EDCD 626
Fall 2011
Classroom Guidance Lesson Template
Counselor Name(s): Tiffany Marshall
Title of Lesson: "Alternative Views: Good for Me and You"
Grade Level: 6th Grade
Length of Lesson: 45 minutes
ASCA National Standard(s)/Competency(ies) Addressed:
Personal/ Social Development: A2. 2. Respect alternative points of view
Objectives:
Students will:
1. Be able to brainstorm ways to show respect for different opinions/points of view based on personal past experiences
2. Be able to listen respectfully to different presentations
3. Be able to brainstorm/identify positive aspects/benefits of showing respect for different opinions/creation presentations
Materials/Resources Used:
construction paper, pencils, glue, markers, scissors, assessment papers
(children may also feel free to use objects in the classroom)
Activity:
1. The PSC will introduce the lesson by telling the class that we will talking about alternative points of view.
2. The PSC will begin the children's' active participation by asking the children to describe a time when they and someone else they know (i.e. a parent, teacher, friend, peer) had a difference in opinion, how that difference was actually dealt with (i.e. arguing, with respect, ignoring the difference, etc…), and how they would like to have dealt with it if they were not pleased with the actual outcome (i.e. positive ways to show respect when dealing with opposing points of view).
3. As the children are sharing, the PSC will write on the board the ideas children shared about positive ways to show respect for differences in opinion/points of view.
3. After a few children have shared, the PSC will tell the class that they will be doing an activity in small groups (3-4 students each) to see how well students deal with differences in ideas and points of view. The PSC will tell the class, before dividing students into groups, that they will be able to use the materials listed above (plus anything available in the classroom) to come up with a symbol/ drawing/ creation that the group decides "represents" the school well. The PSC will also let the students know that each group will share their creation with the class and explain how it represents the school as their classmates listen and demonstrate ways to show respect for the presenting group's ideas. The PSC will then split the children into groups and let them get to work (approx. 15-20 minutes).
4. After the groups have had time to work on their symbolic creations, the PSC will regroup the class as a whole, let the class know that they will probably see many differences in ideas for what represents the school as each group comes up to present, and tell the class that this is a chance for all students to use those strategies they came up with (point to those written on the board) to show respect for differences in opinions/points of view (i.e. listening, not arguing, not laughing at others' opinions, asking questions respectfully to clarify questions about the creation, etc…).
5. Each group will stand and hold up their creation and explain why they thought their idea represents our school, as the other students demonstrate ways to respect their classmates' creations and opinions.
Closing
Once every group has shared, the PSC will thank the class for sharing and point out the ways that the students demonstrated respect for alternative creations/opinions expressed during the activity. The PSC will ask, as a final question, what benefits the children got from respecting their classmates and differences in opinions when they were both presenting and listening to others present (i.e. getting different, interesting perspectives, feeling understood and valued, etc…).
Evaluation
Students will work quietly in their groups from earlier in the lesson to complete a short paper assessment.
Two open-ended questions will be asked:
1. How can we show respect for differences in opinion and/or alternative points of view?
2. What can we gain from respecting others' alternative points of view?