Lesson # 13 Unit 3 COMMUNICATION

By Louise Willis,2014-05-06 12:23
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Lesson # 13 Unit 3 COMMUNICATION

    Lesson # 5: You and I Statements Unit 4: COMMUNICATION Materials: NH Benchmarks:

    #5 Provide safe and supportive places to nurture the ? You and I Statement Reading

    physical, mental/intellectual, social, emotional, and ? You and I Worksheet

    spiritual health of the total community. K.k. 1/16/06

    DOE: Standards:

    CS 1, 3, 5, 6

    BM 1a, 1b, 3b, 3c, 5a, 5b, 5c, 6a, 6b

    PI 1ab, 1ac, 1ad, 3aa, 3ab, 3ad, 5aa, 5ab, 5ac, 5ad,

    6aa, 6ad, 6ae

    ‘Ōlelo No‘eau: #1440 GLO’s: Ability to… Ka leo o ke ola ? Be responsible for one‟s own learning The voice of life ? Be involved in complex thinking and Said of any helpful advice or suggestion, or of a kindly invitation to eat. problem soling

    ? Communicate effectively

    ? Work well with others

    Health Risk Area:

    #7 Personal and Consumer Health

    ACTIVITY # 1 TEACHER NOTES 1. Verbally share and write the „Ōlelo No„eau for the day on the board. Provide time for the

    students to think about the proverb without sharing. Repeat if necessary.

    2. Ask students to visualize the picture in their minds, give options of what they might draw or


    3. Distribute “You and I Statement” reading.

    4. Ask students to mix and freeze and pair up.

    5. Prompt students to read out loud as a class and/or individually.

    6. Elicit questions and clarify.

    ACTIVITY # 2

    1. Ask students to turn the „You” statements into “I” statements (see other sheet). 2. Ask students to practice constructing “I” messages in response to these situations. For further practice, have them think of other situations and then respond with “I”


    a. Malia saw Lani with her arm around Malia‟s boyfriend Ikaika. What could

    Malia say to Lani, using an “I” message? To Ikaika?

    b. Pila wants to copy Mika‟s homework. Mika wants to say no, even though he

    let Pila copy his work once before. What can Mika say to Pila, using an “I”



1. Ask students to work in groups of three or four to develop a role-play situation, poem, clean rap, or illustration involving a conflict.

    2. Ideas for themes:

    ? boyfriend-girlfriend issues: e.g., jealousy

    ? property issues: e.g., property borrowed without asking first

    ? turf issues: e.g., catching waves, locker room

    ? friendship issues: e.g., gossip and rumors

    ? parent-child issues: e.g., disapproval of the child‟s friends 3. Tell students that in addition to I message communication can be improved by

    practicing other techniques. One such technique is the use of “perception checking”

    questions. Pair up students and have them try this exercise:

    a. Person 1. Start talking about any subject for 4 or 5 sentences

    b. Person 2. When the first person stops talking, repeat back to them what you

    thought you heard, starting with phrases like:

    I want to be sure I understand what you are saying. It sounds like . . your interpretation of what they said

    Is part of what you are saying . . . your interpretation of what they said?

What I hear you saying, if I understand you correctly is . . . your interpretation of what they


I want to make sure I am hearing what you are saying . . . your interpretation of what they


    What I heard was . . . your interpretation of what they said. Was that accurate?

    c. Then, reverse the roles and the second person speaks for 4 or 5 sentences,

    then the first person asks perception-checking questions.

    d. By practicing such techniques, you are giving respect to the person speaking

    and showing that you understand what they are saying. If you misunderstand

    what they are trying to say, you can both work to clarify the message.

    e. By practicing your listening skills, you will also develop better speaking skills.

    If you listen to where people misinterpret what you say, you will find ways to

    make it clearer. Your frustration at being misunderstood will disappear and

    you will assume less about what you hear because you have confirmed it

    with the speaker.

    f. Remember, listening is not the same as hearing. Hearing is using the ears to

    acknowledge the sound of something. Listening means understanding from

    the perspective of the speaker.

    4. Pose the question; How do you feel about the statement: Listening means understanding

    from the perspective of the speaker. How might your family respond to this question? Do you

    think other cultures believe this statement as well? Why or why not.


    Teacher/Student to choose journaling style (refer to journaling section of curriculum)

    Ask students to write and or draw a short response to the following questions:

    1. Students are instructed to write in their journals about a time when they

    were angry and communicated this to the other person. They can write

    about a positive or negative experienced.

    2. How does your culture clarify communication? Does your culture use

    “you” and “I” statements? What does communication “look like” in your


    3. How would this form of communication enhance your lōkahi wheel?

    4. Would you use this form of communication? Why or why not?

    5. How does this lesson relate to what your culture practices? 6.Refer to the „ōlelo no‟eau and reflect how it relates to the lesson. 7. Refer to the Native Hawaiian Standard and reflect how it relates to the lesson. 8. How might you develop a plan to implement healthy behaviors which promote and

    protect self/others I a variety of challenging health situations? 9. Take a minute to evaluate your long and short term benefits and consequences

    associated with risk/content areas that are most important to self. 10. How might you demonstrate knowledge of concepts associated with health

    risk/content areas, demonstrating both breadth and depth? 11. How might you apply a variety of personal coping and stress management strategies

    and practices to challenging personal and social situations?

    12. Identify inappropriate responses to risky situations and work toward appropriate


    13. How might you practice appropriate problem-solving responses to interpersonal

    conflicts and peer pressure situations?

    14. How might you choose appropriate verbal/non-verbal communication skills to

    enhance the health of self and others in a variety of settings.

    15. How might you choose appropriate personal communication strategies to avoid


    16. How might you implement goal-setting strategies to set personal health goals?

    17. How might you evaluate current personal health risk status and identify areas for

    potential improvement?

    18. How might you explain the elements of decision-making?

    REFLECTION (Optional: go around the room, pass an object around from person-to-person, pass a book of positive daily affirmations, throw a ball with positive affirmations on it and do what it asks, etc)

Invite statements of appreciation:

    1. I liked it when…….

    2. I‟m excited to be learning about…..

    3. I enjoyed doing……

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