[Teen Living]

Types of Friendships

[9-10 Grades] [2-50 minute class periods]

[Title]

*vervie&!
+t is important to $ave many di((erent types o( (riends$ips) ,riends$ips s$aped lives and it is important to c$oose di((erent types o( (riends$ips &isely) Teenagers need to 'e a&are o( t$e positive or negative c$aracteristics t$ey $ave in t$eir (riends$ips) Teenagers need to not 'e a(raid to ma-e ne& (riends and (ind out more a'out your current (riends)

Teac$ing %aterials
>ole play script >ole name tags 0rops (microp$ones4 clot$es4 camera4 stools4 c$airs Guided note ta-er

.tandards#*'/ectives!
0erception#%ec$anism Levels

(0syc$omotor 1omain 2

*'serve and demonstrate di((erent types o( (riends$ips (ac3uaintances4 casual4 close4 and intimate) n n 1etect positive and negative c$aracteristics o( (riends$ips) *'serve and demonstrate s-ills (or developing and maintaining (riends$ips)

*t$er >esources#Tec$nolog y
"omputer 0ro/ector .pea-ers "B. ne&s segment on (riends$ips

+ntroduction#.et +nduction (9 minutes !

T$e students &ill &atc$ t$e (ollo&ing video a'out (riends$ips) +t is a "B. 5e&s segment t$at tal-s a'out t$e importance o( (riends$ip 'y intervie&ing a group o( li(e-long (riends as &ell as a college pro(essor) 6aving (riends can greatly in(luence your li(e in many &ays) T$e pro(essor tal-s a'out researc$ done a'out clim'ing a $ill and $o& it seems easier &$en you $ave more (riends around you) T$e li(e-long (riends e7press t$eir gratitude o( $aving suc$ good (riends 'ecause li(e can t$ro& a lot o( trials your &ay4 'ut &it$ t$e $elp o( your (riends you can ac$ieve t$e impossi'le) intervie&s$ttp!##&&&)c'sne&s)com#8901-9::5;1<2-5=5<8598#

Transition (< minutes !

6ave t$e students re-arrange t$e classroom to loo- li-e a tals$o& set up4 complete &it$ c$airs (or audience)

Lesson Body (100 minutes !

Role-Play:

("ontent#Teac$ing %et$ods

PHASE 1: Warm Up the Group 1! min": Identify or introduce the topic or problem. T$e teac$er &ill $ave a s$ort discussion a'out di((erent types o( (riends$ips) T$e students &ill respond to t$e video t$at t$ey

[Title]

/ust &atc$ed) 1o you agree &it$ &$at t$e group o( &omen said? 1o you agree &it$ t$e researc$ done 'y a college a'out (riends$ip? Make the problem explicit. T$e teac$er &ill e7plain t$at it is important to $ave di((erent types o( (riends$ips) ,riends$ips s$aped lives and it is important to c$oose di((erent types o( (riends$ips &isely) Interpret the problem story and explore the issues. T$e teac$er &ill t$en as- students to respond to t$e (ollo&ing 3uestion) @$y do you t$in- it is important to $ave di((erent types o( (riends$ip in your li(e? T$e teac$er &ill &rite do&n t$eir ans&ers on t$e 'oard) Explain role play. T$e teac$er &ill e7plain t$at today &e &ill 'e ne&s anc$ors intervie&ing people a'out di((erent types o( (riends$ips) PHASE #: Sele$t Parti$ipants 1% min": Analyze the roles. Select role players. T$e teac$er &ill e7plain t$e di((erent roles t$at students can participate in! 5e&s anc$ors (person as-ing t$e 3uestions 4 intervie&ees (people ans&ering t$e 3uestions 4 camera people (people running t$e cameras4 prompting t$e ne&s anc$ors 'et&een eac$ 'rea- 4 and t$e audience (o'servers ) .tudents &ill decide i( t$ey are t$e ne&s anc$ors4 people 'eing intervie&ed4 camera people4 or t$e audience 'y selecting t$eir appropriate name tags t$at are la'eled &it$ eac$ role) PHASE &: Set the Sta'e 1% min": Set line of action. Restate roles. Get inside the problem situation. A(ter t$e groups $ave assigned all o( t$e roles4 t$ey &ill get into c$aracter 'y using t$e props4 (microp$ones4 des-4 stools4 c$airs (or audience4 camera#camera people etc ) T$e teac$er &ill as- all o( t$e role-players to restate t$eir purpose during t$e role-play and as- i( anyone $as any 3uestions! 5e&s anc$ors (person as-ing t$e 3uestions 4 intervie&ees (people ans&ering t$e 3uestions 4 camera people (people running t$e cameras4 prompting t$e ne&s anc$ors 'et&een eac$ 'rea- 4 and t$e audience (o'servers ) PHASE (: Prepare the )*ser+ers ! min": Decide hat obser!ers should look for. Assi"n obser!ation tasks. As t$e 3uestions are 'eing as-ed and ans&ered4 t$e students &ill complete a guided note ta-er and &ill 'e put into si7 groups (in(ormation ta-en (rom uen)org#teenliving#(riends$ips) (Bac$ student &ill 'e num'ered o(( 1-<4 all o( t$e 1Cs grouped toget$er4 2Cs4 etc) Bac$ group &ill 'e in c$arge o( recording certain in(ormation t$roug$out t$e role-play activityD (1-ac3uaintances4 2-casual (riends4 9-close (riends4 :-intimate (riends4 5-positive c$aracteristics o( (riends4 <-negative c$aracteristics o( (riends) >emind t$e students t$at t$e role-play c$aracters &ill not repeat t$eir lines4 so donCt as-) At t$e end o( t$e activity &e &ill go over ALL o( t$e ans&ers in detail4 so /ust $ave t$e students pay attention and ma-e a (e& 3uic- notes) PHASE !: Ena$t #! min": #e"in role$play. T$e ne&s anc$ors &ill as- t$e 3uestions and t$e intervie&ees &ill ans&er t$e 3uestions) T$roug$out t$e role-play4 t$ere &ill 'e commercial 'rea-s &$ere t$e camera people &ill s$o& a s$ort video (rom values)com) $ttp!##&&&)values)com#inspirational-stories-tv-spots T$is &ill /ust $elp 'rea- up t$e role-play presentation4 i( t$e videos donCt &or-4 $ave students in t$e audience ma-e up some sc$ool appropriate commercials) Maintain role$play. T$e camera people &ill prompt t$e ne&s anc$ors t$roug$out t$e activity4 &$en to 'rea- (or commercial4 &$en to get 'ac- to t$e intervie&) #reak role$play. A(ter t$e ne&s anc$ors $ave completed t$e intervie&4 t$ey &ill t$an- t$e intervie&ees (or t$eir time and input) PHASE ,: -is$uss and E+aluate 1% min": Re!ie action of role$play %e!ents& positions& realism'. Discuss ma(or focus. Bac$ group &ill s$are t$eir in(ormation t$ey collected during t$e role play activity) T$is &ill $elp all o( t$e students to complete t$eir o&n guided note ta-er) T$e teac$er &ill t$en go t$roug$ t$e (riends$ip po&er-point presentation to revie& t$e in(ormation t$at &as presented 'y t$e role-play activity)

Transition (5 minutes !
T$e students &ill put t$e classroom 'ac- to t$e original set up)

.ummary#"losure (5 minutes !
+t is important to $ave di((erent types o( (riends$ips) ,riends$ips s$aped lives and it is important to c$oose

[Title]

di((erent types o( (riends$ips &isely) +t is important to $ave many di((erent types o( (riends$ips) Be a&are o( t$e positive and negative c$aracteristics you (ind in your (riends$ips) 1onCt 'e a(raid to ma-e ne& (riends and (ind out more a'out your current (riendsE

Assessment#Bvaluation!
.tudents &ill 'e assessed t$roug$ t$eir participation during t$e role-play activity) T$ey &ill also 'e evaluated 'y t$eir input during p$ase <4 and t$eir completion o( t$e guided note ta-er)

[Title]