Ricky's Slide #3 A Different and Better Ending

Personhood Curriculum

6th Grade
Ricky's Slide #3
A Different and Better Ending
Lesson Plan
aphg6-18
(Time estimate: TBD minutes)

Teaching Goals

Extend the last lesson (What is a real Friend?) into the scenario of helping Ricky.
Introduce how to overcome self-defense when trying to help someone.

Teacher Prep

If you have not already done so, print Ricky's Slide, Act 3. A Different and Better Ending
- - - ricky5.htm - - - ricky5.rtf
Make 7 copies. Be sure the three readers get them well before class to have time to practice.

Before class be sure to clear the front of the room to provide as wide a stage as possible.

Class Time

Relevancy

You might know someone like Ricky, or some day you may meet one like him. How should you react?

Presentation

Do the reading.

After the reading, have readers stay in place ready to reread part upon the request of the teacher.

Student Discussion

When we are in a situation where a friend is having problems, we may not know what to do. We may not know why they do what they do, or why they say what they say. We may wonder how the other person might react if we try to help them. We are going to think about these questions.

Why did Ricky say, "Nah. And besides, like ... I don’t want kids to think I’m a nerd ... ya know ... or a teacher’s pet!" Call on people.

Answer: To make himself feel better about himself by giving himself a "reason" for not studying.

Why didn't Ricky call Ruth a "Teacher's pet" this time? Call on people.

Answer: Because Ruth defused the situation. She didn't start arguing with him. Instead she ACKNOWLEDGED that she understood what he was feeling. In fact, that she had felt like that herself. This calmed Ricky down enough for her to express that she cared about what happened to Ricky, and that she wanted to help.
When someone is upset, angry, or scared, they are usually not open for arguments. What they want first is to know that someone understands what they are feeling, and then that someone wants to help. Until you acknowledge their feelings, it is likely that the conversation will go nowhere. Readers, please reread lines 6 through 9.

What if Ruth is not able to help Ricky by herself, what could she do? Call on people.

Encourage him to get help from someone: Teacher. Parent. Learning therapist.
Go with him as moral support when he asks for help.
Keep asking how he is doing.
Continue to show she cares.
Keep offering to help in any way she can. Quizzing him to prepare for tests. Study together. Etc.

Imagine you are someone like Ricky. School is starting to get you down. You are falling down in your work and grades. You don't know what to do about it. You are just about to give up.

Then along comes one of your good friends, and actually wants to help you get caught up in your studies. How would you feel? Call on a few people to get their answers.

I'd be relieved, more relaxed, more positive, "Maybe I can get caught up! Happy that my friend really cares about me!
Assume you are able to help your friend get caught up. Afterwards, what will he likely feel or think? How would you feel or think? ? Call on people.

Your friendship would be much stronger.
Your friend would feel grateful to you.
Your friend's self confidence will be improved.
You would feel good about yourself, because you made a real difference in your friend.
Your own self confidence would be greater.

Review: How did Ruth defuse the situation? Call on people.: By immediately acknowledging that she saw Ricky was stressed out with school. Acknowledges his feelings.
Teacher Follow-up
None defined at this time.

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As of: 15 Aug '03