space.template.Lesson

**//CA1.1-CA1.4//**
 * //Lessons 1.1-1.4: Common Language//**

//A strong command of the language arts is vital for being a successful student and ultimately a productive member of the 21////st// //century workforce. Language skills have always been fundamental for academic and professional success.// ~//CDE 2010 Reading Standards (Pg 9)//

The ability to communicate effectively is critical to creating a safe and welcoming environment in any situation. Students, in general, have not had the opportunity to examine the language they use on a continual basis to determine and self-evaluate their own professionalism. This unit forces students to examine the language they use to create a common understanding of professional language.
 * //Rationale://**

Prepared Graduates – Use language appropriate for purpose and audience. Reading Standard 1.1.E: Oral Expression and Listening – Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular groups, perspectives or contexts (such as social, professional, political, cultural, historical or geographical).
 * //CDE Prepared Graduate Competencies://**


 * //Objectives://**
 * Students will self-identify the key words they use on a daily basis (all language is appropriate in this activity)
 * Students will determine the rational for judging the professionalism of social interaction
 * Students will practice using effective language, as well as using ineffective language.

This activity will require approximately two hours to complete, and can be done in four advisory periods if necessary, or on one extended period which would cut into Foundations (which can be made up the following day if necessary).
 * //Requirements://**

You will need posters or white boards for all of your groups (students will work in teams of 4)

Large group discussion, inside/outside circles, team roles, team building, reaching consensus, self-evaluation
 * //Techniques and Skills://**

1. Group students in teams of four (does not need to be based upon academic merit).
 * //Procedure://**

2. Take a moment to explain to students that what is said today stays within the four walls of the classroom. Some words will be used that are offensive, but students need to trust that there is a reason to hear these words.

3. Pass out the posters/whiteboards to each group.

4. On approximately one half of the paper/whiteboard area, ask the students to identify words of hate. Have the students identify both words they have used against others, and words that have been used against them. (End of Day 1)

//** Disclaimer **: this can be a very vulnerable experience for the students. They are being explicitly asked to write words which normally would have resulted in suspensions or other disciplinary action. Remind them that they are safe in your room. As they identify words that have been used against them, they will identify with moments of vulnerability and pain, be considerate of their feelings.//

5. Ask the students to identify with the words they identified. Use the attached sheet as a class to define the following terms: Bystander, Perpetrator, Victim, and Ally. Encourage the students to take the time to remember a time in their life when they can identify with one of those labels. In order to effectively facilitate this, you must be willing to share stories of when you have experienced each role. Ask students to volunteer to tell their stories. (Day 2)

6. Once they have had the time to identify with a role, briefly discuss how the words that they identified can be used to promote bigotry and resentment. In the discussion, have the students who identified originally as a victim tell a story about being a perpetrator (everyone has been a victim and a perpetrator at some point in their life). This can be powerful for students. Ask them to identify how the feelings caused by each activity reinforce hatred and bigotry. (Day 3)

7. Now that students have identified how words can be used for hate, ask them to identify the words on that they wrote down at the beginning of the lesson that they feel are appropriate in a school environment. Make sure to stress the importance of professional language. (Day 4)

8. Hold a class vote and discussion on the entire set of words student identified as being professional. During this process, you are norming the language used in your classroom. It is your discretion what is or is not professional, and how you handle infractions (which should both be covered during this lesson). At the end of the vote, say “All of the words you identified as words of hate have no place in a professional environment.”

9. At the end of the vote thank the students, and tell them that was the last time those words can be used in your classroom. Impress on the students that your classroom will be a safe environment, free of racism, bullying, and bigotry.