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Constructive Modelling and Empathy Building

Constructive Modelling and Empathy Building
Constructive Modelling and Empathy Building
Constructive Modelling and Empathy Building
Constructive Modelling and Empathy Building
Constructive Modelling and Empathy Building
Constructive Modelling and Empathy Building
Constructive Modelling and Empathy Building
Constructive Modelling and Empathy Building
Product Description
Bullying is often times the result of misplaced emotions and unresolved conflict erupting into physical or verbal incidents. Constructive Modelling and Empathy Building is an easy-to-use and implement program to help children learn what conflict is, how to understand and address the root causes of bullying or conflict, and how it can be resolved or transformed creatively, constructively, and respectfully.

These activities use hands-on learning, reading, comprehension, and collaborative learning skills to solve problems; all while building and modelling empathy, and learning how to constructively and respectfully communicate and interact with each other.

This course is bundled into four 50 minute (4 X 50 min) lesson plans filled with both group and individual activities, and includes several additional exercises for those who have more time to devote, want to address specific classroom problems, or incorporate ongoing empathy and respect building throughout other classroom exercises.

The course was designed to fit the current Ontario Curriculum (2015), and has grading sheets to mark each segment. This curriculum meets the following report card bench marks:
• The Arts: Drama Component (B1) Creating and Presenting
• Health: Personal Skills 1.1, Interpersonal Skills 1.3, Critical and Creative Thinking 1.5, Grade Four Health C1.2 (safe use of technology), C1.3 (bullying and abuse), C2.2 (decision making- assessing risk); Grade Five Health C2.2 (strategies, threats to personal safety), C2.4 (emotional, interpersonal stresses, puberty), C3.2 (actions, self-concept), C3.3 (decisions to drink alcohol, influences); Grade Six Health C2.3 (safe and positive social interaction, conflict management), C2.4 (strategies, safe choices, influences, drugs), C2.5 (understanding puberty changes, healthy relationship), C2.6 (decision making in relationships), C3.2 (responsibilities, risks, care for self and others, safety practices), C3.3 (stereotypes and assumptions); Grade Seven Health C1.1 (benefits and dangers of technology), C1.2 (mental health, substances, support), C2.2 (impact of bullying/harassment); Grade 8 Health C2.2 (assessing situations for potential danger), C2.3 (mental health, stress management), C3.2 (impact of violent behaviours, supports)
• Language: Grade 4 through 8 Language, Oral Communication: Section 1) Listening to Understand 1.1 (identify purposes for listening in a variety of situations), 1.2 (active listening strategies), 1.3 (comprehension strategies), 1.4 (demonstrate understanding), 1.5 (making inferences/interpreting texts), 1.6 (extend understanding), 1.7 (analysing oral texts), 1.8 (point of view); Section 2) Speaking to Communicate 2.1 (purpose), 2.2 (interactive strategies), 2.3 (clarity and coherence), 2.4 (appropriate language), 2.5 (vocal skills and strategies), 2.6 (nonverbal clues); Section 3) Reflecting on Oral Communication Skills and Strategies 3.1 (metacognition). Reading for Meaning Grade 4-8 1.4 (demonstrate understanding), 1.5 (making inferences/interpreting texts), 1.6 (extending understanding); Writing 1.2 (developing ideas), 1.3 (research), 1.4 (classifying ideas), 1.5 (organizing ideas), 1.6 (review)

This curriculum can be adapted for use in other provinces, and countries. Imperial is included in brackets for easy conversion.
Total Pages
49 pages
Answer Key
N/A
Teaching Duration
2 days
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