Healthy Relationship Lesson Plans

Josh Lapointe

Topic: Healthy Relationships

Grade: 4-6+

Introduction of Topic:

Healthy relationships are fun and make you feel good about yourself. You can have a healthy relationship with anyone in your life, including your family, friends and dating partners. Relationships take time, energy, and care to make them healthy. The relationships that you make in your teen years will be a special part of your life and will teach you some of the most important lessons about whom you are.

What makes a relationship healthy?

• Happiness • Trust • Love • Affection • Equality • Mutual respect • Friendship • Laughter

• Common interests • Support • Fair fights • Acceptance • Comfort • Kindness • Strong self-esteem • Humour / Fun • Can be yourself • No fear of other • Still independent people

• Honesty • Communicate well

What makes a relationship unhealthy?

• No trust • No respect  • Jealousy • Abuse – Emotional, Physical, Sexual

• Bad/no communication • Low self-esteem • Power issues • Unfair fights

• Other person tries to change you • Lies • Manipulation

• Lack of understanding • No fun • Fear

Activity:

Have the class pull out a blank piece of paper, ask them to write down what they think is a healthy relationship, and a non-healthy relationship is.

Next get them to write down their relationship with their best friend and explain how it is healthy. Ask them how it could turn out to be an unhealthy relationship if you changed one or two things.

Just compare and see how you can improve a relationship, or why is it currently healthy.

Appreciate your friends!

Situations:

Lisa—“I cheated on my boyfriend because the relationship had become so predictable and I needed some excitement.  He never found out and I’m not sure if I should tell him.”

Choice 1—Come clean and tell your boyfriend the truth.

Choice 2—Tell him you’re bored and try to improve your relationship.

Choice 3—Do nothing, what he doesn’t know can’t hurt him.

Choice 4—Break up—face it, it’s over.

Amy—“My best friends has been starting to date this much older guy, she’s 15 and he’s like 21.  She says she likes him because he’s more mature than the boys our age, he buys her stuff and he has a car.  I know he’s been asking her to have sex with him.  I have a really bad feeling about this guy.  I don’t know if I should tell her what I think.”

Choice 1—Stay out of it, it’s none of your business.

Choice 2—You should tell her your concerns about him being so much older than her, she is your best friend.

Choice 3—What this guy is doing is illegal!  You should tell her parents.

Choice 4—Go straight to the guy and ask him what he wants with your friend.

STUDENT ASSESSMENT:

Knowledge:

• Define the term “relationship”?

• Identify the benefits of relationships?

• Identify the characteristics of both healthy and unhealthy relationships?

Skills:

• Develop effective ways to build healthy relationships and deal with unhealthy relationships?

• Develop skills to evaluate whether a relationship is healthy or unhealthy?

Attitudes:

• Accept the importance of healthy relationships?

• Describe the attitudes for building, maintaining and enhancing healthy, positive relationships

Assessment:

Did the students answer the scenarios and explain why? Ask the students if they are in a healthy or unhealthy relationship with someone close to them, try and help.

Work cited

http://www.youngwomenshealth.org/healthy_relat.html

Alberta Education. (2002). Career and Life Management (Senior High), p.8

Topic: Healthy Relationships at School

Grade: K-3

Introduction of topic:

In this lesson students examine the characteristics and benefits of healthy relationships and the characteristics of unhealthy relationships. Students also learn about the importance of effective communication to the development and maintenance of a healthy relationship within school. They examine elements and styles of communication, where they can go to get help and talk about revolving problems in and outside of school.

Like the previous lesson plan, you can get the students to define a healthy and unhealthy relationship to you before you proceed with the activity.

Activity:

Relationship Role-Plays

Students practice skills for building, maintaining and enhancing healthy, positive relationships in and outside of school.

1. Explain that the following role-play activity will allow students to practice skills for building, maintaining and enhancing healthy, positive relationships.

Explain that the following role

Form groups of 2-3 students.  Form groups of 2-3 students.

Give each group a Relationships Role-Play Scenario Card.

(Make up some random scenarios on a card, it could deal with a bully at school, a             friend who is a bully, friends skipping class, you saw your friend do really well on an             exam but they cheated, etc. Make sure everyone has a role to play in the scenario.

Add into the scenario cards who they can go to for help if they need it, how do they                        feel when they are in a healthy/unhealthy relationship, why is it good to be in a             healthy relationship rather than unhealthy?)

2. Explain that groups must plan and present a role-play as outlined on the card they received. The role-play should provide appropriate examples of negotiating relationships.

Role-plays should range from 1-3 minutes in length.  No inappropriate language is allowed.

3. Give groups about 5 minutes to plan and practice their role-play.

4. Instruct the audience to listen carefully to each presentation, and inform them that there will be a discussion after each presentation.

5. Have each group begin by reading the scenario and introducing the actors and their roles.

Groups then act out the role-play.

6. After each presentation, use the following questions to lead a discussion:

What skills were used to deal with the relationship?

What level of commitment is involved in this relationship?

Can you suggest other ways the characters may have handled this situation?

What were your feelings as you watched this role-play?

7. Debrief the entire activity using the following questions:

Why can dealing with friends, family and the people we got to school with             sometimes be so difficult?

What are the most effective ways to start talking about a difficult topic?

What skills and elements were used to maintain these relationships?

Can you suggest other ways the characters may have handled this situation?

STUDENT ASSESSMENT:

Knowledge:

• Were students able to depict a healthy and unhealthy scenario?

• Students know what it is important to have a healthy relationship?

• Were students active in the role plan and group discussion?

Skills:

• Develop effective ways to build healthy relationships and deal with unhealthy relationships

Attitudes:

• Accept the importance of healthy relationships

• Attitude and enthusiasm towards role-play? Ground rules followed?

Reference

Building healthy Relationships, Alberta Health Services, 2010. Accessed March 21st 2011.             http://www.teachingsexualhealth.ca/media/lessons/CALM_RelationshipsLess1.pdf

Topic: Maintain a Healthy Relationship

Grade: 7-9

Introduction of topic:

The purpose of this activity is to continue to heighten awareness of what constitutes a good relationship and to help students learn to evaluate their own relationships.

  • Give each student a copy of the “Evaluating Your Relationship” worksheet.
  • Explain that it can be used to evaluate any type of relationship including a romantic relationship, friendship, or family relationship.
  • Ask them to think of a relationship, past or present, that is important to them and use the worksheet to evaluate that relationship. Give them 10-15 minutes to fill out the sheet.
  • Tell the students that no name needs to be put on the paper, unless they are comparing characters from a book, TV, movie, (They would be taking on the role of the character), etc. It doesn’t have to be personal, but it might be easier.
  • After getting the students to evaluate a relationship, follow up with a couple questions

“Is it possible for a bad relationship to improve?”

“What does it take to make a relationship better?”

Once you’re in a bad relationship, are you in one forever? How do you get out?”

Ask the students what makes them happy and what doesn’t. Follow by asking if they would want to be friends and always be around something they like, or they hate.

It is best to relate relationships on a personal level where students are able to see the difference between healthy and unhealthy.

Next, get the students to choose a friend or someone in the class.

Get a big piece of paper, one big enough you can trace a body on.

Body Outline

Materials: Pre-cut pieces of butcher paper and a package of colored markers/pens

1) Get the students in groups of 2, get them to trace half of there partners body from head to toe, and then switch places and complete the outline with the other students body. Some shapes may look funny varying in height etc, but it’s all fun.

2) Allows people to become aware of their uniqueness and also similarities. This helps to overcome judgment and stereotypes. Allow students time to trace and have a little fun.

3) Once the outline is complete, on each half write as many nice things about your friend as you can. It can be memories, personal traits, anything that can make them feel positive, and nothing negative will be put down on paper. After this is completed, students can share in front of the class, and can bring there cut outs home, or post them in the classroom.

Evaluating A Relationship

Answer each question by circling yes or no.

  1. Do you feel that the other person in this relationship does not understand you?
  2. Are you able to speak freely to him or her about things that bother you?

YES / NO

YES / NO
  1. Do you take an interest in each other’s friendship?
YES / NO
  1. Do you insecure in this relationship?
YES / NO
  1. Is this relationship the only important relationship in your life?
YES / NO
  1. Do you believe that you are a worthwhile person outside of this relationship?
YES / NO
  1. Do you expect this person to meet all of your emotional or physical needs?
YES / NO
  1. Is your relationship often threatened by others?
YES / NO
  1. Can you be yourself in this relationship?
YES / NO
10.Are you uncomfortable sharing your feelings with this person? YES / NO
11.Do you believe it is a healthy relationship? YES / NO
12.Do you feel good about yourself? YES / NO
13.Do you feel you have become a better person because of this relationship? YES / NO
14.Can you both accept changes in roles and feelings within the relationship? YES / NO

The strengths of this relationship are:

The weaknesses of this relationship are:

I am most proud of the way we have:

We could improve our relationship by:

STUDENT ASSESSMENT:

Knowledge:

• Were students active participants?

• Students know why it is important to have and maintain healthy relationships?

• Were students engaged, positive, and on task?

• Did students complete the ‘Evaluating a relationship’ worksheet?

Reference:

Camp Activities for Relationship Building, http://traubman.igc.org/campacts.pdf. Accessed March 22nd 2011.

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School Experiences

I had the opportunity to go into a grade six class at St. Maria Goretti Elementary School. I had a blast teaching the students lesson plans and doing gym activities. I was able to guided reading each time i visited the school, along with art crafts and helping answer any questions the students had. The students were great, we enjoyed learning together and our teacher was amazing. Thanks for everything, Leane Shappert!



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Hanging Out With My Pal, Louis Riel.

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Creative Writing Lesson Plan

Josh Lapointe

TITLE:  CREATIVE WRITING – Working off each others imagination

GRADE LEVEL/SUBJECT: Appropriate for grades 1-12, but my focus with this will be with grade 3: Language Arts.

OVERVIEW:  This is a creative writing time that takes a minimum of 25 minutes, but modifications can be made to create a longer story and make a lesson plan rather than a mini lesson (This would work towards the older grades).  During this time students are beginning their own story, reading another’s beginning and creating the middle section, reading yet another story and finally developing a conclusion for that story.

PURPOSE:  This activity encourages students to be creative in their own writing, as well as being critical and analytical of another’s. Students who accomplish very little during a typical, structured writing time, become very involved in this type of writing because it allows them to just let their imagination run free on paper.  With this we are able to see what students can do when they are told to write about whatever they want and as much as they can in a short amount of time.

OBJECTIVE(s):

1.  Create the beginning of a story.  Introduce the characters and the setting.

2.  Develop the action for the story.

3.  Bring the story to a conclusion.

4.  Read and analyze another’s work.

5.  Recognize the need for neat, well-organized work.

6.  Time management.

RESOURCES/MATERIALS:  Pencils and writing paper for each student.

ACTIVITIES AND PROCEDURES:

1.  Each student is asked to take out a clean piece of writing paper and a pencil.  Do not put their name on this paper. Demonstrate the activity to the children following the next steps, and then let the children try.

2.  The direction is given to write the beginning of a story.  The characters’ names should not be those of students in the class and gory  (blood and guts) type plots are not allowed.  They are given 5 minutes to write as much of the story as they can.  (Time might be lengthened for older students.)

3.  At the end of 5 minutes, direct the students to pass their papers in a given order.  Try to get them at least 3 or 4 students away.

4.  Have the students read the story that has been started and continue it for the next 5 minutes.  Remind them that they are developing the plot.

5.  At the end of this 5 minutes, again have the students pass the papers in the same pattern as before.

6.  The students now read their new story, keeping in mind that it will be their job to write the conclusion for this story.

7.  Again allow the students 5 minutes for writing.

TYING IT ALL TOGETHER:  There are several possibilities.  Any and or all could be used.

1.  Pass the stories yet another time and have a fourth student illustrate the story then read it aloud to the class.

2.  Collect the stories and use them for an editing activity.  Two or three students could edit the same story.

3.  After the stories have been edited, have them copied in best writing or put on the computer and published as a class book available for free time reading by all.  Everyone enjoys hearing the stories read aloud and listening to see if something they wrote is in that story and what others did with their story line.  The books are fun to go back to later in the year and see how their writing skills have improved.

ASSESSMENT: Everyone should be equally participating in this activity. Marks can be based upon participation, because by the end of the activity, there will be no names on the papers so knowing whose is whose will be hard to tell. The assessment can be based off of how creative the class can really be, we want them to know that they can have fun while they learn and write.

This lesson is great for developing abilities to read, comprehend, write, and respond. It is following the grade three Saskatchewan curriculum guide under ‘English Language Arts Goals and Outcomes’.  CR.1, CR.2, CR.3, CR.4.

Work Cited

http://www.youth.net/cec/ceclang/ceclang.03.txt

AUTHOR:   Twila Chambers; Frost Elementary School, Chandler, AZ

http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=6824

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