Beauty & Confidence

GLOW Club Lesson Plan

Title: Beauty and Confidence
Time: 1 hour		Materials: large pieces of paper, pencils, crayons/markers/colored pencils, tape, chalk
Competency[1]: Learning Objective(s): Students will understand the relationship between beauty, confidence and self-esteem.
Time & Materials	Instructional Sequence:
Time: 20-25 minutes Materials: large paper, coloring utensils, tape	I. Motivation [Present the topic in a way that prepares participants and sparks interest.] ·          Define beauty. (beauty- (noun) the quality of being physically attractive) ·          In groups, students draw a picture of what they consider to be a beautiful woman. For this part of the lesson, students should only focus on the physical aspects of beauty. ·         Once groups are finished, tape the drawings to the wall.
Time: 15-20 minutes Materials: chalk, blackboard	II. Information [Present the information that is required to be able to accomplish the objectives.] ·          Give students 5 minutes to get up and look at each groups’ drawing, taking note of similarities and differences between the drawings. ·          Class discussion- what was similar in all the drawings? Make a list of qualities considered to be beautiful.  These qualities are the beauty standards of your culture. ·          Discuss internal characteristics that affect beauty- self esteem (the feeling of having respect for yourself) and confidence (the belief that you can do something well or succeed at something)
Time: 15-20 minutes Materials:	III. Practice [Provide opportunity for participants to practice what they’ve learned in a safe and reinforcing environment.] ·          Discuss- How can a person feel beautiful if she does not meet the traditional beauty standard of her culture?  Answer- by having good self esteem and confidence in herself.  These qualities will shine though. ·          How can you help someone improve her confidence? One answer is by giving compliments. Telling someone she is beautiful, smart, etc.  Ask class for examples of compliments they have either given to others or have received themselves.  How does getting a compliment make you feel?
Time: 10-15 minutes Materials:	IV. Application [Allow each participant to demonstrate his/her ability to perform each objective.] ·         Ask students to give examples of situations from their lives when they have struggled with not fitting the traditional beauty standards.  How did they accept themselves? Who helped them find their confidence?

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Volunteerism

GLOW Club Lesson Plan

Title What is volunteerism?
Time:  60 minutes		Materials:  markers, flip charts, pens, scrap paper, scenario cards
Competency: Learning Objective(s): The activity is designed to give participants an understanding of the definition of volunteerism, examples of volunteerism, and the importance of volunteerism in the community.
Time & Materials	Instructional Sequence:
Time: Materials:	I. Motivation [Present the topic in a way that prepares participants and sparks interest.] ·         Define community: a group of people with similar interests. What are some examples of a community? (town, school, Club GLOW, family) ·         Ask students to list as many needs in their communities as possible. ·         After five minutes ask students to report on their lists. ·         Discuss lists – not everything can be addressed by the girls in Club GLOW, like roads or hospitals or network issues. Other activities are more practical.
Time: Materials:	II. Information [Present the information that is required to be able to accomplish the objectives.] ·         Definition of volunteerism: (noun) the use or involvement of unpaid labor, especially in community services ·         Do you know anyone who is a volunteer? ·         Elicit examples that demonstrate unpaid labor and introduce the definition of volunteerism. a.       Trash pick-up day b.       Volunteering at the hospital c.       Helping your brother or sister with homework d.       Soccer coach ·         Why is volunteerism important?
Time: Materials:	III. Practice [Provide opportunity for participants to practice what they’ve learned in a safe and reinforcing environment.] ·         Hand out scenario or problem cards to each group: o   Food is very expensive and there is poor nutrition in your town o   People with HIV are stigmatized (discriminated against) in your town o   There is poor sanitation and a lot of trash in your town o   Some students at your school don’t understand their homework o   There are very few female leaders in your town. o   There are many diseases in your community that can be prevented, like malaria and typhoid ·         Break students into 3 groups and ask them to come up with as many ideas as possible of volunteer activities that could be done for each scenario. ·         Students report out on their group work.
Time: Materials:	IV. Application [Allow each participant to demonstrate his/her ability to perform each objective.] ·         Students with previous volunteerism experience will share ·         Club GLOW can do many volunteerism activities – discuss with your president or vice president what activities you are interested in doing, then we can plan a volunteer activity together.

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Peer Pressure

GLOW Club Lesson Plan

Title  Peer Pressure
Time: 60 minutes		Materials: chalk/chalkboard, drama scenarios printed & cut into strips
Competency: Learning Objective(s): Describe common situations faced by young people List several strategies for dealing with peer pressure Identify strategies they are most comfortable with
Time & Materials	Instructional Sequence:
Time: Materials:	I. Motivation [Present the topic in a way that prepares participants and sparks interest.] Define peer pressure: Peer: a person in your age group Pressure: trying to force something to happen Ask for volunteers: “Have you ever experienced peer pressure?”
Time: Materials:	II. Information [Present the information that is required to be able to accomplish the objectives.] Provide ‘Ways to say ‘NO’, with an example of each one: Simple ‘No’ ‘No’ with a reason ‘No’ with an alternative Walk away ‘No’ with an excuse
Time: Materials:	III. Practice [Provide opportunity for participants to practice what they've learned in a safe and reinforcing environment.] Break into 5 or fewer groups, design and perform a short skit, based on the scenarios below, on how to say ‘no.’ After each skit, ask students how the actors said ‘no,’ and which way they said ‘no.’ A panel of judges can determine a winner, and the reason for the winning drama should be explained.
Time: Materials: Printed drama scenarios	IV. Application [Allow each participant to demonstrate his/her ability to perform each objective.] Peer Pressure Drama #1: Perform a skit or drama showing how to resist peer pressure based on this scenario: A group of friends are hanging out at the market. They are talking about how bored they are. One of them suggests that they go to the store and steal some candy. Most of the friends agree, and they start walking to the store. One of the friends is afraid and does not want to steal. Peer Pressure Drama #2: Perform a skit or drama showing how to resist peer pressure based on this scenario: A group of friends are at a café. They are talking and laughing and having fun. One of the friends orders a beer and asks her friends to join. Some of the friends agree and start drinking beer and some of the friends don’t want to. Peer Pressure Drama #3: Perform a skit or drama showing how to resist peer pressure based on this scenario: A boyfriend and girlfriend are together. They have been together for 2 years, and they love each other. Up to now, they have avoided having sex. But today, the boyfriend really starts pressuring the girlfriend for sex. He says, “Since we will be married soon, we should practice,” and “We love each other, so why don’t we have sex?” Peer Pressure Drama #4: Perform a skit or drama showing how to resist peer pressure based on this scenario: A group of friends are walking down the street. They see a crazy man and one of the friends suggests they should throw rocks at him. Most of the friends agree, but two of the friends don’t want to throw rocks at the man. Peer Pressure Drama #5: Perform a skit or drama showing how to resist peer pressure based on this scenario: A class of students are taking an exam. One of the students wants to copy the answers from her friend, who is a very good student. The good student doesn’t think the friend should be cheating on an exam.

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