By Mrs.Perry-Harris

Martin Luther King, Jr. School

Grade 4

Introduction:

You look around. Everyone seems to have a partner, or a friend but you. You see them laughing, playing, whispering, and sharing. Unfortunately, you are all “alone”. What do you do? Are you feeling low?

This is not an uncommon scene. It happens regularly on the school’s playground, in the park, and in the classroom. But what do you do when you or someone you know is feeling low? Low self-esteem plagues many young people in the Yonkers elementary schools.

As members of the Principal’s UBU committee, your role as a Public Policy Analyst will require you and your group to work cooperatively to resolve the effects of low self-esteem amongst elementary aged children. Your work will help to produce a school policy that will address low self-esteem issues that affect elementary level students. You have an important task. Go for it!

Task:

Each group will create a role play dramatization that will show how students can overcome the feeling of low self-esteem. The completion of the Public Policy Analyst (PPA) worksheets should be used as a guide to the group members.

Process:

Meeting in groups of four, you will work on developing a role play to address issues of low self-esteem and the different ways scenarios are handled.

Your research will include the use of the Public Policy Analyst. You will also fill out worksheets as part of this process.

The play should include:

a} A written dialogue encompassing the six step PPA worksheets

b} Focus on steps # 5 & # 6 ( The PPA steps and the Public Policy Analyst are described and linked below.

c} Pictures & Illustrations that are relevant to the six-step PPA will be used as PROPS

d} Graphs, charts & statistics that prove your conclusions

e} Your play should have a plot, theme and focus on a solution.

All word processing will be accomplished using Ms Word, 14 font double spaced

The group play will be performed in class and the grading will be done a group basis.

All worksheets must be filled out.

The worksheets above should be completed using the INTERNET sources found in the resource section below and by use of print material, magazines, newspapers and text books.

Resources:

http://www.boostkids.com/kids.html

http://www.kidshealth.org

http://everydayhealth.com

http://www.RevolutionHealth.com

Evaluation:

Your grade will be determined based upon the rubric below:

ROLE PLAY & DIALOGUE

“ LOW SELF-ESTEEM”

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Teacher Name: Mrs. Perry-Harris

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 NEEDS IMPROVEMENT	Score
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic. Uses all PPA steps accurately	Shows a good understanding of the topic. Uses all PPA steps but with inaccuracies	Shows a good understanding of parts of the topic. Limited use of PPA steps	Does not seem to understand the topic very well. Does not follow PPA format
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Grades: 38-31= 4 30-23= 3 22-15=2 14-7=1 6-0=0

Conclusion:

You should have learned from this web quest that low self esteem can be an extremely destructive force for American youth. Low self-esteem can cause serious problems and may lead to social cliques, bullying, withdrawal, and isolation which will affect school performance. You have also learned that steps can be taken to counter this social problem. This can be accomplished by a very important professional in our society; the public policy analyst. This person investigates social problems and finds public policy solutions. You have found solutions and presented them in your play. Let’s hope you made a difference and let’s hope you keep on making a difference...

THANKS FOR YOUR PARTICIPATION !!!!

Standards:

Social Studies

Civics, Citizenship and Government Standard 5:4

participate in school/classroom/ community activities that focus on an issue or problem

• prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.