[Teen Living]

Dynamics of Peers & Friends

Overview:
Having the ability to refuse or stand out alone when peer pressure is strong is often very difficult, but a person can resist if he/she really wants to. If he/she really want to, it is easy to give in. Remember, everyone has the power to resist, but everyone doesn't sincerely want to.

[Grades 9-10] [100 minutes-2 class periods]

Teaching Materials
Red/Green Papers Concept Attainment Tools: ! ! ! Brochure PPT Guided Notes

Standards/Objectives:
Standard 3: Students will demonstrate the dynamics of peers and friends (Psychomotor Domain, Level 4: Mechanism). ! Objective 4: Observe various types of refusal skills and practice them (Psychomotor Domain, Level 1: Perception). ! Refusal Skills: Stay calm, make eye contact, be assertive, repeat if necessary, walk away

Other Resources/Technology
Computer ! ! ! Projector Screen Markers

Introduction/Set Induction (20 min):

Students will be handed out the brochure labeled What is the topic for today? They will go through the first page and open it up to the middle section where it says, Yes, No.

PHASE 1: Presentation of Data & Identification of Concept !

Examples and Non-examples are presented to students: Students will read through the examples of refusal skills and non-example skills. They will start questioning what the examples depict by reading through the questions in the blue right hand section of the brochure. Students compare attributes in examples and non-examples: The students will then go to the back of the brochure and answer whether or not the scenarios depict the certain skills represented by circling yes or no above the statements given. Students generate and test hypotheses: Students will go back to the middle part of the brochure and complete the Q&A portion.

Dynamics of Peers & Friends

Transition (10 min):

Students state a definition according to the essential attributes: The teacher will then have the students share their predictions with the rest of the class of the proposed skills and come up with an overall consensus of todays topic.

Lesson Body (time):

Concept Attainment:

PHASE 2: Testing Attainment of the Concept (30 minutes):

Students identify additional unlabeled examples as yes or no: After the students have come up with an overall definition, the teacher will show some more scenarios in a PPT where the students will label them accordingly. Each student will have a green and red piece of paper. When the teacher shows an example, the students will raise green for a yes example and red for a no example. This will help to increase the level of understanding that students have started to build. Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes: The teacher will then present the concept that was portrayed throughout the different scenarios by going through the rest of the PPT presentation. The presentation will cover the concept of refusal skills and will hopefully confirm previous assumptions. Have the students complete the guided note sheet for refusal skills. Students generate examples: Once students are able to grasp the idea of refusal skills, they will respond to the two case scenarios where someone needs to effectively use refusal skills. Conduct a class discussion on how a person could respond using the appropriate refusal skills. If the students have a hard time, have them refer back to their refusal skill guided note sheet.

PHASE 3: Analysis (30 minutes):

Students describe thoughts: In order for students to process their thoughts about refusal skills, they will pick one of the following ways to portray their understandings: Draw a picture that describes how they feel about refusal skills, Write a paragraph that describes their feelings pertaining to refusal skills, or create a case study that exemplifies their feelings towards refusal skills. Students discuss role of hypotheses and attributes: After the students have finished their thought project, the students will share their project that they created. The whole class will then discuss the role/attributes of refusal skills based upon their projects. Students discuss type and number of hypotheses: Go through the last slide of how to get your message across. Have the students complete the rest of their guided note sheet. Discuss with the class, the many different ways someone can use these tips to use refusal skills in their own lives. Write student responses on the whiteboard.

Dynamics of Peers & Friends

Transition (5 minutes):
Have the students turn in their guided note sheets, and their reflection projects. Then have them pick up a sticky not on their way back to their desk. Have them answer the following prompt: What is one way to refuse that you can picture yourself using? As they leave the classroom they will put their sticky note on the poster that is labeled Refuse.

Summary/Closure (5 minutes):
The teacher will emphasize the importance of using effective refusal skills in their own lives. Having the ability to refuse or stand out alone when peer pressure is strong is often very difficult, but a person can resist if he/she really wants to. Remember, everyone has the power to resist.

Assessment/Evaluation:
The students will be evaluated by their completion of their brochure, refusal skill project, and their participation in each of the discussions. Students will need to learn different types of refusal skills and ways to properly use them in their life. Resources: http://rwd1.needham.k12.ma.us/wellness/documents/curriculum/6.3CommRefusalJan2012.pdf

Dynamics of Peers & Friends