results. Assuming the class will be divided Students will ask questions to clarify their into at least 6 teams, we suggest that 2 tasks and work with others to compile group teams work (independently) on compiling data for one Column: B, C, or D. the data for one column (B, C, or D). In that way, a system of checks and balances occurs. Enter the results in Table 2 of Activity Sheet 1. Ask students who compiled data for the separate columns (B, C, or D) to present the results from 2 to the rest of the class. Class members who are not Students will participate in the planning presenting, may use Activity Sheet 1 to and delivery of an informal presentation record the results. regarding the results of the survey process. As results are shared, bring out the following themes and ideas (if members of the groups or class don’t mention the themes.) Students who are not presenting, will Planned use of sells products. practice team skills by asking questions, The most successful advertising is that making suggestions and being supportive of which embeds a concept or opinion of the those presenting. product in other’s thinking. If respect is to be considered a basic skill, we must sell it via a planned media campaign, a-la- “Operation Seventh graders can be a catalyst for communicating respect as a way of life within their schools. We all have a social responsibility to advocate for the respect of all people, especially those who are too young to advocate for themselves Review the conceptual essence of the 6th grade lesson: using more than one sensory modality enables us to gather data that might be overlooked if only one sensory Students will volunteer to share their mode were used. Remind students that in successes and challenges in implementing the sixth grade lesson, they were taking their sixth grade plans to show respect. responsibility for communicating their respect and honoring of others. Distribute copies of Activity Sheet Ask for to Use Respect.
results. Assuming the class will be divided into at least 6 teams, we suggest that 2 teams work (independently) on compiling the data for one column (B, C, or D). In that way, a system of checks and balances occurs. Enter the results in Table 2 of Activity Sheet 1. Ask students who compiled data for the separate columns (B, C, or D) to present the results from 2 to the rest of the class. Class members who are not presenting, may use Activity Sheet 1 to record the results. As results are shared, bring out the following themes and ideas (if members of the groups or class don’t mention the themes.) Planned use of sells products. The most successful advertising is that which embeds a concept or opinion of the product in other’s thinking. If respect is to be considered a basic skill, we must sell it via a planned media campaign, a-la- “Operation Seventh graders can be a catalyst for communicating respect as a way of life within their schools. We all have a social responsibility to advocate for the respect of all people, especially those who are too young to advocate for themselves Review the conceptual essence of the 6th grade lesson: using more than one sensory modality enables us to gather data that might be overlooked if only one sensory mode were used. Remind students that in the sixth grade lesson, they were taking responsibility for communicating their respect and honoring of others. Distribute copies of Activity Sheet to Use Respect. Ask for Students will ask questions to clarify their tasks and work with others to compile group data for one Column: B, C, or D. Students will participate in the planning and delivery of an informal presentation regarding the results of the survey process. Students who are not presenting, will practice team skills by asking questions, making suggestions and being supportive of those presenting. Students will volunteer to share their successes and challenges in implementing their sixth grade plans to show respect.
Instructional%20Activity%203_PS2-Gr6-8-Unit2-Lesson2.docx