Unit One Mana‘o - PRELnahoahoola.prel.org/pdf/Unit1_TeacherMaterials.pdf · Unit One Mana‘o Teacher Materials The Teacher Materials for Unit One Include: • Unit One Timeline

Unit One Mana‘o

Teacher Materials

The Teacher Materials for Unit One Include:

• Unit One Timeline

• Activity 1. The “What Makes Me” Tree

• Activity 2. Understanding Anger—Keep Your

Head On!

• Activity 3. Impulsivity—Think Before You Act!

• Synthesis Activity: Giving Good Advice

Ho‘oikaika Kino Unit 1 Timeline

Unit One Timeline Mana‘o: What are you thinking?

Jesse’s Story and the supporting activities for Unit One focus on thinking about values and feelings. Activities emphasize the use of thought processes to make healthy choices. Self-perception, attitudes, values, and anger management are addressed.

Unit One

Resources Description Time Required*

Jesse’s Story Teacher’s Guide

Jesse learns that consequences aren’t simply about getting caught breaking a rule. Other themes include single parent households, impulsive behaviors, bullying, and attention seeking behaviors. The Hui Kama‘ilio questions at the end of the Jesse’s Story Teacher's Guide facilitate deeper understanding of concepts in the story.

Time required to complete depends on student reading levels and the extent to which SMART Tips (literacy strategies) are incorporated. 20–45 minutes (use best judgment; if the conversation is rich and flowing, allow an extension of time)

Activity 1 The “What Makes Me” Tree

Prevention Emphasis: Identity/personal awareness

Core Activity: 1–2 class periods Extension Activities: Variable (teachers can choose to spend as much time as relevant)

Activity 2 Understanding Anger—Keep Your Head On!

Prevention Emphasis: Conflict resolution

Core Activity: 1-2 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

Activity 3 Impulsivity—Think Before You Act!

Prevention Emphasis: Self-control, decision making

Core Activity: 1–2 class periods Extension Activities: Variable (teachers can choose to spend as much time as relevant)

Synthesis Activity Giving Good Advice

Students can choose to write an advice column or draw a comic giving advice.

3 class periods at minimum; can take longer if teacher wants to extend concepts

*Time required varies by grade levels and teacher discretion. The times listed are a minimum. Students may need additional time, depending on age and skill levels. Teachers can also choose to spend more time on the concepts relevant to their students.

• The Jesse’s Story Teacher’s Guide includes several SMART Tips that can be used

while reading the story. • Each activity in this unit has core and extension suggestions. The core activity is the

basic activity that is recommended for students to get an understanding of the concept being taught. The extension activities are optional and provide opportunities to develop deeper understanding of concepts presented.

• The Synthesis Activity brings together the concepts in this unit with performance-based tasks.

© 2007 by PREL 1-2

Ho‘oikaika Kino Unit 1 Activity 1

Unit 1 Activity 1 The “What Makes Me” Tree

Essential Question/Statements • What characteristics make me special? • What do I know, believe, and do that I have learned from significant people in my life? • How do my beliefs and values affect my attitudes?

Learning Objectives • Students will be able to identify physical characteristics and emotional characteristics

(beliefs, attitudes, and behaviors) that they have received from role models in their lives.

• Students will be able to connect the source of their beliefs, attitudes, and behaviors to choices.

Key Vocabulary • Characteristics—qualities or traits • Model—a person whose behavior in a particular role is imitated by others • Trait—a particular distinguishing quality or an inherited characteristic

Curriculum Areas: Health Prevention Emphasis: Identity/personal awareness

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 4: Analyzing Influences Understand the influences for culture, family, peers, media, technology, and other factors on health Topic: Factors Influencing Health Across Topic Areas Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The health scope and sequence for grades 4–6 are provided in that section.

© 2007 by PREL 1-3


Unit 1 Activity 1 Overview

Core Activity The “What Makes Me” Tree

Step 1: Group Discussion Step 2: Individual Activity

Materials (Student Workbook): “What Makes Me” Tree Worksheet

Extension Activities ‘Ōlelo No‘eau

Step 1: Group Discussion Materials (Teacher Binder): ‘Ōlelo No‘eau overhead transparency

Step 2: Pair Activity Materials (Student Workbook): Quote Bookmarks Worksheet

Our Trees (can be used as homework activity)

Step 1: Individual Activity Materials (Student Workbook): Our Trees Worksheet

© 2007 by PREL 1-4


Core Activity The “What Makes Me” Tree Step 1: Group Discussion

Discuss with students: Let’s consider the people closest to you who have shaped what you know, believe, and do. We are shaped by many people in our lives, like our family members, our teachers, people in our communities, and our friends.

Has anyone ever told you that you look or act like someone close to you? Individuals enjoy being told that they share the positive traits of significant people in their lives, because it is a way to feel connected and feel special. We all need to be seen as individuals, but we still are happy when we are told that we are like someone we love and respect.

We often hear the words, characteristics and traits used to describe people’s qualities. Characteristics and traits are the qualities that make up who we are. Characteristics can be physical or emotional. For instance, our hair color and height are physical characteristics. Our personalities are emotional characteristics we have.

Some characteristics are inherited (come from our families) and some come from learning by watching and being around people who are our role models (like family members, teachers, and community members).

Ask students:

1. What are some physical characteristics that people inherit from their families? Target responses: height, hair color, facial features

2. What are some good (positive) characteristics and traits that people get from those around them, such as family members, teachers, and role models? Target responses: helpfulness, caring for people, love of sports, love for animals

Discuss with students:

Characteristics/traits can be positive or negative. Sometimes we see people behaving in negative ways and we learn, think, act, and feel things that aren’t necessarily good for us. Sometimes it leads us to make unhealthy choices. It’s hard to see that though we might love someone, he or she might be modeling unhealthy behaviors. It’s also hard to see that sometimes we pick up those traits or behaviors. By recognizing them, though, we can make sure that we understand these influences and make healthy choices, regardless of what may surround us.

Ask students: 1. What are some negative traits that people can learn from the important models in their

lives? Target responses: anger problems, not caring about health, smoking, drinking or drug use, racist attitudes

© 2007 by PREL 1-5


Step 2: Individual Activity

Students Use the “What Makes Me” Tree Worksheet (Student Workbook).

NOTE TO TEACHER: Assure students that they may choose whomever they want as models. This activity is not just limited to choosing family members. If you have students who live in foster situations or group homes, suggest including other adults, such as teachers, mentors, older friends, or coaches, and discuss how they influence our personalities as well.

Discuss with students: Think about the people closest to you in your life. These people can be your family, friends, or community members. What have you learned from them? What might you have physically received from them (like eyes, height)? What attitudes do you share? Think of both physical and emotional attributes that you may have learned from the important people in your life.

Give students these instructions: 1. Write your name in the large box in the center of the tree. Remember, this is to

celebrate who YOU are. 2. Think of some physical and emotional characteristics you have. Who did you get them

from? 3. In the palm fronds, coconuts, and sections of the trunk, write brief descriptions of your

special characteristics and who you received them from.

After completing the worksheet, ask students to volunteer to share what they wrote on their tree.

© 2007 by PREL 1-6


Extension Activity ‘Ōlelo No‘eau

Step 1: Group Discussion

Show the ‘Ōlelo No‘eau overhead transparency.

NOTE TO TEACHER: This activity uses ‘ōlelo no‘eau which are taken from Pukui's ‘Ōlelo No‘eau: Hawaiian Proverbs & Poetical Sayings. The sayings are first given in Native Hawaiian, followed by Mary Kawena Pukui's literal translation into English (in italics), which are followed by commentary and further explanation if necessary.

Be prepared to discuss and explain the meanings of these ‘ōlelo no‘eau. The English translations are somewhat complex so you will need to discuss the essence of what each statement means.

Discuss with students: On this overhead, there are several ‘ōlelo no‘eau which talk about what makes people who they are. Let’s discuss each one. (The following ‘ōlelo no‘eau are from Pukui, M. K. [1983]. Olelo No'eau. Honolulu, HI: Bishop Museum.)

1. Kū i ka māna.

Like the one from whom he received what he learned. Said of a child who behaves like those who reared him. Māna is food masticated by an elder and conveyed to the mouth of a small child. The haumāna (pupil) receives knowledge from the mouth of his teacher.

2. Na wai ho‘i ka ‘ole o ke akamai, he alanui i ma‘a i ka hele ‘ia e o‘u mau mākua?

Why shouldn’t I know, when it is a road often traveled by my parents? Reply of Liholiho when someone praised his wisdom. (PREL note: Liholiho is a son of Kamehameha the Great who inherited the throne to become Kamehameha II. Liholiho's parents, in addition to unifying the Hawaiian Islands under one kingdom, also demonstrated great wisdom in their ruling of the kingdom.)

Ask students: 1. Who are the “characters” being discussed in these ‘ōlelo no‘eau?

Target responses: parents, children, pupils, teachers 2. What do these ‘ōlelo no‘eau mean? What do they tell you about beliefs about raising

children in Hawaiian culture? Target responses: Children take on characteristics or learn behaviors from those that raise them.

© 2007 by PREL 1-7

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ikaika Kino Unit 1 Activity 1

EL 1-8 2007 by PR

Step 2: Pair Activity

Students use the Quote Bookmarks Worksheet (Student Workbook). Provide students with art supplies. Use cardboard or construction paper for bookmarks.

Ask student pairs to look at the examples on the Quote Bookmarks Worksheet. Ask them to design their own bookmarks with the two ‘ōlelo no‘eau at the bottom of the page. If you would like to extend this activity, provide students with other relevant ‘ōlelo no‘eau that they can make bookmarks with or have students write their own ‘ōlelo no‘eau.

Extension Activity Our Trees (can be used as homework activity)

Students may have “a-ha” moments when they find out that certain characteristics may well be generational.

3. Do you see any connection between your trees and the trees of the people you interviewed?

2. Who are the different kinds of people who influence us? 1. Do you see common patterns in people’s trees? Ask students questions about what they found when they interviewed people.

To extend this activity, students can draw these trees on poster paper to share the trees of the people they interviewed.

Instruct students to talk to two adults they know and fill out the Our Trees for those people. They can talk to parents, teachers, or other adults in the community.

Students use the Our Trees Worksheet (Student Workbook).


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2007 by PREL Overhead 1-9

Unit 1 Activity 1

‘ŌLELO NO‘EAU Overhead

Kū i ka māna. Like the one from whom he received

what he learned. Said of a child who behaves like those who reared him. Māna is food masticated by an elder and conveyed to the mouth of a small child. The haumāna (pupil) receives knowledge from the mouth of his teacher.

Na wai ho‘i ka ‘ole o ke akamai,

he alanui i ma‘a i ka hele ‘ia e o‘u mau mākua? Why shouldn’t I know,

when it is a road often traveled by my parents? Reply of Liholiho when someone praised his wisdom. PREL note: Liholiho is a son

of Kamehameha the Great who inherited the throne to become Kamehameha II. Liholiho's parents, in addition to unifying the Hawaiian Islands under one kingdom,

also demonstrated great wisdom in their ruling of the kingdom.

Reference: Pukui, M. K. (1983). ‘Ōlelo No‘'eau. Honolulu, HI: Bishop Museum.


Unit 1 Activity 2 Understanding Anger—Keep Your Head On!

Essential Question/Statements: • What causes the emotional reaction of anger? • How can we recognize the signs that make us angry? • What are some strategies that can help us control our reactions to anger? Learning Objectives: • Students will be able to recognize things that provoke them to feel angry. • Students will recognize things they say or think (hot talk) that intensify their angry

feelings. • Students will recognize physical signs that indicate they are angry. • Students will be able to identify ways to deal with angry feelings. • Students will be able to verbalize self-statements that can help reduce angry feelings

(cool talk and positive self-talk).

Key Vocabulary: • Anger signs—bodily sensations that indicate angry feelings • Cool talk—thoughts or self-talk one uses to calm down and control impulsive displays

of anger • Hot talk—thoughts or self-statements that serve to escalate (increase) angry feelings • Igniting event—external event that provokes (prompts) angry feelings • Reflection—careful thought (in the context of this activity, reflection is introduced as a

way to think about reactions in order to act more skillfully in the future) • Self-talk—talking to oneself to help focus one’s attention

Curriculum Areas: Health Prevention Emphasis: Conflict resolution

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 3: CORE CONCEPTS Understand concepts related to health promotion and disease prevention Topic: Promoting Safety and Preventing Violence and Unintentional Injury Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4–6 are provided in that section.

© 2007 by PREL 1-10



Core Activity

Understanding Anger—Keep Your Head On! Step 1: Group Discussion

Materials (Teacher Binder): Anger Signs overhead transparency Materials (Teacher Binder): Igniting Events overhead transparency

Step 2: Pair Activity Materials (Student Workbook): Redirecting Anger Worksheet

Step 3: Group Discussion Materials (Teacher Binder): The Fire Within overhead transparency Materials (Teacher Binder): What To Do When You Are Angry overhead

transparency Step 4: Pair Activity

Materials (Student Workbook): Hot Talk/Cool Talk Worksheet

Extension Activity Reflecting on Reactions


© 2007 by PREL 1-11


Core Activity Understanding Anger—Keep Your Head On!

Step 1: Group Discussion To start this lesson, have students take a piece of blank paper and direct them to draw themselves when they are angry. Ask them to draw only a person including expressions and body language, but no objects (or weapons). Next to their drawing, they are to list two signs that tell them they’re feeling angry.

Discuss with students: Anger is a very normal emotion. The kinds of choices that we make when we are angry can become harmful. Today you will be learning about anger and how to think through your feelings in order to make healthy choices.

Show the Anger Signs overhead transparency.

Ask students: 1. In your drawing, what are the anger signs? What are some physical reactions of the

person in the picture? Target responses: (Write answers on transparency): head or neck is tight; brow may furrow; feel knots in stomach; feel cold or hot; feel tense; clench fists or teeth; shoulders hunched; heart beats fast; feel out of breath.

As the human species evolved, anger helped people by getting them physically prepared to defend their lives, territory, or food supplies. Anger can be constructive by leading to positive changes in life or society. (Some examples of anger leading to positive change are the abolition of slavery and the civil rights movement.)

2. What are some other positive consequences of anger?

Target responses: It can make people take action against things that are unjust or unfair.

3. Why is anger most often viewed as being negative? Target responses: Extreme anger can be physically and emotionally destructive, especially when acted on impulsively; when you act out of anger, you may not think before acting and do things you may regret. The emotion of anger can interfere with solving the problem more constructively. People may do foolish things when they are angry.

Discuss the concepts of Anger and Power: Everybody gets angry sometimes. Feeling angry is not bad, but how you act when you are angry is important. Angry behavior that lashes out at people can make someone look foolish, destroy friendships, or land a person in jail for assault.

© 2007 by PREL 1-12


A person who becomes really angry is a person who has lost control and given up personal power. When you lose control by exploding with anger, you’re like a puppet with someone else “pulling your strings.” Controlling anger shows self-control and inner strength. 4. Does anger give people power? Who really has power—the person who provokes the

anger or the person being provoked? Target responses: The person who is angry can lose control and does not have power when they are not thinking clearly about their responses.

5. Do you allow others to “pull your strings”? Describe a time when you reacted to someone with anger.

Show Igniting Events overhead transparency.

Igniting events are situations that provoke (prompt) a person to feel angry.

Read the following excerpt from Jesse’s Story. (Ask students to open their workbooks and read along, if you would like. The excerpt is on the Student Workbook Student Version of the story on pp.1–3 of the story, just under the first dotted line denoting Chapter 3.) The next morning Jesse pulled out his books and put them on his desk. Randy laughed. “So ghetto, your book! Who wrapped that—your dog?” The other kids hanging out around Jesse’s desk laughed. Jesse was mad. “At least I can READ my book,” he snapped. The kids got quiet as Randy looked intensely at Jesse and started leaning in like he wanted to crack him.

Ask students: 1. What ignited Jesse’s anger?

Target responses: Hearing Randy make mean jokes about his book cover. 2. What do you think was going through Jesse’s head when he heard Randy’s comments?

(Record answers on the board or chart paper.)

Ask students to listen closely to this passage to figure out the igniting event: Janelle recently lost a denim jacket she had bought with her own money. As she walks down the hall she notices Sasha wearing a jacket exactly like hers, and she’s never seen her in it before. Janelle says to herself, “I can’t believe it! Sasha stole my jacket! What a jerk!”

3. What was the igniting event for Janelle?

Target responses: She noticed Sasha wearing a jacket exactly like hers.

© 2007 by PREL 1-13


4. What are some possible explanations for this situation other than Sasha stole the jacket? Target responses: Sasha bought a jacket just like Janelle’s; Sasha found the jacket; someone gave it to her

People can think of situations differently, and that might affect whether they get angry or not. For example, one person might think that a push in the hallway is an act of aggression, while another person might see it as playful or an accident. You can choose how to react to a situation.

5. What are some different ways people deal with or react to anger?

Target Responses: fighting, telling others off, pretending they’re not angry, going someplace to cool off


Students use the Redirecting Anger Worksheet (Student Workbook).

Go over the three choices given on the worksheet and ask students to write a new ending for each scenario based on the three choices. To debrief the activity, ask volunteers to share what they wrote.


Show the The Fire Within overhead transparency.

After hearing Randy’s comments about his wrapped book, Jesse might have thought some of these statements. It was his own thoughts and self-statements (things he said to himself) that aroused his anger. These types of self-statements are called hot talk.

1. What was Jesse’s hot talk?

Target responses: "Randy's such a jerk for teasing my book!" "So shame everybody looking at me!" "I gotta get Randy back, make him look stupid too."

Think of Randy’s comments as a match that lights a fire. The fire is fueled and burns hotter when Jesse hot talks to himself. As the fire burns, Jesse has bodily sensations (anger signs) that tell him he is angry.

Show What to Do When You Are Angry overhead transparency. Discuss with students: There are several ways to manage anger. The key is to manage it before you react. The overhead shows some immediate things you can do to control anger. (Go over the strategies listed on the overhead.)

© 2007 by PREL 1-14

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Positive self-talk is one effective way to control anger. Athletes often talk to themselves either out loud or in their heads to help them focus and to improve their play.

Examples of self-talk used to control anger are: • “Cool down.” • “I can handle this.” • “We can work this out.” • “It’s not worth getting all nuts over.”

Another example might include thinking about family rules: • “My family expects me to work this out without doing something dumb.”

When self-talk is used in this way, think of it as cool talk, as compared to hot talk.

Think of a fire or the volcano fueled by hot talk. Things you can do to cool down are: • Imagine stepping five steps back from the feeling or situation. You can get some

distance from the “fire” this way. • Think of water thrown on the fire as cool talk.


Students use the Hot Talk/Cool Talk Worksheet (Student Workbook).

In pairs, have students fill the Hot Talk/Cool Talk worksheet. If you would like to extend the activity, ask students to make up a scenario of their own with examples of cool talk to use with each.

To debrief, ask students to share their drawings and their examples of Hot Talk and Cool Talk.

Extension Activity Reflecting on Reactions


An important step of managing anger is to think later about how you handled your anger in the situation. This is called reflection. Reflection helps to avoid similar problems in the future.

Ask students to think about a time when they were angry. Have them reflect on and write down the following: 1. How were you feeling? What anger signs did you feel? 2. What ignited your anger? 3. What “anger management” technique could you have used? How could that have

changed the outcome?


Unit 1 Activity 2

ANGER SIGNS Overhead

Anger signs are your body’s cues, physical signs, sensations (feelings), or actions that let you know you are angry.

List some anger signs:

© 2007 by PREL Overhead 1-16


Unit 1 Activity 2

IGNITING EVENTS Overhead

Igniting events are situations that provoke one to feel angry.



Unit 1 Activity 2

THE FIRE WITHIN Overhead

Hot Talk adds fuel to the fire and leads to impulsive reactions.

An igniting event lights the match

which can lead to

angry thoughts and hot talk.




Unit 1 Activity 2

WHAT TO DO WHEN YOU ARE ANGRY Overhead

1. Ask yourself, “how does my body feel?” 2. Calm down:

•Take three deep breaths. •Count backwards slowly. •Think calming thoughts. •Talk to yourself. •Take five steps back or to the side.

3. Think out loud to solve the problem. 4. Think about it later:

•Why was I angry? •What did I do? •What worked? •What didn’t work? •What would I do differently? •Did I do a good job?

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Unit 1 Activity 3 Impulsivity—Think Before You Act!

Essential Question/Statement: • What are impulses? What sorts of reactions make up an impulse? • How can we control impulsive reactions? Learning Objectives: • Students will be able to identify and differentiate between the different types of

impulses. • Students will be able to identify and differentiate between non-thinking body impulses

(reflexes) and thinking body impulses (responses). • Students will practice their ability to concentrate and to think before they take actions. Key Vocabulary: • Concentration—Directing our thoughts and attention to something • Distraction—Brain Impulse where an event causes attention to wander • Impulse—Sudden reaction that encourages one to act without thinking through a

problem • Reflex—Body Impulse without thinking • Response—Brain and body Impulse with thinking

Curriculum Areas: Health Prevention Emphasis: Self-control, decision making

Hawai‘i Content and Performance Standards (HCPS III) Health Content Standard 3: SELF MANAGEMENT Practice health-enhancing behaviors and reduce health risks Topic: Mental and Emotional Health Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4–6 are provided in that section.

© 2007 by PREL 1-20



Core Activity Impulsivity—Think Before You Act!

Step 1: Group Discussion Materials (Teacher Binder): Three Types of Impulses overhead transparency,

Reflexes and Reponses overhead transparency, Distractions overhead transparency, and Concentration overhead transparency

Step 2: Pair Activity Materials (Student Workbook): Three Types of Impulses Worksheet

Extension Activity Concentration Techniques

Step 1: Whole Group Activity Materials (Teacher Binder): Guided Imagery directions


© 2007 by PREL 1-21


Core Activity Impulsivity—Think Before You Act!


Start by playing a game of Simon Says with the class. After playing a few rounds, start a discussion about what happened in the game, particularly that when you act without thinking there can be a negative consequence. Explain that when we quickly do things in Simon Says without thinking, we are acting on an impulse. We are letting our body react before we think through the action. Review the definition of impulse. It is a sudden reaction that encourages/impels one to act without thinking through a problem.

Show Three Types of Impulses overhead transparency.

Discuss with students: We’ll look at three kinds of impulses and practice activities that can help us control our impulses. The three types of impulses are: 1. Those that involve the body without the brain (reflexes). 2. Those that involve the body and the brain (responses). 3. Those that happen only in the brain (distractions), but can lead to something we do

physically.

Ask the students if they can remember examples of reflexes (body acting without using the brain) in Jesse’s story.

Read aloud this section of Jesse’s Story (if you want students to follow along, this selection starts in the Student Workbook Student Version of the story pp.1–4 in the middle of the last paragraph). Encourage students to listen for the specific examples that show the action taken is a reflex or a response. With a quick look around to make sure no one was looking, Jesse slipped his finger in the edge of the neatly covered book. As he walked, he dragged his finger through the paper, ripping a giant hole straight through the center of the surfer riding the wave. Without looking back, Jesse went to his seat. “What the—!” Randy shouted when he got back to his seat. “RANDY!” barked Mrs. Char before forbidden angry words escaped from Randy’s mouth. “Somebody ripped my book! My mom just got it—somebody gon’ GET IT!”

© 2007 by PREL 1-22


After reading the passage, ask students: 1. What was Jesse’s action? A reflex or a response? Why? 2. What was Randy’s action? A reflex or a response? Why?

Emphasize that not thinking can have negative consequences. Jesse didn’t think about the consequences of his actions which he will have to pay for later in the story. Randy didn’t think about his actions when he almost said something he shouldn’t have.

Show Reflexes and Responses overhead transparency (cover parts of overhead with paper as directed below).

Show the Reflex part of the overhead (cover below the dotted line). Talk with students about the definition of a reflex and emphasize that the brain doesn’t have to think for reflexes to happen. Use the example to show students how an igniting event leads to an action which leads to a consequence. You can use the analogy of dominos to further illustrate how one step affects the next. Show the Response part of the overhead. As you share the definition of response, emphasize that the difference between a response and reflex is brain thinking. Refer back to Simon Says, and ask whether responses or reflexes were more helpful in the game. To reinforce the process of intentionally thinking before acting, play a few more rounds of Simon Says reminding them throughout the game the value of a response versus a reflex. After playing Simon Says, return to the first overhead (Three Types of Impulses) and explain that now that we know difference between the body impulses called reflexes and responses, the class will take a look at the kind of impulse that takes place inside the head called a distraction.

Show Distractions overhead transparency (cover parts of the overhead as directed below). Start by showing the Distraction part of the overhead (cover below the dotted line) and explain to students that an igniting event can lead to distraction, which leads to a consequence. Read a part of Jesse’s Story (if you want students to follow along, this selection is in the Student Workbook Student Version of the story at the bottom of page 1-1).

Ask the students if they can find any examples of distractions in the story. Encourage them to listen for the specific examples that show how Jesse is distracted.

© 2007 by PREL 1-23


Mrs. Char finished passing out the books. “Okay, class, time to go over the rules—I’m really excited to have a safe and fun school year!” She smiled a big smile. Jesse rolled his eyes. “Here we go again,” he thought. He stared at Mrs. Char with a vacant look on his face as she began explaining the same rules he had been hearing since small kid time in the baby classes. Blah, blah, respect, blah, blah, follow directions, blah, blah, observe all rules in the student handbook. Jesse kept his hands in his desk, tearing a piece of folder paper into tiny pieces and rolling them into tiny balls. “On the third check you’ll stay after school for 45 minutes . . .”

Ask students: 1. What are some examples of Jesse being distracted?

Target Responses: he thinks of his small kid time; he thinks “blah blah;” he tears and folds paper

2. What are some igniting events that lead to distractions in the classroom? Target Responses: cell phone ringing, another teacher walking in and interrupting, other students making noise outside the classroom

3. What are some ways to handle distractions? Target responses: pay attention, concentrate on what is going on

Show Concentration overhead transparency.

Show the definition of concentration above the dotted line. Once you define concentration, show the area below the dotted line, and talk about the chain of events that can happen when an igniting event causes a distraction.


Students use the Three Types of Impulses Worksheet (Student Workbook).

Ask students to follow directions and fill out the worksheet. This worksheet can help reinforce vocabulary and concepts. When students have completed the worksheet, go over the correct answers. Ask students to volunteer and share their made up scenarios.

© 2007 by PREL 1-24

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PREL

Extension Activity Concentration Techniques

Adapted from Kamehameha Schools’ E Ola Pono—Makua curriculum.

Since this is a new skill for many students, you can work them up to the entire script slowly by starting with the Entry and Exit paragraphs the first time you do the activity. As students become familiar with the process, you can gradually increase the length of the guided imagery until you’ve led them through all of the paragraphs in the script. The Entry and Exit paragraphs should be completed every time you do the guided imagery exercise to ensure that participants are safely guided into and out of the activity.

Speak slowly and clearly, allowing time for participants to picture and absorb the images as you guide them. The pauses indicated in the script are for guidance purposes, but feel free to use your intuition to place pauses and spaces where you feel they are necessary. Take your time; do not rush. It is helpful if you are picturing the images as you present them. This will help you create an atmosphere that supports their “imaging.”

It is best to sit comfortably upright with feet on the floor, not crossed. Heads should not droop or tilt. Make sure participants have adequate space around them, because closing their eyes can make them feel vulnerable. It is the responsibility of the facilitator to make sure there is protection from any outside disturbance.

Use a quiet place and time. Take control of the environment to provide the maximum safety and comfort. If possible, eliminate distractions and make sure there are no interruptions.

This activity is designed to help students increase their concentration skills and to help them use the process to calm down. The participants sit, eyes closed, mentally experiencing the description that is read aloud. The imagery is scripted and intended to reinforce the content presented in the lesson. This experience can be very rewarding and empowering. There is no right or wrong way to do this—there is only the participant’s way. In order to deepen the guided imagery and quiet time experience, music can be played quietly in the background.

NOTE TO TEACHER TO SET UP ACTIVITY:

Explain to students that you will lead them through a technique to help increase concentration. It is called Guided Imagery.

Use the Guided Imagery Directions in the teacher binder.

Step 1: Whole Group Activity


Ask students to take out a blank piece of paper and draw something that they felt or remember from the guided imagery exercise. Encourage them to draw anything they would like. They can represent abstract feelings with colors (for instance, yellow may mean warm and cozy to someone, or blue may remind someone of the relaxed feeling they have when they are in the water).


Unit 1 Activity 3

Three Types of Impulses Overhead

IMPULSE: A SUDDEN WAY TO ACT

There are three types of impulses:

1. REFLEX—body impulse without thinking 2. RESPONSE—body impulse with thinking 3. DISTRACTION—brain impulse where attention

wanders



Unit 1 Activity 3

Reflexes and Responses Overhead

Reflex

Body Impulse without thinking

Igniting Event

Gabe didn’t eat breakfast.

His stomach rumbles in

class.

Action

Everybody laughs at him.

Consequence

Response Body Impulse with thinking

Igniting Event Think Action Consequence

Randy sees his book ripped.

Randy asks if anyone saw

what happened.

Someone tells him what they

saw.


Randy gets angry, but he thinks that he should find out

what happened.


Unit 1 Activity 3

Distractions Overhead

Distraction Brain Impulse

Igniting event causes attention to wander

Igniting Event Distraction Consequence

Mrs. Char talks about rules and consequences.

Jesse stops listening and

starts thinking about other

things.

Jesse doesn’t hear new rules

Mrs. Char added.




Unit 1 Activity 3

Concentration Overhead

Concentration Direct our thoughts or attention to something

Distraction

Student looks at the picture and

stops listening to teacher.

Student turns eyes toward teacher and

listens for information.

Concentration

Student hears and understands information.

Student does not hear or understand

information.

Consequence

Consequence

Ho‘o

©

Igniting Event:

Picture falls off the wall while

teacher is talking.


Unit 1 Activity 3 Guided Imagery Directions

Entry: Close your eyes and take a few deep breaths . . . There is no other place you need to be right now . . . There is nothing else you need to be thinking about . . . You are doing exactly what you are supposed to be doing . . . Make yourself comfortable and relax as you listen to the sound of my voice . . . Pay attention to your breathing . . . we each have our own rhythm of breathing. Use your imagination and come with me on a brief journey . . . Think of a time when you are with your classmates and you are doing something very special together . . . You feel a part of your class. . . You know that you belong . . . you are proud to be part of this . . . Take a few minutes to enjoy what you are doing . . . Pay attention to what others are doing . . . What they are saying . . . What they are wearing . . . How does it feel to be doing what you are doing? Remember this time with them and enjoy it. Exit: Take several deep breaths . . . Bring your attention back to your body . . . Fill your lungs with air. Bring it all the way in, from the top of your head to the tips of your toes… Gradually, become aware of this time and space. Bring yourself fully back to the present . . . And, when it feels comfortable and you’re ready, you can stretch. Move . . . open your eyes.

Adapted from Kamehameha Schools’ E Ola Pono—Makua curriculum.

© 2007 by PREL p. 1-30

Ho‘oikaika Kino Unit 1 Synthesis Activity

Unit 1 Synthesis Activity “Giving Good Advice”

The synthesis activities provide a performance-based task for students to practice using the lessons learned in this unit. Several assessment tools are provided for teachers to choose from, including rubrics based on HCPS III standards and rubrics for creative projects.

Brief Description: Students will use skills and strategies learned in Unit One to write responses in a fictitious newspaper help column, citing strategies for addressing presented issues. Task One provides the scenario for students to use writing to address the learning goals of the unit. Task Two provides a differentiated task for students with alternative learning styles in which the student draws, rather than writes, in response to the given scenarios. Goals: • Comprehend concepts related to health promotion (HCPS III Health Standard #1) • Practice health-enhancing behaviors and reduce health risks (HCPS III Health

Standard #3) • Use interpersonal communication skills to enhance health (HCPS III Health Standard

#5)

Essential Questions: • How can we use effective strategies to manage stress, conflict, impulse, and anger? • How could the effective use of different management strategies affect your class

environment?

Outcomes: Students will demonstrate knowledge of: • Ways to control anger and avoid impulsive actions. • Proactive strategies for dealing with potentially harmful or stressful situations.

Students will be able to: • Connect factors that personally influence their thoughts, behavior, and beliefs. • Use skills such as negotiation, refusal, and conflict management.

Student Tasks and Products • Task One: Advice Column Answers • Task Two: Advice Column Comic Strip

Assessment Tools for Teachers (included in this activity) • HCPS III Assessment Rubrics • Writing Response Rubric • Creative Project Rubric • Participation Rubric

© 2007 by PREL 1-31


Student teams can choose Task One OR Task Two

Task One Situation: You are the school newspaper advice columnist. You will answer letters from students who are asking for help dealing with bad choices. (The letters are included in this activity on the next page.) Goal: Use what you have learned about characteristics, impulsivity, and emotions to respond to student letters. Audience: The intended audience is elementary and middle school students. Product/Performance and Purpose: Your response to the student should provide them with sound advice that:

• Helps them understand what might have caused the action (why the person acted the way they did). • Offers strategies for better behavior choices the next time they are in the same situation.

Standards & Criteria for Success: Your advice letter should be well-thought out and clearly written. Teachers can assess these projects using:

• HCPS III Assessment Rubrics • Writing Response Rubric • Participation Rubric

Task Two Situation: The advice column in your school newspaper includes comic strips that show strategies for making good choices. You will create a comic strip to respond to one of the student letters (The letters are included in this activity on the next page.) Goal: Use what you have learned about characteristics, impulsivity, and emotions to create a comic in response to one of the letters. Audience: The intended audience is elementary and middle school students. Product/Performance and Purpose: Identify the key themes or issues presented in the letter, and create a 5 to 8 frame comic strip that includes the following:

• The conflict/situation. • The reason (behaviors, beliefs, expectations) for the conflict. • Strategies for better behavior and/or responses.

Standards & Criteria for Success: Your comic strip should

• Illustrate the conflict/situation. • Show a solution.

Teachers can assess these projects using: • HCPS III Assessment Rubrics • Writing Response Rubric • Participation Rubric

© 2007 by PREL 1-32


© 2007 by PREL 1-33

The Letters (use these for Task One or Task Two): Letter #1 I need advice. Sometimes I get mad really quickly. I don’t want to, but I do. Sometimes I just get irritated. Like yesterday when I was trying to see how many times it took me to kick the ball all the way across the playground, and this boy came and stole the ball and laughed. I got busted because a teacher saw me hit him. But I was so mad, and it’s wrong to take things without asking, right? So why am I the one in trouble? What can I do so I don’t get in trouble so much? Letter #2 I need advice. There’s some girls who are mean to my sister. Sometimes she acts like a brat. Even I know that. But I don’t want anyone to mess with my family. Every time I see them, I get all mad, even if they don’t say anything. Anyways, this one girl left her book on the ground at recess, and I saw it when I was walking by, so I stepped on it to make the white cover all dirty. That’s what she gets for being mean to my sister. But I still feel a little bad because I saw her crying. But what was I supposed to do? Family is important, right? Letter #3 I need advice. I can’t concentrate in class. Sometimes it’s boring, but sometimes I just start thinking of other things. But sometimes I miss something important that the teacher said. Then I’m too shame to ask for help so I end up getting bad grades. My mom said if I don’t do better in school she’s going to take away my Play Station. How do I make myself pay attention better? Letter #4 I need advice. I’m usually good in school. I do most of my work, and I don’t talk back to the teacher. I have a lot of friends, too. But this one friend of mine gets mad a lot. Sometimes she even gets mad at me for no reason. Like the other day, I was laughing at a joke that one of the boys told when she walked in the room. She got really mad. I think maybe she thought he was talking about her, but he wasn’t. I don’t think she always means it when she gets angry, and she’s still a good friend. How can I help her not get mad so much?


© 2007 by PREL 1-34

Assessment Tools HCPS III Assessment Rubric: Health Health Standard 1—CORE CONCEPTS: Understand concepts related to health promotion and disease preventionGrade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice

3–5 HE.3-5.1.4 Describe how to assess situations that might be dangerous or risky and strategies to avoid such situations

Explain how to recognize a dangerous or risky behavior, and suggest ways to avoid the situation and stay safe.

3–5 HE.3-5.1.8 Describe the relationship between health behaviors and well-being

Discuss different feelings and describe how these feelings affect one’s attitude and behavior.

Draw logical conclusions about the relationship between behaviors associated with anger and well-being.

6–8 HE.6-8.1.9 Identify choices individuals can make to promote or harm their health

Describe alternatives to risky or unhealthy behaviors.

The writer provides a well-detailed response regarding: • How to recognize

risky behaviors. • Suggestions on

how to avoid risky situations.

• Different feelings and how they affect the way we think and behave.

• Conclusions about the relationship between angry feelings and angry behaviors and how it relates to one’s well-being.

The writer provides a detailed response regarding: • How to recognize





The writer provides some detail in his/her response regarding: • How to recognize





The writer provides minimum detail in his/her response regarding: • How to recognize





Health Standard 3—SELF-MANAGEMENT: Practice health: enhancing behaviors and reduce health risksGrade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice

3–5 HE.3-5.3.1 Use appropriate strategies for dealing with emotional and stressful situations

Describe strategies for dealing with emotional and stressful situations.

6–8 HE.6-8.3.1

Explain personal preferences for coping and stress management strategies

Describe healthy behavioral alternatives in stressful or upsetting situations.

6–8 HE.6-8.3.2 Explain the importance of assuming responsibility for personal health behaviors

Explain how personal choices in coping and stress management can impact situational outcomes.

The writer provides the reader with many relevant strategies for dealing with emotional and stressful situations (3–5) and the impact of personal choices on situational outcomes (6–8).

The writer provides the reader with relevant strategies for dealing with emotional and stressful situations (3–5) and the impact of personal choices on situational outcomes (6–8).

The writer provides the reader with some relevant strategies for dealing with emotional and stressful situations (3–5) and the impact of personal choices on situational outcomes (6–8).

The writer provides the reader with little or no strategies for dealing with emotional and stressful situations (3–5) or the impact of personal choices on situational outcomes (6–8).

ika Kino Unit 1 Synthesis Activity

by PREL 1-35

HCPS III Assessment Rubric: Health (Continued) Health Standard 4- ANALYZING INFLUENCES: Understand the influences of culture, family, peers, technology, and other factors on health Grade Benchmark Performance Indicator Advanced Proficient Partially Proficient Novice

3–5 HE.3-5.4.1 Identify internal and external factors that influence health behaviors and health-related decisions

Describes how internal and external factors (e.g., culture, family, peers, media) can influence one’s thoughts, feelings, behavior, and decisions related to health.

6–8 HE.6-8.4.1 Explain the influence of internal and external factors on health outcomes

Describes how internal factors (e.g., priorities, conscience, personal values, morals, beliefs) and external factors (e.g., media, peer influence, societal pressures, family) impact personal and family health behaviors and practices (e.g., information, products, and services).

The writer provides a well-detailed response that describes how both internal and external factors can influence people and their decisions related to health.

The writer provides a detailed response that describes how both internal and external factors can influence people and their decisions related to health.

The writer provides a response that includes some details describing how both internal and external factors can influence people and their decisions related to health.

The response has little or no details that describe how internal and external factors can influence people and their decisions related to health.

Ho‘oika

© 2007


Writing Response Rubric Advanced Proficient Partially

Proficient Novice

Meaning Writing assignment is clear, instructive, creative, and interesting.

Uses appropriate details that creatively develop the intended meaning.

Uses appropriate details that develop the intended meaning.

Uses some trivial details that relate to, but do not develop, the intended meaning.

Uses inappropriate facts and irrelevant details that do not develop the intended meaning.

Organization Organization helps to clearly convey the message.

Organizes thoughts in a clear, appropriate, and precise manner.

Organizes thoughts in an appropriate manner. Presents basic information and details.

Some evidence of an organized plan. Some effort with details.

Displays little evidence of an organized plan. Uses little or no detail. Ideas seem disconnected.

Ideas are developing, but not quite clear.

Voice Voice of the writer accomplishes the purpose.

Conveys strong enthusiasm for the topic.

Establishes a strong interaction with the reader.

Conveys enthusiasm for the topic.

Establishes an interaction with the reader.

Conveys some enthusiasm for the topic.

Some effort made to establish an interaction with the reader.

Conveys little enthusiasm for the topic.

Makes little effort to establish an interaction with the reader.

Words are specific, accurate, and suited to the subject.

Content area vocabulary is appropriate for the purpose and audience.

Words are suited to the subject. Adequate use of content area vocabulary for the purpose and audience.

Uses limited words suited to the subject. Some use of content area vocabulary.

Little or no use of words suited to the subject; little or no use of content area vocabulary.

Word Choice/Style Word choice is consistent with the purpose. Sentence structure helps the writing read smoothly.

Uses complex and varied sentence structures.

Attempts to use complex sentence structures.

Uses limited sentence variety and word choice.

Uses well-developed simple and compound sentences.

Lack of sentence variety and word choice

Uses simple and/or run-on sentences repeatedly

Conventions Writer displays skillful writing conventions.

Writes and edits for grade-appropriate spelling, grammar, and punctuation with accuracy.

Writes and edits for grade-appropriate spelling, grammar, and punctuation, with no significant errors.

Writes and edits for grade-appropriate spelling, grammar, and punctuation, with a few significant errors and/or many minor errors.

Writes and edits for grade-appropriate spelling, grammar and punctuation, with many significant errors.

© 2007 by PREL 1-36


Creative Project Rubric Advanced Proficient Partially

Proficient Novice

General Standard Requirements of the Task

Created interesting resources (props, art, etc) to support the project; used materials appropriately and properly; turned work in on time.

Created supporting resources (props, art, etc) to support the project; used materials appropriately; turned work in on time.

Created a few resources to support the project; Used materials somewhat appropriately; turned work in one day late.

Did not create resources for this project; Improper use of materials; turned work in several days late.

Content

The project: • Shows strong

evidence of understanding of concepts.

• Reflects purposeful information that fully addresses key concepts.

The project: • Shows


• Reflects accurate information that addresses key concepts.

The project: • Shows some


• Reflects some information that addresses key concepts.

The project: • Shows little or no


• Reflects little or no information that addresses key concepts.

Creativity and Effort

The project: • Is highly original

and imaginative. • Is extremely

pleasing to look at and/or evokes intended response.

• Shows that much time and effort was placed on creating a polished product/performance.

The project: • Is original and

imaginative. • Is pleasing to

look at and/or evokes intended response.

• Shows that time and effort was placed on creating a finished product/ performance.

The project: • Shows some

originality and imagination.

• Is somewhat pleasing to look at and/or does not quite evoke the intended response.

• Shows that some time and effort was placed on creating a finished product/ performance.

The project: • Shows little

originality and imagination.

• Is not pleasing to look at and/or does not evoke the intended response.

• Shows that little time and effort was placed on creating a finished product/ performance.

© 2007 by PREL 1-37


Participation Rubric Advanced Proficient Partially

Proficient Novice

Contribution to Group’s Task

Consistently and actively works toward group goals Provides many ideas Does full share of the work Thoroughly completes assigned tasks

Works toward group goals without prompting Provides sufficient ideas Does an equal share of the work Completes assigned tasks

Inconsistently works toward group goals. Requires some occasional prompting Provides some ideas Does almost as much work as others Completes some assigned tasks

Works toward group goals only when prompted Provides few ideas Does less work than others Does not complete assigned tasks

Verbal Effectiveness

Clearly communicates ideas, thoughts, and feelings in a very positive manner; makes sincere and polite requests Gives genuine praise and encouragement; avoiding “put downs”

Communicates ideas, thoughts and feelings in a positive manner; makes polite requests Gives praise and encouragement

Sometimes communicates ideas, thoughts and feelings in a positive manner; makes polite requests on occasion Gives some praise and encouragement

Rarely or never communicates ideas, thoughts and feelings in a positive manner; does not make polite requests Gives little or no praise and encouragement; uses “put downs”

Responsiveness Active Listening

Listens well and accepts feedback from others willingly Shows great sensitivity highly values opinions of others; readily accepts contributions from all group members

Listens and accepts feedback from others in a fairly positive way Shows sensitivity and values opinions of others; accepts contributions from all group members

Listens and accepts some feedback but also refuse to listen on occasion Shows sensitivity and values opinion of others on occasion; accepts contributions from some but not all group members

Does not listen or refuses to listen to feedback Does not value the opinion of others and needs occasional reminders to be sensitive to contribution of others

© 2007 by PREL 1-38

Unit One Mana‘o - PRELnahoahoola.prel.org/pdf/Unit1_TeacherMaterials.pdf · Unit One Mana‘o Teacher Materials The Teacher Materials for Unit One Include: • Unit One Timeline

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