Guidelines for Real Life Issues Curriculum Infusion Module Design
Please use these guidelines in writing up the CIRLI prevention lesson plan you are designing for your class.
I. Class and Life Issues Selection
In selecting life issues please consider the following:
II. Prevention Strategies and Rationale
Listed below are five key evidence-based prevention strategies, emphasized by CIRLI, with examples of how they may be implemented in a classroom setting. Please select at least one strategy (more are better) you would use to prevent the real life issue you selected. Be as specific as possible about the activities you will plan for your students and the (school, community, media, data based, etc.) resources that may be utilized for each strategy you select. For more information please see the evidence based prevention (link) section of our website, www.cirli.org.
AT THE COMMUNITY LEVEL
AT THE LEVEL OF SOCIAL INTERACTION
AT THE INDIVIDUAL LEVEL
III. Meeting the Common Core State Standards
How will activities and assignments related to the life issues curriculum of your class meet the common core state standards? Indicate the specific common core standards(s) you will address, and the real life issues you have selected, and the class activities and assignments that met the standards(s).
IV. Service Learning
Service Learning requirements include three main components: curriculum based learning/preparation, service/action, and reflection.
V. Culture and Community
The diversity of your students has a significant impact on your curriculum design.
VII. Engaging Students as Active Learners /Student Voice
Free 5 CPDU online workshop through Northeastern Illinois University’s College of Education
Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth
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