3 Great Lesson Plans

1. 3 Great Lesson Plans (seriously - these are awesome) By: Nicole Gaunt, Mark Switzer & Ashlynn Piecuch

2. -Career Development- Conflict Resolution in the Workplace 9th & 10th grade Health Class 45 minutes Abstract: Niles and Harris-Bowlsbey (2009), recommend that students have the opportunity to practice and role play difficult interpersonal interactions they may encounter in the workplace. By participating in this lesson, students will review and refresh their conflict resolution skills and relate their knowledge to workplace scenarios.

3. Learner Outcomes • Use conflict resolution knowledge to resolve workplace conflict scenarios • Recognize that conflict resolution skills can be used in many different environments ASCA National Standards: C:A1.4 • Learn how to interact and work cooperatively in teams C:C2.2 • Learn how to use conflict management skills with peers and adults C:C2.3 • Learn to work cooperatively with others as a team member

4. "Finding good players is easy. Getting them to play as a team is another story." - Casey Stengel Tom & Mona Lisa – New Employee, Big Trouble http://www.youtube.com/watch?v=cd2rWeswwGw Jim & Dwight – Birthday Party http://www.youtube.com/watch?v=FcbvKe34Zjw

5. Practice • The co-worker on your shift is super loud and obnoxious. You have a headache and feel really irritated. Your co-worker is singing and dancing, acting really inappropriate and nearly breaks a tray of glasses with all of her ruckus. What do you do? • One of your co-workers likes to pretend like he is the boss. He is always going around and telling everyone what to do but he doesn't actually do any of the work himself. You are really starting to get irritated with his bossy ways and want him to start helping out. What would you do? • You and your co-worker are responsible for opening your work on Saturday mornings at 7am. The last 3 weeks, your co-worker has not showed up for work until 8am, leaving you there alone to handle the morning rush. It’s 6:30 on Saturday morning and your co-worker is calling to say he will be late again. What do you do?

6. Assessment Students will respond to several of the following processing questions (to be collected & reviewed by teacher): • How does conflict in the workplace relate to conflict you experience at home or at school? • How are the ways we handle conflict at home or at school differently or the same as how we would handle conflict in the workplace? • What are some new conflict resolution strategies you learned today that you would like to implement in your day-to-day life at school or in the workplace? • What might happen if you do not use appropriate conflict resolution strategies in the workplace?

7. Follow up 12 Skills Summary the Conflict Resolution Network http://www.crnhq.org/pages.php?pID=10 Refer students as needed for participation in conflict resolution counseling group

8. References Blakegraham711. (4/8/2010). Birthday Sequence. Retrieved from: http://www.youtube.com/watch?v=FcbvKe34Zjw BlondieDct. (10/17/2008). FRIENDS - Blue & White Blazers. Retrieved from: http://www.youtube.com/watch?v=rNcZyO-Nb5E Conflict Resolution Network.12 skills summary. Retrieved 3/26, 2013, from http://www.crnhq.org/pages.php?pID=10 nbcParksandRec. (3/14/2013). Meet Jean-Ralphio's Sister - Parks and Recreation Highlight. Retreived from: http://www.youtube.com/watch?v=cd2rWeswwGw Niles, S. & Harris-Bowlsbey, J. (2009). In Fossel M. (Ed.), Career development interventions in the 21st century (Third ed.). Upper Saddle River, NJ: Pearson.

9. -Personal/Social Development- Recognizing Diversity and Addressing Oppression 9th grade Social Studies Class 45 minutes Abstract: According to Gladding, Newsome, Binkley, and Henderson, school counselors should discuss song lyrics with their students, drawing parallels between the text and personal experiences (as cited in Bruneau & Protivnak, 2012). Through this exercise, students will recognize diversity and address issues of systemic oppression (e.g. homophobia).

10. Learner Outcomes • Analyze the lyrics of a song (“Same Love”), drawing parallels between the text and events within their own lives. • Recognize the intersectional nature of oppression (“Injustice anywhere is a threat to justice everywhere.”–Martin Luther King, Jr., Letter from Birmingham Jail, April 16, 1963). ASCA National Standards: • PS:A1.2: Identify values, attitudes and beliefs • PS:A1.5: Identify and express feelings • PS:A1.11: Identify and discuss changing personal and social roles • PS:A1.12: Identify and recognize changing family roles • PS:A2.1: Recognize that everyone has rights and responsibilities • PS:A2.2: Respect alternative points of view • PS:A2.3: Recognize, accept, respect and appreciate individual differences • PS:A2.4: Recognize, accept and appreciate ethnic and cultural diversity • PS:A2.5: Recognize and respect differences in various family configurations • PS:A2.6: Use effective communications skills • PS:A2.7: Know that communication involves speaking, listening and nonverbal behavior • PS:B1.7: Demonstrate a respect and appreciation for individual and cultural differences

11. “Diversity refers to individual difference within a group—how varied its members are (in regards to their race, ethnicity, sex, gender, sexual orientation, ability level, religious/political beliefs, etc). Diversity is also connected to ‘inclusiveness,’ or how this difference is welcomed, respected, and even valued. The opposite attitude is oppression. To oppress someone means to persecute them—simply because they are different from you… I want to share something with you. Some of you may have heard the song ‘Same Love’ by Macklemore before—maybe you heard it on the radio, or maybe you heard about the controversy that it caused in South Lyon, MI: A teacher played the song for her class and was suspended… I have printed out edited copies of the lyrics for each of you; please read them over.”

12. Practice Teacher: 1. Introduction to lesson through a discussion regarding diversity, oppression, “Same Love,” and the “South Lyon Incident” (5 minutes). 2. Explain that the students will work individually at first, reading the lyrics, later reflecting, and personalizing, through journaling (10 minutes). 3. The students will then share their thoughts with their neighbor(s) (5-10 minutes [Depending on the students’ level of engagement]). 4. Invite students to share their thoughts with the class at large (10 minutes). 5. Lead students in a free-write activity by having them answer processing questions(5-10 minutes) 6. Encourage students to find and share other works of art that address issues of diversity and oppression(>5 minutes). Students: 1. Students will work individually at first (10 minutes). 2. Upon completing their personal reflections, students will be asked to share their thoughts within a small group setting (5-10 minutes). 3. Students are encouraged to share their thoughts within a large group setting, creating a class discussion regarding diversity, civil rights, oppression, and social (in)justice (10 minutes). 4. Students will answer processing questions via a free-write activity (5-10 minutes). 5. Students are encouraged to find more examples of art that address social injustice (>5 minutes).

13. Same Love Lyrics Macklemore X Ryan Lewisfeaturing Mary Lambert [Verse 1: Macklemore] When I was in the 3rd grade I thought that I was gay Cause I could draw, my uncle was And I kept my room straight I told my mom, tears rushing down my face She's like, "Ben you've loved girls since before pre-K" Trippin', yeah, I guess she had a point, didn't she? A bunch of stereotypes all in my head I remember doing the math like "Yeah, I'm good a little league" A pre-conceived idea of what it all meant For those who like the same sex had the characteristics The right-wing conservatives think it's a decision And you can be cured with some treatment and religion Man-made, rewiring of a pre-disposition Playing God Ahh nah, here we go America the brave Still fears what we don't know And God loves all His children Is somehow forgotten But we paraphrase a book written 35 hundred years ago I don't know [Hook: Mary Lambert] And I can't change Even if I tried Even if I wanted to And I can't change Even if I tried Even if I wanted to My love, my love, my love She keeps me warm [x4] [Verse 2: Macklemore] If I was gay I would think hip-hop hates me Have you read the YouTube comments lately? "Man that's gay" Gets dropped on the daily We've become so numb to what we're sayin' Our culture founded from oppression Yeah, we don't have acceptance for 'em Call each other f------ Behind the keys of a message board

14. Same Love Lyrics Cont. We turn our back on the cause 'Till the day That my uncles can be united by law Kids are walkin' around the hallway Plagued by pain in their heart A world so hateful Someone would rather die Than be who they are And a certificate on paper Isn't gonna solve it all But it's a d--- good place to start No law's gonna change us We have to change us Whatever god you believe in We come from the same one Strip away the fear Underneath it's all the same love About time that we raised up [Hook: Mary Lambert] And I can't change Even if I tried Even if I wanted to And I can't change Even if I tried Even if I wanted to My love, my love, my love She keeps me warm [x4] [Outro: Mary Lambert] Love is patient, love is kind Love is patient (not cryin' on Sundays) Love is kind (not crying on Sundays) [x5] A word routed in hate Yet our genre still ignores it Gay is synonymous with the lesser It's the same hate that's caused wars from religion Gender and skin color Complexion of your pigment The same fight that lead people to walk-outs and sit-ins It's human rights for everybody There is no difference Live on! And be yourself! When I was in church They taught me something else If you preach hate at the service Those words aren't anointed And that Holy Water That you soak in Is then poisoned When everyone else Is more comfortable Remaining voiceless Rather than fighting for humans That have had their rights stolen I might not be the same But that's not important No freedom 'til we're equal D--- right I support it I don't know [Hook: Mary Lambert] And I can't change Even if I tried Even if I wanted to And I can't change Even if I tried Even if I wanted to My love, my love, my love She keeps me warm [x4] [Verse 3: Macklemore] We press play Don't press pause Progress, march on! With a veil over our eyes

15. Assessment Students will respond to several of the following processing questions (to be collected & reviewed by teacher): 1. Why are individuals (or groups) oppressed? 2.In “Same Love,” Macklemore raps the following: “Gay is synonymous with the lesser It's the same hate that's caused wars from religion Gender and skin color Complexion of your pigment The same fight that lead people to walk-outs and sit-ins” While Martin Luther King, Jr. said the following: “Injustice anywhere is a threat to justice everywhere.” What do these two quotes reveal about the nature of oppression? What can you do toprevent injustice?

16. Follow up Encourage students to locate and share more examples of art (e.g. music, films, books, etc) which address issues of diversity and oppression.

17. References Bruneau, L., & Protivnak, J. J. (2012). Adding to the toolbox: Using creative interventions with high school students. Journal of School Counseling, 10(9). Retrieved April 7, 2013, from ERIC. Macklemore - Same Love Lyrics. (n.d.). In Metrolyrics. Retrieved April 7, 2013, from http://www.metrolyrics.com/same-love-lyrics- macklemore.html SIECUS: Sexuality Information and Education Coun. (n.d.). Michigan: Same love, different treatment - Teacher suspended over song lyrics. In SIECUS. Retrieved April 7, 2013, from http://www.siecus.org/index.cfm?fuseaction=Feature.showFeature&FeatureID=2235&parentID =478

18. -Academic Development- Learning Styles for Study Skills Grade: 9th Class: Any required 9th grade class Duration: 45 minutes Abstract: In this lesson, students will identify their natural strengths as learners. Students will be introduced to three different learning styles and participate in related activities. Acknowledging and applying learning styles is recognized in the academic range of ASCA’s national standards as an important part of growing as a learner. Students will be able to successfully apply their learning style to enhance study skills and academic outcome.

19. Learner Outcomes • Understand major characteristics of the three main learning styles. • Know which learning style category the student fits into. • Learn how to use their learning style to strengthen study skills. ASCA National Standards: • A:A1.1 - Articulate feelings of competence and confidence as learners. • A:A1.5 - Identify attitudes and behaviors that lead to successful learning. • A:A2.4 - Apply knowledge and learning styles to positively influence school performance. • A:A3.2 - Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students. • A:A3.5 - Share knowledge. • A:B1.3 - Apply the study skills necessary for academic success at each level. • A:B1.6 - Use knowledge of learning styles to positively influence school performance.

20. 3 Learning Styles Visual learners are those who generally think in terms of pictures. They often prefer to see things written down in a handout, text or on the overhead. They find maps, graphs, charts, and other visual learning tools to be extremely effective. They remember things best by seeing something written. Auditory learners are those who generally learn best by listening They typically like to learn through lectures, discussions, and reading aloud. They remember best through hearing or saying items aloud. Kinesthetic/tactile learners are those who learn best through touching, feeling, and experiencing that which they are trying to learn. They remember best by writing or physically manipulating the information. Muscles have memory!

21. 
__7. Dislikes reading from a computer screen __8. When presented with two similar sounds, can tell if sounds are the same or different 
 __9. Requires extra explanations of diagrams, graphs, or maps __10. Enjoys talking to others Tactile/Kinesthetic Learning Style 
 __1. Reaches out to touch things 
__2. Collects things 
__3. Talks using hands to communicate what they want to say 
__4. Frequently fidgeting (e.g. tapping pen, playing with keys in pocket) 
__5. Coordinated, good at sports, dance, etc. 
__6. Takes things apart, puts things together 
__7. Prefers to stand while working 
 __8. Likes to have music in the background while working 
 __9. Enjoys working with hands and making things 
__10. Likes to chew gum or eat in class 
 This assessment -- Visual_____Auditory____ Kinesthetic____ Visual Learning Style __1. Asks for verbal instructions to be repeated 
__2. Watches speakers' facial expressions and body language 
__3. Likes to take notes to review later 
 __4. Remembers best by writing things down several times or drawing pictures and diagrams 
__5. Good speller 
__6. Turns the radio or T.V. up really loud 
 __7. Remembers things best when written out or diagrammed. 
__8. Prefers information to be presented visually, (e.g. flip charts or chalk board) 
__9. Skillful at making graphs, charts, and other visual displays 
__10. Can understand and follow directions on maps Auditory Learning Style __1. Follows spoken directions better than written ones 
__2. Would rather listen to a lecture than read the material in a textbook 
 __3. Understands better when reads aloud 
__4. Likes words (puns, plays on words, rhymes) __5. Prefers to listen to the radio than to read a newspaper 
 __6. Frequently sings, hums or whistles to themselves.

22. Assessment Students will respond to the following processing questions in a think/pair/share format: • Now that you know your learning style, what can you do differently when studying than you have done in the past? • Name one characteristic of each of the three learning styles. • What are some ways that others learn differently than you do? • How does your identified learning style relate to your strengths? • How can you use your learning style to enhance academic performance?

23. Follow up • Distribute study skills handout for students to refer to when study help is needed. • Ask students to practice using one learning style technique when studying this week. • If students are still struggling with finding ways to effectively study, they can meet with their school counselor and further discuss options/techniques.

24. References American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA: Author. Developing Study Skills for Your Learning Style. Roundrockisd.org. Retrieved April 7, 2013 fromhttp://www.roundrockisd.org/index.aspx?page=2028. Multisensory teaching techniques. In (2012). Specialized language development center tutor reference. Nystrom, P. (n.d.). Learning styles: an introduction. Retrieved March 27, 2013 from http://www.learnnc.org/lp/pages/4033.