Tools for Change: An Educator's Resource Site

Author(s): David A. Wolfe PhD, Pat Gibbings, M.A., Claire Crooks PhD, Ray Hughes M.Ed., Peter Jaffe PhD, and Debbie Chiodo Ma, M.Ed.

Publisher: Available through the Centre for Prevention Science, funded by RBC Investments, Royal LePage Shelter Foundation, Legate and Associates, and the Thames Valley District School Board.

Type of Resource: The Fourth R is a comprehensive school-wide approach to violence prevention. The  Grade 10 English Resource is a Short Story Unit Plans (6 lesson plans to accompany short stories) that target the Ontario Ministry of Education Grade Nine English Curriculum.

Target Grades: 10 (could be adapted for use in Grade 9 or 11)

Canadian Resource? Yes

Resource formally evaluated? No, but it is an extension of a program that has (see below)

What is the source, internet link, or article title for viewing the formal evaluation of this resource? Wolfe, D., Crooks, C., Hughes, R., Jaffe, P., & Chiodo, D. (2005).  The Fourth R: A Relationship –based approach to preventing violence and associated risk behaviours in schools and communities (Available from David Wolfe, 100 Collip Circle, Suite 100, London, ON, N6G 4X8).

Subject Areas:English, Language

English, Grade 10, Academic (ENG2D)

Literature Studies and Reading - Overall Expectations

• read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods;
• identify and explain the effect of specific elements of style in a range of literary and informational texts.
• Writing - Overall Expectations
• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice;
• use a variety of organizational techniques to present ideas and information logically and coherently in written work;
• revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence, and effective use of stylistic devices;
• edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate.

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

This resource shares knowledge with students about:

• personal growth in and through relationships (C)
• how healthy relationships support a healthy sense of well-being (C)
• differentiate between healthy/equal relationships and relationships that are negative/unequal (C)
• how the nature of relationships are characterized by growth and change (C)
• increase awareness of how actions and choices impact the well being of others (C)
• increase awareness of how actions/choices of others impact personal well-being (C)

This resource provides opportunities for students to acquire skills by allowing students to:

• explore relationships from personal perspectives and experiences (C)
• define values of healthy, supportive and caring relationships (C)
• develop personal self-awareness and understanding of well-being (C)
• develop and practice mutual empathy (C)
• identify and practice values of mutual respect (C)
• express personal feelings, thoughts, and experiences (C )
• opportunity for classmates to respond empathetically and respectfully (C)

Exploring Social Relations of Violence, Oppression and Equality

This resource shares knowledge with students about:

• social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence (C)
• multiple forms and contexts of violence (C)
• varied forms of violence in different contexts (i.e., home, school, community, media etc.) (C)
• the difference between “power over” and “power with” (O)
• the social relations of equality, inclusion, acceptance and empowerment (O)

This resource provides opportunities for students to acquire skills by allowing students to:

• explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives (C)
• explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions (O)
• personalize knowledge of social relations of oppression and empowerment (O)
• engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change (O)

Exploring Identity, Gender, and Diversity

This resource shares knowledge with students about:

• social identities, relationships, and experiences within the context of multiple social relationships and structures of inequality (vulnerability vs. privilege) (O)
• how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals (O)
• building an understanding of “differences” on the basis of gender, race socioeconomic status, ability/disability, sexual orientation, language, culture, education, etc. in ways that enable students to move away from thinking in terms of “better than/worse than” (O)

This resource provides opportunities for students to acquire skills by allowing students to:

• identify, explore, and name their own identities, experiences, and values (O)
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers (O)
• explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest (O)
• engage with and learn from differences and diversity (O)
• express, learn from, and build multiple perspectives on social experiences and diversity (O)

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective (C)
• strategies for personal and/or social change for the promotion of healthy and equal relationships (C)
• choices and actions that promote mutual empowerment and respect (C)
• where and how to seek out help and support (C)

This resource provides opportunities for students to acquire skills by allowing students:

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school (C)
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships (C)
• Experience and practice how to resolve conflict positively (C)
• Opportunity for the development of supportive connections between students and teachers/adults (C)

Structure and Format:

• Research-based introduction
• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Availability of support to implement the program/resource
• Accommodations for exceptional students indirectly identified

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching
• Demonstration
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• Presentations
• interviewing
• brainstorming
• Conferencing: peer and student-teacher

Indirect Instruction

• Guided teacher-directed inquiry
• Guided student-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Use of graphic organizers (e.g. Venn diagrams, mind maps, tables)
• Opportunities to use computer/information literacy skills
• Opportunities for students to use their learning styles to learn and demonstrate learning
• Integration of Multiple Intelligences theory to learn and demonstrate their learning
• Oral and written reflection/journal writing

Assessment Methods:

Pencil and Paper:

• Reports
• Checklists
• Rubrics

Demonstration/Performance:

• Class
• School and community-based projects
• Skills demonstrations
• Role playing

Personal Communication:

• Student-teacher conferences
• Interviews

Other:

• Staff training
• School-wide connections

The Fourth R Grade 10 English Curriculum is an extension of the Grade 9 comprehensive school-based violence prevention curriculum called The Fourth R ( for R-elationship skills). This program weaves the theme of healthy relationships throughout literature study of six short stories about teenagers making tough choices around personal safety/injury prevention in peer and dating relationships, sexuality, and substance abuse. Each short story module provides students with opportunities to gain knowledge and skills, and most allow students to practice skills through role play and scenarios. The program met every expectation of our evaluation on content, and almost every expectation in terms of pedagogy. The Fourth R is teacher-friendly because it provides a clear scope and sequence of lessons, it is scripted, it offers teachers multiple options for activities in almost every lesson, and it identifies ways in which teachers might alter lessons to meet the needs of various student groups, depending on knowledge gaps or background. Although this program does not have journals, portfolios, or parent information sessions built into its pedagogy, it easily lends itself to these activities. There are five other resources that accompany this resource which together provide the comprehensive whole-school approach of The Fourth R program. The other resources include: 1) The Fourth R Grade 9 Health Curriculum, 2) a Youth Safe Schools Committee Manual, 3) a Parent Manual and Parent Newsletters, 4) an Adaptation of the Grade 9 Health Curriculum for use with Aboriginal Students, and 5) an Adaptation of the Grade 9 Health Curriculum for use with Students in Alternative Schools. Overall, The Fourth R is an excellent, comprehensive, teacher-friendly resource with a healthy relationships focus, gender analysis, and a strong pedagogy.