Author(s): Jeanne Gibbs
Publisher: Centre Source Systems, LLC
Type of Resource: classroom activities, lesson plans, classroom management framework, whole school approach
Target Grades: K – Adult, most activities apply to all age groups
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.tribes.com/about_evaluation_results.htm
Subject Areas:Language, The Arts, Health and Physical Education, Religion, Family Life, Career Studies, Individual and Family Living, English, Learning Strategies
Communicate ideas and information for specific purposes and to specific audiences (e.g., write a notice for a community newspaper advertising an upcoming school event)
Write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes)
Choose words that are most appropriate for their purpose (e.g., express a feeling)
Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read
Begin to develop their own opinions by considering some ideas from various written materials
Apply the rules for working with others
View, read, and listen to media works that convey messages or information and talk about what they have learned
Rephrase to clarify their ideas (e.g., what I meant was, when I think about)
Speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning
Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud
Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others
Interpret the meaning of stories, poems, and other material drawn from a variety of sources and cultures, using some basic drama and dance techniques (e.g., writing in role)
Compare their own work with the work of others in drama and dance through discussion, writing, movement, and visual art work
Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)
Identify the themes and subjects found in drama and dance works, and make links between these and their own experiences
Solve artistic problems in drama and dance in cooperative work groups
Acquire living skills (e.g., basic problem-solving, decision-making, goal-setting, and interpersonal skills) through physical activities (e.g., games, gymnastics, dance, outdoor pursuits)
Follow safety procedures related to physical activity, equipment, and facilities
Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group)
Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play)
Communicate positively to help and encourage others
Demonstrate awareness of the possible similarities and differences among people, places, and environments
Family Life:
Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)
State their own interpretation of a written work, using evidence from the work and from their own knowledge and experience
Make judgments about what they read on the basis of evidence
Develop their opinions by reading a variety of materials
Ask questions on a variety of topics and respond appropriately to the questions of others
Express and respond to ideas and opinions concisely and clearly
Contribute and work constructively in groups
Analyse media works
Use appropriate tone of voice and gestures in social and classroom activities
Present information to their peers in a focused and organized form on a topic of mutual interest
Listen to others and stay on topic in group discussion
Use appropriate strategies to organize and carry out group projects
Interpret the meaning of stories, poems, and other material drawn from a variety of sources and cultures, using some basic drama and dance techniques
Communicate, orally and in writing, their response to their own and others’ work in drama and dance (e.g., through discussions, interviews, research projects)
Identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups
Demonstrate control of voice and movement by using appropriate techniques (e.g., projection and enunciation in choral speaking)
Identify their own feelings and reactions in various situations, and compare them with those of a character they have portrayed
Solve problems in drama and dance individually and in groups, by analyzing the problems
Identify the characteristics of healthy relationships (e.g., showing considerations of others’ feelings by avoiding negative communication)
Identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends
Identify people (e.g., parents, guardians, neighbors, teachers) and community agencies (e.g., Kids’ Help Phone) that can assist with injury prevention, emergency situations, and violence prevention
Apply living skills – such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) – to physical activities (e.g., games, gymnastics, dance, outdoor pursuits)
Demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully)
Follow safety procedures related to physical activity, equipment, and facilities
Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)
Demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas and opinions)
Religion:
Family Life:
Communicate ideas and information for specific purposes (e.g., to present and support a viewpoint) and to specific audiences (e.g., write a letter to a newspaper stating and justifying their position on an issue in the news)
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)
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
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
Solve problems presented through drama and dance, working in large and small groups and using various strategies
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
Provide support for their interpretations of personal experiences and aspects of history, which they have presented through drama and dance (e.g., arrival in a new country, life in a medieval village), using various research resources to gather information
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)
Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and interpersonal skills) through physical activities (e.g., games, gymnastics, dance, outdoor pursuits)
Follow safety procedures related to physical activity, equipment, and facilities
Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)
Religion:
Family Life:
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)
Produce pieces of writing using a variety of forms (e.g., newspaper articles, lyrics, summaries of information), techniques and resources (e.g., library resources) appropriate to the form and purpose, and materials from other media (e.g., film clips)
Select words and expressions to create specific effects
Integrate media materials into their writing to enhance their message
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
Interpret and communicate the meaning of novels, scripts, legends, fables, and other material drawn from a range of sources and cultures, using a variety of drama and dance techniques (e.g., “reader’s theatre”), and evaluate the effectiveness of the techniques
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
Create, rehearse, and present drama and dance works to communicate the meaning of poems, stories, paintings, myths, and other source material drawn from a wide range of cultures
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
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
Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships
Apply living skills, including interpersonal skills, in physical activities (e.g., games, gymnastics, dance, outdoor pursuits) and describe the benefits of using these skills in a variety of physical activities
Follow safety procedures related to physical activity, equipment, and facilities, and begin to take responsibility for their own safety
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
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
Interpret and communicate the meaning of novels, scripts, historical fictions, and other material drawn from a wide variety of sources and cultures, using a variety of drama and dance techniques (e.g., drama anthologies)
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
Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations
Identify people and resources that can support someone experiencing harassment
Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and interpersonal skills) through physical activities (e.g., games, gymnastics, dance, outdoor pursuits)
Transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, co-operations, and respectful behaviour) to new physical activities
Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety
Participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches)
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)
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
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
Organize and carry out a group improvisation
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 local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being
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 living skills (e.g., basic problem-solving, decision-making, goal-setting, and interpersonal skills) through physical activities (e.g., games, gymnastics, dance, outdoor pursuits)
Transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, co-operations, and respectful behaviour) to new physical activities
Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety
Demonstrate respectful behaviour towards the feelings and ideas of others
Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)
Religion:
Family Life:
Discovering the Workplace, Grade 10, Open (GLD2O)
Essential Skills for Working and Learning - Overall Expectations
• describe learning and thinking strategies, and use them effectively in school or in the community;
Personal Management - Overall Expectations
• identify their interests, strengths, and needs, and describe how these influence their decisions about education and work;
• identify and use effectively the strategies required to manage their behaviour in school and in the community;
• identify and use effectively the interpersonal and teamwork skills and strategies required when working with others in school or in the community;
Preparation for Transitions and Change - Overall Expectations
• identify changes and transitions that take place in their lives, and describe strategies to effectively manage these changes;
Healthy Active Living Education, Grade 9, Open (PPL1O)
Healthy Living - Overall Expectations
• identify the factors that contribute to positive relationships with others;
Living Skills - Overall Expectations
• use appropriate social skills when working collaboratively with others.
Healthy Active Living Education, Grade 10, Open (PPL2O)
Living Skills - Overall Expectations
• use appropriate social skills and positive attitudes when interacting with others.
Individual and Family Living, Grade 9 or 10, Open (HIF1O/HIF2O)
Personal and Social Responsibilities - Overall Expectations
• demonstrate communication and conflict-resolution skills in the context of family and social relationships;
Social Science Skills - Overall Expectations
• demonstrate effective collaborative group skills.
English, Grade 9, Academic (ENG1D)
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 supporting opinions or interpretations with specific information;
Language - Overall Expectations
• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.
English, Grade 10, Academic (ENG2D)
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))
Knowledge
Skills
Knowledge
Skills
Knowledge
Skills
Knowledge
Skills
Direct Instruction: whole class and small group
Interactive Learning
Indirect Instruction
Experiential Learning
Pencil and Paper:
Demonstration/Performance:
Personal Communication:
This resource provides a comprehensive, research-based framework of classroom management that can be used from kindergarten through high school. This is a whole-school approach to behaviour management that highlights how working collectively together at a community level can achieve a positive atmosphere and promote achievement at a macro-/whole school- level. There is a thorough evaluation of the resource (done by teachers at different grade levels and subject areas) included.
The activities included in this resource help students explore underlying issues of cultural inequality, allowing them to acquire knowledge and reflect on personal experiences/perspectives to eventually foster positive interactions and develop the capacity for healthy relationships and connections, versus accepting the limits imposed by stereotypes and discrimination. Activities such as appreciation cards or warm fuzzies, which are used throughout this entire resource, ultimately advocate inclusion, collectiveness, and respectfulness towards others, which promotes a healthy outlook on life, respect for diversity, and individual values. Small group activities focus on change and human growth, and increase student awareness of discrimination and diversity while building social skills, communication, group coherence, and encouraging support, empathy, and inclusion.
This program strongly encourages self-assessment and personal reflection (on the part of the teacher and students). Tribes truly incorporates the theory of multiple intelligences into its pedagogy. The theoretical basis of this resource is a focus on equality in relationships within the classroom and creation of a positive classroom learning environment. This is reflected in the activities and format of the lessons which consistently provide opportunities for group work and promote appreciation of “tribe members” (the students are divided into small groups or “tribes”). Tribes promotes an understanding of how healthy relationships are supported by actively learning as a group, encouraging students to gain knowledge of themselves personally while promoting respect for diversity through group interactions.
The lessons/activities are easy for teachers to use (scripted/step by step instructions) and the program includes worksheets/journal ideas, reflection activities, graphic organizers (for teacher training and for student activities).