Externship Lesson Plan

Jennifer Perkins

Kennett Junior High School

Health Teacher; Grade 7&8

jennlc@landmarknet.net

work telephone: 447-6364

Location of Externship: EnviroArts, Wolfeboro, NH

Lesson Title: Developing Self-Direction

Lesson Description: This lesson is designed to help students develop emotional

intelligence and to realize the value of listening to their inner self for direction when

faced with external pressures, including peer pressure.

Subjects: language arts, social studies, and advisory groups

Grade level: 3-6

Standards addressed: NH English Language Arts Standards: Writing Curriculum

Standard #2 (writing for a variety of purposes). Speaking, Listening, and Viewing

Curriculum Standard #3 (speaking and listening attentively). Literature Curriculum

Standard #4 (critical thinking), English Language Uses Curriculum Standard #5

(organizational skills), 6 (communication of ideas and thoughts) &7 (express self in

educational and every day settings).

Resources needed: "The First Giving" by Arlene Williams. Fairy Tales for the New Age

by ArleneWilliams and illustrated by Joyce Rossi. Amazon.com ($12.95)

Drawing paper, colored pencils, crayons, old magazines, glue, writing paper

Preparation for teacher: Read the story, gather resources. Time allotted for this lesson is

90 minutes.

Student Directions: I. Listen to the story and think about which words are key to the

story. 2. After reading the story to the class a teacher could choose from the following

options:

A. Form groups of students that combine a list of key words from the story. Students can

then make up statements that can be posted somewhere in the room. Use key words

that reflect positive behavior, show ways to express appreciation for each other and/or

that supports a sense of community within the group. It can be referred back to when

the group is having trouble processing those positive behaviors.

B. Using some key words from the story each student can write a journal entry about a

situation they have experienced. They are to use no names or make up the names so

as to keep confidentiality of those involved. The entry should be about a time the

student had a conflict between doing something they were asked to do when they did

not feel right about it. How did they handle it? What would they do the same or

differently? What were their emotions afterwards?

C. Using key words from the story each student can write a statement as to what positive

behavior they will contribute to their class or group. It might be influenced by a time

they were not treated well by others or were aware someone was treated unfairly. Did

they make a positive difference by acting on their own guidance or did they know

better and did not do anything (and wished they had later)?

D. Students could choose to write a poem or make a collage from magazine pictures that

reflect the theme of the story.

Student Assessment: A rubric is the suggested tool for assessment. See the attached

rubric for reference or use.

RUBRIC FOR JOURNAL ENTRY

Vocabulary

Writing

Literary Skills

Uses 2 or more key

words in context of

assignment

Demonstrates mastery of

written language skills at

or above grade level

Demonstrates mastery of

evaluative comprehension

and theme development at

or above grade level

Uses 2 key words in

context of assign-

ment

Uses grade level written

language skills with

competency

Demonstrates grade level

skills in use of inferential

and evaluative comprehen-

sion

Uses 1 key word in

context of assign-

ment

Demonstrates some

difficulty in sentence

structure and mechanics

Demonstrates ability to

comprehend story line at a

literal level

Demonstrates difficulty

utilizing key words

Demonstrates difficulty

with writing structure

and mechanics

Demonstrates difficulty in

comprehension and

responsive skills