PreK-12 Social and Emotional Learning Program

Promoting:

n Connection to schooln Positive behaviorn Character education

n Anti-bullyingn Drug, alcohol, and tobacco awarenessn Service-learning

PreK-12 Social and Emotional Learning Program

LionsQuest Lesson Sampler

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Pre K-8 Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Skills for Growing Lesson Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Skills for Adolescence Lesson Sample . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Skills for Action Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Skills for Action Lesson Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Order Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Lions Quest is a PreK-12 Social and Emotional Learning (SEL) program in use by educators

in over 90 countries around the world.

Social and emotional skills provide the foundation for dealing with anger and frustration,

preventing negative behaviors, and developing positive school behaviors that increase

academic performance.

LionsQuestn Skills for Growing PreK - 5n Skills for Adolescence 6 - 8n Skills for Action 9 - 12

What?

Social andEmotionalLearning

Service-learning

Connectionto school

Charactereducation

Anti-bullying

Drug,alcohol, and

tobaccoawareness

Positivebehavior

1

2

SoWhat?

Success in school and in life depends on more

than just reading, math, and social studies.

Lions Quest schools have

improved school climate,

student-teacher relationships,

interpersonal skills, and

commitment to service.

n Problem behaviorsn Bullyingn In-school suspensionsn Out-of-school suspensionsn Student stress level

Evaluation studies report:

n 9% improvement in GPAn 57 % decline in school absencesn 82% decline in in-school suspensionsn 44% decline in out-of-school suspensionsn 47% decrease in bullying

n Attendancen Positive school climaten Academic performance

DECREASES

INCREASES

Implementation Initial Impact Long-term Impact

Lions Quest Promotes School and Life Success

Effective SEL

Instruction

(Competence)

Effective Learning

Environments

(Conditions)

Improved attitudes

and behaviors

Fewer negative

behaviors

Students learn

cooperation and

teamwork

Integration

with academic

curriculum

Improved grades

and test scores

Positive school

climate

Engaged and

involved citizenship

Healthy lifestyle

Workforce

preparedness

+

3

Now

What?

Lions Quest offers the flexibility that schools need to

implement successfully. Lessons take only 20-30

minutes per week and the professional development

workshops are active, engaging, fun, and effective.

Lions Quest Workshops

n Lions Quest trainers meet the highest

standards for professional development.

n All trainers have earned advanced

degrees in education or a related field.

n Lions Quest workshops receive a 95%

satisfaction rating for an outstanding

experience.

Lions Quest Implementation Optionsn 20-30 minute lesson/week for all students.

n Homeroom/Advisory period curriculum.

n Stand-alone course.

n After-school program.

n Drug, alcohol, and tobacco prevention program.

One-day or two-day professional development

workshops offer comprehensive preparation in

Lions Quest programs.

We have always had positive responses to the training and introduction of thecurriculum. But more importantly, we receive the same response in our followup after the teacher has implemented the curriculum in the classroom.

Darlene French, Comprehensive Learning Support Specialist, Iberia Parish School System, LA

4

Lions Quest Skills for Growing

PreK - 5

Lions Quest Skills for Adolescence

6 - 8

Lions Quest Skills for Action

9 - 12

Lions Quest Program Components

5

The Facilitators ResourceGuide is an easy-to-use teachersedition that contains annotated lesson

plans, assessment and enrichment,

and family and community connections

activities.

The Student Journal provide opportunities to practice

and apply the skills found in each lesson.

The Universal Program Guide includes the program rationale and overview, classroom implementation

models, and guidelines for effective schoolwide implementation. Also included are

instructional strategies for creating a relationship-centered classroom, developing

a positive school climate, and implementing service-learning.

Each Teachers Curriculum Kit includes:

The Digital Resources offer rich ancillary support including Projectables for whole-class presentations, Family

Connection take-home worksheets, and the Families as Partners

guide designed to encourage family engagement and involvement

in Lions Quest.

UniT 1: A poSiTivE LEARninG commUniTY

making introductions

SEL Component:Self-awareness

Skill: Accurate self- perception, self-confidence, clarifying yourvalues

Establishing classroom Agreements

SEL Component: Self-management

Skill: Impulse control

Building Relationships and community

SEL Component: Relationship skills

Skills: Communication, social engagement, building relationships, working cooperatively

UniT 2: pERSonAL dEvELopmEnT

clarifying Your values

SEL Component: Self-awareness

Skills: Accurate self-perception, recognizing strengths

Assessing Strengths and Growth opportunities


Skill: Accurate self-perception

Building Self-confidence and Self-Respect


Skill: Self-confidence

UniT 3: SociAL dEvELopmEnT

Listening


Skill: Communication

Respecting others

SEL Component: Social awareness

Skills: Empathy, respect for others, perspective-taking, appreciating diversity

communicating with What, Why, and how messages

SEL Component: Social awareness, relationship skills

Skills: Empathy, seeking help

UniT 4: hEALTh And pREvEnTion

choosing healthy Living

SEL Component: Responsible decision making

Skills: Ethical responsibility, problem identification, situation analysis

preK 2: Staying Away from poison Substances

3 8: Staying Away fromAlcohol


Skills: Problem identification, situation analysis, problem solving

Growing in Responsibility


Skill: Ethical responsibility

UniT 5: LEAdERShip And SERvicE

Serving Your School and community

SEL Component: Relationship skills, responsibledecision making

Skills: Helping/seeking help, ethical responsibility

Assessing classroom Assets and interests for Service-Learning

SEL Component: Relationship skills, responsible decision making skills, relationshipskills

Skills: Communication skills, working together, problem solving,

identifying classroom, School, and community issues and needs

SEL Component: Relationship skills, responsible decision making

Skills: Communication, helping/seeking help, problem identification, situation analysis, problem solving

UniT 6: REfLEcTion And cLoSURE

Reflecting on Learning, Experience, and Goals


Skills: Reflection, evaluation

celebrating class Successes and Acknowledging contributions


Skills: Reflection, evaluation

Topic 1 Topic 2 Topic 3

Lions Quest PreK-8TABLE Of COnTEnTS

6

motivating Yourself


Skill: Self-motivation

Setting positive Goals


Skill: Goal setting

Labeling Your Emotions


Skill: Resolving conflicts

managing Stress and Strong Emotions


Skills: Stress management, impulse control, self-discipline

Recognizing the Thoughts, Emotions, & Action connection


Skills: Impulse control, self-discipline

Working Together


Skill: Working cooperatively

Building healthy Relationships

SEL Component: Relationship Skills

Skill: Social engagement

handling conflict in Relationships


Skill: Resolving conflicts

dealing with Bullying Behavior


Skills: Communication, resolving conflicts, seeking help

dealing with Bullying Behavior


Skills: Communication, resolving conflicts, seeking help

preK 2: Being careful Around medicines

3 8: Staying Awayfrom Tobacco


Skill: Problem identification,situation analysis, problem solving

making Good decisions - part 1

SEL Component: Responsible decisionmaking

Skill: Problem solving

preK-2: making Gooddecisions part 2 3 8: Staying Awayfrom other drugs


Skill: Problem identification,situation analysis, problemsolving

Standing Up to Social pressure


Skill: Problem identification, situation analysis, problem solving

6 8 only: Reinforcingand modeling a healthy, drug-freeLifestyle


Skill: Problem identification,situation analysis, problemsolving

deciding Together on a Service-Learning project


Skills: Communication, helping/seeking help, problem identification, situation analysis, problem solving

planning a Service-Learning project to meet School or community needs


Skills: Communication, helping/seeking help, problem identification, situation analysis, problemsolving

implementing the Service-Learning project


Skills: Communication, social engagement, building relationships, working cooperatively, resolving conflicts, helping and seeking help

Reflecting on and demonstrating the Service-Learning project


Skill: Reflection

demonstrating Service


Skills: Social engagement, reflection, evaluation

Topic 4 Topic 5 Topic 6 Topic 7 Topic 8

7

8

Every Friday my entire school is involved in Lions Quest. The teachers

love the curriculum and enjoy implementing it on Friday because its fun.

Katie Grady, PS 104 New York City

The strength of Lions Quest is in its implementation in all grade levels

and the iterative teaching of the core concepts in every grade level.

Another strong part is the Together Times journal, which helps me

structure the lessons well. Students like the activities and like taking

the journal home.

Elementary teacher, Wood County, West Virginia

9

3

JUMP FOR COOPERATION

ENERGIZERS

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TICKLERS

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GRADE 3 FACILITATORS RESOURCE GUIDE

10

Planning

1

When was the last time you felt like one of the people in the photos? What caused you to feel that way?

2

Introduce the acronym HARM

Model how to identify bullying behaviors

Once, I was late for the bus. As I ran around a corner, I ran right into my art teacher. I apologized immediately and explained why I was running.

ACTIVITY 1

INSTRUCTION

3.6 What Is Bullying?

SEL COMPETENCY

SKILL

MATERIALS

CLASSROOM CONFIGURATION 1 2 3 4

OBJECTIVES

COMMON CORE CONNECTION

SKILLS Progression

SOCIAL DEVELOPMENT

Discovering

Activity3.6.1

FEELINGS

ACTIONS

PeopleImages. Nicolas McComber. 1MoreCreative. monkeybusinessimages. 2015 Lions Clubs International Foundation. All rights reserved.

Practicing

Activity3.6.3

HARM

Bullying Means HARM

2015 Lions Clubs International Foundation. All rights reserved.

Bullying Normal Conflict Misunderstanding

Accidental Behavior Playful Teasing Friendship

Connecting

Activity3.6.2 Bullying or Friendship?


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Bullying

Intentional pushing and shoving

Making fun of someone repeatedly

tal Behavior Playful Teasing Friendship

Normal Conflict Misunderstanding

tional pushing and Raised voices Asking lots of questions

ing fun of someone Silence Disagreeing

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11

Community Connection

Family Connection

Applying Across the Curriculum

Raise your hand if you think this is playful teasing (pause), accidental behavior (pause), misunderstanding (pause), or normal conflict.

My friend and I were playing basketball. I took a shot at the hoop and made the basket, but my friend said I was out of bounds. I didnt think that I was out of bounds. We argued for a minute and decided to have a replay.


I was very sad at lunch today because I found out my grandpa was in the hospital. I wasnt trying to be mean, but when my friend Amy asked to sit with me, I told her no because I wanted to be alone for a little bit.


My friend and I have a tendency to finish each others sentences and say the same things at the same time. We often tease and make fun of each other, but in a joking way, because we both find it funny.


What can turn any of these situations into bullying?

3 Explain the recognizing bullying behaviors activity

Students practice recognizing bullying behaviors

ACTIVITY 2

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12

Reflecting Resource:

BUILDING SKILLS BEYOND THE LESSON

Draw It!PRACTICING

Act It Out!APPLYING

REINFORCEMENT

Present It!APPLYING

Share It!PRACTICING

ENRICHMENT

Applying

Has there ever been a time when you and a sibling or friend had a disagreement or conflict? Did it feeling like bullying? Did it feel like normal conflict? Explain.

Describe a time when you playfully teased a friend. How did you know it was not bullying? How did your friend know?

What is one suggestion you would like to add to the Stop the Bullying box?

Reflecting

What?

So What?

Now What?

What does HARM stand for?

What feelings do you associate with the four types of situations that can be confused with bullying? What do you think could turn these situations into bullying?

How do you think recognizing these different types of situations will help you? What do you think are some ways you can help your friends recognize these different types of situations?

Applying Resource:

Reflecting

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t? RAs Heot dhaWahW

tuaif ss oepyt tnereffe disehe tzignmoe snk arihu too yt dha? Weturpyt tnereffe disehg tnizignocenk r

n td turulot cha? Wgniylulh btid wepyur toe fhh ttie wtaicossu aoo y

?rod fantM S

? snoittuap lean hu cos yyae wm

l lis wnoittuaif ss oep

o tns inoittuaie ssehn tt has tnoittuaif ss oe

ApApplying

Has there evever been a time when you aa disagreement ont or ct or cononflict? Did it felike normormal conflict? Explain.

Think of situatbehaviors, and t

44 Unit 3

u and a sibling or fg or friend had eeling like bullying? Did it fet feel

tions youve been in thn in that have involved bullyingd then answer the foe following questions:

4

egguslfnoclao ctuocnetautis

e svaavH

s ctnedute sreh, wxon boitsecalo psl. Aenoemoh stict wiemer r, opr ueeh, cnwom dl

e a tearo cs ttnedute sgarug bniyllue bvlovnt iahs tnoit

ppe Ahe ttelpmos ctnedute s

M5GNIYLLYPPA

ny alsuomynont aimbun sas cxo bgniyllue Bhp totSe a c

d teey nehs tllike shr tebmen gay cehe treh wecale PceaP

hr tev, oemot h. Asroivaavheg bt Jnedute Shn te igag pniylp

STENUI M

s tnedicng iniylluy bnf a n ooihsae fe fahn t, ix

h a guorhk troo wd td eey nehf to in g

, syaayw det ft fexee nt uol abanruot J

Describe a time when you playfully tknow iow it was not bot bullying? How dow did y

What is ons one suggestion yon you wou would lBullying box?

Lesson 6 45

y teased a friend. How dow did you d your friend knd know?

ike to add to the Stop ttop the

hct saeggus

w tohLPPA

d oesabednuCARP

SSA

.emot hr al ooohs ctnedute sreh, wxon boitse

t tuot abhguohs ttnedute shw tSESSAEVITARMOFLARMOFGNIYLLY

o td tednopsey rehw ton hd ouf bt opecnoe chg tnidnatsrAEVITARMOFLARMOFNINGIICTC

GNISSESS

ny alsuomynont aimbun sas c

ahs tnoitautit snereffefffio dwt tot Jnedute Shd tea RTNMESS

edute Shn ts ioiranece sho tnos nusres vroivaavheg bniylluhl tlew woe hto NTNMESSESSA

s tnedicng iniylluy bn

g niyllut boe nret wae guao gs tlanruo

.lanruot Jnes roivaavheg bniyllub-n

e rs atnedute sh

vaavehbw toh

.sroivt tuot abhguohs ttnedute shw t

ahs tnoitautit snereffefffio dwt t

g niyllut boe nret wa

K SGDINILUB

Act It Out!

s mrtecarahe chs tesnopserarahe chk tnihy tehs tdrowllue bhn td inuos fs fonoitautisme svaHGINCITCARP

Draw It!

EH TDONYE BSLILK

Act It Out!

. evit ghgis mk aniho ts ttnedutk sso alsA. esd uluos wrtecabuh bceepn sll iio fm tehk tsA. yevrug sniyll

s dpirtc simow cars dtnedutf ss opuorll gam

R

ONSSE L

e vitisot puobk ah tis welbb

e hg tnitcipes d

TNEMECORFINER

INCITCARP

Share It!

. rot ft foe isn uacn toitatneserpGNIYPPLPPLYA

Present It!

e Bhp totSe kas mtnedute she tvaHGIN

Share It!

. y mehy tht wuobs arebmey mlimar fieho tn t

t h aeclaPe caePe a kas mtnedute svaHG

Present It!

sesslar cehtr oos fexo bgniyllue B

y eht tahd wnn aevae hhe tday mll ame a skam mehe tva. Hemot h

TNEMHCRINE

Unit 3

s.tndeutso wlsn aas ctnedut. Srentrapm oehy tlay pehs tl aeey fy feeht

s mtnedutSGNIYPPLPPLYA

Act It Out!

60

aee rrahd sns anoisserpxl eaicar foh fctao wt lus ognileer fiehe trahn sas ctnedut. Stum os ttikn ss ioiranece sht tut oco ae tsoohy cas m

Act It Out!

ow lleh fh fetis wnoitch a tid wuot l

ow e heo ss t

o uow tt huobaI. xoe bhe tsue she true skaMINCITCARP

.xoe bhe tso ue a pkao mlss atnedute she tva, hyrassecef nr fieho tt seeho sow te a hdulcns itnedute s

e Bhp totSe kas mtnedute she tvaHGIN

s esslae cho tn toitatnesere a po ow tw hons ktnedutow sller fr fe

. sesslar cehtr oos fexo bgniyllue B


13

Discovering

Activity3.6.1

FEELINGS

ACTIONS

PeopleImages. Nicolas McComber. 1MoreCreative. monkeybusinessimages. 2015 Lions Clubs International Foundation. All rights reserved.

Bullying Normal Conflict Misunderstanding

Accidental Behavior Playful Teasing Friendship

Connecting

Activity3.6.2 Bullying or Friendship?


C C26.3.

Bullying

Bullying

ormal CN

tonflicormal C

Misunderstanding

Misunderstanding

epearakM

vingshoentnI

edlytepeaing fun of someone ak

vingtional pushing and en

eSilencing fun of someone

aised vRtional pushing and

e

esoicaised v

eeingrDisag

ing lots of questionsskA

ing lots of questions

Bumping in

cidencA

o someonetBumping in

viorehatal Bciden

oughhousingRo someone

yful TPlavior

oughhousing

easingyful Tyful Teasing

eningList

riendshipF

Happ

ed shoutingcitxy or eHapp

Laughing with someoneed shouting

Laughing with someone

tingomplimenCLaughing with someone

l

ting

l A.niotdauno Flaniotanertn Isub Clsnio L510 2

.deverse rsthgi r

Practicing

Activity3.6.3

HARM

Bullying Means HARM


GRADE 3 PROJECTABLESGRADE 3 FACILITATORS RESOURCE GUIDE

14

3.6 Practicing

1. While Andy is giving a speech in front of the class, two students who are drawing silly pictures instead of paying attention start to giggle.

Bullying Not Bullying

2. Gabby and Molly snicker every time Kaylah walks by them.


3. Charlie wants to play a board game but Owen refuses, saying that he would rather play video games.


4. Emily refuses to talk to Anna every time Anna talks to someone Emily doesnt like.


5. Maura has a sore foot from an accident. Every time she stumbles, Billy laughingly imitates her.


63.

itcraP

y aehtthd taeRgnici

lluf bs oelpmxae ery ad dns anoitauttuie shd td th

.sroivaheg binylrehtthehe wdiced d

are drawing silly pictures instead of paying attention start to giggle. While Andy is giving a speech in front of the class, two students who 1.

are drawing silly pictures instead of paying attention start to giggle. While Andy is giving a speech in front of the class, two students who

inrud preeBn cehTThy a


g

noissucsscis dsale chg tg thino yss ysucisisc do t todreap pre

t acerroe che te thlcrrcin cpy a


.ngninos rearr reauo

.rr.ewsnt ag by


Charlie wants to play a board game but Owen refuses, saying that he 3.

Gabby and Molly snicker every time Kaylah walks by them.2.

Charlie wants to play a board game but Owen refuses, saying that he

Bullying

Gabby and Molly snicker every time Kaylah walks by them.

Bullying


BullyingNot


BullyingNot


Bullying


Bullying



doesnEmily refuses to talk to Anna every time Anna talks to someone Emily 4.

would rather play video games. Charlie wants to play a board game but Owen refuses, saying that he 3.

t like. doesnEmily refuses to talk to Anna every time Anna talks to someone Emily

Bullying

would rather play video games. Charlie wants to play a board game but Owen refuses, saying that he

Emily refuses to talk to Anna every time Anna talks to someone Emily

BullyingNot

would rather play video games. Charlie wants to play a board game but Owen refuses, saying that he


Bullying




laughingly imitates herMaura has a sore foot from an accident. Every time she stumbles, Billy 5.

Bullying

laughingly imitates herMaura has a sore foot from an accident. Every time she stumbles, Billy

Bullying

BullyingNot

.laughingly imitates herlaughingly imitates her.Maura has a sore foot from an accident. Every time she stumbles, Billy

BullyingNot

Bullying

Maura has a sore foot from an accident. Every time she stumbles, Billy

Bullying

Maura has a sore foot from an accident. Every time she stumbles, Billy

43 6nosseL

Reflecting

What?

So What?

Now What?

What does HARM stand for?

What feelings do you associate with the four types of situations that can be confused with bullying? What do you think could turn these situations into bullying?

How do you think recognizing these different types of situations will help you? What do you think are some ways you can help your friends recognize these different types of situations?

lfeR

ginctel

s oepyt tt tynereffefffie dhtthot yahn wt ocelfeR

at cahs ts thnoitautif ss otuobd aenraee lvuo

na

g

As Heot daat dhW

h btth bid wesuffunoe cbpy

?rod fd fonatM sRA

.ginylluh b

u toyautisahW

n turd tluok cnihu te cn bat cahs tnoita

u aoo ys dgnileet ft fea

to bns inoitautie ssehn tylluh btd wiesuffunoe c

e fhh tte witiaiatcossu a

?gniylluto bot dah? Wgniy

f s oepyypur toe fe fo

w dH

iizk rihu t

t tffffie dhg t

f

of sonitauti sofof sy p yllp yen hau coys s winoitautis

u too yw doH

?soecs rdneirur fur frop yt dah? Wuu? Wop yllp yell hs wig tniizngoeck rnihu t

ereffefffie dsehize tngoe srk anihu too yt d

pyypt tnnt tereffefffie dsehg t

s epyt tnes yae wmoe s

f s oep

it 3nU44

GRADE 3 STUDENT JOURNAL: TOGETHER TIMES

15

BULLYING BEHAVIORS

3.6 FAMILY CONNECTION!

ow to SpotH

ow to Spot

peak with your family S LE

peak with your family peak with your family T !HIS TODSTLELE

ON

ussing bullying y discour child belp yHour child is learning about bullyingY

HISTD REAERSMBE MYY MILILYMAF

TIONNECCILMA3.6 F

YING

REMEMBE

BULLBULLYING

!

ussing bullying . our child is learning about bullying

:HIS

ONYILILY ullying B

ow to SpotH

VIORS

MRHAT THARREMEMBE

BEHAYING

ehaviorsBullying ow to Spot

ISMabout his or her

your family member treated by others.

you would like to be with bullying, and how behaviors associated

member about bullying, peak with your family S

ehaviors

about his or her your family member your family member

Ask Atreated by others. you would like to be you would like to be

A

with bullying, and how with bullying, and how behaviors associated behaviors associated

member about bullying, member about bullying, peak with your family peak with your family

. e outside of schoollikt bullying mighunderstand wha

our child hen help yT. y othersed bteatro be e tould likw he or she was ho

, as wviors with him or herviors with him or her, as wbehaussing bullying y discour child belp yH

REMEMBEHarmfulHActions or wordsARepeatedRMore than once toM

t look t bullying mighour child

o be ell

ussing bullying

MRHAT THARREMEMBEarmfulctions or wordsepeated

urt or control others. hore than once to

ISM

urt or control others.

bullying might look bullying and how

experiences with

than school.in places other

bullying might look bullying and how

experiences with

nsnsoitseu qehtthinkaepr settefftA

belir fh ytth yig w

with bullying? What did your fa

mily member tell you about his or h

er experiences

What did your family member tell

you about his or her experiences

with bullying? What did your fa

mily member tell you about his or h

er experiences

wmb









school? places where bullying might occur outside of school?

What did your family member say are some other What did your family member say are some other places where bullying might occur outside of

with bullying?

What did your family member say are some other What did your family member say are some other places where bullying might occur outside of

What did your family member say are some other places where bullying might occur outside of

school?

she handle it? If yo

ur family member was b

ullied, how did he or

If your family member

was bullied, how did he

or

she handle it? If yo

ur family member was b

ullied, how did he or



or



or



or

s Ibuls Cnoi5 L10 2

.devreses rthgil rl. Anoitadnuol Fanoitanretns I

GRADE 3 FAMILY CONNECTION WORKSHEETGRADE 3 STUDENT JOURNAL: TOGETHER TIMES

16


The students enjoy spending additional time with classmates to build interpersonal

relationships. Students are using their leisure time at school to practice the skills they

have learned in Lions Quest. Vilma, parent of a middle school student

The program is good because parents dont always have time to teach everyday skills like drug prevention.

I use the books and talk about issues with my son. He would like all kids in school to take Lions Quest class!

As a single mother its very helpful to me as I work with my son.Nicola, parent of a middle school student

A Search Institute study found that 64% of all

young people are involved in one or more

harmful behavior patterns, such as daily cigarette

use, alcohol and other drug use, violent acts,

depression, and frequent absenteeism from

school. Skills for Adolescence recognizes that

preventing these problems requires long-term,

comprehensive efforts in which family and school

work together to support young peoples healthy

development.

17


4

Unit Unit 4 Health and Prevention 4

WHAT IS TRUTH?

ENERGIZERS

FACT OR FICTION

TICKLERS

BOX

Un

tiitUnUnit

1nitU 2nitU

etivios PA P

4 3 tiUn

hnitU

l lSoci tlaeH

5nitU 6nitU

phisreadeL noitclefRe

Un

tiitUnUni

etivios PAgnniearL

ytiunmmoC

anosrePopmeleveD

hlatnopme

laSocitnopmeleveD

tlaeHand

onitenverP

phisreadeLd naceivreS

noitclefRed na

ersuloC

S TT IAHWw tom heht

secnieerpxe

?HTRU r tidesono cs ttndeute stivnI. Dtor nue ors tg inihteomf sw iony kehhe thti wderah sas wtah tniotamro inf,s

SZERIGEREN

OXB a

k s. Ahtura of te idehr tt say on pley reho t. D

,ingele ft gu a,mhe

AFr foap

NOITCIR FT OCA ns itndeutide sviDhtgeok troo wup toh grcak es. Auror fr fond a atcaFs daet rahe tonsgnir sepa

SRLEKCIT

e erhs of tupoo grtno we ttaero cr te

s daet rahr tehtonnd a

64

ey sehr do tondeuth scaemiw a sao drt

s on ttughoht.ae ideof on

Unit 4 Health and P

tion

ebmey mlimad fetusrom trp fleek heon of titinifn dewr oer hs oie htiro wt tn

etnulow vew a foll. Aonitartuslle ilpmon on tisuscsge a diaurocnnd em aree ths on t

enevrUnit 4 Health and P

k s? Asndeirr fs ord roe whon of t huttr nd a

r iehe traho ss trees tecay fnae mhon on t

Fo ditheto st

s atnemetats of seired a sae R.onitciFnemetate she tzirgoetand cs auscso di

ettimertn I.nig sniotcFi r otcaF hesicr deieht td aevirry aehw toe hraho s

s upoe grhe ttivnnd is ar ehtig up endiloy hs btn

seretunlo vetiv in,lytns. onis

18

Planning

SKILLS Progression

1

How do you think advertisements have affected you and your friends?

2

An internal memo from Philip Morris, a tobacco company, that was made public during a lawsuit against the tobacco industry reads: Todays teenager is tomorrows potential regular customerit is during the teenage years that the initial brand choice is made.

Introduce tobacco and alcohol advertising strategies

ACTIVITY 1

INSTRUCTION

SOCIAL DEVELOPMENT

4.2 Dont Buy a Lie

SEL COMPETENCY

SKILL

MATERIALS

CLASSROOM CONFIGURATION 1 2 3 4

OBJECTIVES

COMMON CORE CONNECTION

4.2.1 DISCOVERING ACTIVITY

2015 Lions Club International Foundation. All rights reserved.

2S

D.4

revdw aoy hffy hiiftneds itts ineudtS

uy BttonD

nt aeggerrgas ts taeuqinhceg tnng tisittir

ie L auyuy a

g nng uoe ytallaupiipnad mn

S

le ngngiikkaaon Mon MiissiicceeDD

le bbiissononppsseeRRYCNETEPMOL CES

LAIREATM

ngivlo smleobrpL LIKS

ng 1

t psome ttatS

aht

p

NIREOVCSID

n an as iecneulfnl iuffurewot pucol fl folin wosses lyaaydot tahe t

as beciohy chhy ctthleae hkad mnas tlls tlikg snng sikam-noisicer diehtucdorrog pnng pittiekrrkay me be by mlle bpoopep

y hffy h

STENUI M01GN

effeis ltnecselodn ae hf te onn os ou

noitamroffonnfl iuatcan fn faed osan ioittiamroffonnfe ihe te thtualavo es td mne agge aaagme ivittiisoh a ptis wt

gqg t

22 DISCOVERINGACTIVITY

.1.1

1YTIVITAC

.ns tts nemesittirevdn an ie sy ueey u. Theggeaagssed mg e yp

NGY

olhoclaor fstneemsitervda

tehesorkwn toitcennoy CliamF

snalurot JnedtuS

abtcejor PgniictcarP

tcjeoojer PngerivocsiD

IFNOM COORSSALC

nd

d bnaelodae ssuac

e drarehtoeulfnie sdiuG

t tuoabrevda

aoccaob t

e moh-eakn t

3.2 4.elab

1.2. 4lebat

N OITAATRUGI

o accabod tnl aohocl. Aydod bns ag aure a dniffie. Dstnecseceps, esksih rtleas huoiree stret a cl aaege lrt aahs tguro accabot taht tut onio. Pesiwr

s tgnihy tuo be tlpoee pcnehd tnatsredno us ttnedute s

f at onetnod cnt anetne iht te wkao mw tod hnagnisitr

gurl duffumrae hhf to owe te twro ae fhs tretlt aahl tacimehy cnny c

g nuoo yy tllait ue bgn aia

l ohocld ano ay ut boy naay ny mehs t

s tnemesitrevdt aah

. stnemesitrevdf as noisicee dsie w

y lnommoe crt aahs tgd nie mhf tn ooictnue fe fu

ass1 cleloh w o2 h ws 3 uporl galm s di in i

e a

4

rom mehe tako mtd alo anccaboe ttirwer

g tnisitrevdl aohocalob tonmom cyiftdeni

sopure phn tilapxellis wtnedtuSSVEITECJBO

ass

K:SA

n lehtw sollA

hstiwg pnuoylhgih

d tnad aesu clel

sualdivdi

d e antaurcce as dl aohocd al

d s aneuqinhceg tnd aoccaob

; gnisitrevdf ae o

ittirevddvk anhihinu tu thioo yw do H HoK:

ale chf tn ooissucsid a dean lo ds tetuniw mes a fs a fetnedutw s

. stneduthsgnirevoscDiw oh. Selpoeg p

hg tnitegrar tod fd foezicitiry cd mneps seinapmoo cccaboh stie wlpoeg pnuog ynomd a

y

u aod yetceffefffe ae afvas htnemesi

. ssh a ctis wnoitseue qsehs tsucsio d

ived rn a1.2. 4elbactejoojr Pgg Pisitrevdd ang anitekrar miehtrevdn as orallof ds onoillid mtleam hret-gnod lns auoireh sg

r fr ?sdneirr fuod ynu a

d ne atamssalh a c

s noitseue qhw teid rawos tngiapmag cni

n eee bvaavd hng anisitl ohoclt ae. Y. Yesksih rt

y g

.ctisliaere arom mehe tako mt

2.77.. SL,1.77..SLDNAONISNEHERPMOCNETSI LDNAGNIKAEPS

dardante Sron CommoCs tessedrdn aosses lihT

CERO CNOMMOC

d

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2

e antaurcce a

ONITAORBALOL CD:GNIN

:sdardg niwolloe fhs t

NOITCENNO C

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GINTCENNOC

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ee pcnivnnvoo cs tg inisitrevddvs tyaaydoe tsuacee blpoeg pnu

G

. gnisitrevddvy ad be so ut tnatropm

s ctudore phe tkad m. senc oitsileaf rd oeat

. desitrevddvs actul liy weht tahe tlpos worromos tn iees t

o i

noisice ddogod Dooo Gs tpetSs, RAEYSIHT

d tnosped rnae ausbl aohoclamrae ht thuobas,RAYETASL

.

.

2

aitiniromotillibup

Y:AAY: S

ivnnvocusea r

l sleTTetk ssA

se kao ms tnoiscied D

eh tlypp astneudt

to iy ftinedo iw tod hne a

f s otceffl eufmdenra lestneudts

o fr

edas me iciohd cnarral baur callauggueegl rl reaittinetos ps pworrorrrt tsniaggat at agiuswag a lg a lanng a liinruc dc dui

m Poro fmel manretnn i AY:

e a fvis lrekomt sahm tehe tcnivdt aahw tohs stiuswaawf lt oluapmoo cccabot tahs ttnedutmit a tuok abniho ts ttnedut

GINTCENNOC

eee thg tg thnng tirus ds dut iirremotssddsaey rrry rttrsudduno iccaboe tht tt thmoo cccabo, a tss, a tirrirrrop Mp Moiip Mllihim Pm Phi

.elytseffein lue a fe a futegray tllanoitnetns iresitrevltnecet rahs ttnemucoy dnny da

d becteffefffe arey wehn tehe wm

STENUI M01G

ha

e ht tt thahs ts thrrs taee ygge yaagnes r ieggeaagnees ts tyaaydoTTo: se das mat wah, t, thyy, tnnyapmmp

o e tlpoeg pnuod yets c ailbue pmacey bl

. tnemesitrevdn ay ad b

NOTICUSTRNI

Unit 468

holc agnilvovninospee rvtiisop

g anuor yoe fuse rs thsesd asna,REAYTXEN

l. hoclatk ssA

ortnI

aitini

ohsnotiautir sos fs foesn

poleved dns atldug alohoclf as oksie r

nialpxl elis wtneduts

px. Esctudoro pccabor tl oohs idnar hiehe tsiao rs ttnedut

c aldn aoccab toecduo

.edas me iciohd cnarral ba

ct hirtses rwaaww let nahn tialprevddvn an aeee svaavy hehf ts i

teart singistrev adlhooc

e rehd wnw aoct hr ot ft fonemesitr

siegte


19

Community Connection

Family Connection

Applying Across the Curriculum

Model analyzing tobacco and alcohol advertising strategies

What do you think this ad wants you to believe? What group do you think this ad is targeting? Why do you think this image might appeal to young people? How do you think you could change this ad and make it more truthful?

Advertisers target specific demographic groups that they think they can win over. Young people are particularly vulnerable. For example, once someone starts smoking it is very difficult to quit. When tobacco companies directly marketed brands of cigarettes to women, smoking among young women rose rapidly. This is true of alcohol as well. Research shows that children who can recall seeing beer ads have more positive opinions about drinking and are more likely to drink as adults.

Why do you think the advertisements are influential?

Why do you think it is important to counter these advertisements with a more truthful representation of these products?

3 Explain the Dont Buy a Lie activity

Students practice Dont Buy a Lie

How can these steps help you make wise decisions?

ACTIVITY 2

d yrawod tereag, tsdraoblld bina

. Belpoeg pnuoyapmoo cccabot

oitiddn a. Isecneidug anuod yde ass ueinapmoo cccabo, t

n ts onoictirtsef re osuace. Bt taht tue bsitrevdn aas cein

mol cohocld ano accabo, tnohs teivon ms ictudord pns azagah mtuon ys ido accabon t

e tunitnos ceinapmoe cseht t

s einapme rt aah

s enizh ceao re t

ha

e fhe tcroffonieR

hiu tu thioo yw doHHoeggerrgas td is ahitthio yt dah W WhK:SA

o accaboy taay tlpsiD

yaln aledoM

vdy algnisearcnid yrawod tereag

oro pk tees sde aht tahct tae fe fa

s ahie te thigge tnngahd cd chlld cuou cok ynhihik tk thinhiu tu thioo yy dhhy d? W? Whgnngittieos ytts ynad ws ahik tk thinhihinu tu thioo y

nemesitrevdl aohocld ano a

oc aldn aoccab toingzy

eh, wtenretne Ihn te ositrevoitiddn a. Isecneidug anuod y

ha

nist uahe tgassee mhe ttom

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GRADE 7 FACILITATORS RESOURCE GUIDEGRADE 7 FACILITATORS RESOURCE GUIDE

20

Reflecting Resource:

BUILDING SKILLS BEYOND THE LESSON

Create It!PRACTICING

Pose It!PRACTICING

Write It!PRACTICING

Brainstorm It!APPLYING

REINFORCEMENT ENRICHMENT

ApplyingLook for tobacco or alcohol advertisements in your community, in magazines, or on the Internet. Then answer the following questions about one of them, using the Steps to Good Decisions to help you determine what information is true and false about the ad. Be sure to actually follow through on your decision.

Step 1: Identify the decision to be made in the form of a question. What do I do with the information in this ad?

Step 2: Think about the options and eliminate the negative ones. Use the Will It Lead to Trouble Questions. Example: Believing the ad without checking out the facts could lead to troubleeliminate. Asking a trusted adult about the factspositive option. Determine at least two more positive options.

Step 3: Predict the consequences of each positive option.

Step 4: Choose the best course of action.

Step 5: Do what you decided. Report on what you learned.

Step 6: Rethink your decision. Would you do anything different next time?

Reflecting

SO WHAT?

WHAT?

NOW WHAT?

What are some strategies of tobacco and alcohol advertising? What are the Steps to Good Decisions that can help when analyzing advertisements?

Why do you think it is important to identify an advertisers purpose? Why do you think it is important to recognize the strategies advertisers use to accomplish their goals? Why do you think the Steps to Good Decisions are essential for analyzing advertisements?

How will identifying the goals of tobacco and alcohol advertisers influence your decision to use their products? How will using the Steps to Good Decisions help you decide how to respond to advertising?

Applying Resource:

Students practice Steps to Decision Making

Reflecting

4

ASSESSING

PRACTICING ACTIVITY

4.2.3

A. B.

C.

A.

B.

C.

2015 Lions Club International Foundation. All rights reserved.

Reflecting Reflect on what yand alcohol adveve

out cue

t yout youve learned about common ton tobaccortising teg techniques in this lessssoson

ojerPw tohS

dutS

nuloe a vvaav H.)3.2. 4elbatcojenoisiced Dooo Gs tpete Shw t

tospte Seictcar pstned

f h ocd eaear reetngnicictarP(s n

ingka Mnioisce D to2.2. PRACTICING

ACTIVITY33

NGY

ns yz

l us

Reflecting and alcohol adveve

WHAT

NOWWHAT

What are sre some strarategies of tWhat are tre the Steteps to Gs to Good Danalyzing advevertiseisements?s?

Why do you think it is important to it to identify afy an aWhy do you think it is important to rt to recognize tuse tse to ae to accomplish tsh thh their goals? Ws? Wh? Why do you to you thinDecisions are essesentntial fo for analyzing advevertiseisem

How will identifyfying the goaadvertisesers influence youe your dHow will using the Steteps to Gs to Ghow to res respond to to advertis

?

?

o us

rtising teg techniqueues in this lessssoson.

SO WHAT

f tobacco and alcohol advertising?d Decisions that can help when

n advevertisesers purposese?e the stratetegies advevertisesers

nk the Ste Steps to Goodmentnts?s?

oals of tobacco and alcoholr decision to use tse their proroducucts?s?o Good Decisions help you decidesing?

?

d anaedutS

elfRe

vd aots cpetste sht

nreay leht tahn ws osals a cd aeo rs tlanruor jiehe tss utne

ingtce

.stenmesiterve dsie wkam mehp tlen has c

n aboissucsid a dean leh. Tspet

t? d tees ntnecselodatre smoe st arhaW

ahW

.nosses lihn td ieny llaudividnct ielfe

d etales rnoisicee de sehw toow tt huon ab

te She tt arha? Wfe oarwe ao bd tl aohocd alo anccabof ts oegietatr

C.

B.B.A.A.

d ooo Gs tpett hag tnisitrevdl a

C.C.

B.B.

A.A.

Lesson 2 51

oN

S

? s hnoisiced Dooo Gtceur doe ycneulfniniyfitnedl iliw woH

s ar

tahw wo

?

noisiced Dooo Gto ae tss uresitrevda

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an h

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t chas tnoisiceD

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esitrevdg anizyn analehp wlean h

?gnisitrevdo ad tns pete Shg tnisl uliw w

s resitrevdl aoho

?stnemesitres pete Shnk tihu too y

s egietatre s? esopurs presitrev

?stnemep

StStStSttep 5:: Do what you decided. Rep. Report ort on wha Dep 5ep 5ep 5ep 5S t y

StStStSttep 4: Choose tse the best course of action:ep 4ep 4ep 4ep 4S .

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StStStSttep 2ep 2: Think about the options and eliminate tte tUse the Will It Let Lead to Td to Trorouble Questions.ExaExample: Believing t

e fhe ad without

checking ob

ut thg t

e fae facts could leadto tto trorou

g olbg oleeliminatete. Ae. Asking a

trusteted adult abobout the fae factspositive option. Detetermine at leasttwo mwo more pre positive options

::ep 2ep 2ep 2S

.

StStStSttep 1t d

: Identify tfy the decision to bn to be made in the fWha

ep 1t do I do with the infoformation in this ad

:ep 1ep 1ep 1ep 1S?

t you learned.

tive option.

e the negative ones.

e foe form of a question.

4

edutSd DooGtk ssA

SSA

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M5GNIYLLYPPA

GNISSESS

oo cs ttnedutk ss. Atnetnor ctnemesitrevddvl aohocld ano a

STENUI M

g niylppe Ahe ttelpmoo s tpete She tsd uns at

StStStSttep 6: Rethink your decision. Would you do a

52 Un

:ep 6ep 6ep 6ep 6S

it 4

nything diffffefererent next time?

o/dnanruoJLPPA

d anaelfeRrevda

nrealCARP

hs ttnemesitrevddvl aohoclr aoil abistnedute sguao gs tlanSESSAEVITARMOFLARMOFGNIYLLY

.esopru psersitervddvdute Shn ts inoitseug qnicte

e ahe ttirwed rns atnemesitrehw toy hl bairetae mhg tniAEVITARMOFLARMOFNINGIICTC

dyrevr eiehn te iey seht tahs oegassee mhe tzylano ay ttty tg pniylppe Ahw teive RTNMESS

eduts ssesso as tlanruot Jnede. Rluffuhture troe mo bs tde a

f ts oegassee mhs tsucsiy deew woe hrusea MTNMESSESSA

.seviy laay ldo ccabor tehtf os o

t nedute Shn te igag p

f g onidnatsredn ustnee ho ts tesnopsew reive

l ohocld ano accabof te rs atnedutl sle

K SGDINILUB

Pose It!s atcae fe fahh ttid wesopatxuj

esitrevds ayae whf te omospuore gvas, hnoisiced doogfnieo rTGINCITCARP

Create It!

EH TDONYE BSLILK

. desitrevdg aniet bcudore pht tuobs acartto as tnagold sns aegamc iillyde iss urelar cehtonr aoow fow fohsedill satigie a dtaers cpny agetartg snisitrevdf ae ogdelowne kcroffo

R

ONSSELE

e lpoeg pnut yocs owht sahs tsla

g nikad mn

GNIYLLYPPABrainstorm It!

r oiehs tserpxeINCITCARP

Write It!TNEMECROFINER

n rowe dtird wnm arotsniars briae pvaHGBrainstorm It!

dg anitegraf ts oregnae dht tuobn aoinipr occaboo a tr tettee a ltirs wpuore gvaHGIN

Write It!

n s inoitautid senigamr il oaen r

. elpoeg pnuo yog tnisitrevdo y tnapmol cohoclr ao occ

TNHMECIRNE

Unit 4

uorho ts griae pva H?dooffor moy fy fodut sId luoShs h acusciohg a cnidrages rtnedutsfnieo rTGINCITCARP

Pose It!

70

. noisiceo a de tmoo cs tpete shh tgy mhtlaet a ha eId luoShr ol ?anih ftay mr m

w wet ft fexee nhn te ikao my tlekie lry aehe tce a qsos, pnoisiced Dooo Gs tpete She tcroffo

k nur jl oaey ms, htnor ms okeew w

o n toitseuctue olbissopt iio fg tnitnaw

nuh a yocihwGNIYLLYPPA

.snoitautie shr tos fs foemoo Gs tpete Shy tlppy aehn tehT. ytrat a pn at i

hocle aso ud tecneulfne it bhgin mosreg pn rowe dtird wnm arotsniars briae pvaHG

e bircsed dns anoisiced Dooo Gs h acus, stcudoro pccabor tl ooh

n s inoitautid senigamr il oaen r


21


22

4.2 Practicing Read the following questions and then write your answers below.

How do you think advertising, such as the ads you are analyzing, can affect people even if you are not paying attention to them?

Why do you think tobacco and alcohol companies create images and messages, such as those in the ads you are analyzing, that appeal to children and teenagers?

What are some things your alcohol and tobacco ads have in common?

50 Unit 4

1133_LQ_SEL_G7_U4_L2_SJ.indd 50 16/04/15 2:41 PM

ApplyingLook for tobacco or alcohol advertisements in your community, in magazines, or on the Internet. Then answer the following questions about one of them, using the Steps to Good Decisions to help you determine what information is true and false about the ad. Be sure to actually follow through on your decision.

Step 1: Identify the decision to be made in the form of a question. What do I do with the information in this ad?

Step 2: Think about the options and eliminate the negative ones. Use the Will It Lead to Trouble Questions. Example: Believing the ad without checking out the facts could lead to troubleeliminate. Asking a trusted adult about the factspositive option. Determine at least two more positive options.

Step 3: Predict the consequences of each positive option.

Step 4: Choose the best course of action.

Step 5: Do what you decided. Report on what you learned.

Step 6: Rethink your decision. Would you do anything different next time?

o I dStep 1ep 1ep 1:

t dep 1

ahWep 1

t dned I:ep 1

Wttep 1tep 1tep 1SS

oitarmoffone ihh th thtth ty t

iy t

to wo I de mo bn tn to boisicee dhy t

iy thffy titn

?ds aihn tn thn iof a qrm ooe fe fohn tn the idae m

.noitseuf a q

e p

Step 2ep 2ep 2:

roo mwttpe ovitisopudd aettesruttruel

g obg oluoro to trtto tg o

bnikcehc

: BelpmxaEie Whe te thsUnih T Th:ep 2ttep 2tep 2tep 2SS

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sttsg a

cae fe faht tt thuobt alug at

niks. Aetteanimielaed lluos ctts ccae fe fa

g tht tt thug o

uohtthid we ahg te f

g thniveiel: Be Qlbuoro To Trd td to Taet Ll Ilis anoipte oht tt thuobk an

ts

dtu

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.sene ovit

e proo mwt

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.n

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d

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ep. Rdediceu dot yaho w

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nraeu lot yahn wt oroep

g dihttho au dod yluo

.den

?eit tet nereffefffig d

it 4

Step 6ep 6ep 6:

nU52

te R:ep 6ttep 6tep 6SS

o. Wnoisicer duok ynihtth

g dnihtthyno au dod yluo

?emit txet nnereffefffig d

Reflecting Reflect on what youve learned about common tobacco and alcohol advertising techniques in this lesson.

SO WHAT?

WHAT?

NOW WHAT?

What are some strategies of tobacco and alcohol advertising? What are the Steps to Good Decisions that can help when analyzing advertisements?

Why do you think it is important to identify an advertisers purpose? Why do you think it is important to recognize the strategies advertisers use to accomplish their goals? Why do you think the Steps to Good Decisions are essential for analyzing advertisements?

How will identifying the goals of tobacco and alcohol advertisers influence your decision to use their products? How will using the Steps to Good Decisions help you decide how to respond to advertising?

Lesson 2 51

1133_LQ_SEL_G7_U4_L2_SJ.indd 51 16/04/15 2:41 PM

GRADE 7 FAMILY CONNECTION WORKSHEETGRADE 7 STUDENT JOURNAL

23

STEPS TO GOOD DECISIONS

4.2 FAMILY

CONNECTION!

ttnoD

LieBuy a t

Lie LETETS S hare what youS

vDO THI

toud abneare levhare what youS!

AM

AM4.2 F ITIONNECC

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ohol o and alccobacegies ttathe strt is learning about enour adolescY

H

Y STEPS OT

tnoDLLY ON!

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ohol t is learning about

S:

EMEMRIdIdentententimade by dev

iententId

GOODO DECISIONS

LieBuy a t

OBER Tify

eloping a questionmade by devecision to b the deyffyfyffyi

Lie

ertise advthesand discuss them. D

ommunity or on Tin your cor adv, look f, look for adverer, look fmemb

n you are wheWchniques wette

o and alctobacchare what youS

eloping a question

ommunity or on TV

ality andts cants cannemeertis

iscuss h woiscuss hand discuss them. Dommunity or on TVommunity or on T

ertis tsnemeertisor advith a familyith a fith a familyn you are w

ith your f .amilyamily.ith your fith your familyoh ertisingol advoho and alcv toud abneare levhare what you

.tisersere of the advinuencounan help cecisions cood Do Gt

w the Se hoo shart tenour adolescyournc. Ee sellingmessage they ar

, and the idyllic eended audiencttheir inuss the adso discy ttunitthis oppor

, please use VV, please use Ty or on ommunitin the cohol ads o or alccobacou see then yW

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hink abhink abhink abhink abhink ab

amily rulesffamily ruless it agI

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hink abTThink abThink abTThink ab

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y religion?achings ofe, or t, or teamily rulesamily rules, or t

ool or, schww, schainst the las it ag.le questions

ill I, using We onese ones, using Wativthe negtions and eliminatt the opouhink ab

cisions can helpeDw the Soh

respremis

e hurt or upd I boulWs it wrong to do?I

achings ofool or

ad tot Leill Ietions and eliminattions and eliminate

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oods to Gpettew the Sw the Stality andt reneres

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2015 Lions Club

International Foundation. All rights reserved.

GRADE 7 FAMILY CONNECTION WORKSHEETGRADE 7 STUDENT JOURNAL

24

Lions Quest service-learning

has improved tardiness and

absenteeism. Service-learning

is a winning situation no

matter how you look at it.

Sherry Simmons,

Raleigh-Egypt High School

Memphis, TN

SKiLLS BAnK: cultural Awareness

Skill 1: Exploring Our Cultural History

Skill 2: Recognizing Bias

Skill 3: Recognizing Ethnocentricity

Skill 4: Recognizing Stereotypes

Skill 5: Valuing Diversity

SKiLLS BAnK: interpersonal communication

Skill 6: Communicating Our Needs

Skill 7: Giving and Receiving Feedback

Skill 8: Interviewing

Skill 9: Listening with Empathy

Skill 10: Making Oral Presentations

Skill 11: Resolving Conflicts

Skill 12: Being Assertive

SKiLLS BAnK: personal management and Responsibility

Skill 13: Dealing with Frustration and Disappointment

Skill 14: Identifying Cause and Effect

Skill 15: Making Decisions That Support Our Goals

Skill 16: Responsible Internet Behavior

Skill 17: Managing Personal Anger

Skill 18: Managing Stress

Skill 19: Managing Time

Skill 20: Resisting Negative Peer Pressure

Skill 21: Setting and Reaching Personal Goals

SKiLLS BAnK: drugs and Alcohol Awareness

Skill 22: Healthy Choices

Skill 23: Tobacco

Skill 24: Alcohol

Skill 25: Illegal Drugs

Skill 26: Prescription Drugs and Other Substances

Skill 27: Interpreting Media Messages

SKiLLS BAnK: coping with Bullying and intimidation

Skill 28: Taunting

Skill 29: Intimidation

Skill 30: Intent vs. Effect

Skill 31: Digital Abuse

Skills for Action provides a

complete SEL curriculum with

one-semester, one-year, or

multi-year implementation

options. Two service-learning

projects help foster civic

responsibility as students

move beyond the classroom

and apply, social, emotional,

academic, and workplace skills.

TABLE Of COnTEnTS

25

SKiLLS BAnK: Study and Writing

Skill 32: Asking Effective Questions

Skill 33: Evaluating Information

Skill 34: Exploring Research Sources

Skill 35: Preparing a Research Report

Skill 36: Supporting an Opinion

Skill 37: Writing for Various Purposes

SERvicE-LEARninG: project model

Step 1: Investigating Needs, Interests, and Service-Learning Opportunities

Step 2: Preparing and Planning Service-Learning Projects

Step 3: Taking Action Through Service-Learning Projects

Step 4: Reflecting on Service-Learning Projects

Step 5: Demonstrating and Celebrating Learning Through Service

SERvicE-LEARninG: placement model

Step 1: Investigating Needs, Interests, and Service-Learning Opportunities

Step 2: Preparing and Planning Service-Learning Projects

Step 3: Taking Action Through Service-Learning Projects

Step 4: Reflecting on Service-Learning Projects

Step 5: Demonstrating and Celebrating Learning Through Service

AppEndix

Additional Resources

26

Guidelines

SKILL 21PERSONAL MANAGEMENT AND RESPONSIBILITY

Rationale

Applications Options

TEACHTEACH ACTIVITY, OPTION 1

Clarifying Goals

TEACH ACTIVITY, OPTION 2

Steps Toward Goals

Setting and Reaching Personal Goals

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HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE

27

21SKILLSetting and Reaching Personal Goals

TEACH ACTIVITY, OPTION 3

Setting and Reaching Goals

REINFORCEREINFORCE ACTIVITY, OPTION 1

Goal-Setting Situations

REINFORCE ACTIVITY, OPTION 2

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ENRICHENRICH ACTIVITY, OPTION 1

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HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDEHIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE

28

HIGH SCHOOL SKILLS BANK/CURRICULUM GUIDE

PROJECT MODEL, STEP 1

1Session

Identifying the Need for Action

SESSION AT A GLANCE

PURPOSE AND OBJECTIVES

MATERIALS

PREPARATION ASSESSMENT

SKILLS BANK CONNECTION SB 9 SB 32 SB 33

SB 34

Planning Session 1

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Documents

PreK-12 Social and Emotional Learning Program