[Adult Roles and Financial Literacy]

Grieving Process
Overview:
Everyone grieves at different rates. Grieving is healthy and can happen for many reasons. We all will have to go through the grieving process. Knowing what steps there are and how to work through them will help us and others around us adjust after experiencing a loss.

[Grade: 11-12] [50-minute Lesson]

Teaching Materials
Students individual journals. A jar with 30 papers in it. 6 each of the number 1-5

Standards/Objectives:
Standard 8: Students will describe effective financial management strategies in support of effective ways to develop meaningful relations in home and family life. Objective 4: List the steps of the grieving process and how to develop a positive adjustment to loss. Cognitive Domain, Level 3: Application

Other Resources/ Technology

Overhead projector for students to show their graphic organizers.

Student Friendly Learning Goal: I can develop meaningful relationships in home and family life. This means I know about the grieving process and how to help others work through it.

Introduction/Set Induction (5 minutes):

As students enter the classroom they will choose a piece of paper with a number 1-5 on it form the jar. Students will take time to journal write about a time they have grieved and how difficult it was for them. They may also want to write about how they were able to overcome the grief and how they may have helped someone close to them work through their grief.

Transition (2 minutes):
Students will put away their journals and return to their seats.

[Grieving Process]

Lesson Body (38 minutes):

Cooperative Learning: Phase One: Teacher poses question to class (divided into small cooperative learning groups) The teacher will ask the class to share a time when they grieved or helped someone work through a loss. The teacher will ask the students to get into groups based on the number on their piece of paper Phase Two: Identify goal(s), objective(s) to guide group work The teacher will discuss the steps in the grieving process. Groups will identify a situation which would lead to needing to work through the grieving process. They will identify when their friend or loved one was on a specific grieving step and how they were able to move on to the next step. Phase Three: Create a rubric (guides group during investigation to solve issue/problem or respond to question) Students, in their groups will discuss the steps of the grieving process and the physical reactions to grief. They will also discuss ways of helping friends and family members to move from one step to the next in the grieving process. They will design their own graphic organizer to explain what their group has discussed. Phase Four: Assign specific assessment task that enables students to express unique methods of solving problem Students will then form 6 groups. Each will have a person from each of the 5 groups (jigsaw). In this new group the students will share their graphic organizers they created in their previous group. Then the group will decide on one which they feel works the best. The students will also discuss different types of losses and how the graphic organizer will help them, their family or friend work through the grief. Phase Five: Reflect and adjust The teacher will ask the groups to share the different types of loss discussed and walk the class through the use of the graphic organizer. As each group shares their graphic organizer and types of loss the teacher will ask the students to reflect on what works well and what could be adjusted to make the graphic organizer work a little better for the type of grief.

Transition (3 minutes):
Students will put away papers and return to their seats.

Summary/Closure (2 minutes):
By being aware of the grieving process and how it works in our lives we can see how it applies to many aspects of our life. Helping others to move through the process makes us feel useful and helps the other person grieve in a healthy way.

Assessment/Evaluation:
The teacher will check for journal reflection.

[Grieving Process]