Appendix - Grade 8

Appendix A

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Sample Checklist for Evaluating Health-related Sources of Information (Grade 8)

Author: _______________________ Publisher: ___________________________________

Title: _________________________ Copyright Date: ______________________________

'Yes' answers are positive indicators.

Appendix B

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Sample Checklist for Evaluating Health-related Information (Grade 8)

Author: _______________________ Publisher: ___________________________________

Title: _________________________ Copyright Date: ______________________________

'No' answers are positive indicators.

Appendix C

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Assessing My Skills as a Support Person Anecdotal Record Form

Student Name: _________________________________

Date or Time Period of Assessment: _________________

Appendix D

Encouragement

Phrases that demonstrate confidence:

'Knowing you, I am sure you will do fine.'
'You'll make it.'
'I have confidence in your judgement.'
'You'll figure it out.'

Phrases that demonstrate acceptance:

'I like the way you handled that.'
'I like the way you tackled that challenge.'
'I am glad you are pleased with your results.'
'As you are not satisfied? What do you think you can do so that you will be pleased with it?'
'How do you feel about it?'

Phrases that recognize effort and improvement:

'It looks like you really worked hard on that.'
'It looks as if you spent a lot of time thinking that through.'

Phrases that focus on assets and contributions:

'Thanks, that helped a lot.'
'It is clear that you have skill in ____________.'

Appendix E

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Sample Rubric for Evaluating the Elements of a Commit Self Action Plan

Appendix F

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Sample Rubric for Evaluating the Implementation of a Support Peer Action Plan

Appendix G

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Assessing Skills as a Support Person

Student Name: ___________________________ Peer Partner's Name: __________________________

Date or Time Period of Assessment: ___________ Activity: _____________________________________

	Comments:
1. Phrases that demonstrate confidence Elements to be observed: 'Knowing you, I am sure you will do fine.' 'You'll make it.' 'I have confidence in your judgement.' 'You'll figure it out.'	Was performed well Needs improvement Was not tried
2. Phrases that focus on assets and contributions Elements to be observed: 'Thanks, that helped a lot.' 'It is clear that you have skill in ____________.'	Was performed well Needs improvement Was not tried
3. Phrases that recognize effort and improvement Elements to be observed: 'It looks like you really worked hard on that.' 'It looks as if you spent a lot of time thinking that through.'	Was performed well Needs improvement Was not tried
4. Phrases that demonstrate acceptance Elements to be observed: 'I like the way you handled that.' 'I like the way you tackled that challenge.' 'I am glad you are pleased with your results.' 'As you are not satisfied? What do you think you can do so that you will be pleased with it?' 'How do you feel?'	Was performed well Needs improvement Was not tried

Appendix H

Sample Individual Life Cycle

Appendix I

Sample Family Life Cycle

Stage 1 - Couples (without children)
Stage 2 - Families with preschool children (oldest child 6 years of age)
Stage 3 - Families with school-aged children (oldest child 6-13 years of age)
Stage 4 - Families with teenagers (oldest child from 13-20 years)
Stage 5 - Families with young adults (first child gone to last child leaving home)
Stage 6 - Middle-aged parents (empty nest to retirement)
Stage 7 - Aging family members (retirement to death of both spouses)

Appendix J

Differences and Similarities in Family Values

On a continuum of 1-10, a rating of 1 signifies 'not at all' while a rating of 10 signifies 'a lot'.

_____ Getting an education is important.

_____ Achieving is important at school, at work, and at play.

_____ Acceptance of other people's beliefs and lifestyles is important.

_____ Keeping informed of current events by knowing what is going on in the news is important.

_____ Being associated with a faith community is important (this can mean membership in an organized religion).

_____ Being physically fit is important.

_____ Eating a healthy diet is important.

_____ Supporting the arts is important (this can mean music, dance, drama, visual art, literary art, etc.).

_____ Parents should communicate their moral values to their children.

______

Appendix K

Roles People Play

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Appendix L

Roles in My Family

Indicate which family member you associate with each of the following roles.

Case Studies for Peer Support of Roles and Responsibilities

All the main characters are in grade eight. The case studies are designed to generate ideas about the different roles and responsibilities of adolescents and how they can support one another.

1. Brad has loved dancing all his life and has become accomplished in ballet. His teachers feel that if he keeps going, he has a good chance at getting into a professional ballet company something he has always wanted. He is in grade 8 and doing very well academically. He has good friends in the class but he does not join in any of the after school activities because he goes to ballet practice. Some of his classmates are giving him a hard time because of his involvement in ballet. They call ballet a 'sissy activity'.

2. Nathan has a younger brother, age six, whom he looks after every day after school until his mother gets home from work. He gets tired of always having to look after his brother but he knows that his mother needs his help. He was on a soccer team u ntil he started looking after his brother. His friends are really getting on his case about never playing with them anymore. He was a big contributor to the team. They have issued an ultimatum — either he comes to the game tonight or he is off the te am. Being on the team is really important to Nathan.

3. Andrea wants to get a paper route to make some spending money. Her parents say that she has not been completing her responsibilities around the house so she cannot take on more until she proves she can be counted on at home. The paper route that i s available right now is close to her home, so it would be very convenient. If she does not get this one now, the next one could be a long way from home in a completely different neighbourhood.

4. Erin's parents have always insisted that chores be done by Saturday at noon. Erin slept over at Chandra's last night. They stayed up late. Chandra and a few other of Erin's friends all want to go shopping right away. Erin phones home to see if she can go too. Her parents say she cannot go until her work is done. She has quite a bit to do, as she did not finish all her work from Wednesday. She really wants to go with her friends.

Appendix N

Role Playing Expectations

Sample One Son's favourite pair of jeans/sweats are in his laundry hamper, dirty. He knows mother washes clothes on Saturday. This is Monday. He wonders why she did not wash them. Mother did laundry, as usual, on Saturday. She washed all the dirty clothes that we re in the laundry room.

Sample Two Daughter earns her own money babysitting and delivering the daily paper. Throughout the last couple of weeks, she has gone almost every day to the local convenience store with a friend to have a slurpee. Today, Saturday, a different friend has asked he r to go to a movie. She asks Dad to give her the required amount. He declines. She restates the request for money as a short-term loan. He declines.

Note:

As you practise and enact your role play, try to portray the feelings you think are being experienced by both the adolescent and the parent. If time and interest permit, students may create other scenarios that feature expectations about telephone usage, privacy, etc.

Appendix O

Stereotypes

Indicate whether you think the following statements are true or false. _____ 1. Real boys never cry. _____ 2. A woman should raise the children. _____ 3. There are some jobs that women cannot do. _____ 4. Only men should work to support the family. _____ 5. Men should not have to cook or do the laundry. _____ 6. Girls do not ask guys out on a date. _____ 7. _____ 8.

Add other statements that arise during group discussion.

Appendix P

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Family Responsibilities

Meet the Sanders family. Connie has just started working full time because the family needs more income and Meagan has just started grade one. Jim works full time and does not get home until 5:30 p.m. There is no child-care facility in the community so a family member must take care of Meagan after school until Connie gets home at about 5:15 p.m. Brad is an excellent athlete and plays sports four days each week until about 6:00 p.m. Annette would like to begin a part-time job so that she can save some money for an exchange trip to Germany. Rob has a paper route.

The following chores must be done by a family member. Use the chart to check off the chores that each family member can do. Ages are provided below each person's name.

As a group, design a Weekly Responsibility Chart for the Sanders. Ensure that each person is doing his or her fair share each week.

Identify places where there might be conflicts.

Who has the most responsibility? Why? Who has the least responsibility? Why?

How do your roles and responsibilities fit into this type of situation?

Appendix Q

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Sample Action Plan for the Family Structures, Roles, and Responsibilities Unit (Grade 8: Support Peers)

Name: _________________________ Date: __________________________

Who
Peer who is my support person: ________________________
Peer whom I am supporting: ___________________________

What
My commit self goal is to _________________________________________________________________.
My support peer goal is to _________________________________________________________________.

How
To achieve the commit self goal, I am going to:

To achieve the support peer goal, I am going to:

When

For the commit self goal:

• I will begin to develop my action plan on ____________________.
• I will meet with my support person on ____________________, ____________________, and ____________________.
• I will arrange to carry out my action plan on ____________________, ____________________, or ____________________ as these are days and times when ___________________________________________.
• My support person and I will evaluate my plan on _________________________________________________.

For the support peer goal:

• I will support my peer by meeting with him or her on the dates requested. They are ____________________, ____________________, and ____________________.
•  
•  
• I will help my peer evaluate his or her action plan on ____________________.

Signatures

My support person's signature: ____________________

The peer I am supporting: ____________________

My signature: ____________________

Family member's signature: _____________________

Teacher signature: ____________________

Appendix R

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Appendix X

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Sample Action Plan for the HIV/AIDS Education Unit
(Grade 8: Support Peers)

Name: _______________________________Date: ______________________________

Who
Peer who is my support person: ________________________
Peer whom I am supporting: ___________________________

What
My goal is to talk to my parents/caregivers about HIV/AIDS and to support a peer who is doing the same.

How
To achieve the first part of my goal I am going to:

• find a newspaper or magazine article about HIV/AIDS and youth
• request that my support person be with me when I carry out my action plan
• arrange a time when my support person and parents/caregivers are available
• rehearse/practise my plan ahead of time using ideas from the role plays we did in class
• initiate a conversation about HIV/AIDS with my parents/caregivers
• maintain a conversation about HIV/AIDS with my parents/caregivers.

To achieve the second part of my goal I am going to:

• make myself available on dates and times when my peer wants to discuss ideas or plans
• be willing to participate in rehearsal sessions or role plays
• encourage my peer
• accompany my peer if he/she requests it.

When
For the first part of my goal:

• I will begin to develop my action plan on ____________________.
• I will meet with my support person on ____________________, ____________________, and ____________________.
• I will arrange to carry out my action plan on ____________________, ____________________, or ____________________ as these are days and times when my parents/caregivers are available.
• My support person and I will evaluate my plan on ____________________.

For the second part of my goal:

• I will support my peer by meeting with him or her on the dates requested. They are ____________________, ____________________, and ____________________.
• I will encourage my peer by calling him or her on ____________________ and putting a note on his or her locker on ____________________.
• I will help my peer evaluate his or her action plan on ____________________.

Signatures

My signature: ____________________

My support person's signature: ____________________

The peer I am supporting: ____________________

Parent/caregiver signature: _____________________

Teacher signature: ____________________