Author(s): Cheryl Dellasega
Publisher: Champion Press
Type of Resource: Group/Classroom Activities, 3 DVDs, & Workbook
Target Grades: 5 -8 (aimed at girls)
Canadian Resource? No
Resource formally evaluated? Yes
What is the source, internet link, or article title for viewing the formal evaluation of this resource? www.clubophelia.com
Subject Areas:language, the arts, health and physical education, science and technology, social studies, religion and family life
Use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials they have read, to reflect on their thoughts, feelings, and imaginings)
Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience
Ask and answer questions on a variety of topics to acquire and clarify information
Express and respond to ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Analyse media works
Use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.
Contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group
Discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations
Produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences
Describe their interpretation of a variety of art works, basing their interpretation on evidence from the works (especially on ways in which an artist has used the elements of design to clarify meaning) and on their own knowledge and experience
Identify strengths and areas for improvement in their own work and that of others
Describe, orally and in writing, their response to their own and others’ work in drama and dance, gather others’ responses (e.g., through interviews, research), and compare the responses
Demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and body movements when speaking as a character in a drama
Solve problems in drama and dance individually and in groups (e.g., negotiate the “best” ending to an improvisation), and evaluate the solutions
Apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault)
Identify strategies to deal positively with stress and pressures that result from relationships with family and friends
Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers
Explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others
Apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment)
Religion:
Family Life:
Use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions)
Make judgments and draw conclusions about ideas in written materials on the basis of evidence
Make reports, describe and explain a course of action, and follow detailed instructions
Ask and answer questions to obtain and clarify information
Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Analyse media works
Use tone of voice and gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations
Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)
Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities
Produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using a variety of familiar art tools, materials, and techniques
Describe how artists may use texture to represent or to evoke an emotional response (e.g., a rough texture to represent strength, anger, or something unpleasant)
Identify strengths and areas for improvement in their own work and that of others
Explain their preference for specific are works, with reference to the artist’s intentional use of the elements and principles of design to communicate an idea or feeling
Evaluate, orally and in writing, their own and others’ work in drama and dance e.g., performances, multimedia presentations)
Solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution
Evaluate drama and dance performances, with reference to their own experiences in daily life
Provide evidence for their interpretations of personal experiences and events of social significance, which they present through drama and dance, using a variety of research sources
Use basic prevention and treatment skills (e.g., first aid) to help themselves and others
Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships
Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)
Follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills
Identify inherited characteristics (e.g., eye colour, hair colour) and learned characteristics (e.g., habits of cleanliness)
Family Life:
Communicate ideas and information for a variety of purposes (to outline an argument, to report on observations) and to specific audiences, using forms appropriate for their purpose and topic
Make judgments and draw conclusions about ideas in written materials on the basis of evidence
Clarify and develop their own points of view by examining the ideas of others
Ask questions and discuss different aspects of ideas in order to clarify their thinking
Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Analyse and interpret media works
Identify some of the ways in which non-verbal communication techniques (e.g., tone of voice and body language) can affect audiences, and use these techniques in their own speech to arouse and maintain interest, and convince and persuade their listeners
Listen and respond constructively to alternative ideas or viewpoints
Express ideas and opinions confidently but without trying to dominate discussion
Produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using appropriate art forms
Organize their art works to communicate ideas, using at least one of the principles of design specified for this grade
Identify strengths and areas for improvement in their own work and that of others (e.g., analysing the decisions they made, the methods they used, and the ways in which they dealt with unexpected problems)
Explain how the principles of design are used to organize a work, communicate feelings, and convey ideas, using appropriate vocabulary and terminology
Explain their preference for specific art works, with reference to the artist’s intentional use of the elements and principles of design
Evaluate, orally and in writing, their own and others’ work in drama and dance, using criteria developed by the class
Solve, in various ways, a problem that is presented through drama and dance, and explain ways in which each solution is effective
Describe attitudes and skills needed to organize and perform a group theatrical work
Explain how harassment relates to personal safety
Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations
Describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment)
Identify people and resources that can support someone experiencing harassment
Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts
Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community
Religion:
Family Life:
Communicate ideas and information for a variety of purposes (to evaluate information, to compare points of view) and to specific audiences, using forms appropriate for their purpose (e.g., a survey soliciting opinions on an environmental issue) and features appropriate to the form (e.g., focused questions)
Make judgments and draw conclusions about ideas in written materials on the basis of evidence
Clarify and broaden their own points of view by examining the ideas of others
Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Analyse and interpret media works
Use tone of voice and body language to clarify meaning during conversations and presentations
Contribute collaboratively in group situations by asking questions and building on the ideas of others
Work with members of their group to establish clear purposes and procedures for solving problems and completing projects
Produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using appropriate art forms
Explain how an artist has used the expressive qualities of the elements and principles of design to affect the viewer, and support their analyses with evidence from the work
Describe, in their plan for a work of art, the main idea they wish to communicate and the artistic decisions they have made to support that message
Identify strengths and areas for improvement in their own work and that of others, and describe possible strategies for improving their work
Explain how the effective use of the elements and principles of design contributes to an art work’s ability to communicate feelings, convey ideas, and enrich people’s lives (e.g., the effective use of formal balance in the design of a building can enable people to feel a sense of order and harmony when looking at or being in that building)
Explain their preference for specific art works, with reference to the artist’s use of the principles of design and their understanding of the ideas and feelings expressed in the work
Critique, orally and in writing, their own and others’ work in drama and dance, using criteria developed independently and in a group
Critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices
Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations
Produce pieces that deal appropriately with youth problems
Identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being
Analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance
Analyse situations (e.g., hitchhiking, gang violence, violence in relationships) that are potentially dangerous to personal safety
Identify support services (e.g., the school guidance department, shelters, Kid’s Help Phone) that assist victims of violence, and explain how to access them
Describe causes and symptoms of stress and positive ways (as opposed to substance use) to relieve stress
Apply the steps of decision-making process to address age-specific situations related to personal health and well-being in which substance use or abuse is one of the factors
Demonstrate respectful behaviour towards the feelings and ideas of others
Religion:
Family Life:
(where noted: Consistently (C) Often (O))
Knowledge
Skills
Knowledge
Skills
Skills
Knowledge
Skills
Direct Instruction: whole class and small group
Interactive Learning
Indirect Instruction
Experiential Learning:
Demonstration/Performance:
Personal Communication:
This resource kit contains activities designed to encourage healthy relationships between girls and reduce relational aggression (RA), along with a girl’s journal workbook meant to give girls a better understanding of healthy friendships. The predominant focus of this kit is to teach girls to recognize RA and take actions to eliminate it from their communication style repertoire. Girls examine how their actions/choices impact the well-being of others as well as themselves.
This resource displays strengths in developing connections and creative thinking through practising how to resolve conflict. The resource allows girls to explore and name their own identities, experiences, and values. It also gives them opportunities to compare their value system with others’ values to begin to examine the foundations of healthy relationship building. This series of activities also encourages girls to explore well-being through relationships by examining personal growth, how to differentiate between healthy and unhealthy relationships, ways to develop and support healthy relationships.