such a liar. Tayla knew all about the breakup and I never...:Terry (interrupting)Oh, right. So just assume is was ME that told her. Least I'm not a jerk to my friends: no wonder you lost Ronnie. Get out of my way: I'm leaving. : Sasha (furious) I'm going to get you later...: Terry (sarcastically)Oh, I'm SO scared.

POST-ACTIVITY (& Assessment): Dialogue/Discussion; Reflection; Observation

Duration: 10 minutes for performance; 10 minutes for processing

Resources: DLAM Curriculum; Flip Chart; Markers (facilitator record student responses for group discussion.

Code: 1.3.8.E Date Developed:

Teacher Assigned: Wendy Hanslovan Date Approved: 06/03