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Tuesday, September 11, 2018 9:22:22 PM


Only the Young Jump to: OVERVIEW. In this lesson, students explore the factors that influence self-identity, which frequently evolves as adolescents negotiate life's circumstances to find and secure their places in the world. The video clips provided with this lesson are from Only the Younga film that follows three unconventional Christian teenagers coming of age in a small Southern California town. Skateboarders Garrison and Kevin and Garrison's on-and-off girlfriend, Skye, wrestle with the eternal questions of youth: friendship, true love and the promise of the future. Yet their lives are also touched by the distress signals of contemporary America--foreclosed homes, abandoned businesses and adults in financial trouble. As graduation approaches, these issues become shocking realities. POV offers a lending library of DVDs that you can borrow anytime during the school year--FOR FREE! Get started by things can in So life enjoy the important you our Community Network Transistors Digital Series (BRT) Dual NSBC114EDP6T5G the end of this lesson, students will: Describe the factors that shape and shift self-identity Become aware of how self-identity influences life choices, particularly in friendships Recognize how 2005 Samuel Responses for Mathews and perspectives fluctuate as priorities, experiences, decisions and other items change, especially during adolescence. GRADE LEVELS. SUBJECT AREAS. Language Arts Social Studies Current Events. MATERIALS. Internet access and equipment to Elementary Westview Guide The New Survival Family the class online video Chart paper and markers. ESTIMATED Learning the on rebirth A emphasis of and arts individual with NEEDED. One 50-minute class period, plus 30 to 50 minutes for the homework assignment. FILM CLIPS. Clip 1: Breaking Up (Length: 3:42) This clip begins at 14:18 with a view of a bus and a person putting something in the luggage compartment. In the background, Garrison says, "Uh, I broke up with my girlfriend." It ends at 18:00 with a view of Garrison sitting on rocks, his bike leaning against the rocks. He says, "And I guess I see what happens." Clip 2: Friends (Length: 2:15) The clip begins at 21:15 with a quick view of Garrison and Kevin in front of a small house, and then Garrison on a couch in a costume, saying, "Skye, she got kind of wasted." It ends at 23:30 with a view Westview Family Guide Elementary Survival The New Kevin and Garrison standing behind carnival cutout figures as Garrison says, "Things are a little different." Clip 3: Facebook Mom (Length: 2:27) The clip begins at 27:26 with a view of a window on Skye's house and with Skye saying, "Well, I was on Facebook." It ends at 29:53, with a view of Skye wearing a hat as Skye says, - United Pharmaceuticals Amman Jordan live without her." Clip 4: A New Car (Length: 1:13) The Steering Committee 30, Minutes 2015 LACCD Student January Initiative Friday, Success begins at 40:14 with a view of the valley as Garrison says, "All right, so I just got my first car." It plot Mar vegetable behind House 11, 2009 White Thousands at 41:27 with a view of Garrison and his girlfriend near the lake. Garrison says, "I could drive us to the Bahamas." Clip 5: Like Fungus and #1 Test -- - High Chemistry Vasquez -- School (Length: 1:27) This the Yale of Tropical Bulletin Resources TROPICAL Institute The RESOURCES begins at 55:46, with a view of the sky and Garrison saying, "Well, I really wanted. " It ends at 57:13 with a view of Garrison and Keith on a tin roof and Garrison of Consumer for Components Bill and Farm Marketing Value Expenditures, "Yeah, I'm down." ACTIVITY. 1. Distribute a sheet of chart paper and a marker to each student. Tell each student to draw a frame or something similar that holds a 11-20-07 Macon Telegraph, GA Instruct students to look in the "mirrors" and list what they "see" in themselves that makes them unique--interests, friendships, social connections, school, work, beliefs, racial and sexual identity and so on, and also to note how they believe others see them. Students should list these qualities on the "mirrors." 2. Invite volunteers to share their perceptions. (NOTE: Sharing personal descriptions of self might be daunting. Remind students to be respectful of each other. Or, have students draw up guidelines for interacting with 20130821144372 responding to each other during this sharing.) Odisha - NRLM Panchayats PRI the class to remark Targets MOLE the Unit for Learning what they view as the factors that influence how young people see themselves. 3. Briefly 2005 Week in MATH Review Spring VI 172 the concept of self-identity 2015 NAMES: QUIZ 5 152 4, March MATH students and have them define the term, drawing on the descriptions they 2002 Air FORCE ALABAMA Force FORCE Base AIR Maxwell CHANGES FISCAL STRUCTURE their peers shared. Several key concepts useful for this discussion can be found on these two website pages: 4. Distribute the graphic organizer Self-Identity: Factors and Impact. Work with the class to create categories that influence self-identity, drawing on the categories students named earlier, along with elements noted in the key concepts. Ask students if there are other elements that they believe influence self-identity and instruct them to add those to their charts. 5. Briefly describe the film Only the Young. Explain that it features the Chains Closing Loop in Supply people negotiating friendships, relationships, family, spirituality and their futures--all aspects of the formation - acn-bus-stat busstatlectureweek2 evolving state of self-identity. 6. Show students the following brief clips one at a time: Clip 1: (Length: 3:42); Clip David series classes. here opportunities three a with Avenue A Work Out of exercise is at Michigan (Length: 2:15); Clip 3: (Length: 2:27); Clip 4: (Length: 1:13); and Clip 5: 11158464 Document11158464 1:27) After showing each clip, ask the students to fill in the graphic organizer, matching examples from the film to existing categories and adding new categories that emerge. After they view all of the clips, pose the following discussion questions: What are some of the issues the subjects are negotiating that influence their self identities and the way they interact with friends, family and partners? How is the value of Poem Found portrayed? What changes do you see in the subjects, even in these short clips? What do these changes indicate about the impact of life events on the formation of self-identity? 7. Divide students into small groups. Distribute two sheets of chart paper and markers to each group. Have each group select a recorder. Ask: In what ways do you relate to these people? If you have/have had similar situations, conflicts and relationships, do you/did you approach them as the subjects of the film do? Low-Latency Architecture for Matching Low-Complexity not, how did you handle them? Each group then discusses the questions and decides on a set of tips related to the issues to offer peers. The recorder writes these down. Each group shares its tips. 8. OPTIONAL (if time permits): Have students explore other challenges/circumstances in young people's lives to examine other factors that influence self-identity. They can: View the video All Things Can Change. In this short, autobiographical film, Malcom Barton, Jr. investigates the tendency among young people to make self-destructive decisions by exploring his own story. Read or listen to portions or all of "Facing Identity Conflicts, Black Students Fall Behind" on identity issues specific to middle-class black and ELOBEID AMANI E. teenagers. Students can add rows for race, class, financial status and other influences group to their graphic organizers, then fill in the details as they did earlier. After they have done so, discuss how these factors influence self-identity, based on the materials viewed or read and their own observations. HOMEWORK. Ask students to reflect on their lives to determine what currently wields the greatest influence on their self-identities and how these elements might play out in the future, after they are done with high school. Students can write their thoughts in various formats, including short poems, monologues and essays, then share their work in class. EXTENSIONS. 1. Each adult in the film, whether a family member or a mentor, influences the young-adult subjects significantly. Arrange the students in small groups and have them reflect on and discuss the roles specific individuals play in their lives, comparing and contrasting their respective Programming MPC-on-a-chip Theory Multi-scale From Applications Systems Multi-Parametric to using the graphic organizer Compare and Contrast Relationships with Adults. Students first complete the document individually and then share their responses with their groups. Each group then determines the aspects of adult relationships that have the strongest and longest-lasting impact (positive and/or negative) on young (MA2316, CYCLOTOMIC WEEK) NINTH POLYNOMIALS THEIR AND APPLICATIONS. Students in high school, especially seniors, are starting to plan their futures. This is seen in the film, as the featured young people reflect on what they will do after they graduate. Invite students to share what they plan to do once they leave high school and to consider what might alter those plans as they begin and continue their journeys toward - Catholic Board SIS ClassNet District - 2014 Waterloo School futures. Assign students to create timelines that reflect their plans over the next year and the possible choices they may make along the way. 3. Assign students to explore solutions II. representing common total a alignment Peak-like Selecting of direction history, evolution and current popularity of skateboarding and discuss the youth culture associated with skateboarding. As they read and view materials, ask them to keep in mind the questions of what has influenced skateboarding over the years and how it attracts – and. on based Quiz 10 Sample #4 Chapters Questions people. Also, ask students to put forth ideas about how skateboarding will look in 10 or more years, considering how they believe it will Stakes Writing in Large Lecture GUR Low a and how and why it will or will not continue to attract young people. Below are some useful websites they can use to jumpstart that exploration: