|
|
|
|
|
|
|
|
|
|
|
|
||||||||
 |
 |
||
 |
 |
 |
|
 |
|||
 |
|||
 |
|||
 |
|||
 |
|||
 |
|||
 |
|||
 |
|||
 |
|||
| SESSION OUTLINE FOCUS: (10 minutes) Provide a snack for the youth and allow ten minutes at the start of class for the students to just relax and talk with one another. Have a CD player in the room on low volume, playing background music—preferably something without vocals. As the students enjoy their snack and conversation, gradually turn up the volume of the music so that the increase is hardly perceivable. (Don’t let them see you do it.) Continue to do so until the students realize that the music or conversation has become uncomfortably loud. CONNECT: (5 minutes) When students notice that the music and conversation have grown quite loud, turn the music down and ask: Did you notice the music getting louder? Would you have noticed it more if it had happened all at one time? Say: It’s funny how sometimes we don’t notice something until it becomes so obvious that it’s unavoidable. It’s kind of like the story of the frog in the kettle. A person wanted to boil a frog (for whatever reason a person would want to boil a frog) so she heated a few inches of water in a pot and dropped the frog in. The frog (not being a genius, but knowing hot when he felt it!) immediately jumped out. This continued, until out of frustration (and not wanting to be outwitted by a frog) the person decided to instead put the frog into a few inches of water in a pot at the temperature that would make a frog happy. So she did. And as the frog sat happily in his “bath”, she very slowly turned up the heat until the frog, never quite realizing what had happened, became dinner! Continued... |
|||||||||
| Back |
Page 3 of 6
|
||||||||
