Interpersonal Communication: 3.4.1.M Demonstrate how to communicate directly, respectfully, and assertively regarding personal boundaries.

Students demonstrate how to communicate directly, respectfully, and assertively regarding personal boundaries by practicing using two different techniques for communicating about personal boundaries. Option 1: Repeat the refusal using eye contact. Option 2: Suggest an alternative activity to what is being suggested. Prompts may include:

▪ I will repeat ...

▪ I will refuse by ...

▪ I may suggest the following alternative or other activity or option ...

Students work in small groups to role-play various scenarios presented on index cards or paper. Students practice what to say when they are stressed or concerned about something. The teacher or selected student(s) demonstrates each technique first, then the students practice communication skills in small groups.

Practicing Health-Enhancing Behaviors: 3.7.1.M Evaluate effective strategies to cope with fear, stress, anger, loss, and grief in oneself and others.

Students evaluate strategies to cope with fear, stress, anger, loss, and grief in oneself and others by reflecting on and listing what they do when they feel stressed, worried, angry, or sad. Options for responses to emotions can also be explored via valid online resources. Students then explore how to help others who are feeling fearful, stressed, worried, or sad. Suggestions are provided by the student, such as talking to a trusted adult about their feelings, exercising, listening to music, taking deep breaths before reacting, or reframing the challenge or disappointment by setting a new goal. Students evaluate which activities they find effective and would use. Students are encouraged to keep their list in their health journal or folder to reference when they feel any of the emotions discussed. Activities may be voluntarily practiced in class such as sharing one’s favorite music or practicing breathing exercises together. As an extension of this activity, students create a class bulletin board featuring pictures of healthy coping mechanisms.

Goal Setting: 3.6.1.M Make a plan to help at home and show responsibility as a

family member.

Essential Concepts: 3.1.2.M Describe the importance of assuming

responsibility within the family and community.

Essential Concepts: 3.1.3.M Explain the benefits of having positive

relationships with family and friends.

Students describe a plan to help at home and be a responsible family member

after reading various books that provide examples of the qualities of a

supportive family member such as And Tango Makes Three or Con Tango son tres

by Justin Richardson and Peter Parnell (2015) or Frog and Toad are Friends by

Arnold Lobel (2003). Students write a paragraph or two about ways they can

be a responsible family member (this activity also supports students in writing

informative/explanatory texts, CA CCSS for ELA/Literacy W.3.2).