Cheryl E. Merritt
Learning that a drama is much like life itself, a composition designed for a performance is the major goal of this unit. The middle school student grades 5-8 are the targets. Students ranging in ability from remedial to above average performance levels. I will use this unit with sixth grade students. As humans we prepare each day for performances, whether it be as a parent, student, teacher, counselor, employee, or employer. The student will learn also that drama is nothing but a series of events strung together, connected by day and night. They will note that each act involves conflicts and forces that could strongly determine the next act of life.
As the unit is developed the family is stressed as the prime ethical value. This curriculum will lend support, strength, power and involvement to adolescents and their families. Students will see a need to establish loving and stable families while growing into adulthood. This unit could be considered a rehearsal as students prepare to direct or redirect their lives through planning constructive and attainable goals for themselves and their families.
The development of this unit will take one full school year. One marking period (8-10 weeks) dedicated to social problem-solving. One half of the second marking period to substance abuse prevention. The next marking period and a half will provide a survey of the history of drama and the actual development, writing process, and the revision of the finished product. Finally the last quarter should be set aside for the preparation and production.
The students will learn behavioral problem solving skills that promote successful strategies for coping with stressful situations. These strategies are accomplished by teaching students a 6-step problem-solving process. The three main units are stress management, six problem-solving steps, and behavioral social skills. This is followed by a substance use prevention module.
The objectives to be covered in the introduction of the social problem-solving module are stated in the manual. Those objectives are as follows:
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1. TO INTRODUCE THE SOCIAL PROBLEM-SOLVING PROGRAM TO THE STUDENTS.
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2. TO INTRODUCE CONCEPTS INVOLVED IN PROBLEM-SOLVING.
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3. TO DEFINE STRESS AND DISCUSS SITUATIONS THAT PRECIPITATE IT.
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4. TO IDENTIFY PHYSICAL SYMPTOMS OF STRESS.
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5. TO BEGIN TO DEVELOP A STRESS AND PROBLEM-SOLVING VOCABULARY.
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6. TO INTRODUCE THE PROBLEM-SOLVING APPROACH AS A METHOD FOR EFFECTIVELY HANDLING STRESS.
The Yale-New Haven Social Problem-Solving Program for Adolescents training workshop for teachers is the recommended prerequisite to the actual writing of the drama. For information, materials or training contact:
ROGER P. WEISSBERG, PH.D
DEPARTMENT OF PSYCHOLOGY
BOX 11A YALE STATION
YALE UNIVERSITY
NEW HAVEN, CT 06520-7447
(203) 432-4530
Each student will compile a Problem Diary that will be used to generate a list of ideas for a subject. Children should be allotted time each day to record in the diary. Additional input will be solicited from the family by means of a family worksheet, (see sample) that the students will be assigned as homework. At the appropriate time students will be assigned to groups who will compare and discuss their diaries and then select a subject for writing project. Students will then be able to begin a working outline.
Students should be made aware that they are not expected to identify and label problems very easily at the beginning but they will become better as they learn more about this process. After explaining to students what type of information will go into the diaries students should be allowed to ask questions. The teacher should also give examples based on their personal experiences.
It is also important that the students are comfortable with each other. A get acquainted exercise should be done very early. On the following page is an activity to help students get to know each other and those who know each other already will learn new interesting things. It is also important to start using feeling words and sharing feelings with others. Students will find that it can be fun and healthy from activities such as, “How I Feel”, which is presented in a sample form.
Problem solving vocabulary is vital. The teacher should stress the definitions as often as possible. It would be a good idea to post them around the classroom so that students can see them every day.
TERMS TO KNOW
PROBLEM: A problem is a situation that makes someone feel upset and
stressed.
PROBLEM SOLVING: Problem solving is doing something to make an upsetting situation better.
GOAL: A goal is how you want things to end up.
SOLUTION: A solution is a way to solve a problem.
CONSEQUENCE: A consequence is what happens next after you try a solution.
PLAN: A plan is the ingredients needed to make a solution work.
Learning these terms can be reinforced with matching activities, oral check-ups, etc.
Students will be able to continue through this unit with little difficulty. Teachers will find it workable with students at all levels of ability. The activities are interesting and exciting. The learning experiences are not limited to the classroom but can be used in all aspects of a child’s life. Oh, teachers if you find you begin to handle your own stressful situations differently and the stresses in your life become easier to deal with, it’s OK. That happens quite often.
FAMILY PROBLEM DIARY
WHAT TO DO: ASK TWO PEOPLE IN YOUR FAMILY THE FOLLOWING QUESTIONS AND RECORD THEIR RESPONSES ON THIS SHEET.
PERSON #1
Name a situation that has happened between you and another person that made someone feel stressed.
______________________________________________
______________________________________________
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What are three things you do when you feel stress?
1. __________ 2. __________ 3. __________
Can you identify three physical reactions that your body has to let you know that you are experiencing stress?
1. __________ 2. __________ 3. __________
PERSON #2
Name a situation that has happened between you and another person that made someone feel stressed.
______________________________________________
______________________________________________
______________________________________________
What are three things you do when you feel stress?
1. __________ 2. __________ 3. __________
Can you identify three physical reactions that your body has to let you know that you are experiencing stress?
1. __________ 2. __________ 3. __________
sample activity
GETTING ACQUAINTED
IT IS FUN TO FIND OUT INTERESTING THINGS ABOUT OTHER PEOPLE. SOMETIMES YOU FIND OUT THAT YOU HAVE A LOT OF THINGS IN COMMON.
ASK SOMEONE THE FOLLOWING QUESTIONS AND SEE HOW MANY NEW THINGS YOU LEARN ABOUT YOUR CLASSMATES.
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1. WHAT IS YOUR FULL NAME? ____________________
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first middle last
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2. WHO GAVE YOU YOUR NAME? ____________________
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3. WHO LIVES IN YOUR HOUSE? ____________________
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_____________________________________________
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4. WHAT IS YOUR FAVORITE TV SHOW? ____________________
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5. WHAT IS YOUR FAVORITE SUBJECT IN SCHOOL? ____________________
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6. WHO IS YOUR BEST FRIEND? ____________________
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7. WHAT IS YOUR FAVORITE HOBBY? ____________________
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8. WHERE IS THE MOST INTERESTING PLACE YOU HAVE EVER BEEN? _________
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_____________________________________________
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9. IF YOU COULD GO ANY PLACE IN THE WORLD, WHERE WOULD YOU GO? _________
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_____________________________________________
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10. WHAT DO YOU LIKE MOST ABOUT YOURSELF? ____________________
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11. WHO IS SOMEONE YOU ADMIRE A LOT? ____________________
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12. WHAT WOULD YOU LIKE TO DO WHEN YOU GROW UP? _________
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_____________________________________________
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13. IF YOU HAD ONE WISH WHAT WOULD IT BE? _________
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_____________________________________________
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NOW CHOOSE THREE (3) THINGS FROM THIS SHEET TO TELL THE CLASS ABOUT THIS PERSON.
sample activity
