PEER PRESSURE - Random Acts of Kindnessmaterials.randomactsofkindness.org/cde/en/8-Peer-Pressure.pdf · The Random Acts of Kindness oundation Peer Pressure, Grade 8 Page 2 of 17 •

Page 1 of 17© The Random Acts of Kindness Foundation | www.RandomActsofKindness.org

QUESTIONS? CONTACT: [email protected]

GRADE 8

Objective: Students will be able to analyze how avoiding negative peer pressure shows kindness toward themselves and others and can positively influence their mental health.

Kindness Definition: Kindness is an intrinsic quality of the heart expressed through an act of benevolence reflecting care and good will for self and others.

Kindness Concepts: Assertiveness, Integrity, Self-Discipline

Egg and Bottle Peer Pressure Activity, pp. 3-4 (15 to 20 minutes)

• Glass bottle, two hard-boiled eggs (peeled), match, paper

• Large, self-adhesive poster sheets• RAK Journals

Peer Pressure Visual Response, p. 5(20 minutes)

• Foundation for a Better Life TV spots from values.com website: o Reach (http://bit.ly/91NBNB) o Peer Pressure (http://bit.ly/utOB0j)

• RAK Journals

Ways to Respond to Peer Pressure Activity, pp. 6-7(20 minutes)

• Large, self-adhesive poster sheets; write the following on the top before class: Negative Ways People Pressure Others (on one sheet), Ways to Respond to Peer Pressure (on the other sheet)

• RAK Journals

LESSON ACTIVITIES LESSON MATERIALS

How Do You Respond to Peer Pressure? Activity, pp. 8-9(30 minutes)

• What Would You Do? Situations, five or six copies, cut apart before class

• Four or five soccer balls with situations from worksheet cut out and taped onto ball before class. NOTE: You will need enough balls, one for each group of five or six students, and each ball needs all six situations taped onto it.

Literacy Activity: Book Report/Presentation, p. 10(multi-day project)

• Novels about teens facing tough choices or being pressured in a negative way. See list provided or allow students to choose a novel

PEER PRESSURE

Page 2 of 17© The Random Acts of Kindness Foundation | Peer Pressure, Grade 8

• The activities in this lesson focus on a central theme and connect to different curriculum areas. Lesson activities use a variety of modalities to address different learning styles and build on each other.

• Each activity includes evaluation questions to help determine how well students have internalized the lesson objective. You can discuss the questions as a class, have students work with a partner or a small group, or have students write responses in their RAK journal.

• The activities also incorporate key Kindness Concepts, which can be introduced before teaching the lesson or as the concepts are discussed in the lesson. Consider displaying the Kindness Concept Posters during the unit. See the RAK Teacher Guide for information about using Kindness Concepts to create a healthy class-room environment and help students develop pro-social behaviors.

• Each activity includes tips for how to adapt the curriculum to meet the needs of diverse learners. • RAK also has developed Focusing Strategies and Problem-Solving Strategies to help students better regulate

their emotions, think through challenging situations, and build healthy relationships, friendships and communi-ty. See the RAK Teacher Guide for more information about incorporating those strategies into the lesson.

• Revisiting the topics or questions raised during discussions regularly will expand student understanding of the concepts. Scripted explanations are provided, but feel free to use language that feels natural for you.

• This lesson includes a home extension activity, which may be sent home at any point during the unit.• The Common Core and Colorado P-12 Academic Standards met in this lesson are listed after the activity title.

Key is provided on pages 14–17.

LESSON NOTES

Teacher says: “For the next few days, we are going to talk about how peer pressure can impact us. Find a partner and discuss what peer pressure means to you and what kind of negative peer pressure 8th graders experience.” Allow time for students to discuss together. You can use this time to introduce the Kindness Concepts (asser-tiveness, integrity, self-discipline) and create community definitions for these concepts or share the definitions listed below. Consider using the Kindness Concept Posters for assertiveness, integrity, self-discipline as a way to reinforce learning.

SUGGESTED INTRODUCTION TO UNIT

Standing Up for the Rights of Others,Social Studies Activity, p. 11(multi-day project)

• Websites listed in the activity

Home Extension Activity, pp.12-13 • Take home activity, one sheet for each student

LESSON ACTIVITIES LESSON MATERIALS

PEER PRESSURE

VOCABULARY WORDS FOR UNIT

Assertiveness: Expressing yourself effectively and standing up for your point of view, while also respecting the rights and beliefs of others.Integrity: Acting in a truthful way, behaving properly when no one is watching.Self-Discipline: Controlling one’s actions and words for the benefit of self and others.

http://posters.randomactsofkindness.org/RAK_kindness_posters_8.5x11_middle_school.pdf

http://materials.randomactsofkindness.org/teacher-guide/RAK_Teacher_Guide_20140407b.pdf

http://materials.randomactsofkindness.org/RAK_Focusing_Strategies_2014.pdf

http://materials.randomactsofkindness.org/RAK_Problem-Solving_Strategies_2014.pdf

http://materials.randomactsofkindness.org/teacher-guide/RAK_Teacher_Guide_20140407b.pdf

http://posters.randomactsofkindness.org/RAK_kindness_posters_8.5x11_middle_school.pdf

ACTIVITY


EGG AND BOTTLE PEER PRESSURE ACTIVITY (20 minutes)

1. Teacher says: “We are going to start with a science activity where we look at the impact of pressure.”

2. Put peeled, boiled egg on the mouth of the bottle and ask students to make a prediction of what will happen if you try to push the egg into the bottle.

3. Then ask for a few volunteers to come to the front of the class. Tell the first student to try to push the egg into the glass bottle without breaking it, then ask the second, etc.

4. Explain that you are going to light a piece of paper and drop it in the bottle. Ask the students to make a prediction about what will happen when you drop the lit paper in the bottle and put the egg on the bottle.

5. Now take the half piece of paper and loosely roll it up. Hold the paper in a horizontal position and light one end with the match. Allow it to begin burning and then drop it down into the glass bottle. Immediately put the second hard boiled egg on top of the glass jar, with the narrower end of the egg pointed into the glass bottle. Almost immediately, the egg will be sucked down into the bottle.

6. Then ask the following questions:1) Why couldn’t the volunteers push the egg into the bottle? (Answer: The egg was too big to

fit in the bottle.)2) Why was the egg sucked in once the flame was inside the bottle? (Answer: The burning

paper consumed all of the air inside the bottle and created a vacuum. The air pressure pushing down on the outside of the egg forced it into the bottle, and the vacuum pulled the egg into the bottle.)

3) Like this egg, we can resist pressure for a while, but eventually we can get sucked into situations that make us uncomfortable or that we don’t want to be in. What do you think makes it difficult to resist negative peer pressure?

4) What are some ways that 8th graders pressure others to do things they don’t want to do?5) What situations “suck us in” and make it tempting to give in to negative peer pressure?

(Possible answers: Worried what others think, friends might ditch me, feeling lonely, lack of support at home.)

6) Can peer pressure ever be a positive thing? When?7) Do you think it is important to resist peer pressure? Why or why not?

• Glass bottle with a mouth small enough so that hard-boiled egg won’t fit through with force

• Two hard-boiled eggs (peeled), match, paper• Large, self-adhesive poster sheets• RAK Journals• Kindness Concept Posters: Assertiveness,

Responsibility

LESSON MATERIALS

DESCRIPTION

Common Core: CCSS.ELA-Literacy.SL.8.1Colorado: Comprehensive Health S.3, GLE.2, EO.c, IQ.2; Reading, Writing and Communicating S.1, GLE.1, EO.a; Science S.1, GLE.1, EO.a

STANDARDS MET

ACTIVITY


TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Repeating the experiment a few times and making additional predictions about how much pa-

per and flame is needed to create a vacuum.2. Creating a t-chart after the discussion with two columns: “Positive Peer Pressure” and “Neg-

ative Peer Pressure.” Have students write down experiences or thoughts they have about this topic and share their responses with a partner or in a small group.

3. Rearranging the desks so that all students can see the experiment.

Teacher asks students to write a response to the following question in their RAK journal: “Write about a time when you experienced either negative or positive peer pressure and how you re-sponded.”

EVALUATION

ACTIVITY


PEER PRESSURE VISUAL RESPONSE (15 minutes)

1. Teacher says: “Now we are going to watch some clips about peer pressure.”

2. Watch “Reach” clip and ask the following questions:1) What happens at the beginning of the video? (Answer: The door on the side of the truck unlatches

and scrolls up.)2) What do you think the guys in the jeep are going to do? (Answer: That they are going to steal drinks

from the truck.)3) What do they actually do? (Answer: They close the door so that the bottles don’t fall out of the truck.)

3. Watch “Peer Pressure” clip and ask the following questions:1) What happens at the beginning of the video? (Answer: Three teens are in the music store looking at

CDs.)2) What do you think the teens are going to do? (Answer: Steal CDs.)3) What do they actually do? (Answer: Two of the teens encourage the other teen to return the CDs he

had stolen earlier in order to be part of their group.)

4. After watching both the clips, ask the following questions:1) In both of these clips, there was pressure to make a positive choice. Did they seem realistic to you?2) We don’t know for sure, but how do you think the people felt about themselves when they did the

right thing?3) When you are pressured to do something you don’t want to do, how does that feel?4) Do you seek the help of friends or adults? Why or why not?5) How do you feel when people encourage you or pressure you to do the right thing?

• Foundation for a Better Life TV spots from values.com website: o Reach (http://bit.ly/91NBNB) o Peer Pressure (http://bit.ly/utOB0j)

• RAK Journals• Kindness Concept Posters: Assertiveness, Integrity,

Responsibility

LESSON MATERIALS

DESCRIPTION

Discuss (or have students write their responses in their RAK journals): “Do you think that resisting negative peer pressure can be a way to show kindness toward ourselves? Why or why not?”

EVALUATION

Common Core: CCSS.ELA-Literacy.SL.8.1, 2Colorado: Comprehensive Health S.3, GLE.2, EO.c, IQ.2; Reading, Writing and Communicating S.1, GLE.1, EO.a, b;

STANDARDS MET

TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Tracing the outline of a person and writing feelings inside and the actions on the outside.2. Discussing in small groups what they can do when they are feeling pressured to do things they don’t

want to do and identifying friends and adults they can talk to.

ACTIVITY


WAYS TO RESPOND TO PEER PRESSURE ACTIVITY (20 minutes)

1. Teacher says: “During the last activity, we talked about negative peer pressure. Let’s continue talking about what it means to pressure others. What are some ways people act to get others to do something they don’t want to do?”

2. Allow students to respond and write their responses on the self-adhesive poster sheet that says “Nega-tive Ways People Pressure Others.” If students are having a difficult time coming up with ideas, suggest the following tactics:• Use flattery or act really nice for a selfish reason• Criticize the other person’s clothes, opinions, religion, values, etc.• Try to control the person’s actions• Present “facts” in a way that seems true• Suggest that a person in charge agrees with them to make it seem okay• Promise of popularity• Promise of reward or punishment• Nag• Try to guilt another person into doing things their way

3. Discuss student responses in small groups or as a class.

4. Then ask: “What are some ways you can respond when someone pressures you to do something you don’t want to do?”

5. Allow students to respond. Write “Ways to Respond to Peer Pressure” on the top of a self-adhesive post-er and write their responses on the sheet. If students are having a hard time coming up with responses, suggest the following ways to respond:• Say no.• Tell it like is. “No thanks, I don’t do drugs.”• Give an excuse: “No thanks, I am in a hurry right now.”• Change the subject: “No thanks. How did your game go last night?”• Walk away.• Use humor.• Ignore the person.• Avoid the situation.• Find a friend or ally to help you say no.

6. Discuss these responses in small groups or as a class.

7. Make sure to save the posters for the How Do You Respond to Peer Pressure? Activity.

• Large, self-adhesive poster sheets; write the following on the top before class: Negative Ways People Pressure Others (on one sheet), Ways to Respond to Peer Pressure (on the other sheet)

• RAK Journals • Kindness Concept Posters: Assertiveness, Integrity,

Responsibility

LESSON MATERIALS

DESCRIPTION

Common Core: CCSS.ELA-Literacy.SL.8.1Colorado: Comprehensive Health S.3, GLE.2, EO.c, IQ.2; Reading, Writing and Communicating S.1, GLE.1, EO.a

STANDARDS MET

ACTIVITY


Discuss (or have students write their responses in their RAK journals): “Which of these responses is easy for you? Which are difficult for you?”

EVALUATION

TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Adding images to the posters to visually show the ways people can respond to peer pressure. Add

teacher suggestions of responses to peer pressure as listed in the lesson where appropriate. 2. Having a laminated bookmark with the “Ways To Respond to Peer Pressure” suggestions so that stu-

dents can have a reminder.3. Reviewing the suggestions often during the school year, particularly if there are issues that arise.

ACTIVITY


HOW DO YOU RESPOND TO PEER PRESSURE? ACTIVITY (30 minutes)

1. Divide students into groups of five or six.2. Make sure to put up the “Ways to Respond to Peer Pressure” poster as a reference for the students.3. Hold up a soccer ball and say: “On the soccer ball are situations that teenagers face. I will toss a

ball to you and I want you to read the situation on the top of the ball to the members of your group. For example, it might say: “Someone offers you drugs after school.” Tell your group what happen you took the drugs and how you could resist peer pressure in this situation. Note who is pressuring in the situation: it may be a friend or someone you don’t know. Think about whether this impacts how you respond. Refer to the poster on the wall for some ways to resist peer pressure or come up with your own. If you use a verbal response, try to speak in a strong, confident tone of voice, make eye contact, and make sure your facial expression communicates the same message as your words. When you are done, toss the ball to someone else in the group and read the situation on the top of the ball or a different situation if that one was already discussed. Everyone should have a turn.”

4. Check for understanding. Then, toss a ball to one member of each group.5. Walk around the room and offer suggestions if needed. You can also encourage students to help each

other come up with ways to resist negative peer pressure. 6. After everyone has had a turn, explain: “Now we will play another round, and this time when you get the

ball explain a time when you were pressured to do something that you didn’t want to do. What did you do? When you are done, throw the ball to someone who has not had a turn in the second round.”

7. Ask the students what responses they used to resist peer pressure.

• What Would You Do? Situations, (p. 9), five or six copies, cut apart before class

• Four or five soccer balls with situations from worksheet cut out and taped onto ball before class. NOTE: You will need enough balls for each group of five or six students, and each ball needs all six situations taped onto it.

• Kindness Concept Posters: Assertiveness, Integrity, Responsibility

LESSON MATERIALS

DESCRIPTION

Discuss the following question (or have students write in their RAK journals): “How do you think resisting negative peer pressure can make a difference for you and at school?”

EVALUATION

Common Core: CCSS.ELA-Literacy.SL.8.1Colorado: Comprehensive Health S.3, GLE.2, EO.c, IQ.2; Reading, Writing and Communicating S.1, GLE.1, EO.a

STANDARDS MET

TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Being grouped with people they feel comfortable with since this is a sensitive topic; consider partnering

a student who is easily pressured with someone who will look out for that student during the game.2. Discussing feelings or reactions to the scenarios with you, the school counselor or another adult after

class, particularly if they seem distressed during the discussion.

ACTIVITY


WHAT WOULD YOU DO?

A popular kid

tries to give you a cigarette after

school

Someone you don’t know

offers you alcohol at a

party

A friend asks you to skip class

with him

The person

you are dating wants you to do things that

make you uncomfortable

Your best friend

asks to copy off of your paper for a big test

The “in crowd”

you want to join pressures you to exclude a friend from the group

ACTIVITY


LITERACY ACTIVITY: BOOK REPORT/PRESENTATION (multi-day project)

1. Have students chose a novel from a list you develop that focuses on teens facing tough choices or being pressured in a negative way or you can use suggestions from the list below:• To Kill a Mockingbird by Harper Lee• The Book Thief by Markus Zusak• Speak by Laurie Halse Anderson• Chains by Laurie Halse Anderson• Red Kayak by Priscilla Cummings• Run Boy Run by Uri Orlev• Adrift by Steven Callahan• A Hundred Days from Home by Randall Wright• Here at the Scenic-Vu Motel by Thelma Hatch Wyss• Trouble’s Child by Mildred Pitts Walter• So Far from the Bamboo Grove by Yoko Kawashima Watkins• Uprising by Margaret Peterson Haddix• The Rock and the River by Kekla Magoon• The Devil’s Arithmetic by Jane Yolen• The Power of One by Bryce Courtenay

2. Have students prepare a book report or presentation using the rubric that you have developed for your class. Include a self-reflection section where students relate their own experiences to the book’s theme.

• Novels about teens facing tough choices or being pressured in a negative way. See list below or allow students to choose a novel


LESSON MATERIALS

DESCRIPTION

Project serves as evaluation for the activity.EVALUATION

Common Core: CCSS.ELA-Literacy.RL.8.1, 2, 3; CCSS.ELA-Literacy.W.8.1, 2, 9; CCSS.ELA- Literacy.SL.8.1, 4, 6; CCSS.ELA-Literacy.L.8.1Colorado: Comprehensive Health S.3, GLE.2, EO.c, IQ.2; Reading, Writing and Communicating S.1, GLE.1, EO.a; S.1, GLE.2, EO.a,c,d,e; S.2, GLE.1, EO.a.i-iii; S.3, GLE.2, EO.a,b

STANDARDS MET

TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Having adapted copies of the reading list from the school librarian.2. Having a book report guide or note catcher, such as the one included in the Understanding

Each Other, Grade 7 lesson.

ACTIVITY


STANDING UP FOR THE RIGHTS OF OTHERS,SOCIAL STUDIES ACTIVITY (multi-day project)

1. Have students research historical figures who stood up for what was right (such as Abraham Lincoln, Mother Teresa, Gandhi, Rosa Parks, Martin Luther King Jr., Cesar Chavez, Nelson Mandela, Jackie Robinson, Tony Coelho (wrote the Americans with Disabilities Act) They can use books from the library or conduct Internet research using the websites listed above or oth-ers.

2. As they are researching, have the students answer questions like:1) What principles do you think this person believed in? (For example, power, justice, peace,

equality, etc.)2) How did these principles lead them to stand up for the rights of others?3) Do you think it was easy for this person to follow their principles?4) What kind of pressure did they experience to stop fighting for people’s rights?5) How did these people’s choices make a difference?

3. Students could prepare a paper, an oral presentation, a power point or another type of project on this historical figure, following the rubric that you use in your class.

• Possible websites for research project:http://bit.ly/zFdqPihttp://bit.ly/mYMTM2http://dredf.org/news/publications/the-history-of-the-ada/


LESSON MATERIALS

DESCRIPTION

Project serves as evaluation for the activity.

EVALUATION

Common Core: CCSS.ELA-Literacy.RI.8.1, 2, 3; CCSS.ELA-Literacy.W.8.1, 2, 7, 8, 9; CCSS.ELA- Literacy.SL.8.1, 4, 6; CCSS.ELA-Literacy.L.8.1Colorado: Comprehensive Health S.3, GLE.2, EO.c, IQ.2; Reading, Writing and Communicating S.1, GLE.1, EO.a; S.1, GLE.2, EO.a,c,d,e; S.2, GLE.1, EO.a.i-iii; S.3, GLE.1, EO.a,b; S.4, GLE.1, EO.a,b; Social Studies S.4, GLE.1, EO.f

STANDARDS MET

TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Having access to biographical materials at different reading levels to support student research.2. Focusing on a few key questions that could be used as a part of a group research project, par-

ticularly if they are emergent readers and writers. 3. Having the project scaffolded for them, so they are able to determine a realistic time frame.4. Reviewing the components of a research project and using a graphic organizer.

http://bit.ly/zFdqPi

http://bit.ly/mYMTM2

ACTIVITY


HOME EXTENSION ACTIVITY: JOURNALING

• Take home activity (p. 13), copy for each studentMATERIALS

1. Hand out Home Extension Activity and have the students write the return date on the sheet.

2. Then say: “You are going to spend the next two weeks keeping track of situations where you experience negative peer pressure, how you responded, and how you felt afterward. Please share this activity with your parents, a guardian or a trusted adult and discuss some of the ways you responded when you experienced negative peer pressure. In a few weeks we will discuss some of your responses and how you felt.”

3. After the two weeks, have the students bring back their sheet and discuss the following:1) Was the activity helpful?2) Do you think that writing about your experiences helped you figure out what to do in difficult

situations?3) What are some positive ways you responded to peer pressure?

DESCRIPTION


PEER PRESSURE:HOME EXTENSION ACTIVITY

BACKGROUND

As part of the Random Acts of Kindness program, we have been talking in class about ways to resist negative peer pressure. Talk to your parents, a guardian or a trusted adult about what you think it means to resist negative peer pressure and some ways to do that.

AT HOME ACTIVITY

For two weeks, keep track of situations where you experienced peer pressure on the chart below and discuss these situations with a trusted adult. Then bring this back to class. You don’t have to share specific situations, but you can share some of your responses and how you felt.

Name: __________________________________ Please return to class by: ___________

DATE WHAT HAPPENED? HOW DID YOU RESPOND? HOW DID YOU FEEL?


COMMON CORE STANDARDS (www.corestandards.org)

1. Reading: Literature• CCSS.ELA-Literacy.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what

the text says explicitly as well as inferences drawn from the text.• CCSS.ELA-Literacy.RL.8.2: Determine a theme or central idea of a text and analyze its development

over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

• CCSS.ELA-Literacy.RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

2. Reading: Informational Texts• CCSS.ELA-Literacy.RI.8.1: Cite the textual evidence that most strongly supports an analysis of what

the text says explicitly as well as inferences drawn from the text.• CCSS.ELA-Literacy.RI.8.2: Determine a central idea of a text and analyze its development over the

course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

• CCSS.ELA-Literacy.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

3. Writing• CCSS.ELA-Literacy.W.8.1: Write arguments to support claims with clear reasons and relevant

evidence• CCSS.ELA-Literacy.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant content.• CCSS.ELA-Literacy.W.8.7: Conduct short research projects to answer a question (including a

self- generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• CCSS.ELA-Literacy.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

• CCSS.ELA-Literacy.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

STANDARDS KEYACADEMIC SUBJECT KEY

Comprehensive Health

Reading, Writing and Communicating

Science

Mathematics

Social Studies

Visual Arts

Drama and Theatre Arts


4. Speaking & Listening• CCSS.ELA-Literacy.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• CCSS.ELA-Literacy.SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

• CCSS.ELA-Literacy.SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

5. Language• CCSS.ELA-Literacy.L.8.1: Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

COLORADO P-12 ACADEMIC STANDARDShttp://www.cde.state.co.us/standardsandinstruction/coloradostandards-academicstandards1. Comprehensive Health

• Standard 3: Emotional and Social Wellness in HealthGrade Level Expectation (GLE): 2. Internal and external factors influence mental and emotional healthEvidence Outcome (EO): Students can:c. Describe strategies to minimize negative influences on mental and emotional healthInquiry Question (IQ): 2. How can I avoid negative peer pressure that goes against my personal values?

2. Reading, Writing and Communicating• Standard 1: Oral Expression and Listening

Grade Level Expectation (GLE): 1. Communication skills and interviewing techniques are required to gather information and to develop and deliver oral presentationsEvidence Outcomes (EO): Students can:a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly

b. Analyze the purpose of information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation

Grade Level Expectation (GLE): 2. A variety of response strategies clarifies meaning or messagesEvidence Outcomes (EO): Students can:a. Present claims and findings, emphasizing salient points in a focused, coherent manner with

relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation

STANDARDS KEY


c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

d. Paraphrase speaker’s meaninge. Ask questions to clarify inferences

• Standard 2: Reading for all PurposesGrade Level Expectation (GLE): 1. Quality comprehension and interpretation of literary texts demand self-monitoring and self-assessment.Evidence Outcomes (EO): Students can:a. Use key ideas and details to:

i. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

ii. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text

iii. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events)

• Standard 3: Writing and CompositionGrade Level Expectation (GLE): 2. Ideas and supporting details in informational and persuasive texts are organized for a variety of audiences and purposes and evaluated for qualityEvidence Outcomes (EO): Students can:a. Write arguments to support claims with clear reasons and relevant evidenceb. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content• Standard 4: Research and Reasoning

Grade Level Expectation (GLE): 1. Individual research projects begin with information obtained from a variety of sources, and is organized, documented, and presented using logical proceduresEvidence Outcomes (EO): Students can:a. Conduct short research projects to answer a question (including a self-generated question),

drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

b. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

3. Social Studies• Standard 4: Civics

Grade Level Expectation (GLE): 1. Analyze elements of continuity and change in the United States government and the role of citizens over timeEvidence Outcomes (EO): Students can:f. Examine ways citizens may effectively voice opinions, monitor government, and bring about

change nationally

STANDARDS KEY

Page 17 of 17© The Random Acts of Kindness Foundation | www.RandomActsofKindness.org

QUESTIONS? CONTACT: [email protected]

4. Science• Standard 1: Physical Science

Grade Level Expectation (GLE): 1. Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object’s change of motionEvidence Outcomes (EO): Students can:a. Predict and evaluate the movement of an object by examining the forces applied to it

OTHER STANDARDS MET

1. 21st Century Skills (www.p21.org)• Learning and Innovation Skills

a. Critical Thinking – Reason effectively, make judgments and decisions, solve problemsb. Communicate clearly and collaborate with othersc. Creativity and Innovation – Think creatively and work creatively with others

• Life and Career Skillsa. Initiative and Self Direction – Manage goals and time, work independently, be self-directed

learnersb. Social and Cross-Cultural Skills – Interact effectively with othersc. Responsibility – Be responsible to others

2. Social and Emotional Standards (www.casel.org)• Self-awareness• Self-management• Responsible Decision Making

STANDARDS KEY

Documents

PEER PRESSURE - Random Acts of Kindnessmaterials.randomactsofkindness.org/cde/en/8-Peer-Pressure.pdf · The Random Acts of Kindness oundation Peer Pressure, Grade 8 Page 2 of 17 •