Community & Civic Education
Check-In
Good morning! What have you been thinking about?
High Priority Vocabulary
Objective: Read, understand, and identify six common words: again, her, could, which, your, their.
Look at * “Reading Ads.” You should have received a printed copy of this.
Presenters: Prompt participants to read and complete the worksheet on their own if they are able. Otherwise, share your screen and use the annotate tool to complete the first two questions together. Then, give participants a couple minutes to complete the worksheet on their own.
Once everyone has completed the worksheet, share your screen and ask for volunteers to read each ad. Ask participants to use the annotate feature to circle the given word and identify which type of store would send out each ad.
Show & Share
Are you planning to wear a Halloween costume this year? What's the best Halloween costume that you've ever worn?
Body Break
Dance party!
Life Skills Story: KMG’s Ghost Rides
Objective: Understand the life skills story for the week. (Reading comprehension)
Presenters: If you didn’t read the whole story on Monday, finish reading it today. If you did finish it, prompt participants to recap the story’s main ideas before you do the quiz.
Here are some questions that you may want to ask: What are Kyle and Mitch collaborating on? What happens in the first part of the game? What about the second?
Take the * Story Quiz for this week’s story. You should have received a printed copy of the quiz.
After you finish the quiz, check your answers. The quiz answers are listed at the bottom of this page.
Body Break
Have you drunk enough water yet today? If not, now’s the time to drink some more!
Thematic Connection:
Has anyone ever voted?
Look at Californias election results for 2024
Presenters: Ask participants to help read the voter guide if they are able. Before participants discuss the issue, ask participants to summarize prop 18 in their own words.
When did you first vote? Do you think you were ready to vote at that age? Would you have been ready to vote at age 17?
Do you think 17-year-olds are old enough to vote in some elections? Why or why not?
Thematic Connection: Who We’re With & How We Act
On Tuesdays this month, we’ve been exploring situation-appropriate behavior. What we may say or do can vary a lot depending on situation. What are some different ways to categorize how we act? What are some examples of those categories? (For example, when we tell jokes, we’re being silly.)
Last week, we explored the differences between public and private spaces and how those differences affect what we say or do. What’s something you remember from our discussion last week?
Today, let’s explore how who we are with affects how we act.
We often act differently around people depending on our relationship with them. For example, how do you usually act when you’re with your friends? Your family? CSFs? What about your case worker from the regional center?
Presenters: Encourage participants to name their relationship with each person. For example, “my friend,” “my brother,” “my mom,” “my staff,” or “my SARC worker.” Also encourage participants to identify both categories of behavior (being silly) and specific actions (telling jokes).
We also may act different around people because of their personalities. Some people are silly or laid-back, and other people are more serious and uptight.
Who is someone you know who’s silly or chill? How do you act around them?
Who is someone you know who’s serious or uptight? How do you act around them?
Presenters: After participants answer the questions above, ask them what would happen if they acted serious around their silly friend or if they acted silly around their usually-serious staff person.
What did we learn today?
Story Quiz Answers
- A: Creating a computer game.
- C: They go crazy.
- B: Ghost Rides
- A: mosquitos
- C: outsmart
- A: October 25, 1934
- A: When you see a bee, try to kill it right away. (Don’t do this!)
- B: offering an idea
- C: They wanted to use both of their initials.
