Format
1. This program begins with a humorous greeting / introduction.
2. We then discuss the difference between good humor, (positive), and bad humor, (negative).
3. Workbook exercise / class participation. Students explore what makes him/her laugh, a simple reason why for each, then picks from a list of terms that best describes his/her sense of humor. Terms used depend on age of students. Examples for younger students would include: thoughtful, silly, messy, etc... Older student examples would include: intelligent / cerebral, slapstick, sarcastic, etc...
4. We then discuss creative thinking using individual thoughts and opinions about common topics. Each person is unique and may have different thoughts and opinions about the same thing. Example: For some the glass is half full, for others half empty.
5. Workbook exercise / class participation. Follow workbook steps to develop short conversational story enhanced by creativity and humor about a common experience, (traveling to school that day). Students can present short conversational story to class. Number of participants depends on time restraints.
Objectives
1. Recognize the benefits of creativity and humor as conversational tools.
2. Understand the difference between positive (good) humor and negative (bad) humor.
3. Identify ways to benefit from good humor.
4. Describe and indentify his/her personal sense of humor.
5. Use individual thoughts and observations creatively.
6. Develop a short conversational story based on a common event and enhance with creativity and humor.
Standards Alignment
National Standards
NL-ENG.K-12.11 PARTICIPATING IN SOCIETY
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
NL-ENG.K-12.4 COMMUNICATIONS SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NPH-H.5-8.3 REDUCING HEALTH RISKS
* Distinguish between safe and risky or harmful behaviors in relationships.
* Demonstrate ways to avoid and reduce threatening situations.
* Demonstrate strategies to manage stress.
NPH-H.5-8.5 USING COMMUNICATION SKILLS TO PROMOTE HEALTH
* Describe how the behavior of family and peers affects interpersonal communication.
* Demonstrate healthy ways to express needs, wants and feelings.
* Demonstrate ways to communicate care, consideration, and respect of self and others.
* Demonstrate communication skills to build and maintain healthy relationships.
* Demonstrate refusal and negotiation skills to enhance health.
* Analyze the possible causes of conflict among; youth in schools and communities.
* Demonstrate strategies to manage conflict in healthy ways.
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
NS.K-12.4 LANGUAGE ARTS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NS.K-12.5 LANGUAGE ARTS
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purpose.
NS.K-12.12 LANGUAGE ARTS
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).