Author(s): Pat Stanton and June Larkin
Publisher: Green Dragon Press
Type of Resource: Classroom activities, lesson plans
Target Grades: 6-8
Canadian Resource? Yes
Resource formally evaluated? No
What is the source, internet link, or article title for viewing the formal evaluation of this resource? (none supplied)
Communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences.
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)
Select words and expressions to create specific effects
Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience
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
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
Solve artistic problems in drama and dance, individually and in groups, and evaluate the solutions
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)
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
Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience
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
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 age-appropriate matters related to sexuality (e.g., the need to develop interpersonal skills, such as the ability to communicate effectively with the opposite sex)
Explain how harassment relates to personal safety
Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations
Identify sources of support with regard to issues related to healthy sexuality (e.g., parents/guardians, doctors)
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
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)
Explain their interpretations of a written work, supporting it with evidence from the work and from their own knowledge and experience
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
Interpret and communicate ideas and feelings drawn from fictional accounts, documentaries, and other material from a wide variety of sources and cultures, selecting and combining complex drama and dance techniques (e.g., “forum theatre”)
Critique, orally and in writing, their own and others’ work in drama and dance, using criteria developed independently and in a group
Produce pieces that deal appropriately with youth problems
Produce pieces of writing in which they reflect on their experiences in drama and dance, and in which they show their ability to analyse and find solutions to problems in real life
Identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality (e.g., respect for life, ethical questions in relationships, contraception)
Analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance
Apply living skills (e.g., decision-making, problem-solving, and refusal skills) to respond to matters related to sexuality, drug use, and healthy eating habits
Identify sources of support (e.g., parents/guardians, doctors) related to healthy sexuality issues
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
Religion:
Family Life:
(where noted: Consistently (C) Often (O))
Knowledge
Skills
Knowledge
Skills
Knowledge
Skills
Knowledge
Skills
Interactive Learning
Experiential Learning
Teaching and Learning Activities/Lessons Include:
Demonstration/Performance:
This collection of classroom activities/lesson plans, consistently encourages a gender-based analysis of social relations. It also consistently provides information on how to recognize and understand oppression on the basis of gender and consistently offers information and knowledge about social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence (based on gender). It consistently provides knowledge to build an understanding of “differences” on the basis of gender that enable students to move away from thinking in terms of “better/worse than.” Students are given many opportunities to work collaboratively with peers and to gain knowledge about choices/actions that promote mutual empowerment and respect. Students are given an opportunity to speak with/interview a role model and learn about their experiences with gender related issues. This resource effectively offers a comprehensive understanding of gender issues around sex-role stereotyping and sexual harassment.