PEER PRESSURE
GRADE 8
Objective: Students will be able to analyze how
avoiding negative peer pressure shows kindness
toward themselves and others and can positively
influence their mental health.
Kindness Definition: Kindness is an intrinsic quality of
the heart expressed through an act of benevolence
reflecting care and good will for self and others.
Kindness Concepts: Assertiveness, Integrity, SelfDiscipline
LESSON ACTIVITIES
LESSON MATERIALS
Egg and Bottle Peer Pressure Activity,
pp. 3-4 (15 to 20 minutes)
•
Peer Pressure Visual Response, p. 5
•
•
•
(20 minutes)
•
Ways to Respond to Peer Pressure
Activity, pp. 6-7
•
(20 minutes)
•
How Do You Respond to Peer Pressure?
Activity, pp. 8-9
•
Literacy Activity: Book Report/
Presentation, p. 10
•
(30 minutes)
(multi-day project)
•
Glass bottle, two hard-boiled eggs (peeled),
match, paper
Chart paper
RAK Journals
Foundation for a Better Life TV spots from values.
com website:
oo Reach (http://bit.ly/91NBNB)
oo Peer Pressure (http://bit.ly/utOB0j)
RAK Journals
Chart paper; write the following on the top
before class: Negative Ways People Pressure
Others (on one sheet), Ways to Respond to Peer
Pressure (on the other sheet)
RAK Journals
What Would You Do? Situations, five or six copies,
cut apart before class
Four or five soccer balls with situations from
worksheet cut out and taped onto ball before
class. NOTE: You will need enough balls, one for
each group of five or six students, and each ball
needs all six situations taped onto it.
Novels about teens facing tough choices or
being pressured in a negative way. See list
provided or allow students to choose a novel
QUESTIONS? CONTACT: [email protected]
© The Random Acts of Kindness Foundation, 2014 | RandomActsofKindness.org
Page 1 of 21
PEER PRESSURE
LESSON ACTIVITIES
LESSON MATERIALS
Standing Up for the Rights of Others,
Social Studies Activity, p. 11
•
Websites listed in the activity
Home Extension Activity, pp. 12-13
•
Take home activity, one sheet for each student
(multi-day project)
LESSON NOTES
• The activities in this lesson focus on a central theme and connect to different curriculum areas. Lesson
activities use a variety of modalities to address different learning styles and build on each other.
• Each activity includes evaluation questions to help determine how well students have internalized the lesson
objective. You can discuss the questions as a class, have students work with a partner or a small group, or
have students write responses in their RAK journal.
• The activities also incorporate key Kindness Concepts, which can be introduced before teaching the lesson
or as the concepts are discussed in the lesson. Consider displaying the Kindness Concept Posters during the
unit. See the RAK Educator Guide for information about using Kindness Concepts to create a healthy classroom environment and help students develop pro-social behaviours.
• Each activity includes tips for how to adapt the curriculum to meet the needs of diverse learners.
• RAK also has developed Focusing Strategies and Problem-Solving Strategies to help students better regulate
their emotions, think through challenging situations, and build healthy relationships, friendships and community. See the RAK Educator Guide for more information about incorporating those strategies into the lesson.
• Revisiting the topics or questions raised during discussions regularly will expand student understanding of
the concepts. Scripted explanations are provided, but feel free to use language that feels natural for you.
• This lesson includes a home extension activity, which may be sent home at any point during the unit.
• The British Columbia Integrated Resource Package: Prescribed Learning Outcomes met are listed after the
activity title. Key is provided on pages 14-21. In addition, these lesson activities address the Communication,
Creative Thinking and Positive Personal and Cultural Identity Core Competencies proposed for British
Columbia.
SUGGESTED INTRODUCTION TO UNIT
Teacher says: “For the next few days, we are going to talk about how peer pressure can impact us. Find a partner
and discuss what peer pressure means to you and what kind of negative peer pressure Grade 8 students experience.” Allow time for students to discuss together. You can use this time to introduce the Kindness Concepts
(assertiveness, integrity, self-discipline) and create community definitions for these concepts or share the definitions listed below. Consider using the Kindness Concept Posters for assertiveness, integrity, self-discipline as a
way to reinforce learning.
VOCABULARY WORDS FOR UNIT
Assertiveness: Expressing yourself effectively and standing up for your point of view, while also respecting the
rights and beliefs of others.
Integrity: Acting in a truthful way, behaving properly when no one is watching.
Self-Discipline: Controlling one’s actions and words for the benefit of self and others.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 2 of 21
ACTIVITY
EGG AND BOTTLE PEER PRESSURE ACTIVITY (20 minutes)
LESSON MATERIALS
•
•
•
•
•
Glass bottle with a mouth small enough so that
hard-boiled egg won’t fit through with force
Two hard-boiled eggs (peeled), match, paper
Chart paper
RAK Journals
Kindness Concept Posters: Assertiveness,
Responsibility
LEARNING OUTCOMES MET
English Language Arts; A1, A2, A3, A4, A8
Health and Career Education: Healthy Living 1 (d), 2
(a), 3 (a); Healthy Relationships 1 (b, c); Substance
Misuse Prevention 1 (b, c), 2 (c)
Science: A2, C5, C8
DESCRIPTION
1. Teacher says: “We are going to start with a science activity where we look at the impact of
pressure.”
2. Put peeled, boiled egg on the mouth of the bottle and ask students to make a prediction of
what will happen if you try to push the egg into the bottle.
3. Then ask for a few volunteers to come to the front of the class. Tell the first student to try to
push the egg into the glass bottle without breaking it, then ask the second, etc.
4. Explain that you are going to light a piece of paper and drop it in the bottle. Ask the students to
make a prediction about what will happen when you drop the lit paper in the bottle and put the
egg on the bottle.
5. Now take the half piece of paper and loosely roll it up. Hold the paper in a horizontal position
and light one end with the match. Allow it to begin burning and then drop it down into the glass
bottle. Immediately put the second hard boiled egg on top of the glass jar, with the narrower
end of the egg pointed into the glass bottle. Almost immediately, the egg will be sucked down
into the bottle.
6. Then ask the following questions:
1) Why couldn’t the volunteers push the egg into the bottle? (Answer: The egg was too big to
fit in the bottle.)
2) Why was the egg sucked in once the flame was inside the bottle? (Answer: The burning
paper consumed all of the air inside the bottle and created a vacuum. The air pressure
pushing down on the outside of the egg forced it into the bottle and the vacuum pulled the
egg into the bottle.)
3) Like this egg, we can resist pressure for a while, but eventually we can get sucked into
situations that make us uncomfortable or that we don’t want to be in. What do you think
makes it difficult to resist negative peer pressure?
4) What are some ways that students pressure each other to do things they don’t want to do?
5) What situations “suck us in” and make it tempting to give in to negative peer pressure?
(Possible answers: Worried what others think, friends might ditch me, feeling lonely, lack of
support at home.)
6) Can peer pressure ever be a positive thing? When?
7) Do you think it is important to resist peer pressure? Why or why not?
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 3 of 21
ACTIVITY
EVALUATION
Teacher asks students to write a response to the following question in their RAK journal: “Write
about a time when you experienced either negative or positive peer pressure and how you responded.”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Repeating the experiment a few times and making additional predictions about how much paper and flame is needed to create a vacuum.
2. Creating a t-chart after the discussion with two columns: “Positive Peer Pressure” and “Negative Peer Pressure.” Have students write down experiences or thoughts they have about this
topic and share their responses with a partner or in a small group.
3. Rearranging the desks so that all students can see the experiment.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 4 of 21
ACTIVITY
PEER PRESSURE VISUAL RESPONSE (15 minutes)
LESSON MATERIALS
•
•
•
Foundation for a Better Life TV spots from values.
com website:
oo Reach (http://bit.ly/91NBNB)
oo Peer Pressure (http://bit.ly/utOB0j)
RAK Journals
Kindness Concept Posters: Assertiveness, Integrity,
Responsibility
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A7, A8, A9, B3
Health and Career Education: Healthy Living 1 (d), 2
(a), 3 (a); Healthy Relationships 1 (b, c); Substance
Misuse Prevention 1 (b, c), 2 (c)
DESCRIPTION
1. Teacher says: “Now we are going to watch some clips about peer pressure.”
2. Watch “Reach” clip and ask the following questions:
1) What happens at the beginning of the video? (Answer: The door on the side of the truck unlatches
and scrolls up.)
2) What do you think the guys in the jeep are going to do? (Answer: That they are going to steal drinks
from the truck.)
3) What do they actually do? (Answer: They close the door so that the bottles don’t fall out of the truck.)
3. Watch “Peer Pressure” clip and ask the following questions:
1) What happens at the beginning of the video? (Answer: Three teens are in the music store looking at
CDs.)
2) What do you think the teens are going to do? (Answer: Steal CDs.)
3) What do they actually do? (Answer: Two of the teens encourage the other teen to return the CDs he
had stolen earlier in order to be part of their group.)
4. After watching both the clips, ask the following questions:
1) In both of these clips, there was pressure to make a positive choice. Did they seem realistic to you?
2) We don’t know for sure, but how do you think the people felt about themselves when they did the
right thing?
3) When you are pressured to do something you don’t want to do, how does that feel?
4) Do you seek the help of friends or adults? Why or why not?
5) How do you feel when people encourage you or pressure you to do the right thing?
EVALUATION
Discuss (or have students write their responses in their RAK journals): “Do you think that resisting negative
peer pressure can be a way to show kindness toward ourselves? Why or why not?”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Tracing the outline of a person and writing feelings inside and the actions on the outside.
2. Discussing in small groups what they can do when they are feeling pressured to do things they don’t
want to do and identifying friends and adults they can talk to.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 5 of 21
ACTIVITY
WAYS TO RESPOND TO PEER PRESSURE ACTIVITY (20 minutes)
LESSON MATERIALS
•
•
•
Chart paper; write the following on the top
before class: Negative Ways People Pressure
Others (on one sheet), Ways to Respond to Peer
Pressure (on the other sheet)
RAK Journals
Kindness Concept Posters: Assertiveness, Integrity,
Responsibility
LEARNING OUTCOMES MET
English Language Arts; A1, A2, A3, A4, A8
Health and Career Education: Healthy Living 1 (d), 2
(a), 3 (a); Healthy Relationships 1 (b, c); Substance
Misuse Prevention 1 (b, c), 2 (c)
DESCRIPTION
1. Teacher says: “During the last activity, we talked about negative peer pressure. Let’s continue talking
about what it means to pressure others. What are some ways people act to get others to do something
they don’t want to do?”
2. Allow students to respond and write their responses on the chart paper that says “Negative Ways People Pressure Others.” If students are having a difficult time coming up with ideas, suggest the following
tactics:
• Use flattery or act really nice for a selfish reason
• Criticize the other person’s clothes, opinions, religion, values, etc.
• Try to control the person’s actions
• Present “facts” in a way that seems true
• Suggest that a person in charge agrees with them to make it seem okay
• Promise of popularity
• Promise of reward or punishment
• Nag
• Try to guilt another person into doing things their way
3. Discuss student responses in small groups or as a class.
4. Then ask: “What are some ways you can respond when someone pressures you to do something you
don’t want to do?”
5. Allow students to respond. Write “Ways to Respond to Peer Pressure” on the top of the chart paper and
write their responses on the sheet. If students are having a hard time coming up with responses, suggest the following ways to respond:
• Say no.
• Tell it like is. “No thanks, I don’t do drugs.”
• Give an excuse: “No thanks, I am in a hurry right now.”
• Change the subject: “No thanks. How did your game go last night?”
• Walk away.
• Use humour.
• Ignore the person.
• Avoid the situation.
• Find a friend or ally to help you say no.
6. Discuss these responses in small groups or as a class.
7. Make sure to save the posters for the How Do You Respond to Peer Pressure? Activity.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 6 of 21
ACTIVITY
EVALUATION
Discuss (or have students write their responses in their RAK journals): “Which of these responses is easy
for you? Which are difficult for you?”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Adding images to the posters to visually show the ways people can respond to peer pressure. Add
teacher suggestions of responses to peer pressure as listed in the lesson where appropriate.
2. Having a laminated bookmark with the “Ways To Respond to Peer Pressure” suggestions so that students can have a reminder.
3. Reviewing the suggestions often during the school year, particularly if there are issues that arise.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 7 of 21
ACTIVITY
HOW DO YOU RESPOND TO PEER PRESSURE? ACTIVITY (30 minutes)
LESSON MATERIALS
•
•
•
What Would You Do? Situations, (p. 9), five or six
copies, cut apart before class
Four or five soccer balls with situations from worksheet
cut out and taped onto ball before class. NOTE: You
will need enough balls for each group of five or six
students, and each ball needs all six situations taped
onto it.
Kindness Concept Posters: Assertiveness, Integrity,
Responsibility
LEARNING OUTCOMES MET
English Language Arts; A1, A2, A3, A4, A8
Health and Career Education: Healthy Living 1 (d), 2
(a), 3 (a); Healthy Relationships 1 (b, c); Substance
Misuse Prevention 1 (b, c), 2 (c)
DESCRIPTION
1. Divide students into groups of five or six.
2. Make sure to put up the “Ways to Respond to Peer Pressure” poster as a reference for the students.
3. Hold up a soccer ball and say: “On the soccer ball are situations that teenagers face. I will toss a
ball to you and I want you to read the situation on the top of the ball to the members of your group.
For example, it might say: “Someone offers you drugs after school.” Tell your group what could
happen when you took the drugs and how you could resist peer pressure in this situation. Note who is
pressuring you in the situation: it may be a friend or someone you don’t know. Think about whether this
impacts how you respond. Refer to the poster on the wall for some ways to resist peer pressure or come
up with your own. If you use a verbal response, try to speak in a strong, confident tone of voice, make
eye contact, and make sure your facial expression communicates the same message as your words.
When you are done, toss the ball to someone else in the group and read the situation on the top of the
ball or a different situation if that one was already discussed. Everyone should have a turn.”
4. Check for understanding. Then, toss a ball to one member of each group.
5. Walk around the room and offer suggestions if needed. You can also encourage students to help each
other come up with ways to resist negative peer pressure.
6. After everyone has had a turn, explain: “Now we will play another round, and this time when you get the
ball explain a time when you were pressured to do something that you didn’t want to do. What did you
do? When you are done, throw the ball to someone who has not had a turn in the second round.”
7. Ask the students what responses they used to resist peer pressure.
EVALUATION
Discuss the following question (or have students write in their RAK journals): “How do you think resisting
negative peer pressure can make a difference for you at school? In the community?
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Being grouped with people they feel comfortable with since this is a sensitive topic; consider partnering
a student who is easily pressured with someone who will look out for that student during the game.
2. Discussing feelings or reactions to the scenarios with you, the school counselor or another adult after
class, particularly if they seem distressed during the discussion.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 8 of 21
ACTIVITY
WHAT WOULD YOU DO?
A
popular kid
tries to give you
a cigarette after
school
Someone
you don’t know
offers you
alcohol at a
party
A friend asks
you to skip class
with him
The
person
you are dating
wants you to
do things that
make you
uncomfortable
Your
best friend
asks to copy off
of your paper
for a big test
The
“in crowd”
you want to join
pressures you to
exclude a friend
from the group
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 9 of 21
ACTIVITY
LITERACY ACTIVITY: BOOK REPORT/PRESENTATION (multi-day project)
LESSON MATERIALS
•
•
Novels about teens facing tough choices or
being pressured in a negative way. See list below
or allow students to choose a novel
Kindness Concept Posters: Assertiveness, Integrity,
Responsibility
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A5, A6, A7, A8,
A9, A12, B1, B2, B7, B8, B9, B10, B12, C1, C2, C8, C9,
C10, C14
English Language Arts; A1, A2, A3, A4, A8
Health and Career Education: Healthy Living 1 (d), 2
(a), 3 (a); Healthy Relationships 1 (b, c); Substance
Misuse Prevention 1 (b, c), 2 (c)
DESCRIPTION
1. Have students chose a novel from a list you develop that focuses on teens facing tough choices
or being pressured in a negative way or you can use suggestions from the list below:
• To Kill a Mockingbird by Harper Lee
• The Book Thief by Markus Zusak
• Speak by Laurie Halse Anderson
• Chains by Laurie Halse Anderson
• Red Kayak by Priscilla Cummings
• Run Boy Run by Uri Orlev
• Adrift by Steven Callahan
• A Hundred Days from Home by Randall Wright
• Here at the Scenic-Vu Motel by Thelma Hatch Wyss
• Trouble’s Child by Mildred Pitts Walter
• So Far from the Bamboo Grove by Yoko Kawashima Watkins
• Uprising by Margaret Peterson Haddix
• The Rock and the River by Kekla Magoon
• The Devil’s Arithmetic by Jane Yolen
• The Power of One by Bryce Courtenay
2. Have students prepare a book report or presentation using the rubric that you have developed
for your class. Include a self-reflection section where students relate their own experiences to the
book’s theme.
EVALUATION
Project serves as evaluation for the activity.
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Having adapted copies of the reading list from the school librarian.
2. Having a book report guide, such as the one included in the Understanding Each Other, Grade
7 lesson.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 10 of 21
ACTIVITY
STANDING UP FOR THE RIGHTS OF OTHERS,
SOCIAL STUDIES ACTIVITY (multi-day project)
LESSON MATERIALS
•
•
Possible websites for research project:
http://bit.ly/mYMTM2
http://www.cbc.ca/news2/interactives/blackhistory-month/
http://www.nelson.com/common/polisci/rights.html
http://www.ournellie.com/womens-suffrage/thefamous-five
Kindness Concept Posters: Assertiveness, Integrity,
Responsibility
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A5, A6, A7, A8,
A9, A12, B1, B2, B5, B7, B8, B9, B10, C1, C2, C5, C6,
C8, C9, C10, C14
English Language Arts; A1, A2, A3, A4, A8
Health and Career Education: Healthy Living 1 (d), 2
(a), 3 (a); Healthy Relationships 1 (b, c); Substance
Misuse Prevention 1 (b, c), 2 (c)
Social Studies: Applications 1, 2, 3, 4
DESCRIPTION
1. Have students research historical figures who stood up for what was right (such as David Suzuki, Pierre Trudeau, Terry Fox, Lester Pearson, Mother Teresa, Gandhi, Rosa Parks, Martin Luther
King Jr., Cesar Chavez, Nelson Mandela, Tony Coelho (wrote the Americans with Disabilities
Act), etc. They can use books from the library or conduct Internet research using the websites
listed above or others.
2. As they are researching, have the students answer questions like:
1) What principles do you think this person believed in? (For example, power, justice, peace,
equality, etc.)
2) How did these principles lead them to stand up for the rights of others?
3) Do you think it was easy for this person to follow their principles?
4) What kind of pressure did they experience to stop fighting for people’s rights?
5) How did these people’s choices make a difference?
3. Students could prepare a paper, an oral presentation, a PowerPoint or another type of project
on this historical figure, following the rubric that you use in your class.
EVALUATION
Project serves as evaluation for the activity.
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Having access to biographical materials at different reading levels to support student research.
2. Focusing on a few key questions that could be used as a part of a group research project, particularly if they are emergent readers and writers.
3. Having the project scaffolded for them, so they are able to determine a realistic time frame.
4. Reviewing the components of a research project and using a graphic organizer.
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 11 of 21
ACTIVITY
HOME EXTENSION ACTIVITY: JOURNALING
MATERIALS
• Take home activity (p. 13), copy for each student
DESCRIPTION
1. Hand out Home Extension Activity and have the students write the return date on the sheet.
2. Then say: “You are going to spend the next two weeks keeping track of situations where you
experience negative peer pressure, how you responded, and how you felt afterward. Please
share this activity with your parents, a guardian or a trusted adult and discuss some of the
ways you responded when you experienced negative peer pressure. In a few weeks we will
discuss some of your responses and how you felt.”
3. After the two weeks, have the students bring back their sheet and discuss the following:
1) Was the activity helpful?
2) Do you think that writing about your experiences helped you figure out what to do in difficult
situations?
3) What are some positive ways you responded to peer pressure?
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 12 of 21
PEER PRESSURE:
HOME EXTENSION ACTIVITY
Name: __________________________________ Please return to class by: ___________
BACKGROUND
As part of the Random Acts of Kindness program, we have been talking in class about ways to resist
negative peer pressure. Talk to your parents, a guardian or a trusted adult about what you think it means to
resist negative peer pressure and some ways to do that.
AT HOME ACTIVITY
For two weeks, keep track of situations where you experienced peer pressure on the chart below and
discuss these situations with a trusted adult. Then bring this back to class. You don’t have to share specific
situations, but you can share some of your responses and how you felt.
DATE
WHAT HAPPENED?
HOW DID YOU RESPOND?
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
HOW DID YOU FEEL?
Page 13 of 21
STANDARDS KEY
ACADEMIC SUBJECT KEY
Mathematics
Health
Social Studies
Language Arts
Visual Arts
Science
Drama and Theatre Arts
BRITISH COLUMBIA PRESCRIBED LEARNING OUTCOMES
https://www.bced.gov.bc.ca/irp/gc.php?lang=en
1. Language Arts
• A1: Interact and collaborate in pairs and groups to support the learning of self and others, explore experiences, ideas, and information, understand the perspectives of others, comprehend
and respond to a variety of texts, create a variety of texts
Achievement Indicators:
oo collaborate with members of a group (e.g., listen and speak respectfully, ask questions, take
turns, cooperate, disagree courteously) to achieve a common purpose (e.g., discuss social
issues, compare characters, explore themes)
oo determine and distribute group roles and responsibilities (e.g., listen to and carry out
nstructions; take turns as leader, timekeeper, recorder, contributor, reporter)
oo express opinions and ideas and encourage the opinions and ideas of others (e.g., invite
participation, acknowledge other perspectives)
oo demonstrate active nonverbal participation in group activities (e.g., physical proximity to
group, eye contact, facial expression)
• A2: Express ideas and information in a variety of situations and forms to explore and respond,
recall and describe, narrate and explain, persuade and support, engage and entertain
Achievement Indicators:
oo sustain group and class discussions through relevant and thoughtful contributions (e.g., build
on other students’ ideas)
oo provide clear organizational cues when presenting or discussing (e.g., use transition words
and phrases)
oo modify language, ideas, and information in relation to the needs and interests of the audience
oo present ideas, information, and emotions in an imaginative and relevant way (e.g.,
description, significant details)
• A3: Listen to comprehend, interpret, and evaluate ideas and information from a variety of texts,
considering purpose, messages, tone, structure, effects and impact, bias
Achievement Indicators:
oo identify the purpose of the text, and the evidence used to support that purpose
oo summarize and clarify ideas and information (e.g., take turns summarizing text with a partner,
ask questions to clarify understanding)
oo identify and explain possible bias, e.g.,“The presenter only gave positive examples to prove.”
• A4: Select and use a range of strategies to interact and collaborate with others in pairs and
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 14 of 21
STANDARDS KEY
•
•
•
•
groups, including selecting methods for working together effectively, listening actively, contributing ideas and recognizing the ideas of others, demonstrating awareness of diverse points of view,
reaching consensus or agreeing to differ
Achievement Indicators:
oo choose ways for group members to achieve task requirements (e.g., checklists, timelines)
oo create and follow classroom guidelines for interacting (e.g., listen and speak respectfully, take
turns, cooperate, disagree courteously)
oo ask questions to clarify views or ideas of others
oo extend ideas stated by others
oo suggest ways to include and relate different points of view (e.g., appoint spokespersons to
represent different points of view)
oo seek out multiple points of view (e.g., brainstorm various perspectives on the topic, considering
culture, age, ability)
A5: Select and use a range of strategies to prepare oral communications, including interpreting a
task and setting a purpose, considering audience, generating ideas, making connections among
relevant knowledge and experiences, planning and rehearsing presentations
Achievement Indicators:
oo identify purpose and audience (e.g., choose register and diction appropriate to task and
audience)
oo choose techniques for presenting
A6: Select and use a range of strategies to express ideas and information in oral communications,
including vocal techniques, style and tone, nonverbal techniques, visual aids, organizational and
memory aids, monitoring methods
Achievement Indicators:
oo use and adjust vocal techniques to make presentations effective and appropriate to audience
(e.g., expression, audibility)
oo use and adjust nonverbal techniques to make presentations effective and appropriate to
audience (e.g., eye contact, body language)
oo use organizational and memory prompts to aid effective delivery e.g., notes, index cards, outlines
A7: Use listening strategies to understand, recall, and analyse a variety of texts, including connecting to prior knowledge, making reasonable predictions, identifying main points, generating thoughtful questions, clarifying and confirming meaning
Achievement Indicators:
oo identify and restate important points (e.g., use graphic organizers, take notes)
oo use examples beyond the text when making connections (e.g., text-to-text, text-to-self, text-toworld)
oo consider and suggest a main idea or theme and provide support
oo identify point of view and speaker bias
A8: Speak and listen to make personal responses to texts, by making connections with prior knowledge and experiences, describing reactions and emotions, generating thoughtful questions, developing opinions with reasons
Achievement Indicators:
oo use oral modes to express response to text (e.g., questions, class discussion, interview, speech,
drama, poetry)
oo describe and explain connections, reactions, & emotional responses, e.g., This reminds me of...”)
© The Random Acts of Kindness Foundation, 2014 | Peer Pressure, Grade 8
Page 15 of 21
STANDARDS KEY
•
•
•
•
oo ask questions that deepen personal response (e.g., “How does this make me feel?” “Why do I
feel this way?”)
oo state reasons for personal opinions (e.g., “The speech inspired me because...”)
oo demonstrate listening to oral texts to express a personal response through a variety of modes
(e.g., journal, speech, drama, poetry, visual representation, multimedia, song)
A9: Speak and listen to interpret and analyse ideas and information from texts, by examining and
comparing ideas and elements within and among texts, identifying perspectives, identifying bias
and contradictions
Achievement Indicators:
oo determine purpose and main ideas and identify supporting evidence
oo express and explain feelings or opinions evoked by the text
oo discuss the point of view presented and any inconsistencies
A12: Recognize and apply the structures and features of oral language to convey and derive
meaning, including context, text structures, syntax, diction, usage conventions, rhetorical devices, vocal techniques, nonverbal techniques
Achievement Indicators:
oo identify context (e.g., audience, purpose, situation)
oo select appropriate tone (e.g., formal, informal) and diction (e.g., word choice, colloquialisms)
oo use logical syntax (e.g., subject-verb agreement) and accepted conventions of usage (e.g.,
pronoun agreement)
oo avoid repetitive “filler” words and expressions (e.g., like, you know, right, um) when speaking,
use body language and gestures to convey and clarify meaning or for emphasis
B1: Read, both collaboratively and independently, to comprehend a variety of literary texts,
including literature reflecting a variety of times, places, and perspectives, literature reflecting a
variety of prose forms, poetry in a variety of narrative and lyric forms, significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels), traditional forms from Aboriginal and other cultures, student-generated material
Achievement Indicators:
oo identify how the key elements of a story (e.g., setting, plot, character and mood) influence
each other (e.g., elements of setting influence character action, character action contributes
to understanding of characterization, plot events can contribute to mood)
oo make and explain inferences about the text (e.g., “The hero’s strength was his insight into the
feelings of others,” “Because this took place a long time ago, she wasn’t allowed to reach her
potential.”)
oo offer relevant insights regarding the text and/or author (e.g., “The speaker regrets his
unkindness to his mother,” “In this poem the writer is suggesting that people are often unkind
to those they love.”)
oo make and support connections between the text and personal experience (e.g., “This made
me think about the use of the circle in my culture.”)
B2: Read, both collaboratively and independently, to comprehend a variety of information and
persuasive texts with some complexity of ideas and form, such as articles and reports, biographies and autobiographies, textbooks, magazines, and newspapers, print and electronic reference material, advertising and promotional material, opinion-based material, student-generated
material
Achievement Indicators:
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STANDARDS KEY
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oo restate main ideas in own words
oo support inferences or interpretations with specific evidence from the text (e.g., “Deborah Ellis
lets the women of Afghanistan tell their own stories. That way…,”)
oo find information from a variety of sources, including magazines, newspapers, web sites,
electronic media, and anthologies
B3: View, both collaboratively and independently, to comprehend a variety of visual texts, such
as broadcast media, web sites, graphic novels, films and videos, photographs, art, visual components of print media, student-generated material
Achievement Indicators:
oo set a purpose for viewing (e.g., “I am looking for examples of co-operation in this
documentary,” “I want to find out how climate relates to tornado activity.”)
oo offer reasonable interpretations of the purpose of the visual text (e.g., “I think the artist is
trying to say…,” “This blog is written to help students learn math.”)
oo make and justify inferences and predictions about visual text and about material that is
implicit or absent (e.g., about what happened before/after a picture, about feelings of people
in photographs)
B5: Before reading and viewing, select and use a range of strategies to anticipate content and
construct meaning, including interpreting a task, setting a purpose, accessing prior knowledge,
making logical predictions, generating guiding questions
Achievement Indicators:
oo use a variety of alternative sources to locate information and expand background knowledge
about the topic (e.g., encyclopedia, Internet, books, articles)
B7: After reading and viewing, select and use a range of strategies to extend and confirm meaning, including responding to text, asking questions, reviewing text and purpose for reading, making inferences and drawing conclusions, summarizing, synthesizing, and applying ideas
Achievement Indicators:
oo state the main ideas and provide supporting details
oo suggest inferences and conclusions supported by evidence from the text
oo compare the ideas expressed in the text to ideas from other sources (e.g., prior knowledge,
partner talk, class discussions, secondary texts, media sources)
B8: Explain and support personal responses to texts, by making connections with prior knowledge and experiences, describing reactions and emotions, generating thoughtful questions,
developing opinions using evidence
Achievement Indicators:
oo offer and explain connections between a text and own ideas, beliefs, experiences, and
feelings (e.g., “I think that…,” “This reminds me of...”)
oo describe and discuss emotions evoked by a text supported by reasons, explanations, and
evidence (e.g., “I felt worried because her father was...”)
oo pose questions that demonstrate personal connections to the text or author (e.g., “What
would I do if I were in this situation?”)
oo express opinions regarding a text supported by reasons, explanations, and evidence (e.g., “I
think Stargirl is not as secure as she seems. She...”)
B9: Interpret and analyse ideas and information from texts, by making and supporting judgments, examining and comparing ideas and elements within and among texts, identifying points
of view, identifying bias and contradictions
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STANDARDS KEY
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Achievement Indicators:
oo make judgements about the text based on evidence (e.g., “The argument in this passage
does not prove the author’s points. She should have considered...”)
oo discuss a point of view presented in a text (e.g., “Kerry does not believe in...”
B10: Synthesize and extend thinking about texts, by personalizing ideas and information, explaining relationships among ideas and information, applying new ideas and information, transforming existing ideas and information
Achievement Indicators:
oo juxtapose and merge related ideas (e.g., describe the similarities between characters’
choices)
oo use key ideas and relevant details from texts to create representations/responses/artifacts
(e.g., create a chart, web, or diagram that demonstrates connections between ideas
presented and personal thinking)
B12: Recognize and explain how structures and features of text shape readers’ and viewers’
construction of meaning, including form and genre, functions of text, literary elements, literary
devices, use of language, non-fiction elements, visual/artistic devices
Achievement Indicators:
oo explain how literary elements contribute to understanding (e.g., conflict reveals the
character’s motivation)
C1: Write meaningful personal texts that explore ideas and information to experiment, express
self, make connections, reflect and respond, remember and recall
Achievement Indicators:
oo experiment with various forms of personal writing, including impromptu, to explore ideas,
feelings, and opinions (e.g., experiment with various views and voices)
oo express ideas, feelings, insights, and personal views through sustained writing
oo make connections between experiences and/or texts (e.g., integrate new ideas and opinions)
oo reflect on and respond to a topic/issue/theme to develop an opinion
oo remember and recall relevant details from texts and prior experiences
C2: Write purposeful information texts that express ideas and information to explore and respond,
record and describe, analyse and explain, persuade, engage
Achievement Indicators:
oo explore and respond to ideas and information through various forms of information writing,
including impromptu
oo write information text that accomplishes a clearly stated purpose (e.g., instructions to be
followed; includes details to support a thesis)
oo use relevant details to express and justify a viewpoint
oo modify language in relation to the needs and interests of the audience
oo present ideas and information in a purposeful and relevant way (e.g., description, narration)
C5: Select and use a range of strategies to generate, develop, and organize ideas for writing and
representing, including making connections, setting a purpose and considering audience, gathering and summarizing ideas from personal interest, knowledge, and inquiry, analysing writing
samples or models, setting class-generated criteria
Achievement Indicators:
oo consider prior knowledge and other sources (e.g., writing about what they know and care
about, building on others’ ideas, research from a variety of sources)
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STANDARDS KEY
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oo discuss purpose and identify an audience for writing or representing
oo generate, collect, and develop ideas in a variety of ways (e.g., brainstorming, free-writing,
interviewing)
oo record sources for citation during research and note taking
oo conceptualize the final product and plan the steps to achieve it
oo examine models of the genre and form, and identify and analyse characteristics
oo generate class criteria for writing and representing (e.g., variety of sentence types and
lengths, elements specific to genre and/or form)
C6: Select and use a range of drafting and composing strategies while writing and representing,
including using a variety of sources to collect ideas and information, generating text, organizing
ideas and information, analysing writing samples or models, creating and consulting criteria
Achievement Indicators:
oo consult a variety of texts for ideas and information and as models
oo compose and share work in progress (e.g., peer and teacher conferences, PQP)
oo identify and restate main points in order to clarify meaning
oo use print and electronic references and tools while drafting (e.g., dictionaries, graphics
programs, cut/paste)
oo refer to self-generated, class, school, and provincial criteria
C8: Write and represent to explain and support personal responses to texts, by making connections with prior knowledge and experiences, describing reactions and emotions, generating
thoughtful questions, developing opinions using evidence
Achievement Indicators:
oo suggest and support connections among own ideas, beliefs, experiences, feelings, and/or
texts (e.g., Student writes, “The fires in the Interior were similar to...”)
oo describe and discuss reactions to text supported by reasons, explanations, and evidence
(e.g., Student writes, “I’m frustrated about this because...”)
oo express opinions regarding a text supported by reasons, explanations, and evidence (e.g.,
Student writes, “There is no way that we will be able to agree on a single solution because...”
C9: Write and represent to interpret and analyse ideas and information from texts, by making and
supporting judgments, examining and comparing ideas and elements within and among texts,
identifying points of view, identifying bias and contradictions
Achievement Indicators:
oo make judgements based on evidence (e.g., rank and explain reasoning for their five favourite
movies)
oo assess the effectiveness of ideas and information (e.g., identify and analyse a viewpoint)
oo examine and compare ideas and information from a variety of texts (e.g., write a journal entry
comparing protagonists’ problems)
oo recognize and describe own and others’ viewpoints (e.g., Student writes, “I really think... but
my parents think...”)
C10: Write and represent to synthesize and extend thinking, by personalizing ideas and information, explaining relationships among ideas and information, applying new ideas and information,
transforming existing ideas and information
Achievement Indicators:
oo use key ideas and relevant details from texts to create representations/responses (e.g.,
create a chart, web, or diagram that demonstrates connections between ideas presented and
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STANDARDS KEY
personal thinking)
• C14: Use conventions in writing and representing, appropriate to purpose and audience, to
enhance meaning and artistry, including grammar and usage, punctuation, capitalization, and
Canadian spelling, copyright and citation of references, presentation/layout
*Note: Performance Standards Writing Features and Conventions are available for viewing under Suggested Achievement Indicators for this Prescribed Learning Outcome
2. Health and Career Education
Healthy Living
• 1: Set personal goals for attaining and maintaining a healthy lifestyle
Achievement Indicators:
oo based on class discussions and activities, describe potential strategies for reaching their
goals for physical and emotional health
• 2: Analyse influences on eating habits, including family, peers, and media
Achievement Indicators:
oo analyze various influences on personal food choices, including: media (e.g., advertising,
food labels, magazine articles, web sites, popular culture, fads), peers and family (e.g.,
tastes, availability, budget, group vs. individual choices)
• 3: Identify factors that influence healthy sexual decision making
Achievement Indicators:
oo identify a variety of factors that influence healthy sexual decision making, including
knowing and respecting personal and family values, knowing boundaries and being able to
communicate them, peer, family, and social expectations, role models and personal support
networks, media (e.g., body image messages, myths and stereotypes about sexual activity or
safer sex practices)
Healthy Relationships
• 1: Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)
Achievement Indicators:
oo o list and describe the emotional health benefits of healthy relationships (e.g., sense of
connectedness to others, increased self-esteem, empathy, shared interests, giving and
receiving help and support)
oo list the potential negative effects of a lack of healthy relationships (e.g., feelings of isolation,
increased likelihood of making unhealthy personal choices, depression)
Substance Misuse Prevention
• 1: Analyse influences related to substance misuse (e.g., friends, family, media)
Achievement Indicators:
oo using specific examples, describe how various influences (e.g., friends, family, media,
curiosity) might have a positive or a negative effect on a person’s decisions related to
substance misuse
oo assess the relevance of various influences on decision making related to substance misuse
• 2: Propose strategies that can assist youth in making healthy choices related to substance use
(e.g., assertive communication, refusal/delay/ negotiation skills, avoidance of risk situations, participating in alternative activities)
Achievement Indicators:
oo outline a variety of strategies that youth can use to make healthy choices related to substance
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STANDARDS KEY
misuse (e.g., assertive communication, including deflection, refusal, delay, or negotiation
skills; knowing when to seek help; avoiding higher-risk situations; not consuming any unknown
substance; knowing how to access accurate information)
3. Science
• A2: Perform experiments using the scientific method
Achievement Indicators:
oo use information and conclusions as a basis for further comparisons, investigations, or
analyses
• C5: Explain the concept of force
Achievement Indicators:
oo define force (push or pull of one object on another)
oo describe the movement of objects in terms of balanced and unbalanced forces
• C8: Explain the relationship between pressure, temperature, area, and force in fluids
Achievement Indicators:
oo describe the relationship between temperature, area, and pressure, with reference to the
kinetic molecular theory
4. Social Studies
• Applications
1: Identify and clarify a problem, an issue, or an inquiry
2: Gather and organize a body of information from primary and secondary print and non-print
sources, including electronic sources
3: Interpret and evaluate a variety of primary and secondary sources
4: Assess a variety of positions on controversial issues
OTHER STANDARDS MET
1. 21st Century Skills (www.p21.org)
• Learning and Innovation Skills
a. Critical Thinking – Reason effectively, make judgments and decisions, solve problems
b. Communicate clearly and collaborate with others
c. Creativity and Innovation – Think creatively and work creatively with others
• Life and Career Skills
a. Initiative and Self Direction – Manage goals and time, work independently, be self-directed
learners
b. Social and Cross-Cultural Skills – Interact effectively with others
c. Responsibility – Be responsible to others
2. Social and Emotional Standards (www.casel.org)
• Self-awareness
• Self-management
• Responsible Decision Making
QUESTIONS? CONTACT: [email protected]
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