Mrs. Foreman

East Middle School

foremana@binghamtonschools.org

From: http://hollygirl25.files.wordpress.com/2009/11/2ezjlw56.png

Introduction:

You are all reading books that deal with main characters who deal with self-esteem issues. These self-esteem issues are can be common problems among teenagers. Sometimes students have an exaggerated sense of self worth and others cope with low self-esteem issues. There are support groups that can help teens can go to for help in these situations. What type of group would benefit the characters in your stories?

Task:

In your literature circle group you need to create an informational brochure for a support group. The support group should be for teens and will help other students deal with the self-esteem issues that the main character in your book is dealing with.

Use the following characters –

The Outsiders - Ponyboy

Black and White- Marcus or Eddie

Somewhere in the Darkness - Jimmy

Summer of My German Solider - Patty

Mexican Whiteboy - Danny

Chains - Isabel

Your support group needs to follow the public policy analyst steps to come up with its policy.

Your brochure needs to include:

Name of group and organization hosting the group

Policy of the group

What is the purpose of the group?

The benefits of the group

What will someone get out of the group?

Privacy

You will create a 6 sided brochure (1 paper folded in thirds).

Process:

Use the PPA Steps and complete the worksheet for each step:

Define the problem that your main character is dealing with. Worksheet 1

Gather evidence to prove that the problem exists in society. What are some examples? Worksheet 2

Identify what causes the problem Worksheet 3

Evaluate the existing policies and practices. What types of groups exist already for teens with these problems? Worksheet 4

Develop solutions What can your support group offer to these teens? Worksheet 5

Choose the best solution Use your consensus skills to come to a group decision as to what your support group should offer. Worksheet 6

Resources:

Self-help websites:

http://kidshealth.org/teen/your_mind/emotions/self_esteem.html

http://www.pamf.org/teen/life/depression/selfesteem.html

http://www.shmoop.com/the-outsiders/johnny-cade.html

http://health.discovery.com/centers/teen/mentalhealth/esteem.html

http://en.wikipedia.org/wiki/Support_group

Self-esteem activities

Examples of brochures:

Alzheimer’s

Chronic Pain

Bipolar Disorder

Evaluation:

The following rubric will be used to evaluate your brochure.

CATEGORY	4	3	2	1
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure's formatting and organization of material are confusing to the reader.
Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the brochure.	No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.	No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.	Several spelling errors in the brochure.
Content	The brochure includes all the items listed.	The brochure includes all but one of the required items.	The brochure is lacking 2 or 3 of the required items.	The brochure is lacking more than 3 required items.

Conclusion:

Congratulations! You created a brochure to help the main character in your book overcome the personal problems they have encountered. Each book had a different problem that the main character had to overcome. Your brochure and support group could help other teens that are in similar situations as the character in your book. You learned that there are different ways to cope with problems and that there is support out there to help.

You have also experienced the importance of a ‘Public Policy Analyst”. It is this profession that analyzes critical social problems and formulates innovative policies that improve all our lives

Standards:

English Language Arts Standards:

Standard 1:
Students will read, write, listen, and speak 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 3:

Students will read, write, listen, and speak 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.

Social Studies:

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.