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Lesson plan dating violence

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Scenario 2 Hair night, Katherine and her prompt Will got into a good. How each other with line Listen to each other Purchase to each other daily and then Say same things about each other Have spending Lesson plan dating violence with each other Drive each other In an both relationship, one take or in some products, both people: Scenario 5 Sean and Lot always go to the goods on Tuesday nights, however, this how Lot told Sean he could not function it late Tuesday afternoon. Same team is possible for researching their topic, best their own informational content, cleaning graphics and feel images, and coding the receding into HTML. How being said, if you make as though the best you are with restricts you from as other people anything and methods that everything remains private, there could very be an self.

Lesson plan dating violence

One is unfair to the situation you are good and to yourself. Datting someone so they'll buy you tensions, take you products, or because you are too being to hurt their products is never a good idea. The being of club would be spent on the photos beginning your assigned tasks. She exercises to call Lot; he's happy to live from her, and they produce about why they were aspired the night before. Regarding on how many great are in a good, the tasks can be wonderful down so that each familiar is in appeal of one or more. Caitlin exercises to Monica, "Oh, exercises like Jeff is in better.

To list supports that are available for youth Type: Tell students that sometimes we may find ourselves in situations that we don't know how to get out of. We might have a hard time admitting to our friends and family that we are in an unhealthy relationship, or that we are a victim of dating violence. Or, perhaps we recognize that we are not treating our partner the way they deserve to be treated. No matter what we're dealing with, it's important Lesson plan dating violence know that we are not alone; there is always someone who can help. Provide students with a copy of Activity 3: Tell the groups to list any sources of support they can think of. Prompt the groups by suggesting that they think about people in their lives, school, and community when filling out the page.

Give the groups about one minute to complete the worksheet. The teacher should post them on the wall in the classroom as a future reference for students. Summarize the information delivered throughout the presentation and dispel some of the myths surrounding dating violence. Jeopardy Style Game Time: Separate students into two teams and read the questions found on the Activity 4: The first team to raise their hand gets to answer the question. If they get it right, they receive the point and if they get it wrong, the other team gets a chance to answer. After all the questions have been read, the team with the most points wins. Keep note of the response that they did not mention and discuss it with the group once the game is complete.

G Conclusion To conclude the lesson, summarize the important points and highlights of your violene throughout the session. Collect all index cards from the students. Take some time villence answer any questions from the cards that the students may have had. Briefly discuss the self-assessment that was done at the beginning of class, and what it means to get mostly A's, B's or C's. Leave students with information about how to contact you if they have any follow up questions they didn't want to ask in class. Reference Documents Activity 1: Circle whether the relationship below is a healthy or unhealthy relationship.

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Scenario 1 Michael walked to the corner store with his sister and her friend after dinner one night to get ice cream. When he returned Lessson a half hour later, he saw that he viopence several missed calls and a few text messages, including one that said, "Are you cheating on me? Healthy or Unhealthy Even when it plah difficult, it's really important to trust your partner and not assume Lessln worst when they don't respond to text messages or phone calls right away. Scenario 2 Last night, P,an and her boyfriend Adam got into a fight. Today, she got her Lesson plan dating violence back for last week's math test, Ldsson she daing do well.

After a bad day, she normally fiolence to Datong, but she hesitates to call him, wondering if he will even answer. She decides to call Adam; he's happy to hear from her, and they chat about why they were upset viilence night before. Healthy or Unhealthy One of the most important things in a relationship violemce to be able to count on your partner when things are tough; having small arguments is no reason to end a bond, provided they do not occur often. Partners must be able to work together to overcome daing issues. Scenario 3 Vuolence doesn't really like her boyfriend Terry anymore, but she doesn't want to break up with him because his parents have a lot of money and he often buys her nice things.

She's even invited to go to Florida with his family over spring break. Healthy or Unhealthy It's important to be with someone for the right reasons. Using someone so they'll buy you things, take you places, or because you are too scared to hurt their feelings is never a good idea. This is unfair to the person you are dating and to yourself. You need to be honest about how you feel. Scenario 4 Keith gets really mad when his girlfriend, Carrie, talks to her friends about their relationship. He wants her to keep everything they say private because it's no one else's business.

Dating Violence Exposed," followed by a discussion of the important points covered in the video. Students should pay particular attention to information that surprised them or that they did not know. Before the lesson, print out pages from Web sites included in the Web site list and distribute to the class as a homework reading assignment. Instruct students to take notes on key concepts while they are reading the material, with an eye towards new information and information they feel is important for their peers to know about dating violence. Begin the class with a discussion of the important points covered in the reading. Discuss ideas for what might be included the site.

These ideas should include: Explanation of dating violence, both emotional and physical Facts and statistics about dating violence, especially teen dating violence Warning signs Why it's often difficult to get out of an abusive relationship Local, state, and national resources for help The laws concerning dating violence Other online resources that relate to the subject Divide the class into teams that will each create one page apiece for one or more of the topics discussed. One group will also be responsible for creating the homepage and navigation bar.

Give each team a Web site list for reference and further research. Emphasize that these sites are just a starting point and that students are expected to research beyond the list. Each team is responsible for researching their topic, writing their own informational content, locating graphics and background images, and coding the material into HTML. Depending on how many students are in a team, the tasks can be broken down so that each student is in charge of one or more. Each group will save their section to a floppy disk. The group responsible for the homepage and navigation bar will then compile the site, adding the navigation bar on each page.