[Teen Living]

Peer Pressure
Overview:
eer pressure is t!e in"luence to go along wit! t!e #elie"s and actions o" one$s peers% eer pressure ma& #e positive w!en it inspires a person to do somet!ing wort!w!ile% ositive peer pressure uses encouraging words and e'pressions% (egative peer pressure tries to get a person to do somet!ing !arm"ul% )t ma& involve t!reats* #ri#es* teasing* and name-calling% +tudents will create analogies to !elp t!em #etter understand peer pressure and its conse,uences%

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

Teac!ing 9aterials
osters- eer pressure analog& :olored pieces o" paper 9ar;ers-colored pencils +tic;& notes <!ite #oard

+tandards-O#.ectives:
Level3

/0""ective domain 1 Organi2ation

Ot!er =esources-Tec!nolog &

:omputer ro.ector +creen-+pea;ers eer pressure video "ound on values%com

+tudents will conceptuali2e t!e d&namics o" peers and "riends% n n 4'plore t!e d&namics o" group associations: 5ow mig!t a group positivel& or negativel& in"luence a teenager6s li"e7 0% eer ressure

)ntroduction-+et )nduction /1 min3:

+tudents will watc! t!e "ollowing video to introduce t!em to t!e topic o" peer pressure% !ttp:--www%values%com-inspirationalstories-tv-spots-115- eer- ressure

Transition /8 min3:
T!e teac!er will !ave students get out a piece o" paper to answer a .ournal prompt a#out peer pressure%

[Title]

Lesson >od& /time3:

Synectics:

/:ontent-Teac!ing 9et!ods3

PHASE 1: Description of Present Condition (15 min): Teacher has students describe the situation as they see it now. +tudents will complete a .ournal entr& #& answering t!e "ollowing ,uestion: ?5ave &ou ever "elt peer pressure7 @id &ou give in to it or did &ou re"use it7 <!& do &ou t!in; so7A /B-5 sentences3 /<rite on t!e #oard3% 0"ter t!e students !ave answered t!eir .ournal entr& and started t!in;ing a#out t!e concept o" peer pressure* t!e teac!er will introduce t!e concept o" analogies #& s!aring a couple o" e'amples: ?Li"e is li;e a #o' o" c!ocolates* &ou never ;now w!at &ou6re going to get% ) "eel li;e a "is! out o" water% eer pressure is li;e a parent* it can get &ou to do t!ings t!at &ou don6t want to do%A T!e teac!er will t!en e'plain to t!e students t!at analogies are a comparison #etween two t!ings t!at are usuall& t!oug!t to #e di""erent "rom eac! ot!er* #ut !ave some similarities% T!e& !elp us understand t!ings #& ma;ing connections and seeing relations!ips #etween t!em #ased on ;nowledge we alread& possess% PHASE 2: Direct Analogy (1 min): Students suggest direct analogies, select one, and explore (describe) it further. +tudents will #e !anded a !al" s!eet o" colored paper% T!e& will !ave to write an analog& a#out peer pressure% eer pressure is li;eCCCCCCCCCCCCCCCCCCCCCCCCC #ecause CCCCCCCCCCCCCCCCCCCCCCCCC% E!ample: eer pressure is li;e a parent* it can get &ou to do t!ings t!at &ou don6t want to do% Once t!e students !ave written t!eir analog& t!e& will s!are it wit! t!e class and t!en put t!em on t!e assigned analog& poster% PHASE ": Personal Analogy (15 min): Students become the analogy they selected in phase two. T!e teac!er will t!en distri#ute stic;& notes to t!e students% T!e students will #ecome t!e analog& t!e& wrote and write descriptive words on t!eir stic;& notes% /<!at does it "eel li;e* loo; li;e* etc%3 <!en students !ave completed at least "ive di""erent stic;& notes t!e& will post t!em on t!e #oard% E!ample: demanding* controlling* persuasive* c!ange &our mind* supportive PHASE #: Compressed Conflict (15 min): T!e teac!er will read t!roug! all o" t!e words and !ave t!e students !elp to arrange t!em into pairs o" con"licting words . Students take their descriptions from phases two and three, suggest se eral compressed conflicts, and choose one. E!ample: supportive-controlling PHASE 5: Direct Analogy (15 min): Students generate and select another direct analogy, based on the compressed conflict. +tudents will t!en come and pic; one o" t!e pairs o"" o" t!e #oard and ta;e t!em to t!eir des;% Drom t!ese con"licting words t!e& will create a new analog& a#out peer pressure% eer pressure is li;e CCCCCCCCCCCCCCCCC #ecauseCCCCCCCCCCCCCCCCCCC% E!ample: eer pressure is li;e t!e air pressure in tires% ositive peer pressure pumps &ou up* supports &ou* and !elps &ou meet &our goals% (egative peer pressure ta;es t!e air out o" &ou* ;eeps &ou "rom going an&w!ere* causes accidents* or could .eopardi2e &our "uture% PHASE $: %e&E!amination of 'riginal (as) (15 min): Teacher has students mo e back to original task or problem and use the last analogy and!or entire synectics experience. 5ave t!e students go #ac; over t!eir original .ournal entr& and t!eir "irst analog& a#out peer pressure% T!en !ave t!em post t!eir new analogies ne't to t!eir "irst analogies on t!e wall% :onduct a class discussion a#out di""erences-similarities #etween t!e old and new analogies% ose t!e "ollowing ,uestion to t!e students: 5ow !as going t!roug! t!ese activities !elped &ou understand peer pressure #etter7

Transition /1 min3:
0"ter t!e discussion comes to a close direct t!e students6 attention to t!eir analog& wall and go into t!e summar&-closure%

+ummar&-:losure /10 min3:

To close go over t!e last e'ample analog&: peer pressure is li;e t!e air pressure in tires% ositive peer [Title] 2

pressure pumps &ou up* supports &ou* and !elps &ou meet &our goals% (egative peer pressure ta;es t!e air out o" &ou* ;eeps &ou "rom going an&w!ere* causes accidents* or could .eopardi2e &our "uture% 4ncourage students to #e positive peer pressures rat!er t!an negative peer pressures%

0ssessment-4valuation:
+tudents will #e evaluated on t!eir participation t!roug!out t!e various activities% +tudents will !ave to complete t!e .ournal entr&* #ot! analogies* as well as t!e "ive descriptive words%

[Title]