PEER PRESSURE - Random Acts of Kindnessmaterials.randomactsofkindness.org/ca/en/8-Peer-Pressure.pdf · The Random Acts of Kindness oundation, 201 Peer Pressure, Grade 8 Page 2 of

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QUESTIONS? CONTACT: [email protected]

GRADE 8

Objective: Students will be able to analyze how avoiding negative peer pressure shows kindness toward themselves and others and can positively influence their mental health.

Kindness Definition: Kindness is an intrinsic quality of the heart expressed through an act of benevolence reflecting care and good will for self and others.

Kindness Concepts: Assertiveness, Integrity, Self-Discipline

Egg and Bottle Peer Pressure Activity, pp. 3-4 (15 to 20 minutes)

• Glass bottle, two hard-boiled eggs (peeled), match, paper

• Chart paper• RAK Journals

Peer Pressure Visual Response, p. 5(20 minutes)

• Foundation for a Better Life TV spots from values.com website: o Reach (http://bit.ly/91NBNB) o Peer Pressure (http://bit.ly/utOB0j)

• RAK Journals

Ways to Respond to Peer Pressure Activity, pp. 6-7(20 minutes)

• Chart paper; write the following on the top before class: Negative Ways People Pressure Others (on one sheet), Ways to Respond to Peer Pressure (on the other sheet)

• RAK Journals

LESSON ACTIVITIES LESSON MATERIALS

How Do You Respond to Peer Pressure? Activity, pp. 8-9(30 minutes)

• What Would You Do? Situations, five or six copies, cut apart before class

• Four or five soccer balls with situations from worksheet cut out and taped onto ball before class. NOTE: You will need enough balls, one for each group of five or six students, and each ball needs all six situations taped onto it.

Literacy Activity: Book Report/Presentation, p. 10(multi-day project)

• Novels about teens facing tough choices or being pressured in a negative way. See list provided or allow students to choose a novel

PEER PRESSURE

http://bit.ly/91NBNB

http://bit.ly/utOB0j

Page 2 of 21© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8

• The activities in this lesson focus on a central theme and connect to different curriculum areas. Lesson activities use a variety of modalities to address different learning styles and build on each other.

• Each activity includes evaluation questions to help determine how well students have internalized the lesson objective. You can discuss the questions as a class, have students work with a partner or a small group, or have students write responses in their RAK journal.

• The activities also incorporate key Kindness Concepts, which can be introduced before teaching the lesson or as the concepts are discussed in the lesson. Consider displaying the Kindness Concept Posters during the unit. See the RAK Educator Guide for information about using Kindness Concepts to create a healthy class-room environment and help students develop pro-social behaviours.

• Each activity includes tips for how to adapt the curriculum to meet the needs of diverse learners. • RAK also has developed Focusing Strategies and Problem-Solving Strategies to help students better regulate

their emotions, think through challenging situations, and build healthy relationships, friendships and communi-ty. See the RAK Educator Guide for more information about incorporating those strategies into the lesson.

• Revisiting the topics or questions raised during discussions regularly will expand student understanding of the concepts. Scripted explanations are provided, but feel free to use language that feels natural for you.

• This lesson includes a home extension activity, which may be sent home at any point during the unit.• The British Columbia Integrated Resource Package: Prescribed Learning Outcomes met are listed after the

activity title. Key is provided on pages 14-21. In addition, these lesson activities address the Communication, Creative Thinking and Positive Personal and Cultural Identity Core Competencies proposed for British

Columbia.

LESSON NOTES

Teacher says: “For the next few days, we are going to talk about how peer pressure can impact us. Find a partner and discuss what peer pressure means to you and what kind of negative peer pressure Grade 8 students expe-rience.” Allow time for students to discuss together. You can use this time to introduce the Kindness Concepts (assertiveness, integrity, self-discipline) and create community definitions for these concepts or share the defini-tions listed below. Consider using the Kindness Concept Posters for assertiveness, integrity, self-discipline as a way to reinforce learning.

SUGGESTED INTRODUCTION TO UNIT

Standing Up for the Rights of Others,Social Studies Activity, p. 11(multi-day project)

• Websites listed in the activity

Home Extension Activity, pp. 12-13 • Take home activity, one sheet for each student

LESSON ACTIVITIES LESSON MATERIALS

PEER PRESSURE

VOCABULARY WORDS FOR UNIT

Assertiveness: Expressing yourself effectively and standing up for your point of view, while also respecting the rights and beliefs of others.Integrity: Acting in a truthful way, behaving properly when no one is watching.Self-Discipline: Controlling one’s actions and words for the benefit of self and others.

http://materials.randomactsofkindness.org/pdfs/6755/CA_Middle_posters_11x17_Canadian_English.pdf

http://materials.randomactsofkindness.org/educator-guide/CA_RAK_Educator_Guide_2015.pdf

http://materials.randomactsofkindness.org/pdfs/6740/CA_RAK_Focusing_Strategies.pdf

http://materials.randomactsofkindness.org/pdfs/6741/CA_RAK_Problem-Solving_Strategies.pdf

http://materials.randomactsofkindness.org/educator-guide/CA_RAK_Educator_Guide_2015.pdf

http://materials.randomactsofkindness.org/pdfs/6755/CA_Middle_posters_11x17_Canadian_English.pdf

ACTIVITY


EGG AND BOTTLE PEER PRESSURE ACTIVITY (20 minutes)

1. Teacher says: “We are going to start with a science activity where we look at the impact of pressure.”

2. Put peeled, boiled egg on the mouth of the bottle and ask students to make a prediction of what will happen if you try to push the egg into the bottle.

3. Then ask for a few volunteers to come to the front of the class. Tell the first student to try to push the egg into the glass bottle without breaking it, then ask the second, etc.

4. Explain that you are going to light a piece of paper and drop it in the bottle. Ask the students to make a prediction about what will happen when you drop the lit paper in the bottle and put the egg on the bottle.

5. Now take the half piece of paper and loosely roll it up. Hold the paper in a horizontal position and light one end with the match. Allow it to begin burning and then drop it down into the glass bottle. Immediately put the second hard boiled egg on top of the glass jar, with the narrower end of the egg pointed into the glass bottle. Almost immediately, the egg will be sucked down into the bottle.

6. Then ask the following questions:1) Why couldn’t the volunteers push the egg into the bottle? (Answer: The egg was too big to

fit in the bottle.)2) Why was the egg sucked in once the flame was inside the bottle? (Answer: The burning

paper consumed all of the air inside the bottle and created a vacuum. The air pressure pushing down on the outside of the egg forced it into the bottle and the vacuum pulled the egg into the bottle.)

3) Like this egg, we can resist pressure for a while, but eventually we can get sucked into situations that make us uncomfortable or that we don’t want to be in. What do you think makes it difficult to resist negative peer pressure?

4) What are some ways that students pressure each other to do things they don’t want to do?5) What situations “suck us in” and make it tempting to give in to negative peer pressure?

(Possible answers: Worried what others think, friends might ditch me, feeling lonely, lack of support at home.)

6) Can peer pressure ever be a positive thing? When?7) Do you think it is important to resist peer pressure? Why or why not?

• Glass bottle with a mouth small enough so that hard-boiled egg won’t fit through with force

• Two hard-boiled eggs (peeled), match, paper• Chart paper• RAK Journals• Kindness Concept Posters: Assertiveness,

Responsibility

LESSON MATERIALS

DESCRIPTION

English Language Arts; A1, A2, A3, A4, A8Health and Career Education: Healthy Living 1 (d), 2 (a), 3 (a); Healthy Relationships 1 (b, c); Substance Misuse Prevention 1 (b, c), 2 (c)Science: A2, C5, C8

LEARNING OUTCOMES MET

ACTIVITY


TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Repeating the experiment a few times and making additional predictions about how much pa-

per and flame is needed to create a vacuum.2. Creating a t-chart after the discussion with two columns: “Positive Peer Pressure” and “Neg-

ative Peer Pressure.” Have students write down experiences or thoughts they have about this topic and share their responses with a partner or in a small group.

3. Rearranging the desks so that all students can see the experiment.

Teacher asks students to write a response to the following question in their RAK journal: “Write about a time when you experienced either negative or positive peer pressure and how you re-sponded.”

EVALUATION

ACTIVITY


PEER PRESSURE VISUAL RESPONSE (15 minutes)

1. Teacher says: “Now we are going to watch some clips about peer pressure.”

2. Watch “Reach” clip and ask the following questions:1) What happens at the beginning of the video? (Answer: The door on the side of the truck unlatches

and scrolls up.)2) What do you think the guys in the jeep are going to do? (Answer: That they are going to steal drinks

from the truck.)3) What do they actually do? (Answer: They close the door so that the bottles don’t fall out of the truck.)

3. Watch “Peer Pressure” clip and ask the following questions:1) What happens at the beginning of the video? (Answer: Three teens are in the music store looking at

CDs.)2) What do you think the teens are going to do? (Answer: Steal CDs.)3) What do they actually do? (Answer: Two of the teens encourage the other teen to return the CDs he

had stolen earlier in order to be part of their group.)

4. After watching both the clips, ask the following questions:1) In both of these clips, there was pressure to make a positive choice. Did they seem realistic to you?2) We don’t know for sure, but how do you think the people felt about themselves when they did the

right thing?3) When you are pressured to do something you don’t want to do, how does that feel?4) Do you seek the help of friends or adults? Why or why not?5) How do you feel when people encourage you or pressure you to do the right thing?

• Foundation for a Better Life TV spots from values.com website: o Reach (http://bit.ly/91NBNB) o Peer Pressure (http://bit.ly/utOB0j)

• RAK Journals• Kindness Concept Posters: Assertiveness, Integrity,

Responsibility

LESSON MATERIALS

DESCRIPTION

Discuss (or have students write their responses in their RAK journals): “Do you think that resisting negative peer pressure can be a way to show kindness toward ourselves? Why or why not?”

EVALUATION

English Language Arts: A1, A2, A3, A4, A7, A8, A9, B3Health and Career Education: Healthy Living 1 (d), 2 (a), 3 (a); Healthy Relationships 1 (b, c); Substance Misuse Prevention 1 (b, c), 2 (c)


TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Tracing the outline of a person and writing feelings inside and the actions on the outside.2. Discussing in small groups what they can do when they are feeling pressured to do things they don’t

want to do and identifying friends and adults they can talk to.

http://bit.ly/91NBNB

http://bit.ly/utOB0j

ACTIVITY


WAYS TO RESPOND TO PEER PRESSURE ACTIVITY (20 minutes)

1. Teacher says: “During the last activity, we talked about negative peer pressure. Let’s continue talking about what it means to pressure others. What are some ways people act to get others to do something they don’t want to do?”

2. Allow students to respond and write their responses on the chart paper that says “Negative Ways Peo-ple Pressure Others.” If students are having a difficult time coming up with ideas, suggest the following tactics:• Use flattery or act really nice for a selfish reason• Criticize the other person’s clothes, opinions, religion, values, etc.• Try to control the person’s actions• Present “facts” in a way that seems true• Suggest that a person in charge agrees with them to make it seem okay• Promise of popularity• Promise of reward or punishment• Nag• Try to guilt another person into doing things their way

3. Discuss student responses in small groups or as a class.

4. Then ask: “What are some ways you can respond when someone pressures you to do something you don’t want to do?”

5. Allow students to respond. Write “Ways to Respond to Peer Pressure” on the top of the chart paper and write their responses on the sheet. If students are having a hard time coming up with responses, sug-gest the following ways to respond:• Say no.• Tell it like is. “No thanks, I don’t do drugs.”• Give an excuse: “No thanks, I am in a hurry right now.”• Change the subject: “No thanks. How did your game go last night?”• Walk away.• Use humour.• Ignore the person.• Avoid the situation.• Find a friend or ally to help you say no.

6. Discuss these responses in small groups or as a class.

7. Make sure to save the posters for the How Do You Respond to Peer Pressure? Activity.

• Chart paper; write the following on the top before class: Negative Ways People Pressure Others (on one sheet), Ways to Respond to Peer Pressure (on the other sheet)

• RAK Journals • Kindness Concept Posters: Assertiveness, Integrity,

Responsibility

LESSON MATERIALS

DESCRIPTION

English Language Arts; A1, A2, A3, A4, A8Health and Career Education: Healthy Living 1 (d), 2 (a), 3 (a); Healthy Relationships 1 (b, c); Substance Misuse Prevention 1 (b, c), 2 (c)


ACTIVITY


Discuss (or have students write their responses in their RAK journals): “Which of these responses is easy for you? Which are difficult for you?”

EVALUATION

TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Adding images to the posters to visually show the ways people can respond to peer pressure. Add

teacher suggestions of responses to peer pressure as listed in the lesson where appropriate. 2. Having a laminated bookmark with the “Ways To Respond to Peer Pressure” suggestions so that stu-

dents can have a reminder.3. Reviewing the suggestions often during the school year, particularly if there are issues that arise.

ACTIVITY


HOW DO YOU RESPOND TO PEER PRESSURE? ACTIVITY (30 minutes)

1. Divide students into groups of five or six.2. Make sure to put up the “Ways to Respond to Peer Pressure” poster as a reference for the students.3. Hold up a soccer ball and say: “On the soccer ball are situations that teenagers face. I will toss a

ball to you and I want you to read the situation on the top of the ball to the members of your group. For example, it might say: “Someone offers you drugs after school.” Tell your group what could happen when you took the drugs and how you could resist peer pressure in this situation. Note who is pressuring you in the situation: it may be a friend or someone you don’t know. Think about whether this impacts how you respond. Refer to the poster on the wall for some ways to resist peer pressure or come up with your own. If you use a verbal response, try to speak in a strong, confident tone of voice, make eye contact, and make sure your facial expression communicates the same message as your words. When you are done, toss the ball to someone else in the group and read the situation on the top of the ball or a different situation if that one was already discussed. Everyone should have a turn.”

4. Check for understanding. Then, toss a ball to one member of each group.5. Walk around the room and offer suggestions if needed. You can also encourage students to help each

other come up with ways to resist negative peer pressure. 6. After everyone has had a turn, explain: “Now we will play another round, and this time when you get the

ball explain a time when you were pressured to do something that you didn’t want to do. What did you do? When you are done, throw the ball to someone who has not had a turn in the second round.”

7. Ask the students what responses they used to resist peer pressure.

• What Would You Do? Situations, (p. 9), five or six copies, cut apart before class

• Four or five soccer balls with situations from worksheet cut out and taped onto ball before class. NOTE: You will need enough balls for each group of five or six students, and each ball needs all six situations taped onto it.

• Kindness Concept Posters: Assertiveness, Integrity, Responsibility

LESSON MATERIALS

DESCRIPTION

Discuss the following question (or have students write in their RAK journals): “How do you think resisting negative peer pressure can make a difference for you at school? In the community?

EVALUATION

English Language Arts; A1, A2, A3, A4, A8Health and Career Education: Healthy Living 1 (d), 2 (a), 3 (a); Healthy Relationships 1 (b, c); Substance Misuse Prevention 1 (b, c), 2 (c)


TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Being grouped with people they feel comfortable with since this is a sensitive topic; consider partnering

a student who is easily pressured with someone who will look out for that student during the game.2. Discussing feelings or reactions to the scenarios with you, the school counselor or another adult after

class, particularly if they seem distressed during the discussion.

ACTIVITY


WHAT WOULD YOU DO?

A popular kid

tries to give you a cigarette after

school

Someone you don’t know

offers you alcohol at a

party

A friend asks you to skip class

with him

The person

you are dating wants you to do things that

make you uncomfortable

Your best friend

asks to copy off of your paper for a big test

The “in crowd”

you want to join pressures you to exclude a friend from the group

ACTIVITY


LITERACY ACTIVITY: BOOK REPORT/PRESENTATION (multi-day project)

1. Have students chose a novel from a list you develop that focuses on teens facing tough choices or being pressured in a negative way or you can use suggestions from the list below:• To Kill a Mockingbird by Harper Lee• The Book Thief by Markus Zusak• Speak by Laurie Halse Anderson• Chains by Laurie Halse Anderson• Red Kayak by Priscilla Cummings• Run Boy Run by Uri Orlev• Adrift by Steven Callahan• A Hundred Days from Home by Randall Wright• Here at the Scenic-Vu Motel by Thelma Hatch Wyss• Trouble’s Child by Mildred Pitts Walter• So Far from the Bamboo Grove by Yoko Kawashima Watkins• Uprising by Margaret Peterson Haddix• The Rock and the River by Kekla Magoon• The Devil’s Arithmetic by Jane Yolen• The Power of One by Bryce Courtenay

2. Have students prepare a book report or presentation using the rubric that you have developed for your class. Include a self-reflection section where students relate their own experiences to the book’s theme.

• Novels about teens facing tough choices or being pressured in a negative way. See list below or allow students to choose a novel


LESSON MATERIALS

DESCRIPTION

Project serves as evaluation for the activity.EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A7, A8, A9, A12, B1, B2, B7, B8, B9, B10, B12, C1, C2, C8, C9, C10, C14English Language Arts; A1, A2, A3, A4, A8Health and Career Education: Healthy Living 1 (d), 2 (a), 3 (a); Healthy Relationships 1 (b, c); Substance Misuse Prevention 1 (b, c), 2 (c)


TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Having adapted copies of the reading list from the school librarian.2. Having a book report guide, such as the one included in the Understanding Each Other, Grade

7 lesson.

ACTIVITY


STANDING UP FOR THE RIGHTS OF OTHERS,SOCIAL STUDIES ACTIVITY (multi-day project)

1. Have students research historical figures who stood up for what was right (such as David Suzu-ki, Pierre Trudeau, Terry Fox, Lester Pearson, Mother Teresa, Gandhi, Rosa Parks, Martin Luther King Jr., Cesar Chavez, Nelson Mandela, Tony Coelho (wrote the Americans with Disabilities Act), etc. They can use books from the library or conduct Internet research using the websites listed above or others.

2. As they are researching, have the students answer questions like:1) What principles do you think this person believed in? (For example, power, justice, peace,

equality, etc.)2) How did these principles lead them to stand up for the rights of others?3) Do you think it was easy for this person to follow their principles?4) What kind of pressure did they experience to stop fighting for people’s rights?5) How did these people’s choices make a difference?

3. Students could prepare a paper, an oral presentation, a PowerPoint or another type of project on this historical figure, following the rubric that you use in your class.

• Possible websites for research project:http://bit.ly/mYMTM2http://www.cbc.ca/news2/interactives/black-history-month/http://www.nelson.com/common/polisci/rights.htmlhttp://www.ournellie.com/womens-suffrage/the-famous-five


LESSON MATERIALS

DESCRIPTION

Project serves as evaluation for the activity.

EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A7, A8, A9, A12, B1, B2, B5, B7, B8, B9, B10, C1, C2, C5, C6, C8, C9, C10, C14English Language Arts; A1, A2, A3, A4, A8Health and Career Education: Healthy Living 1 (d), 2 (a), 3 (a); Healthy Relationships 1 (b, c); Substance Misuse Prevention 1 (b, c), 2 (c)Social Studies: Applications 1, 2, 3, 4


TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Having access to biographical materials at different reading levels to support student research.2. Focusing on a few key questions that could be used as a part of a group research project, par-

ticularly if they are emergent readers and writers. 3. Having the project scaffolded for them, so they are able to determine a realistic time frame.4. Reviewing the components of a research project and using a graphic organizer.

http://bit.ly/mYMTM2

http://www.cbc.ca/news2/interactives/black-history-month/

http://www.cbc.ca/news2/interactives/black-history-month/

http://www.nelson.com/common/polisci/rights.html

http://www.ournellie.com/womens-suffrage/the-famous-five

http://www.ournellie.com/womens-suffrage/the-famous-five

ACTIVITY


HOME EXTENSION ACTIVITY: JOURNALING

• Take home activity (p. 13), copy for each studentMATERIALS

1. Hand out Home Extension Activity and have the students write the return date on the sheet.

2. Then say: “You are going to spend the next two weeks keeping track of situations where you experience negative peer pressure, how you responded, and how you felt afterward. Please share this activity with your parents, a guardian or a trusted adult and discuss some of the ways you responded when you experienced negative peer pressure. In a few weeks we will discuss some of your responses and how you felt.”

3. After the two weeks, have the students bring back their sheet and discuss the following:1) Was the activity helpful?2) Do you think that writing about your experiences helped you figure out what to do in difficult

situations?3) What are some positive ways you responded to peer pressure?

DESCRIPTION


PEER PRESSURE:HOME EXTENSION ACTIVITY

BACKGROUND

As part of the Random Acts of Kindness program, we have been talking in class about ways to resist negative peer pressure. Talk to your parents, a guardian or a trusted adult about what you think it means to resist negative peer pressure and some ways to do that.

AT HOME ACTIVITY

For two weeks, keep track of situations where you experienced peer pressure on the chart below and discuss these situations with a trusted adult. Then bring this back to class. You don’t have to share specific situations, but you can share some of your responses and how you felt.

Name: __________________________________ Please return to class by: ___________

DATE WHAT HAPPENED? HOW DID YOU RESPOND? HOW DID YOU FEEL?


BRITISH COLUMBIA PRESCRIBED LEARNING OUTCOMES https://www.bced.gov.bc.ca/irp/gc.php?lang=en

1. Language Arts• A1: Interact and collaborate in pairs and groups to support the learning of self and others, ex-

plore experiences, ideas, and information, understand the perspectives of others, comprehend and respond to a variety of texts, create a variety of texts

Achievement Indicators: o collaborate with members of a group (e.g., listen and speak respectfully, ask questions, take

turns, cooperate, disagree courteously) to achieve a common purpose (e.g., discuss social issues, compare characters, explore themes)

o determine and distribute group roles and responsibilities (e.g., listen to and carry out nstructions; take turns as leader, timekeeper, recorder, contributor, reporter)

o express opinions and ideas and encourage the opinions and ideas of others (e.g., invite participation, acknowledge other perspectives)

o demonstrate active nonverbal participation in group activities (e.g., physical proximity to group, eye contact, facial expression)

• A2: Express ideas and information in a variety of situations and forms to explore and respond, recall and describe, narrate and explain, persuade and support, engage and entertain

Achievement Indicators: o sustain group and class discussions through relevant and thoughtful contributions (e.g., build

on other students’ ideas) o provide clear organizational cues when presenting or discussing (e.g., use transition words

and phrases) o modify language, ideas, and information in relation to the needs and interests of the audience o present ideas, information, and emotions in an imaginative and relevant way (e.g.,

description, significant details)• A3: Listen to comprehend, interpret, and evaluate ideas and information from a variety of texts,

considering purpose, messages, tone, structure, effects and impact, bias Achievement Indicators:

o identify the purpose of the text, and the evidence used to support that purpose o summarize and clarify ideas and information (e.g., take turns summarizing text with a partner,

ask questions to clarify understanding) o identify and explain possible bias, e.g.,“The presenter only gave positive examples to prove.”

• A4: Select and use a range of strategies to interact and collaborate with others in pairs and

STANDARDS KEYACADEMIC SUBJECT KEY

Health

Language Arts

Science

Mathematics

Social Studies

Visual Arts

Drama and Theatre Arts


groups, including selecting methods for working together effectively, listening actively, contribut-ing ideas and recognizing the ideas of others, demonstrating awareness of diverse points of view, reaching consensus or agreeing to differAchievement Indicators:

o choose ways for group members to achieve task requirements (e.g., checklists, timelines) o create and follow classroom guidelines for interacting (e.g., listen and speak respectfully, take

turns, cooperate, disagree courteously) o ask questions to clarify views or ideas of others o extend ideas stated by others o suggest ways to include and relate different points of view (e.g., appoint spokespersons to

represent different points of view) o seek out multiple points of view (e.g., brainstorm various perspectives on the topic, considering

culture, age, ability)• A5: Select and use a range of strategies to prepare oral communications, including interpreting a

task and setting a purpose, considering audience, generating ideas, making connections among relevant knowledge and experiences, planning and rehearsing presentationsAchievement Indicators:

o identify purpose and audience (e.g., choose register and diction appropriate to task and audience)

o choose techniques for presenting• A6: Select and use a range of strategies to express ideas and information in oral communications,

including vocal techniques, style and tone, nonverbal techniques, visual aids, organizational and memory aids, monitoring methodsAchievement Indicators:

o use and adjust vocal techniques to make presentations effective and appropriate to audience (e.g., expression, audibility)

o use and adjust nonverbal techniques to make presentations effective and appropriate to audience (e.g., eye contact, body language)

o use organizational and memory prompts to aid effective delivery e.g., notes, index cards, outlines• A7: Use listening strategies to understand, recall, and analyse a variety of texts, including connect-

ing to prior knowledge, making reasonable predictions, identifying main points, generating thought-ful questions, clarifying and confirming meaningAchievement Indicators:

o identify and restate important points (e.g., use graphic organizers, take notes) o use examples beyond the text when making connections (e.g., text-to-text, text-to-self, text-to-

world) o consider and suggest a main idea or theme and provide support o identify point of view and speaker bias

• A8: Speak and listen to make personal responses to texts, by making connections with prior knowl-edge and experiences, describing reactions and emotions, generating thoughtful questions, devel-oping opinions with reasonsAchievement Indicators:

o use oral modes to express response to text (e.g., questions, class discussion, interview, speech, drama, poetry)

o describe and explain connections, reactions, & emotional responses, e.g., This reminds me of...”)

STANDARDS KEY


o ask questions that deepen personal response (e.g., “How does this make me feel?” “Why do I feel this way?”)

o state reasons for personal opinions (e.g., “The speech inspired me because...”) o demonstrate listening to oral texts to express a personal response through a variety of modes

(e.g., journal, speech, drama, poetry, visual representation, multimedia, song)• A9: Speak and listen to interpret and analyse ideas and information from texts, by examining and

comparing ideas and elements within and among texts, identifying perspectives, identifying bias and contradictionsAchievement Indicators:

o determine purpose and main ideas and identify supporting evidence o express and explain feelings or opinions evoked by the text o discuss the point of view presented and any inconsistencies

• A12: Recognize and apply the structures and features of oral language to convey and derive meaning, including context, text structures, syntax, diction, usage conventions, rhetorical devic-es, vocal techniques, nonverbal techniquesAchievement Indicators:

o identify context (e.g., audience, purpose, situation) o select appropriate tone (e.g., formal, informal) and diction (e.g., word choice, colloquialisms) o use logical syntax (e.g., subject-verb agreement) and accepted conventions of usage (e.g.,

pronoun agreement) o avoid repetitive “filler” words and expressions (e.g., like, you know, right, um) when speaking,

use body language and gestures to convey and clarify meaning or for emphasis • B1: Read, both collaboratively and independently, to comprehend a variety of literary texts,

including literature reflecting a variety of times, places, and perspectives, literature reflecting a variety of prose forms, poetry in a variety of narrative and lyric forms, significant works of Canadi-an literature (e.g., the study of plays, short stories, poetry, or novels), traditional forms from Ab-original and other cultures, student-generated materialAchievement Indicators:

o identify how the key elements of a story (e.g., setting, plot, character and mood) influence each other (e.g., elements of setting influence character action, character action contributes to understanding of characterization, plot events can contribute to mood)

o make and explain inferences about the text (e.g., “The hero’s strength was his insight into the feelings of others,” “Because this took place a long time ago, she wasn’t allowed to reach her potential.”)

o offer relevant insights regarding the text and/or author (e.g., “The speaker regrets his unkindness to his mother,” “In this poem the writer is suggesting that people are often unkind to those they love.”)

o make and support connections between the text and personal experience (e.g., “This made me think about the use of the circle in my culture.”)

• B2: Read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with some complexity of ideas and form, such as articles and reports, biogra-phies and autobiographies, textbooks, magazines, and newspapers, print and electronic refer-ence material, advertising and promotional material, opinion-based material, student-generated materialAchievement Indicators:

STANDARDS KEY


o restate main ideas in own words o support inferences or interpretations with specific evidence from the text (e.g., “Deborah Ellis

lets the women of Afghanistan tell their own stories. That way…,”) o find information from a variety of sources, including magazines, newspapers, web sites,

electronic media, and anthologies• B3: View, both collaboratively and independently, to comprehend a variety of visual texts, such

as broadcast media, web sites, graphic novels, films and videos, photographs, art, visual com-ponents of print media, student-generated material Achievement Indicators:

o set a purpose for viewing (e.g., “I am looking for examples of co-operation in this documentary,” “I want to find out how climate relates to tornado activity.”)

o offer reasonable interpretations of the purpose of the visual text (e.g., “I think the artist is trying to say…,” “This blog is written to help students learn math.”)

o make and justify inferences and predictions about visual text and about material that is implicit or absent (e.g., about what happened before/after a picture, about feelings of people in photographs)

• B5: Before reading and viewing, select and use a range of strategies to anticipate content and construct meaning, including interpreting a task, setting a purpose, accessing prior knowledge, making logical predictions, generating guiding questionsAchievement Indicators:

o use a variety of alternative sources to locate information and expand background knowledge about the topic (e.g., encyclopedia, Internet, books, articles)

• B7: After reading and viewing, select and use a range of strategies to extend and confirm mean-ing, including responding to text, asking questions, reviewing text and purpose for reading, mak-ing inferences and drawing conclusions, summarizing, synthesizing, and applying ideasAchievement Indicators:

o state the main ideas and provide supporting details o suggest inferences and conclusions supported by evidence from the text o compare the ideas expressed in the text to ideas from other sources (e.g., prior knowledge,

partner talk, class discussions, secondary texts, media sources)• B8: Explain and support personal responses to texts, by making connections with prior knowl-

edge and experiences, describing reactions and emotions, generating thoughtful questions, developing opinions using evidenceAchievement Indicators:

o offer and explain connections between a text and own ideas, beliefs, experiences, and feelings (e.g., “I think that…,” “This reminds me of...”)

o describe and discuss emotions evoked by a text supported by reasons, explanations, and evidence (e.g., “I felt worried because her father was...”)

o pose questions that demonstrate personal connections to the text or author (e.g., “What would I do if I were in this situation?”)

o express opinions regarding a text supported by reasons, explanations, and evidence (e.g., “I think Stargirl is not as secure as she seems. She...”)

• B9: Interpret and analyse ideas and information from texts, by making and supporting judg-ments, examining and comparing ideas and elements within and among texts, identifying points of view, identifying bias and contradictions

STANDARDS KEY


Achievement Indicators: o make judgements about the text based on evidence (e.g., “The argument in this passage

does not prove the author’s points. She should have considered...”) o discuss a point of view presented in a text (e.g., “Kerry does not believe in...”

• B10: Synthesize and extend thinking about texts, by personalizing ideas and information, ex-plaining relationships among ideas and information, applying new ideas and information, trans-forming existing ideas and informationAchievement Indicators:

o juxtapose and merge related ideas (e.g., describe the similarities between characters’ choices)

o use key ideas and relevant details from texts to create representations/responses/artifacts (e.g., create a chart, web, or diagram that demonstrates connections between ideas presented and personal thinking)

• B12: Recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including form and genre, functions of text, literary elements, literary devices, use of language, non-fiction elements, visual/artistic devicesAchievement Indicators:

o explain how literary elements contribute to understanding (e.g., conflict reveals the character’s motivation)

• C1: Write meaningful personal texts that explore ideas and information to experiment, express self, make connections, reflect and respond, remember and recallAchievement Indicators:

o experiment with various forms of personal writing, including impromptu, to explore ideas, feelings, and opinions (e.g., experiment with various views and voices)

o express ideas, feelings, insights, and personal views through sustained writing o make connections between experiences and/or texts (e.g., integrate new ideas and opinions) o reflect on and respond to a topic/issue/theme to develop an opinion o remember and recall relevant details from texts and prior experiences

• C2: Write purposeful information texts that express ideas and information to explore and respond, record and describe, analyse and explain, persuade, engageAchievement Indicators:

o explore and respond to ideas and information through various forms of information writing, including impromptu

o write information text that accomplishes a clearly stated purpose (e.g., instructions to be followed; includes details to support a thesis)

o use relevant details to express and justify a viewpoint o modify language in relation to the needs and interests of the audience o present ideas and information in a purposeful and relevant way (e.g., description, narration)

• C5: Select and use a range of strategies to generate, develop, and organize ideas for writing and representing, including making connections, setting a purpose and considering audience, gath-ering and summarizing ideas from personal interest, knowledge, and inquiry, analysing writing samples or models, setting class-generated criteriaAchievement Indicators:

o consider prior knowledge and other sources (e.g., writing about what they know and care about, building on others’ ideas, research from a variety of sources)

STANDARDS KEY


o discuss purpose and identify an audience for writing or representing o generate, collect, and develop ideas in a variety of ways (e.g., brainstorming, free-writing,

interviewing) o record sources for citation during research and note taking o conceptualize the final product and plan the steps to achieve it o examine models of the genre and form, and identify and analyse characteristics o generate class criteria for writing and representing (e.g., variety of sentence types and

lengths, elements specific to genre and/or form)• C6: Select and use a range of drafting and composing strategies while writing and representing,

including using a variety of sources to collect ideas and information, generating text, organizing ideas and information, analysing writing samples or models, creating and consulting criteriaAchievement Indicators:

o consult a variety of texts for ideas and information and as models o compose and share work in progress (e.g., peer and teacher conferences, PQP) o identify and restate main points in order to clarify meaning o use print and electronic references and tools while drafting (e.g., dictionaries, graphics

programs, cut/paste) o refer to self-generated, class, school, and provincial criteria

• C8: Write and represent to explain and support personal responses to texts, by making con-nections with prior knowledge and experiences, describing reactions and emotions, generating thoughtful questions, developing opinions using evidenceAchievement Indicators:

o suggest and support connections among own ideas, beliefs, experiences, feelings, and/or texts (e.g., Student writes, “The fires in the Interior were similar to...”)

o describe and discuss reactions to text supported by reasons, explanations, and evidence (e.g., Student writes, “I’m frustrated about this because...”)

o express opinions regarding a text supported by reasons, explanations, and evidence (e.g., Student writes, “There is no way that we will be able to agree on a single solution because...”

• C9: Write and represent to interpret and analyse ideas and information from texts, by making and supporting judgments, examining and comparing ideas and elements within and among texts, identifying points of view, identifying bias and contradictionsAchievement Indicators:

o make judgements based on evidence (e.g., rank and explain reasoning for their five favourite movies)

o assess the effectiveness of ideas and information (e.g., identify and analyse a viewpoint) o examine and compare ideas and information from a variety of texts (e.g., write a journal entry

comparing protagonists’ problems) o recognize and describe own and others’ viewpoints (e.g., Student writes, “I really think... but

my parents think...”)• C10: Write and represent to synthesize and extend thinking, by personalizing ideas and informa-

tion, explaining relationships among ideas and information, applying new ideas and information, transforming existing ideas and informationAchievement Indicators:

o use key ideas and relevant details from texts to create representations/responses (e.g., create a chart, web, or diagram that demonstrates connections between ideas presented and

STANDARDS KEY


personal thinking)• C14: Use conventions in writing and representing, appropriate to purpose and audience, to

enhance meaning and artistry, including grammar and usage, punctuation, capitalization, and Canadian spelling, copyright and citation of references, presentation/layout

*Note: Performance Standards Writing Features and Conventions are available for viewing under Suggested Achievement Indicators for this Prescribed Learning Outcome

2. Health and Career EducationHealthy Living• 1: Set personal goals for attaining and maintaining a healthy lifestyle

Achievement Indicators: o based on class discussions and activities, describe potential strategies for reaching their

goals for physical and emotional health• 2: Analyse influences on eating habits, including family, peers, and media

Achievement Indicators: o analyze various influences on personal food choices, including: media (e.g., advertising,

food labels, magazine articles, web sites, popular culture, fads), peers and family (e.g., tastes, availability, budget, group vs. individual choices)

• 3: Identify factors that influence healthy sexual decision makingAchievement Indicators:

o identify a variety of factors that influence healthy sexual decision making, including knowing and respecting personal and family values, knowing boundaries and being able to communicate them, peer, family, and social expectations, role models and personal support networks, media (e.g., body image messages, myths and stereotypes about sexual activity or safer sex practices)

Healthy Relationships• 1: Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)

Achievement Indicators: o o list and describe the emotional health benefits of healthy relationships (e.g., sense of

connectedness to others, increased self-esteem, empathy, shared interests, giving and receiving help and support)

o list the potential negative effects of a lack of healthy relationships (e.g., feelings of isolation, increased likelihood of making unhealthy personal choices, depression)

Substance Misuse Prevention• 1: Analyse influences related to substance misuse (e.g., friends, family, media)

Achievement Indicators: o using specific examples, describe how various influences (e.g., friends, family, media,

curiosity) might have a positive or a negative effect on a person’s decisions related to substance misuse

o assess the relevance of various influences on decision making related to substance misuse• 2: Propose strategies that can assist youth in making healthy choices related to substance use

(e.g., assertive communication, refusal/delay/ negotiation skills, avoidance of risk situations, par-ticipating in alternative activities)Achievement Indicators:

o outline a variety of strategies that youth can use to make healthy choices related to substance

STANDARDS KEY

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QUESTIONS? CONTACT: [email protected]

misuse (e.g., assertive communication, including deflection, refusal, delay, or negotiation skills; knowing when to seek help; avoiding higher-risk situations; not consuming any unknown substance; knowing how to access accurate information)

3. Science• A2: Perform experiments using the scientific method

Achievement Indicators: o use information and conclusions as a basis for further comparisons, investigations, or

analyses• C5: Explain the concept of force

Achievement Indicators: o define force (push or pull of one object on another) o describe the movement of objects in terms of balanced and unbalanced forces

• C8: Explain the relationship between pressure, temperature, area, and force in fluidsAchievement Indicators:

o describe the relationship between temperature, area, and pressure, with reference to the kinetic molecular theory

4. Social Studies

• Applications1: Identify and clarify a problem, an issue, or an inquiry 2: Gather and organize a body of information from primary and secondary print and non-print

sources, including electronic sources3: Interpret and evaluate a variety of primary and secondary sources4: Assess a variety of positions on controversial issues

OTHER STANDARDS MET

1. 21st Century Skills (www.p21.org)• Learning and Innovation Skills

a. Critical Thinking – Reason effectively, make judgments and decisions, solve problemsb. Communicate clearly and collaborate with othersc. Creativity and Innovation – Think creatively and work creatively with others

• Life and Career Skillsa. Initiative and Self Direction – Manage goals and time, work independently, be self-directed

learnersb. Social and Cross-Cultural Skills – Interact effectively with othersc. Responsibility – Be responsible to others

2. Social and Emotional Standards (www.casel.org)• Self-awareness• Self-management• Responsible Decision Making

STANDARDS KEY

Documents

PEER PRESSURE - Random Acts of Kindnessmaterials.randomactsofkindness.org/ca/en/8-Peer-Pressure.pdf · The Random Acts of Kindness oundation, 201 Peer Pressure, Grade 8 Page 2 of