Relationships-Texting Etiquette

#vervie$%
&ating is im'ortant( )ut students need *ee' in mind it is on"y one 'art o+ teen deve"o'ment, -t is a"so im'ortant to direct t eir energies to$ard "i+e s*i""s deve"o'ment( and not .ust t eir interests in re"ations i's, /*i""s "earned during t e dating time are 'art o+ t e deve"o'ment t at 're'ares one +or a strong( committed( re"ations i' in t e +uture, T ere is not magic 'otion t at $i"" ma*e re"ations i's a"$ays $or* out t e $ay you $ant t em to, !ost ado"escent re"ations i's end as 0uic*"y as t ey )egin, T is is 'art o+ t e cyc"e( and t e )est $ay to get over it is to move on and "oo* +or a ne$ +riend,

[Teen Living] [9-10 Grades] [50 minutes]

Teac ing !ateria"s

Te3ting eti0uette ''t Te3ting eti0uette guided note ta*er

#t er 7esources/Tec no"og y
Com'uter 8ro.ector

/tandards/#).ectives%

(Cognitive &omain 1 Com're ension/2na"ysis Leve"s)

/tudents $i"" communicate a)out ado"escent attractions to t e o''osite se3, n -""ustrate t e avenues o+ ado"escent attractions and ana"y4e t e $ays re"ations i's )egin( deve"o'( and gro$ (getting ac0uainted( +riends i's( ' one ca""s/te3ting( socia"i4ing $it grou's( grou' dating( dou)"e dating( and 'airing/sing"e dating),

-ntroduction//et -nduction (5 min)%

T e students $i"" read t roug a cou'"e o+ autocorrect e3am'"es, T ese are 'ictures o+ te3t messaging gone $rong, T is is to get t e students into t e mind set o+% te3t messaging can )e used correct"y as $e"" as incorrect"y, 2s* t e students o$ using incorrect"y te3ting tec ni0ues can t is a++ect a re"ations i',

Transition (1 min)%
6and out t e te3ting eti0uette guided note ta*er to t e students,

Lesson Body (time)

Direct Instruction:

(Content/Teac ing !et ods)

[Tit"e]

PHASE 1: Orientation to the Content 1! "in#: Establish a framework for the lesson and orient the students to the new material. T e teac er $i"" )rie+"y go t roug t e di++erent avenues o+ ado"escent attraction% Getting ac0uainted( +riend s i's( ' one ca""s/te3ting( socia"i4ing $it grou's( grou' dating( dou)"e dating( and 'airing/sing"e dating, Pro$i%e o&'ecti$e o( lesson an% le$el o( per(or"ance require%: T e teac er $i"" e3'"ain t e +o""o$ing% t e ma.ority o+ communication t at ta*es '"ace t roug out t ese ' ases o+ ado"escent attraction is t roug te3t messaging, 93'"ain t at $e $i"" )e going t roug t e do:s and don:ts o+ te3ting and it is re0uired t at eac student 'artici'ate t roug out t e entire activity, Descri&e the content o( the lesson an% relationship to prior )no*le%ge+experience: 6ave a"" o+ t e students raise t eir ands i+ t ey ave sent a te3t message to someone t ey ave "i*ed, 2s* +or t eir +eed)ac* on o$ it $ent, &id it go t e $ay you $anted; <as t ere any con+usion; T e idea o+ t is "esson is to e"' students understand and use te3ting eti0uette so t ey can deve"o' meaning+u" re"ations i's $ ere t ey can )ui"d t eir socia" s*i""s( to o'e+u""y 're'are t em +or +uture re"ations i's, Discuss the proce%ures o( the lesson, the %i((erent parts o( the lesson an% stu%ent-s responsi&ilit. %uring ach acti$it. =irst $e $i"" go t roug te3ting eti0uette( t en t e teac er $i"" s o$ some correct e3am'"es o+ te3ting eti0uette( t en t e c"ass $i"" )e 'resented $it scenarios in $ ic t ey $i"" ave to res'ond( t en t e students $i"" create t eir o$n scenarios( and +or ome$or* students $i"" s$itc scenarios and res'ond to t em and )ring )ac* to t e ne3t c"ass, PHASE /: Presentation 10 "in#: Teacher presents new content and or skill. The success of the student relies on the thoroughness and quality of the teachers initial explanation. T e teac er $i"" go t roug t e 'o$er-'oint 'resentation a)out te3ting do:s and don:ts, /tudents $i"" com'"ete t e guided note ta*er as t ey go t roug eac s"ide( so students can +irst ear it( $rite it( and t en ta*e it $it t em and a''"y t e in+ormation, PHASE 1: Structure% Practice ! "in#: Lead students through practice examples. T e teac er $i"" give t e students one scenarios and eac student $i"" ave to come u' $it a res'onse to t e scenario, T ey $i"" $rite t eir res'onse do$n on t e )ac* o+ t eir guided note-ta*er, /tudents $i"" s are t eir e3am'"es a+ter everyone as +inis ed $riting t eir res'onses, T e teac er $i"" go t roug t e e3am'"es and as* t e students i+ t ey used 'ro'er te3ting eti0uette, PHASE 2: 3ui%e% Practice 10 "in#: Defined as in class seat work with the teacher circulating monitoring students work and pro!iding feedback, /tudents $i"" t en go t roug t e second scenario on t e 'o$er-'oint 'resentation, T is is $ ere t ey $i"" come u' $it a situation eit er t ey ave ad( or t ey can ma*e u' a situation( $ ere t ey can im'"ement t eir te3ting eti0uette, T ese $i"" )e used +or t e ne3t ' ase, PHASE !: In%epen%ent Practice 10 "in#: "dditional class time or homework beginning when students achie!ed #$%&'( accuracy le!el. /tudents $i"" trade scenarios $it a 'artner and res'ond to t e scenario using a''ro'riate te3ting tec ni0ues, 2+ter a"" o+ t e students ave com'"eted t eir res'onses t ey $i"" ave to state $ y t eir res'onse uses a''ro'riate te3ting tec ni0ues and o$ it can a++ect t e 'ro'osed situation,

Transition (> minutes)%

T e students $i"" and in t eir inde'endent 'ractice $or*s eets,

/ummary/C"osure (? minutes)%
T e teac er $i"" e3'"ain t at t ere are many di++erent avenues o+ ado"escent attraction and t at it is critica" to use a''ro'riate te3ting tec ni0ues, @[7esearc s o$s] t at a)out 9>A o+ o$ $e ma*e our +irst im'ressions o+ 'eo'"e $it in >0 seconds o+ meeting t em is nonver)a" communication -- )ody "anguage( voice tone( [Tit"e] ?

'ersona" a''earance ,,, @ Gand i reminds us, @2nd re"ying on te3ting to )ui"d a re"ations i' is a reci'e +or miscommunication( and 'remature intimacy,@ -t is )est to start no$ to )ui"d re"ations i's using 'ositive te3ting tec ni0ues,

2ssessment/9va"uation%
/tudents $i"" )e eva"uated during eac 'ractice ' ase, T ey $i"" ave to accurate"y use a''ro'riate te3ting tec ni0ues during t e various scenarios, T ey $i"" a"so )e assessed on accurate"y com'"eting t e guided note ta*er,

[Tit"e]

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