Pl Planning

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Discovering Activity

4.2.1

Who decides… • The time you get up in the

morning?• What clothes you will wear to

school?• What you will eat for

breakfast?• How you will get to school?• What you will do until the bell

rings?• When you will have reading

class?

• What you will do during math?• What you will eat for lunch?• Whom you will play with

during recess?• How you will get home from

school?• What you will do after school?• What TV programs you will

watch?• When you will go to bed?

Lesson 2 73

D DISCOVERING 8 MINUTES

Let children know that today they will learn the skill of problem identification. Explain that you will read a list of questions and that their job is to think of the answers quietly. Read the list of questions listed on Discovering Projectable 4.2.1.

Ask children to discuss in pairs, people who make the decisions in the situations on Discovering Projectablee 4.2.1 Let them know that they can also follow along in their Student Journals. Remind children that they can include themselves in their list.

ASK: Why do you think you make some decisons for yourself and adults make other decisons for you?

Allow a few children to volunteer to share their thoughts with the class. Tell the children that they will discuss helpful and harmful decisions today.

C CONNECTING 10 MINUTES

Explain to children that some decisions are good for them, while others can be harmful.

ASK: What do you think makes a decision helpful?

Allow two or three volunteers to share.

Introduce differentiating between helpful and harmful decisions Explain the characteristics of helpful and harmful decisions and offer an example using the notes below.

Helpful Decisions

• Are good for you and others

• Keep you and others safe, happy, and healthy

Harmful Decisions

• May harm you and others

• May put you or others in an unsafe or unhappy situation

Model differentiating between helpful and harmful decisionsModel differentiating between helpful and harmful decisions by reading and explaining the following scenarios:

SAY: I accidentally broke a glass at home and cut my hand. I don’t want my mom to know that I broke the glass, so I decide not to tell her about the cut.

Pause for a moment and make an unsure face. Then explain that this is a harmful decision because it put you in an unsafe situation.

SAY: When I was small, my big sister took care of me after school. One day, she wasn’t there when I got home. I waited a few minutes and then called my mom at work to tell her I was home alone.

ACTIVITY 1

INSTRUCTION

4.2 Decisions! Decisions!Making decisions is a natural part of life. Children will make decisions, big and small, every day. Learning how to identify trusted adults and helpful decisions builds responsible decision-making skills.

SEL COMPETENCYResponsible Decision Making

SKILLS problem identification, ethical responsibility, situation analysis

MATERIALS

✔ Discovering Projectable 4.2.1

✔ Student Journals

✔ Family Connection Take-Home worksheet

✔ Yellow construction paper circles (one for each child)

CLASSROOM CONFIGURATION D individuals C whole class P whole class A individuals

OBJECTIVESChildren will

✔ state whether certain decisions are made alone, made with the help of trusted adults, or influenced by others;

✔ classify decisions as positive/helpful or negative/harmful.

H COMMON CORE CONNECTIONThis lesson addresses the following Common Core Standards:

WRITING: RESEARCH TO BUILD AND PRESENT KNOWLEDGE

✔ W.2.8

SKILLS Progression

THIS YEAR, children identify decisions they make and name the people who help make them. Children recognize that some decisions are positive (helpful) and others are negative (harmful).

LAST YEAR, children recognized the difference between helpful and harmful decisions.

NEXT YEAR, children will learn and practice using three steps to decision making.

HEALTH AND PREVENTION

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Community ConnectionEncourage children to list the people in the school who make decisions that affect their lives. Then have children walk around the school looking at the different offices and rooms. Have children amend their lists to include people that they did not think of previously.

Family ConnectionEncourage children to facilitate a discussion with their family about what it means to be a decision maker. Send home the Family Connection Take-Home worksheet entitled Thanks for the Help!

Applying Across the Curriculum

LANGUAGE ARTS Write both of the following child responses on the board and explain that you will read a poem. If the children think they would do the same thing as the child in the poem, they will finish the poem by saying the first response. If they do not think they would do the same thing, they will finish the poem with the second response.

Child Responses: “Yes, of course, we’d do that too.” OR “No, not us, that’s wrong to do.”

Poem: A friend wants me to steal. He says it’s no big deal— A candy bar or maybe two, Child Response

My friend wants me to throw a stone At a boy who’s all alone. I’ll just throw it at his shoe, Child Response

A little kid just dropped his books. Everyone just stands and looks. I think I’ll help him, how ‘bout you? Child Response

MUSIC Have children march around the room as they sing the following song to the tune of “I’ve Been Working on the Railroad.” Stop marching at the end of the song, and ask several children to name positive or helpful decisions they make every day.

Song: Be a good decision maker Every single day. Be a good decision maker, It will help you on your way. Can’t you hear the folks around you Shouting, “Hip hooray!” Be a good decision maker In the things you do and say.

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Smile and say that you made a helpful decision to call your mom. It kept you safe.

Read the following examples and ask children to give a thumbs-up if it is a helpful decision or give a thumbs-down if it is a harmful decision.

SAY: When Raymond and Jason are at the store, Raymond slips a candy bar in his pocket and motions for Jason to take one. No one seems to notice, and the store has lots of candy bars, so Jason decides to take one, too.

On the way home from school, LeRoy and Raymond pass an old, empty house. It already has one broken window, so LeRoy wants to break some more. He tells Raymond it’s okay since no one lives there. Raymond decides to tell LeRoy that he is uncomfortable with throwing a rock at the window, and he goes home.

P PRACTICING 20 MINUTES

Explain the Caution! Harmful Decision Ahead activityTell the children that they will have an opportunity to practice differentiating between harmful decisions by listening to scenarios similar to those you modeled.

Children practice differentiating between harmful decisionsDistribute one circle cut from yellow construction paper to each child. Explain that the yellow means “slow down,” or “be careful,” just like the ones they see on the road. Write “Be Careful” on the board and ask children to write it in big letters on their circle. Explain to children that you will read several scenarios. If they believe there is a harmful decision in the story, they should raise their “be careful” circles in the air when you finish reading to warn the child in the story to be cautious. If the scenario presents a harmful decision, discuss it with the children, and invite volunteers to explain what a helpful decision could be, why it would be the safe or healthy option, and whether or not a trusted adult should be asked for help.

Scenarios:

• On the way home from school, Raymond’s friends want to go over to the junkyard to play. Raymond is supposed to be home by 4 o’clock. He must decide whether to go play with his friends or tell them he has to go home.

• Jason is getting ready for school. He looks in his drawer and sees two shirts, a blue one and a yellow one. He has to decide which shirt to wear.

• Mali is going to have a birthday party. Shannon, her best friend, is mad at Talisa and tells Mali not to invite her to the party. Mali has to decide whether to invite Talisa.

• Denise is walking to the park when a neighbor she doesn’t know very well asks her to come into his house for a cookie. Denise has to decide whether to say, “No, thank you,” or go into the house and get the cookie.

• On Saturday, Brandon calls and asks LeRoy to come over and play. LeRoy says, “Sure!” Just as LeRoy is leaving his house, Larry calls and says, “Let’s ask our mothers if we can go to the movies today.” LeRoy has to decide whether to go to Brandon’s house and play or go to the movies with Larry.

• Tisha lost the worksheet she was supposed do for homework. She has to decide whether to pretend she’s sick and stay home from school or go to school without the worksheet.

• Paula still has the bracelet her friend Erin lent her last week. Since Erin never asked for the bracelet back, Paula has to decide whether to keep it or to remind Erin that she still has it.

• Steve, Matt, and Josh go to the same aftercare program after school. One day, Matt squashes the castle Steve built in the sandbox and then climbs

ACTIVITY 2

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BUILDING SKILLS BEYOND THE LESSON

Write It Out!PRACTICING Have children write a short story (4–6 sentences) about a child who has to make a decision with the help of a trusted adult. Have children identify whether the decision is helpful or harmful.

Read Aloud!APPLYING Use a creative grouping strategy to divide the children into groups of 3 or 4. Ask children to read their stories aloud and have group members brainstorm several trusted adults who may be able to help the child make a positive decision.

Create a Skit!PRACTICING In groups, ask children to create skits that show characters making helpful decisions. Invite groups to perform their skit in class. Have volunteers share their thoughts on what made the decisions the characters made helpful ones.

Play a Game!APPLYING Ask children to take the scenarios they created in the modified Practicing activity and play the Caution! Harmful Decision Ahead game with their family.

REINFORCEMENT ENRICHMENT

Lesson 2 75

Reflecting Resource: Student Journal p. 66

What is the difference between a positive decision and a harmful decision?

What are some things to consider when facing a decision that involves a harmful choice?

How might you know if you need a trusted adult to help you make a positive decision?

What?

So What?

Reflecting Reflect on what you’ve learned about responsible decision making in this lesson.SKILLS ethical responsibility, problem

identification, situation analysis

Now What?

66 Unit 4

on top of the jungle gym and laughs about it. Steve wants Josh to help him push Matt off the jungle gym. Josh has to decide whether to help Steve.

ASK: Today you have learned how to differentiate between helpful and harmful decisions. What do you think about helpful and harmful decisions now that you’ve had the opportunity to practice? Paraphrase responses.

Summarize the lesson by sharing with students that today they have learned about the skill of problem identification. They will learn more about the skill in the rest of the lessons in this unit.

ReflectingChildren use their journals to reflect individually and as a class on what they’ve learned in this lesson.

What? What is a helpful decision?

So what? Did you learn about differentiating between helpful and harmful decisions?

Now what? Do you think you will use your new skill of differentiating between helpful and harmful decisons at home and at school?

A APPLYING 2 MINUTES

Within the next 48 hours, ask children to reflect on some trusted adults who help them make helpful decisions. Encourage them to listen to how the trusted adult made decisions and how they can guide them as they learn and grow. Invite students to complete the Applying page in their Student Journals, either as written homework, as a follow-up activity to support the lesson, or as a verbal discussion in a future lesson after students have applied the skill.

ASSESSINGPRACTICING (INFORMAL FORMATIVE ASSESSMENT) Assess children’s ability to identify when a decision could potentially be harmful. Listen during the discussion for children’s understanding of helpful and healthy decision options.

APPLYING (FORMAL FORMATIVE ASSESSMENT) Use the Applying page in the Student Journal to assess how well children understand how trusted adults can help them make helpful decisions.

Applying

How do you show the trusted adults in your life that you respect them and appreciate their help?

You will likely meet new adults who may help you make positive decisions. How will you know if they can become trusted adults?

Identify a trusted adult in your life at home, at school, or in your community.

Reflect on the trusted adults in your life who help you make positive decisions. Then read each question carefully and respond in one or two sentences, within the next 48 hours. Invite the trusted adult to help you answer the questions.

Lesson 2 67

Applying Resource: Student Journal p. 67

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