School Counseling Middle School Advisory SEL Curriculum ...

Subject Area: School Counseling Lessons SEL Curriculum Writer: Ms. Shanelle Muse Revised Date: 08.22.2017

“NURTURING EVERY CHILD’S EMOTIONAL INTELLIGENCE”

School Counseling Program

2016-2017/2017-2018

Middle School Advisory Curriculum Guide

Mindset Standards

Behavior Standards

1. Belief in development of whole

self, including a healthy balance

of mental, social/emotional and

physical well-being

2. Self-confidence in ability to

succeed

3. Sense of belonging in school

environment

4. Understanding that

postsecondary education and

life-long learning are necessary

for long-term career success

5. Belief in using abilities to their

fullest to achieve high-quality

results and outcomes

6. Positive attitude toward work

and learning

Learning Strategies

1. Demonstrate critical-thinking skills to make informed decisions

2. Demonstrate creativity

3. Use time-management, organizational and study skills

4. Apply self-motivation and self-direction to learning

5. Apply media and technology skills

6. Set high standards of quality

7. Identify long and short-term academic, career and social/emotional goals

8. Actively engage in challenging coursework

9. Gather evidence and consider multiple perspectives to make informed decisions

10. Participate in enrichment and extracurricular activities

Social Skills

1. Use effective oral and written communication skills and listening skills 2. Create positive and supportive relationships with other students 3. Create relationships with adults that support success 4. Demonstrate empathy 5. Demonstrate ethical decision-making and social responsibility 6. Use effective collaboration and cooperation skills 7. Use leadership and teamwork skills to work effectively in diverse teams 8. Demonstrate advocacy skills and ability to assert self, when necessary 9. Demonstrate social maturity and behaviors appropriate to the situation and environment

Self-Management Skills

1. Demonstrate ability to assume responsibility

2. Demonstrate self-discipline and self-control

3. Demonstrate ability to work independently

4. Demonstrate ability to delay immediate gratification for long-term rewards

5. Demonstrate perseverance to achieve long- and short-term goals

6. Demonstrate ability to overcome barriers to learning

7. Demonstrate effective coping skills when faced with a problem

8. Demonstrate the ability to balance school, home and community activities

9. Demonstrate personal safety skills

10. Demonstrate ability to manage transitions and ability to adapt to changing situations and

responsibilities



Academic Development

Career Development

Personal/Social

Development

ASCA National Standards for

academic development guide school

counseling programs to implement

strategies and activities to support

and maximize each student’s ability

to learn.

LCCS Middle School Advisory’s

ESSENTIAL QUESTION(S):

1. How will students improve

their academic self-concept?

2. What skills are needed to

improve learning outcomes?

3. What actions need to be

taken to achieve school

success?

4. What tools do students need

to improve learning?

5. What planning steps will help

students achieve academic

goals?

6. What are effective ways to

balance school and life

experiences?

ASCA National Standards for career

development guide school counseling

programs to provide the foundation

for the acquisition of skills, attitudes

and knowledge that enable students

to make a successful transition from

school to the world of work and from

job to job across the life span.



1. What hobbies and vocational

interests to students have?

2. What attitudes and behaviors

are necessary to facilitate

employment readiness?

3. What personal skills, interests

and abilities do the students

have to adequately career

plan?

4. What long- and short-term

goals do students have in

relation to career/college?

5. What planning steps will help

students achieve career

goals?

6. What action steps have been

applied in relation to

career/college goal-setting?

ASCA National Standards for

persona/social development guide

school counseling programs to

provide the foundation for personal

and social growth as students

progress through school and into

adulthood.



1. What attitudes, values and

beliefs do students have to

enhance self-knowledge?

2. What are effective

communication skills that

help manage interpersonal

skills?

3. What effective model and/or

tools are utilized to make

sound decisions, to set goals

and action steps necessary to

achieve goals?

4. What coping skills are

effective in managing life

events in regards to safety

and survival?



Time Frame 6th Grade Unit of Study

7th Grade Unit of Study

8th Grade Unit of Study National Standard Foci

September [4 weeks/lessons]

Community T.E.A.M.S. “Together Everyone Assures My Success”

Community “Teamwork Makes The Dream Work”

Community “Embracing Diversity”

Academic Personal/Social

October [4 weeks/lessons]

Navigating Relationships “Hold ‘em or Fold ‘em”

Who Am I? “We All Have Strengths & Developing Areas”

I Color My World – Not You “Self-Concept and Self-Esteem”

Personal/Social

November [4 weeks/lessons]

Independence “Decide to get to know thyself”

Independence “Decision-Making Model”

Independence “Safe & Healthy Relationships”

Academic Career

Personal/Social

December [4 weeks/lessons]

Conflict Resolution “I – AM The Solution”

Risky Behaviors “Safety Has a Different Meaning To Everyone”

Respect “Find Out What It Means To Me & You”

Personal/Social

January [5 weeks/lessons]

Respect “Multiculturalism”

Respect “Find Out What It Means To Me & You”

“Keeping It Real About Substance Abuse”

Personal/Social

February [4 weeks/lessons]

Coping Skills “Deal With It”

Success At Hand “Get Those Grades Up With A Winning Attitude”


Personal/Social (6th

& 8th) Academic (7th)

March [5 weeks/lessons]

Courage “Assertiveness”

Courage “Bullying & Harassment”

Courage “High Standards & Expectations”

Academic Career

Personal/Social

April [3 weeks/lessons]

Career Exploration “What Is My Personality Suited For?”

Exploring Career Paths “So Many Avenues, So Little Time”

Planning For Career & Beyond “The Documents Needed”

Career

May [4 weeks/lessons]

June [4 weeks/ CULMINATING PROJECT]

Leadership “Stepping up to my future career” Effort “Social Responsibility & School Involvement”

Leadership “Skill Sets & Qualities” Effort “Social Responsibility & School Involvement”

Planning For Career & Beyond “The Documents Needed” Effort “Social Responsibility & School Involvement”

Academic Career

Personal/Social

Academic Career

Personal/Social

C.I.R.C.L.E. values building blocks across grade levels

Grade-specific unit to address developmental needs



An LCCS 6th grader is faced with many new changes! They are moving up to middle school as the

youngest on the third floor, they will need to develop study and time-management skills and they may

even be brand new to the school community! Although every child is truly unique, here are some

generally predictable developmental characteristics:

_Vast appetite for physical activity & talking, _Growth spurt producing awkwardness, _Girls physically maturing before

boys, _Wide differences & interest, _Tiredness, _Curious about opposite sex, _Impulsive/Unaware, _Experience extremes

of emotions, _Inclusive/Exclusive behavior, _Experimentation with behavior, roles, appearance, _Demand privileges,

_Avoid responsibility, _Feel unique/misunderstood/isolation, _Present-oriented, _Intellectual interests expand and vary,

_Risk-taking behaviors, _Concerned with rules/fairness, _High energy, _Finding sense of self, _Independence, _Abstract

thinking, _Lack of cause & effect consequences, _Idealistic 6th

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An LCCS 7th grader is caught in the middle of the transition! They are leaving their childhood behind and

looking ahead to high school. Their lives are changing, their intellectual abilities are changing and their

bodies are changing. They are asserting their uniqueness all the while taking on new challenges!

Although every child is truly unique, here are some generally predictable developmental

characteristics:

_High energy, _Physical activities and sports valued high, _Concerned about perceptions and body conscious, _Finding

sense of identity, _Mood swings, _Exploring friendships with same and opposite sexes, _High need for independence,

_Impulsive & unaware, _Inclusion/Exclusion behaviors and thoughts, _Difficulty with decision-making, _Avoid

responsibilities, _Feelings/Thoughts/Experiences are unique to them and isolate, _Abstract thinking & intellectual pursuits

increase, _Desire for hands-on and real-life experiences, _Present-oriented with limited thoughts of future, _Emerging

ability in particular skill/content area, _Improved self-expression, _Developing interest in current events, politics, social

justice and materialism, _Music preoccupation, _Peer pressure, _Withdrawn/sensitive, _Risk-taking behaviors socially,

_Like to challenge answers, _Adolescent insecurity

An LCCS 8th grader is a full-fledged teenager. There is a bit more predictability with an 8th grade

student, but being the oldest students in school, they are looking for increased freedoms and

autonomy as high school is in their near future. Although every child is truly unique, here are some

generally predictable developmental characteristics:

_Abstract reasoning and formal operations are functional, _Concerned with attractiveness & self-image, _Seeking

sense of identity, _Increased social distractions, _Minimal feedback, _Peer pressure, _Challenge parent relationships

and structure, _Unwilling to take big learning risks, _Tentative approach to difficult intellectual tasks, _Risk-taking

behaviors (substance abuse), _Concerned with rules/fairness/equity, _High energy, _High need for peer

interaction/affection/adoration, _Concerned with the concept of “normal”, _Difficulty with time

management/awareness, _Close friendships gain importance/priority, _Show-off qualities, _Learn well in

cooperative groups, _Embarrassed easily, _Consistent evidence of conscience, _Desire to try new things, _Short and

Long-term development ability, _Longer attention span (30-40 min.), _Need cause & effect linking strategies



September

“COMMUNITY”

Lesson 1: Creating group norms

Lesson 2: Balloon-tower building

Lesson 3: Positive words in community

Lesson 4: Supporting one another out

of a “knotted” situation

October

“NAVIGATING FRIENDSHIPS”

Lesson 1: Be the friend you want

Lesson 2: Mirror, Mirror

Lesson 3: We hit a rough patch

Lesson 4: It’s too toxic – ending a

friendship

November

“INDEPENDENCE-KNOW THYSELF”

Lesson 1: What kind of student am I?

Lesson 2: Where I’m from -family focus

Lesson 3: How do I see myself vs: how

do others see me?

Lesson 4: My multicultural self

December

“CONFLICT RESOLUTION”

Lesson 1: Handling my anger

Lesson 2: We can work it out and

disagree all at the same time

Lesson 3: Saying you’re sorry

Lesson 4: Managing emotions

January

“RESPECT’

Lesson 1: Defining respect

Lesson 2: Respecting diversity

Lesson 3: Investigating respect

Lesson 4: Turning prejudice positive

Lesson 5: Respect in action

February

“COPING SKILLS”

Lesson 1: Coping with stress/anxiety

Lesson 2: Coping with low motivation

Lesson 3: Coping with boredom

Lesson 4: Coping with change

March

“COURAGE: ASSERTIVENESS”

Lesson 1: Ways to show courage

Lesson 2: The courage to be you

Lesson 3: Courage to change the world

Lesson 4: Stamp of courage

Lesson 5: Situational courage everyday

May

“LEADERSHIP”

Lesson 1: Avoiding termination

Lesson 2: Being a proactive employee

Lesson 3: Body language

Lesson 4: Conflict resolution

Lesson 5: **JOB FASHION SHOW!!**

Dress for success

April

“CAREER EXPLORATION”

Lesson 1: Skills, skills, skills

Lesson 2: Achieving your career

Lesson 3: *CAREER GUEST

SPEAKER(S)!!*

Ask an employer



September

“COMMUNITY”


Lesson 2: Model-building activity

Lesson 3: Let’s communicate

Lesson 4: Respectful opinions

December

“RISKY BEHAVIOR”

Lesson 1: Risk-taking behavior

overview

Lesson 2: Peer pressure

Lesson 3: Experimentation w/ ATOD

Lesson 4: Violence

March

“COURAGE”

Lesson 1: Labels don’t define you

Lesson 2: The who, what & why

Lesson 3: Defining sexual harassment

Lesson 4: Unhealthy dating

relationships

Lesson 5:

October

“WHO AM I”

Lesson 1: Strengths/weaknesses

Lesson 2: The feedback game

Lesson 3: I am unique

Lesson 4: Demystifying rumors &

maintaining reputation

January

“RESPECT”

Lesson 1: Words hurt

Lesson 2: Acceptance

Lesson 3: Circle of life (part 1)

Lesson 4: *MURAL PROJECT

COMPLETION* (part 2)

Lesson 5: April

“EXPLORING CAREER”

Lesson 1: What’s the difference?

Lesson 2: Satisfying & rewarding

career path

Lesson 3: *CAREER GUEST

SPEAKER!!*

November

“INDEPENDENCE”

Lesson 1: Steps to making decisions

Lesson 2: Fortune teller

Lesson 3: Paths of life

Lesson 4: Life’s little scenarios

February

“SUCCESS”

Lesson 1: Attitude is a choice

Lesson 2: Power of positivity

Lesson 3: Bad attitude

Lesson 4: Attitude counts

May

“LEADERSHIP”

Lesson 1: Leadership Styles & Colors

Lesson 2: Monsters Inc. Movie & 7

Habits of Highly Effective Teens (part

1)

Lesson 3: Monsters Inc. Movie & 7

Habits of Highly Effective Teens (part

2)



September

“Community – Embracing Diversity”


Lesson 2: LCCS student handbook

review

Lesson 3: Where we are from map

Lesson 4: Introduction to me- finding

similarities and differences

October

“I Color My World-Not You- Self-Concept &

Self-Esteem”

Lesson 1: Everybody is looking at me

Lesson 2: Power over prejudicial

judgment

Lesson 3: Name-calling

Lesson 4: Love yourself – RIP “I can’t”

November

“Independence- Safe & Healthy

Relationships”

Lesson 1: Core tenets of my

relationships

Lesson 2: Bullying is all bad

Lesson 3: Dating in Middle School

part 1: Warning signs

Lesson 4: Dating in Middle School

part 2: Creating boundaries

December

“Respect- Find Out What It Means To Me &

You”

Lesson 1: Respect your competitor

Lesson 2: Honesty is the best policy

Lesson 3: Respectful communication

Lesson 4: Treating others with it –

future situations

January


Lesson 1: The pressure is on

Lesson 2: Know your NOs

Lesson 3: Too smart to start

Lesson 4: Teens and tobacco

February


Lesson 1: Marijuana

Lesson 2: Pain with prescription pills

Lesson 3: Experimentation & Addiction

Lesson 4: Putting It all together- jeop.

March

“Courage- High standards & expectations”

Lesson 1: Courage & Holocaust

Lesson 2: Courage & Rwanda

Lesson 3: Teenagers with Courage

Lesson 4: LGBT Courage

Lesson 5:

April

“Planning for career & beyond – documents

needed”

Lesson 1: Cover Letter –focus 1:

Introspective identification


Researching effective formats


Composition

May

“Planning for career & beyond – documents

needed

Lesson 1: Resume –focus 1:

Introduction


Researching effective formats


Composition formatting & scheme

Lesson 4: Composition content

Lesson 5:



6th grade

Month: September Lesson #: 1

Time Frame: 45 minutes

Title: Setting classroom expectations and norms

Summary: Every group develops its own customs, habits and expectations for how things will be done. These patterns and expectations, or group norms as they’re sometimes called, influence the ways student members communicate with each other. Norms can help or hinder a group in achieving its goals.

Learning Resources Needed: Chart paper, markers, student S.E.L. journal, pencils/pens

Procedure: SETTING NORMS:

1. Teacher will introduce today’s lesson foci: setting classroom/group norms

2. Teacher will facilitate a discussion about what norms the group would like to adopt.

3. On a flip chart list all member ideas for norms they’d like to see the group adopt.

4. Have a period for questions and clarifications so that everyone understands what each of the

proposed norms mean. Re-word as seems appropriate. Continue until every team member is

satisfied that everyone understands each other’s’ suggested norms.

5. Go through the list item by item to see which norms all team members want to adopt. No

member should be pressured into accepting any norm that he or she cannot fully endorse. If

any team member does not approve of a proposed norm, eliminate it.

6. If the list of approved norms is longer than ten items try to reduce the list by simplifying and

combining complementary items.

7. Make sure all team members are comfortable with the revisions.



8. Adopt the set of group norms.

Assessment: Students will respond to the following personal reflection journal prompt: Describe the level of importance norms have in this classroom…in this society. Norms are typically utilized as a strengthening, positive practice. How can we ensure all members adhere to the norms? What should occur if a member breaks a norm? Explain. (Expectation: 3 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes:



Title: Balloon-Tower building community activity

Summary: The community building balloon tower task requires the groups to work together as a team in order to build their tower within the amount of time they are given. They must communicate and listen to each other's ideas about how to approach the task.



Learning Resources Needed: balloons (varied sizes), masking tape rolls (enough for each group), student S.E.L. journals, pencils/pens

Procedure:

BALLOON-TOWER COMMUNITY-BUILDING ACTIVITY:

1. Divide students into groups and provide them with a bag containing a set number of balloons

(varied sizes) and a roll of masking tape

2. Teacher explains the objective: students need to blow up the balloons and build a free-

standing tower using nothing but balloons and tape. The balloons can NOT be taped to the

floor. The group that builds the tallest tower in a given amount of time wins.

3. Students are to work on balloon-tower (teacher can encourage team work, communication,

listening, taking risks and problem-solving.)

4. Teacher will select a winner and facilitate a discussion about what their struggles and

successes were.

5. Teacher will explicitly indicate how important it is to communicate and work together in

order to accomplish a goal, as we will continue to do all year long, within this classroom to

build social-emotional development.

Assessment: Students can complete the following personal reflection journal entry: What is the definition of communication? What strengths do you have in terms of communicating and what struggles do you still work to overcome in terms of communicating? (Expectation: 3 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Building a community with positive words – let’s eliminate MEANNESS



Summary: The community will learn that a positive community requires positive energy and purposeful word choice. If they do or say something mean, they can’t take that back, even apologies aren’t appropriate Band-Aids. Focus on choosing our words carefully, and all the ways being negative affect our ability to work together as a group. This lesson will set the tone for upcoming group work and students should bring in communication skills from previous lesson to further develop those.

Learning Resources Needed: construction paper, toothpaste tube (enough for each group), pencils/pens, student S.E.L. journals

Procedure:

1. Divide students into groups and give each group a piece of paper and a pencil.

2. Students will write the word, “MEAN” in large letters, with a pencil on their paper, as a group

3. Teacher will provide each group with a tube of toothpaste.

4. Teacher will instruct each group to trace their writing carefully with the toothpaste.

5. Once completed, the teacher will instruct each group to collaboratively work together to put

the toothpaste BACK into the tube. The team who does this the fastest will win. (Provide

allotted time you deem necessary.)

6. Once time is up, teacher will facilitate a discussion about why the toothpaste would not be

put back into the tube. Teacher will explicitly explain that we must choose our words

carefully, and all the ways being negative can impact and affect our work together as a group.

Assessment: Students can complete the following journal entry: How can our words positively and negatively impact group work? Explain. Provide 5 bulleted statements that could positively contribute to group cohesion. Provide 5 bulleted statements that you, as a group member, would never want to hear. (Expectation: 2 paragraphs, (2) 5-bulleted lists) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Supporting one another out of a “tangled” situation



Summary: The community will use their previously learned communication skills and positive word choice to literally untangle themselves from the human knot. This activity will be geared at cooperation and team-building, while putting the previous lessons’ skills into application.

Learning Resources Needed: pens/pencils, groups of students, student S.E.L. journal

Procedure:

1. 1. Place students into groups of 7 2. 2. Tell everyone to reach their right arm towards the center and grab someone else's hand. Make

sure no one grabs the hand of the person right next to them. (If they are uncomfortable with hand-holding, they may interlock elbows.)

3. 3. Next, have everyone reach their left arm in and grab someone else's hand. Again, make sure it's not the person right next to them.

4. 4. Now, the fun begins! The kids need to work together to untangle the human knot without letting go of any hands. The goal is to end up in a perfect circle again. They can go over or under each other's arms, or through legs if needed! Encourage them to do whatever they want, as long as they don't break the chain in the process.

5. 5. You can complicate or simplify by changing the time allotment, number of members in a group, etc.

Assessment: Students can complete the following personal reflection journal entry: Rate yourself in your team performance during the human knot. How did communication and positive word choice help or hurt your group’s experience? Provide one concrete example and explain. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


Month: October Lesson #: 1


Title: Be the friend you want

Summary: The community will watch a short, foreign clip about friendship. It is easy to make demands of the friends in our lives, but equally as important to also take on those qualities we expect in others. In this lesson, students will use the power of discussion and self-reflection to determine



what makes a good friend and how that should influence their decisions in making new or ridding themselves of old friendships in middle school.

Learning Resources Needed: Student S.E.L. journals, pencils/pens, smartboard/computer, YouTube clip

Procedure:

6. 1. Teacher will explain today’s lesson and shed light on the importance of being the friends you want in your life. Teacher will also explain that choosing, maintaining and abandoning friendships is all a part of identifying qualities you look for in a friend and vice versa.

2. Teacher will play the following YouTube clip (silently is an option to explore): https://www.youtube.com/watch?v=Eapnc3QsdAA

2. (Alternative option) Teacher will play the following YouTube clip: https://www.youtube.com/watch?v=Zmrnepsaglk

3. Teacher will facilitate a socratic discussion by utilizing the following prompting questions:

1. What qualities do you look for in a friend?

2. Are friends more important to you now than they were in elementary school? Why?

3. There's an old saying that goes "in order to have good friends you have to be a good friend." What does that mean. Do you think it's true?

4. What's the difference between a friend and an acquaintance?

5. One boy in the video said that a true friend is somebody who knows everything about you and still likes you. What do you think that means?

6. How do you tell the difference between true friends and false friends?

7. What is a "best friend?" Is it possible to have more than one "best friend" at the same time?

8. In what ways does friendship change as you get older?

9. Is there a difference between popularity and friendship? Can you be popular and not be a good friend? What is more important, being popular, or being a good friend?

10. Do you think there's something wrong with you if you aren't part of the popular set?

https://www.youtube.com/watch?v=Eapnc3QsdAA



11. What do you do if you want a person you have just met to become a part of your group, but the others don't want to have anything to do with this new person?

12. Have you ever been excluded from a group? What happened? How did you feel? What should we learn from that?

13. Are there kids here at school who get constantly excluded? How do you think that makes them feel? Is there anything you could do about it?

14. Are there any racial or ethnic barriers to friendship at your school? How do you feel about that?

15. What are the benefits of having friends who are different from us?

16. What was most meaningful to you in this video?

Assessment: Students can complete the following personal reflection journal entry: Create an 8-ingredient recipe for friendship. Be sure to include ingredients, directions, goals and a final product picture. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Mirror, MIrror

Summary: The community will have the opportunity to self-assess who they are in a friendship. Students will brainstorm whether the strengths they have are visible or invisible in their friendships and share their observations.

Learning Resources Needed: Mirror, student S.E.L. journal, pencils/pens, chart paper, markers



Procedure:

7. 1. Place the essential question on the board: What is something you do well in a friendship? Students will have the option to complete a quick-write in their S.E.L. journal or to whisper their answers to a neighbor (5 minutes)

8. 9. 2. The teacher will introduce today’s lesson by gazing into a “magic” mirror and say, “Mirror, mirror

on the wall, show me I am the best friend of all!” (Teacher will keep the mirror “magic” visible throughout the lesson to help identify strengths).

10. 11. 3. Teacher will explicitly explain her/his personal strengths in a friendship by conducting a think

aloud: Example: “I have had so many different friendships throughout the years. Because each of those friends were so unique and different, I feel like I have had to have different strengths for each of them. However, when I look into this mirror, I am forced to identify a theme or set of strengths I have that have been consistent amongst all of my friendships. Hmmm.. as a friend, I am strong in how I give support (provide example from life), I am good at not judging (provide example from life) and I also feel like I a strong with positive praises for my friends (provide example from life).” –using a personal monologue will be helpful in developing rapport with students.

12. 13. 4. The teacher will ask for one volunteer to come to the front of the class and recite the rhyme into

the magic mirror, “Mirror, mirror on the wall, show me I am the best friend of all!” Student will identify a personal strength they have to contribute to friendships.

14. 15. 5. Students will be given independent time to produce 3 strengths they have, as individuals, in terms

of being a good friend. (Provide allotted time.) Students are expected to write these in their student S.E.L. journals

16. 17. 6. Coming together as a community, teacher will get one strength from each student to place on a

chart paper at the front of the room. (List of friendship strengths) 18. 19. 7. Teacher will conclude with small discussion about what commonalities were found and what

strengths were identified that are unique to students. 20. (To enhance lesson, teacher can step further into identifying visible and invisible strengths, as well as

internal and external strengths that positively contribute to friendships.)

Assessment: Students can complete the following personal reflection journal entry: List 5 things ANY friend has ever said to you that praised you for your role in their friendship. In one to two paragraph(s) that follow, detail a time when you felt like you were the perfect picture of what a good friend is. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.






Title: We hit a rough patch

Summary: The community will role play various situations in which friendships can face hurdles. Through discussion, brainstorming and role playing, students will develop several solutions to handle conflict within their friendships that they deem worth saving.

Learning Resources Needed: Anticipatory set quote, student S.E.L. journal, role-playing situational cards, pens/pencils, anchor chart, markers

Procedure:

21. 1. Teacher will place the following two quotes on the board and students will be asked to compose a 5-minute journal reflection to one (student-choice):

22. or

2. Teacher will facilitate a discussion surrounding these two quotes. Teacher will explicitly link them to today’s lesson of friendships that are worth saving will always have turbulence, but learning some “tools” will help mend those worthy relationships.



3. Teacher will read out a scenario card: Toya is having a birthday party. She keeps telling her friend, Melissa, that she is not invited by saying, “You can’t come to my party because you keep talking to the new girl, Samantha.”

4. Teacher will explicitly teach the friendship problem-solving ABC’s as it pertains to this scenario and write out each on the board:

Ask, “What is the problem?” B rainstorm some solutions C hoose the best one D o it E valuate the solution

6. Teacher will group students into small groups of 5 7. Teacher will provide each group with a role-playing scenario. Students are expected to either

write-out the ABC’s of friendship problem-solving or act them out. Each group is expected to share at the conclusion of the time allotted. (Provide time to students.)

Role-Playing Scenario Options:

-Christopher is skate-boarding and wants to race Jeremiah. Jeremiah says, “okay” but when they race, Jeremiah wins. Now Christopher continuously calls Jeremiah a cheater to his face and behind his back.

-Maliyah’s pet dog has died and she arrives at school feeling very sad. Maliyah cries all day long. Usually her best friend, Andre, is supportive but today he keeps making fun of her and says, “It’s just a dog. There are bigger things in life to be upset about. Get over it.” Before long, other LCCS middle-schoolers call her a crybaby in the hallways.

-Marta and Annie are playing together at recess. Marta makes all the decisions about what to do. Annie becomes frustrated by getting bossed around and walks over to converse with the new girl, Jade. For the rest of the day, Marta is ignoring Jade and later on Instagram, calls her a traitor for befriending someone other than her.

-Darnell and Isaac are best friends. They do everything together. Darnell tells Isaac that he thinks he may have a crush on Daniella and Isaac promises to keep it a secret. Next week, Daniella writes a letter to Darnell explaining that she wants nothing to do with him as a boyfriend or otherwise! Darnell confronts the only person he told and Isaac denies that he spilled the beans with his secret altogether!

Assessment: Students can complete the following personal reflection journal entry: Detail a situation with a friend, that you’ve had in the past, where there was some type of conflict. Be sure to explain it thoroughly. Now utilizing your new ABC’s, place it into perspective and write out the solution. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.






Title: It’s too toxic – ending a friendship

Summary: The community will be forced to examine some of their friendships and soul search for the answer to, “Are we going to be friends forever?”. No one likes to end a friendship, but sometimes it has to happen. In this lesson, students will be taught some decision-making tips that can help the discover keys to ending a friendship peacefully.

Learning Resources Needed: YouTube clip, anchor chart, markers, student S.E.L. journals, pencils/pens, smartboard, computers (one for each student)

Procedure:

23. 1. Teacher will explain today’s lesson and explicitly share that ending a friendship is something that no one likes to talk about because there’s a stigma of failure or treason attached to it. It is definitely more enjoyable to think about friendships that are fun and uplifting than ones that are ending. However, we all know that friendships do end and sometimes you are the one who needs to end it because it is not a healthy situation. Examining your friendships and learning helpful techniques to end them properly will save you a lot of grief now and later!

2. Teacher will display the following resource for middle-schoolers and elementary students that they can access at any time when dealing with issues of friendship: http://www.kidshelpphone.ca/Teens/InfoBooth/Friendship/Quiz-How-healthy-is-your-friendship.aspx

3. Each student will independently take the following quiz: “How Healthy Is Your Friendship”.

4. Teacher will facilitate a discussion about class findings. Encourage student participation but acknowledge that confidentiality is important with situations like this.

5. Teacher will place “Break-Up Etiquette” on the smartboard: http://www.kidshelpphone.ca/Teens/InfoBooth/Friendship/Ending-a-rocky-friendship.aspx

6. Teacher will explicitly go over the do’s and don’ts while soliciting personal stories from the students or sharing personal stories from his/her own life to provide concrete examples.

http://www.kidshelpphone.ca/Teens/InfoBooth/Friendship/Quiz-How-healthy-is-your-friendship.aspx

http://www.kidshelpphone.ca/Teens/InfoBooth/Friendship/Quiz-How-healthy-is-your-friendship.aspx

http://www.kidshelpphone.ca/Teens/InfoBooth/Friendship/Ending-a-rocky-friendship.aspx



Assessment: Students can complete the following personal reflection journal entry: Think about a friendship that may have to come to an end or has come to an end. (Pretend if this has not actually occurred in your life.) It may be hard to get over an old friendship, even if you know that ending it was the right thing for you. Try not to doubt yourself and remember these following tips:

1. Take care 2. Be positive 3. Stay strong 4. Look for meaningful relationships

With each of those 4 tips above, provide an explanation or detailed plan about how you could take heed to those pieces of advice. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


Month: November Lesson #: 1


Title: What kind of student am I?

Summary: Each member of the community is unique, as is their learning style. In this lesson, students will self-assess their learning styles and gain knowledge through the findings, in hopes they apply it during their independent studies. Self-identity is something 6th graders are struggling to identify, so today they will learn about Gardner’s “Multiple-Intelligences Theory” in relation to themselves.

Learning Resources Needed: YouTube clip, anchor chart, markers, student S.E.L. journals, pencils/pens, smartboard, computers (one for each student)



Procedure:

24. 1. Teacher will place the following question on the board for students to either quick-write to or turn and talk to: “How do you know if someone is INTELLIGENT?”

2. Teacher will facilitate small discussion to incorporate students’ thoughts and conclusions drawn to that question.

3. Teacher will explicitly explain that there are 8 kinds of intelligences and that often times, when we think about intelligence, we think about one type: INTELLECTUAL INTELLIGENCE. Teacher will go onto explain that today’s lesson will involve taking notes from a video that will explain the multiple types of intelligences. (Teacher will pass out or create on the board, Cornell notes style that allots for 8 subheadings.)

4. Teacher will play the following clip for students and stop and pause as needed: https://www.youtube.com/watch?v=s2EdujrM0vA

5. Teacher will facilitate discussion surrounding notes taken for the multiple intelligences. Teacher will create an anchor chart that summarizes each intelligence’s definition or key points.

6. In a carousel, students will identify which intelligence, of the 8, they feel they are strongest in. (Share aloud)

7. Each student will take a multiple-intelligences quiz on their own chromebook: http://www.literacynet.org/mi/assessment/findyourstrengths.html

8. Teacher will facilitate discussion centralized to this question: What kind of learner are you? What are your learning strengths?

Assessment: What kind of intelligence are you the strongest in? How will this newfound information help improve your academic achievement this year, at LCCS? Explain. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Where I’m from

https://www.youtube.com/watch?v=s2EdujrM0vA

http://www.literacynet.org/mi/assessment/findyourstrengths.html



Summary: Each member of the community will learn that their identity is majorly hinged upon where they come from in terms of their families and childhood experiences. Students will evaluate the George Ella Lyon’s poem, “I’m From”.

Learning Resources Needed: YouTube clip, George Ella Lyon poem, student S.E.L. journals, , pencils/pens

Procedure:

25. 1. Students will answer the following sentence starters in their S.E.L. journals: 26. –I am….. 27. –I like… 28. –I hope… 29. –I dislike… 30. –I admire… 31. –I fear… 32. –I need… 33. –I know… 34. –I wish… 35. –I wonder…

2. Teacher will allow students to share portions of their “I AM” statements. (Option: Have students walk around the room to see if they can link up with a peer who has a similar statement. This way it enhances group cohesion by identifying strengths that otherwise may not have been identified.)

3. Teacher will produce the handout with the George Ella Lyon’s Poem, “Where I’m From”:

Where I'm From

I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening, it tasted like beets.) I am from the forsythia bush the Dutch elm whose long-gone limbs I remember as if they were my own.

I'm from fudge and eyeglasses, from Imogene and Alafair. I'm from the know-it-alls and the pass-it-ons, from Perk up! and Pipe down! I'm from He restoreth my soul



with a cottonball lamb and ten verses I can say myself.

I'm from Artemus and Billie's Branch, fried corn and strong coffee. From the finger my grandfather lost to the auger, the eye my father shut to keep his sight.

Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments-- snapped before I budded -- leaf-fall from the family tree.

5. Teacher will discuss and analyze each stanza with the students by identifying experiences, memories, thoughts, feelings and familial traditions this poet used in order to compose this beautiful piece of poetry.

6. Teacher will explain that today they will gain insight into who they are by looking into their family experiences and childhood memories. Teacher will produce the following student-composed “I’m From” paragraphs:

Sample 1: I’m from my childhood blanket, “Blankie”, now in shreds, clawed chairs with tiny

holes from cats’ claws from the past and present, each one with a memory of a different

cat. The tickets under the glass on my dresser to my very first Philadelphia Eagles football

game in the always noisy Lincoln Financial Field, cell phone batteries running out and not

being able to find the chargers, pictures lined up on shelves and dressers, a grand piano

displayed elegantly in the corner. Computers whose keys are constantly clicking, and my

room, the reflection of my childhood.

Sample 2: I’m from chasing hot air balloons on our bikes, trips to Staples for school supplies with my dad every year before school starts. The tree outside my house that I watch change colors and its leaves fall off, the pool where I learned to swim and took my first jump, playing man hunt in the pitch black, not being able to see where I’m going, catching my first lightning bug and being amazed by its bright glow, and the old bridge and creek in the woods where I go to sit and admire the beautiful things around me.

Sample 3: I’m from my mom shaping me into the person I am today, my dad’s approval, my

friends’ embracing arms, and laughing with my cousins every holiday until our ribs crack.

Sweet, old, deaf, flappy-eared springer spaniel, Teasel, my loyal brown-eyed girl. Grandmom

having funny lipstick incidents in the car, Mimi always taking me shopping whenever she sees

me. Aunt Susie who has come to cold Philadelphia from sunny Los Angeles despite the mood-



wrecking weather. Little brothers, who invade your privacy, eavesdrop, get away with

everything, however, I don’t know what I’d do without him.

Sample 4: I’m from, “I love you from the moon all around the stars and back forever and ever

and always”, “Just pick yourself up and wipe yourself off”, “That ball’s outta here”, the words

of the great Harry Kalas, swinging on the swings while my grandmother sings, “You are my

sunshine”, “Stay on your feet little Z”, butterfly kisses after bedtime prayers, and, “I love you,

goodnight”.

7. Students will have the option to compose a “I’m From” paragraph or “I’m From” poem. (Provide allotted time)

8. Teacher and students will have an opportunity to share favorite line(s) from their poem and share how their reflection back into childhood and their family’s dynamics helped them to better understand themselves as they sit in 6th grade at LCCS today.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: What were you able to learn about yourself in today’s “I’m From” activity? Explain. How did your parents/guardians/childhood shape you positively or negatively today? Explain. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: How do I see myself vs: how do others see me?

Summary: Community members all enter LCCS as unique individuals, molded by genes, their environment and certain innate sparks they have within themselves. It is important that this lesson helps each member to identify the strengths they see within themselves, but also to paint a more realistic picture of people’s perceptions of themselves. Comparing the two could be an eye-opener.



Learning Resources Needed: Paper, pencils/pens

Procedure:

36. 1. Students will have the option to select either picture below to quick-write about:

37. OR

2. Teacher will engage students in small discussion about the pictures and link it to today’s lesson. Teacher will explicitly explain that we have a SELF-PERCEPTION and that may or may not be in line with how OTHERS PERCEIVE US.

3. Teacher will gather students into a discussion circle.

4. Teacher will hand each students a blank piece of printing paper and a pencil

5. Teacher will instruct students to draw an OUTLINE of their faces and leave all of the insides blank! (No eyes, no nose, etc.)

6. Teacher will instruct students to draw a line, vertically, splitting the face in half. On the left are going to be words and adjectives (positive and negative) that you would use to describe yourself. Encourage the students to be as honest and as critical as they would like) On the right are going to be words and adjectives (positive and negative) that people have used to describe them. Encourage the students to think about teachers, parents/guardians, friends, strangers on the street, etc. (Provide allotted time).

7. Teacher will distribute one color crayon to each student. Teacher will instruct students to trace over 3 positive adjectives/words that ALIGN with one another on both sides.



8. Teacher will facilitate a discussion about student findings.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: What commonalities did you find when looking at how you see yourself vs how others see you? What distinct differences did you find? Explain. What does it mean when your self-perception matches other’s perception of you? What does it mean when your self-perception is very different from how other’s perceive you? Explain. (Expectation: 4 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: My multicultural self

Summary: Community members will develop cultural knowledge and awareness about others, but first they must uncover and examine personal social and cultural identities. Guided self-reflection in this lesson will allow them to better understand how social group memberships inform who we are.

Learning Resources Needed: Student multicultural handout, pencils/pens, student S.E.L. journals



Procedure:

38. 1. Teacher will write the following word on the board, “CULTURE”. Students will, in a carousel, blurt out any words related to or that define and give clarification to that initial word. Teacher will jot down all of the responses around the word, “CULTURE”, almost to create a toggle.

2. Teacher will define culture for students: It is a shared system of meanings, beliefs, values and behaviors through which we interpret our experiences. Culture is learned, collective and changes over time. Culture is generally understood to be "what we know that everyone like us knows."

3. Teacher will display his/her pre-completed multicultural handout: http://www.tolerance.org/sites/default/files/documents/tt_multicultural_self.pdf

SAMPLE: Ms. Muse Daughter – Teacher – Prison & School Counselor – Biracial – Basketball Player - Skeptic Share how each of your identity bubbles is a lens through which you see the world. Ms. Muse might share, for instance, that when she became a prison counselor she became stronger and more sensitive, stronger for having tough skin as well as knowing she would be dealing with a “darker” aspect of life at times. But she also became more sensitive to life and freedom of all kinds around her and respecting everyone’s unique situation.

4. Distribute a handout to each student and give the following directions: "Place your name in the center figure. Use the identity bubbles to name aspects of yourself that are important in defining who you are."

5. Allow students time to silently reflect on what they have written. Invite them to form pairs and share why the descriptors they chose are important to them. If time permits, invite pairs to introduce one another to the class.

6. Have students reflect on how each individual identity colors and shapes the way they view and interact with the world. The teacher can use her own identity shells to illustrate this concept. Ms. Muse, for example, might share how being biracial allows her to be a part of two worlds.

When the teacher is sure that students understand this concept, discuss as a class or in small groups:

How would you feel if someone ignored one of your multicultural identity bubbles?

Can you see how ignoring one of your identity bubbles could cause miscommunication? Can

anyone give an example?

Do you have more than these 5 identities?

http://www.tolerance.org/sites/default/files/documents/tt_multicultural_self.pdf



If your 5 identity bubbles are communicating with a group of 5 others, how many identities

are interacting? (30 minimum) Set up the next step by sharing with students that we have many identities in our multicultural selves. Not being aware of our own or others' identities causes miscommunication.

7. Our identities are NOT static. We are shaped and reshaped by what goes on around us and our identities constantly change as well. Give examples:

A parent dies and this reshapes the way we see the world

We fall in love and this reshapes the way we see the world

We fall out of love and this reshapes the way we see the world

We experience an act of violence and this reshapes the way we see the world So, what we once knew to be true about ourselves and others can change over time. For this reason, we should always try to suspend judgment, ask questions of others and talk with those different from us as much as possible.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Generate a list of 10 life experiences or thoughts/feelings that shape your worldview currently. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


Month: December Lesson #: 1


Title: Handling anger

Summary: Teaching anger management strategies is important to creating a safe, successful classroom

environment. Anger is often born out of frustration, so it is necessary that in today’s lessons, students walk away with some simple procedures to help manage their anger.

Learning Resources Needed: Script, pencils/pens, student S.E.L. journals, chart paper, markers

http://www.lessonplanet.com/search?keywords=anger+management&media=lesson



Procedure:

1. Teacher will introduce today’s lesson by selecting 3 students (1 announcer, host #1 and host #1) to actively read a screen play in front of the class: (Resource can be found at the following site (pgs. 18 & 19 only. Stop before trigger instruction): http://www.ket.org/education/guides/selfmanagement/selfmanagement_prog12.pdf

39. Announcer: You’re watching The Anger Channel. T.A.C.— the network that keeps you from acting like a real jerk when you’re feeling mad. • • • •

40. Host 1: Everybody gets angry. I know I do. 41. Host 2: Me, too. 42. Host 1: Hey, it’s a normal part of life on Planet Earth. 43. Host 2: But, you might not handle your anger all that well. Things can get out of hand. 44. Host 1: And that can make anger seem pretty confusing. 45. Host 2: And frustrating. 46. Host 1: Even kind of scary. 47. Host 2: And worse, how you react when you’re angry leads to consequences that go way beyond

those first feelings. 48. Host 1: Hey, but, don’t sweat it. We’re here to help you figure out what you can do about it. 49. Host 2: We’ll break it down for you. First, we’ll show you how different people get angry at different

things, and how to clue in to anger warning signs. 50. Host 1: Then we’ll show you how different people react when they’re mad, what those actions can

lead to, and how to work it through constructively. 51. Host 2: We’re also going to give you a chance to try out what you’ve learned, so you can be ready to

control your anger before it controls you.

1. 2. Teacher will explicitly teach the following strategies to students:

2. Stop. If you are feeling out of control, you should be separated from the person you feel like is hurting you. Remove

yourself. Should leave the room. As often happens with middle schoolers, you need to signal an adult to help you stop!

3. Calm down. Use some calming strategies when you feel the physical symptoms of anger. Can try taking deep breaths,

drinking a glass of water, distracting yourself with a song or a story, or playing alone.

4. Think before you act. Literally asked yourself, “What do I want to happen?” Understand that vengeance and retaliation are

not worth acting on. Being understood and making things right are worthwhile.

5. Consider the other person’s feelings. Children can begin to show empathy as young as 3 years old, but practicing empathy

will allow you to use it even during the angriest of times. Try to understand the other person’s point of view, just as you

want your point of view understood. Could you find another way to get your view across more clearly? Can you try to let it

go?

6. Look for possible solutions. See beyond “I hate you and you’re no good.” See if you can find a compromise that both parties

can agree on. Apologizing often helps.

3. Teacher will distribute the handout titled, “How Angry Would You Get” (Pg 60: http://www.ket.org/education/guides/selfmanagement/selfmanagement_prog12.pdf)

http://www.ket.org/education/guides/selfmanagement/selfmanagement_prog12.pdf



4. Students can work independently or in groups to complete. 5. Teacher will facilitate discussion about student responses, but will encourage discussion about which anger management coping strategies could be employed for each of the situations.

7.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Generate a list of 5 triggers that cause your anger. Generate a list of somatic feelings you get when your anger is brewing. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: We can work it out and disagree all at the same time

Summary: Our community members are all too aware of the fact that conflicts arise everyday, so it is important that they be taught how to handle them. Working out a conflict does not always mean that everyone has to agree! Students will learn effective strategies to solve conflict peacefully and disagree respectfully.

Learning Resources Needed: Working it out handout, I-statement chart, pencils/pens, markers, chart paper, smartboard



Procedure:

1. Teacher will pull up the following resource for students on the smartboard: http://kidshealth.org/en/teens/tips-disagree.html

2. Teacher will explicitly go through the 5 ways to respectfully disagree. 3. Teacher will explicitly teach the “I-Statement” and provide examples that elaborate

on the provided scenario. 4. . Teacher will pass out the following handout, “Working It Out” (Resource:

http://kidshealth.org/classroom/6to8/personal/growing/conflict_resolution_handout1.pdf)

5. Students will be divided into groups and select 3 scenarios to role-play by applying the I-statements strategy

FUN FACT:

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Watch television and describe a situation where two characters had a disagreement. Detail what caused it and how they came to a solution that worked for both of them. Then, provide one I-Statement from yourself, that would possibly have resolved the characters’ conflict. (provide television show title, character names, etc. ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.



http://kidshealth.org/en/teens/tips-disagree.html

http://kidshealth.org/classroom/6to8/personal/growing/conflict_resolution_handout1.pdf

http://kidshealth.org/classroom/6to8/personal/growing/conflict_resolution_handout1.pdf




Title: Saying you’re sorry

Summary: Community members will learn the skill of, “Making an apology” by researching major mistakes in history.

Learning Resources Needed:

Procedure:

1. Teacher will open the lesson by playing Justin Bieber, “Sorry”. Can be found at the following site: https://youtu.be/fRh_vgS2dFE

2. Teacher will engage in small discussion that incites students to hare personal stories of times they were forced to make apologies and they flopped. Teacher can even personally share a story of a similar situation.

3. Teacher will explicitly teach the instructions on how to make a successful apology:

1. Look at the person. 2. Use a serious, sincere voice. 3. Say “I’m sorry for…” or “I want to apologize for…” 4. Explain how you plan to do better in the future. 5. Say “Thanks for listening.”

4. Teacher will explain that students, in small groups, will research one historical mistake and create an apology for it.

OPTIONS:

-Cop kills Alton Sterling, an unarmed black man in car (2016) -Captain Edward Smith crashes the Titanic into an iceberg. (1909) • Faulty equipment causes the Challenger to explode on liftoff. (1986) • John Wilkes Booth assassinated President Abraham Lincoln. (1865) • The U.S. government ordered the removal and internment of many Japanese Americans. (1942) • Hernan Cortes and his soldiers brought smallpox into the Aztec Empire. (1520) • Joseph McCarthy claimed to have a list of 205 State Department employees who were members of the Communist Party. (1954) • The Ohio National Guard shot unarmed students at Kent State. (1970) • The U.S. army, led by Major Samuel Whitside, sought to disarm the Lakota Indians and the result was the Wounded Knee Massacre. (1890) • The U.S. Government signed the Indian Removal Act. (1830) • The U.S. Senate signed the Treat of New Echota, leading to the removal of the Cherokee Indians in the Trail of Tears. (1835) • White bus drivers in Montgomery, Alabama, enforced the segregation of blacks and whites on public buses. (1950’s) • Five police officers in Burmingham, Alabama beat an unconscious suspect. (2008) • Al-Qaeda hijacked four passenger plane so they could be flown into buildings. (2001) • Timothy McVeigh

https://youtu.be/fRh_vgS2dFE



and Terry Nichols bombed the Alfred P. Murrah Federal Building in Oklahoma City. (1995) • James Earl Ray assassinated Martin Luther King, Jr. (1968) • The Nixon administration participated in and covered up the Watergate scandal. (1970’s) • Gavrillo Princip assassinates Archduke Ferdinand of Austria and his wife, the duchess. (1914) • NASA uses the metric system while Lockheed Martin uses the English system when building a satellite. (1999) • New Mexico loses control of a controlled burn in the Cerro Grande. (2000) • Columbus lands in the Caribbean. (1492) • Doctors prescribed Thalidomide as a treatment for morning sickness. (1950’s & ‘60’s) • Faulty equipment causes a B-2 stealth bomber to crash on takeoff. (2008) • The Chinese military attacked student protesters at Tiananmen Square. (1989) • A hunter starts the biggest fire in California history. (2003) • Faulty equipment causes nuclear meltdown at Three Mile Island. (1978) • Safety inspectors forget to replace a valve at the Piper Bravo Oil Rig. (1994) • Capitain Joe Hazelwood crashes the Exxon-Valdez into Prince William Sound. (1989) • Faulty equipment causes nuclear meltdown at Chernobyl. (1986) • Trojans accepted the Trojan horse. (Greek legend) • John F. Kennedy consented to the Bay of Pigs invasion. (1961) • Edward Snowden breached the NSA. (2013) • Former Confederate veterans founded the Ku Klux Klan. (1866)

5. Students will share out their responses and provide feedback and commentary on one another’s apologies for effectiveness.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Cite 3 apologies to people in your life who are deserving. This can be an apology that you redo or that you will give in silence. Be sure to explain the situation that warranted an apology. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Managing My Emotions

Summary: Community members will be afforded the opportunity to identify and share feelings in a supportive environment in this lesson. Students will be handed the power to change a feeling state as they delve deeper into identifying and managing emotions.

Learning Resources Needed: Feeling guy sheet (Resource: http://www.educationworld.com/a_admin/feeling-guy-template.shtml) Responsible action sheet (Resource: http://www.educationworld.com/sites/default/files/Responsible-Action-handout.pdf)

http://www.educationworld.com/a_admin/feeling-guy-template.shtml

http://www.educationworld.com/sites/default/files/Responsible-Action-handout.pdf



Student S.E.L. journals, pencils/pens,

Procedure:

52. 1. Teacher will write the following words on the board prior to the start of the lesson: 53. Happy, sad, angry, content, afraid, lonely, disappointed, jealous, sorry, scared, mad, frustrated,

disgust, sick, confused, mean, frightened, surprised, annoyed, cheerful, silly, tired, loving, nervous, worried, proud, grumpy, confident, shy, bored, joyful, guilty, excited, embarrassed, jealous and anxious.

2. Teacher will distribute feeling guy sheet and introduce today’s discussion: Let's look at the list of

feeling words. That's a lot of feelings we can have. Is there a feeling you see that you felt yesterday or today? Sometimes it takes practice to figure out how you feel. I find that a feeling word pops into my head when I close my eyes and put my hand over my heart. See if that works for you. When you have identified your feeling, write it in the heart of your Feeling Guy

3. Teacher will instruct students to do the following:

Draw your feeling face. Now draw a face on the Feeling Guy to match how you felt inside. Does

your face match how you felt inside?

Rank your feeling. On your Feeling Guy’s left hand, write the number 1, 2, 3, 4, or 5 to show how

much you felt this way. For example, if you felt a little sad, write the number 1. If it is the saddest

you have ever felt, write the number 5. It may help you to hold out your fingers as you decide.

Share the feeling. Think of someone you might want to share your feeling with. Write down the

name of the person in the Feeling Guy's right hand. You can even share your feeling with your

stuffed animal or pet. A lot of people feel better after sharing their feelings.



Take responsible action for your feelings. Make sure to stress the idea that they can make

choices. Did you know that you can choose how to respond to feelings? Remember to respond in

a way that is kind to yourself and others. Write or draw your idea.

4. a. Thumbs Up/Thumbs Down (TU/TD)

Now let's help each other. Let's play TU/TD: Read the following and play the TU/TD game.

When I get angry, it helps me feel better if I yell at my brother.

When I feel sad, it helps me feel better if I bounce a ball.

When I feel bored, it helps me feel better when I hold my favorite stuffed animal.

When I feel tired, it helps me feel better to close my eyes and listen to music.

When I feel mad, it helps if I pick on someone.

When I feel jealous, it helps me feel better to put someone else down.

When I feel lonely, it helps me feel better to go play with my hamster.

b. Your Turn

Pass out the Responsible Action Sheet. Explain that you are not going to collect it, but that

everyone will fill it out. After it is completed, provide students the opportunity to share one thing

they have written. Play TU/TD, if appropriate.

c. Tools to go. A part of growing up is learning how to "Be the Boss of Your Feelings." Emphasize

that it is normal to experience many feelings, and remind students they can develop tools to help

them express and manage their difficult feelings. Offer the following challenges:

The Smile Challenge: Suggest that next time students are feeling sad or grumpy, they smile at

someone or try to make someone laugh. Tell them to notice how making someone laugh or smile

makes them feel and to let you know.

The Breathing Challenge: Who controls how you breathe? That's right, you do! So here is a

challenge. Next time you are upset, feeling nervous, or can't get to sleep, take your hand and put

it on your heart or your tummy. You may like to close your eyes as we count five breaths. With

http://www.educationworld.com/a_admin/responsible-action-sheet.shtml



each full breath, that's one breath in and one breath out, press one finger, and then the next,

against your tummy. Let's do this five times with long, slow, easy breaths." After the five breaths,

say, "Open your eyes. Do you feel better? Tell your teacher if it works for you. Maybe you can all

do it as a class if you need to take a break, to turn the day around, or to get ready for a test.”

The “Bee Breath”: If you start to feel angry or upset, sit quietly with your hands in your lap. Close

your eyes and make an angry face. Then take a deep breath in and as you breathe out, hum or

buzz that angry bee out. Keep buzzing using all your breath. Now make a happy face, breathe in

again, and make a happy humming or buzzing sound as you breathe out. Keep buzzing until you

feel that the angry bee is gone.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Generate a list of 10 “responsible actions” to manage emotions. (Students are allowed to use 3 of ones taught, but must add 7 new ones) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


Month: January Lesson #: 1


Title: Defining respect

Summary: Community members will define respect and explore the meaning of self-respect and respect for others. They will explore the relationships of respect to definitions and examples of prejudices, bias, racism and stereotype.

Learning Resources Needed: Student S.E.L. journals, pencils/pen



Procedure:

54. 1. Teacher will ask the students playfully if any of them can curl their tongue. (This is actually a genetic trait that only some people exhibit.) When some students can do this, teacher will act impressed and respectful of their ability. After a minute, ask students how they feel about your obvious bias toward people with this trait. Ask them whether your feelings about this are harmful to anyone.

2. Teacher will display the word, “RESPECT” on the board. Explain to the community members that respect can apply to one’s self (self-respect), as it means showing regard or esteem for. Teacher will explain that respect can apply to others and can apply to the environment. Teacher can continue to explain that for the present time, they will be investigating aspects of self-respect and respect for others.

3. Teacher will create a T-Chart under the word, “RESPECT” and label the two sides: “Looks like” and “Does not look like”. Ask the members to brainstorm words/phrases to complete the two chart sections.

4. Teacher will highlight or add the words “BIAS” (personal judgment), “PREJUDICE” (preconceived judgment), “STEREOTYPE” (mental picture of a simplified opinion), and “RACISM” (belief that racial differences determines superiority) under the heading “Does not look like”.

5. Teacher will arrange the class into four groups of five and give each group dictionaries. Assign each group one of the four highlighted words. Ask the group to agree on a definition for their word expressed in their own words (encourage paraphrasing) and to decide if any other words/phases from the T-Chart might fit their word’s definition. (Words/phrases from the t-chart fit more than one word’s definition).

6. Have one community member from each group share with the class the definition and the related words/phrases from the chart.

7. As a group, come up with examples, real-world examples (personal life, television shows, recent news occurrences) of prejudice, stereotype, racism and bias.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Research one of the most recent police shootings of an African-American man. Detail the situation and explain how prejudice, stereotype, racism or bias was a catalyst to the situation. (Expectation: 1 page)



*Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Respecting diversity

Summary: Community members will listen to a creative story about a group of characters who have no self-respect or respect for others. Students analyze the effects of lack of respect and identify ways to demonstrate respect in real-life situations.

Learning Resources Needed: Student S.E.L. journals, pencils/pen, “The Sneetches” by Dr. Seuss

Procedure:

55. 1. Teacher will write the word, “SNEETCH” on the board. Let the community members know that for this discussion they are to assume the word, “SNEETCH” refers to a type of creature. Ask members what they think a, “SNEETCH” might look like.

2. Teacher will explain that the well-known author, “Theodore (Ted) Seuss Geisel), also known as Dr. Seuss, is famous for writing children’s books. He often addresses social issues in his books that reach an older audience. For example, in the book The Lorax, the writer addresses issues of the environment. In the story The Sneetches, Dr. Seuss addresses the issues of prejudice and bias.

3. Teacher will conduct a read aloud, “The Sneetches” to the community members. Ask the members to listen for examples of lack of respect for self and others in the story.

4. After reading, discuss the examples from the story of lack of respect for others and lack of self-respect. Encourage the learners to use the words, bias, prejudice, stereotype and racism, as appropriate to the discussion.

5. Ask community members to imagine and share how the story may have turned out differently if the Sneetches had not been able to learn to respect themselves and each other.



6. Teacher will discuss how students can exhibit self-respect and respect to make positive decisions in their own lives. (Create and hang anchor chart)

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Time for honesty. Students will recall a personal time when they demonstrated an action that did not respect self-respect or respect for others. Explain the situation, your thought pattern and following actions. Use one paragraph to explain how you would have redone the situation. (Expectation: 3 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Investigating respect

Summary: Community members will learn to recognize prejudice and examine how they perceive others. Members will discover how prejudices are learned, and they reflect on recognizing their own biases. We will encourage the students to have snap judgments about people in photos to enhance self-awareness and reflection.

Learning Resources Needed: Five pictures of people (photos, magazines, or internet images). Choose a variety of pictures, each representing a different ethnic, socio-economic, racial, and/or age group.

Procedure:

56. 1. Community members number a piece of paper from one to five. Display one at a time the five pictures pre-selected for the lesson. (photos). Ask community members to write the first thought that comes to their minds as each picture is displayed. Leave the picture on display for no more than twenty seconds. (encourage HONESTY)

2. Display the following definitions: prejudice: an unfavorable opinion or feeling formed beforehand or without knowledge thought, or reason; to pre-judge. Stereotype: an oversimplified opinion formed



by assuming that someone has given attributes because he/she is a member of a certain group or class.

3. Have the community members move into small discussion groups of four or five students. Direct the members to discuss the given definitions and discuss with one another whether the first thoughts they wrote down about each of the five people in the pictures involved stereotyping or prejudice. Have the members ask themselves the question, “Did I pre-judge this person on appearance alone?”

4. Return to the whole group. Have volunteers share what they discovered about their own prejudices. Discuss, being sure to emphasize that no one is born with prejudice but that we all have “learned” prejudice.

5. Tell the community members that one of the ways to avoid prejudice is to recognize attributes of one’s own culture. If we identify the traits of ourselves that we learn and value, we realize we have a point of view, or unique culture. This may be formed by home, faith, preferences, things we life to spend time on). Encourage them to think about the culture in their homes and extended families.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: How does recognizing your own culture help you show respect for others’ cultures? Explain. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Turning prejudice positive



Summary: Community members will analyze the words to a song about prejudice. We expect the students to rewrite the lyrics to a song with a more positive message.

Learning Resources Needed: Song titled, “Carefully Taught”, student S.E.L. journals, pens/pencils

Procedure:

57. 1. Teacher will distribute handout of song, “Carefully Taught”. If possible, play the song as the community members read the words. Tell the members that they are going to analyze the words of the song from the musical play South Pacific that was intended to be sarcastic (ironic with intent to cut down or point out inconsistency)

SONG:

Carefully Taught

lyrics by Oscar Hammerstein III

You've got to be taught to hate and fear;

you've got to be taught from year to year;

it's got to be drummed in your dear little ear;

you've got to be carefully taught.

You've got to be taught to be afraid

of people whose eyes are oddly made,

and people whose skin is a different shade;


You've got to be taught before it's too late;

before you are six or seven or eight,

to hate all the people your relatives hate;


You've got to be carefully taught!



2. Ask the class to discuss the meaning of the sing to determine what it says about how people develop prejudice. Discuss and list from where prejudices might originate. Make sure that family, friends, society, environment and the media are included on the list.

3. Tell the community members that although our first instinct is to judge, we can keep an open mind and apply antidotes (remedies to counteract) the prejudice.

4. As the class to brainstorm words to rewrite the lyrics of, “Carefully Taught” in small groups of four to five students to reflect acceptance and tolerance. These words will reflect antidotes to prejudice, bias and hate. (Example: “You’ve got to be taught to love and share, you’ve got to be taught to truly care…”)

5. Teacher will discuss what they have learned at the conclusion of the lesson and write the take-a-ways.

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Listen to the radio and select one of your favorite songs. Identify one line that does not enhance respect and alter it to demonstrate respect, acceptance and tolerance. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Respect in action

Summary: Community members are challenged to enhance respect in their personal relationships as well as to define actions they can take to enhance respect in LCCS and the Jersey City community.




Students S.E.L. journal, pens/pencils, Resource: Harris,Thomas Anthony. I'm OK--You're OK. Harper paperbacks, 2004. ISBN: 10: 0060724277

Procedure:

58. 1. Community members will have 5 minutes to quick-write their response to the following four lines written on the board:

59. I’m Not OK; You’re OK

60. I’m Not OK; You’re Not OK

61. I’m OK; You’re Not OK

62. I’m OK; You’re OK

2. Ask a class member to read the following aloud to the class.

3. Teacher will explain that I’m OK, You’re OK. In the book, Dr. Harris talks about four ways in which most of us look at our lives and our relationships. These are: 1. I’m Not OK; You’re OK, 2. I’m Not OKl You’re Not OK, 3. I’m OK; You’re Not OK and 4. I’m OK; You’re OK. Explain that Dr. Harris concluded that the most common way individuals look at their lives is I’m Not OK; You’re OK. He also concluded that the I’m OK; You’re OK approach to life the most ideal and worthwhile. Ms. Mayfield posed this question to her class asking them to write a one-page response: What is one thing you could do to help bring an I’m OK; You’re OK attitude to LCCS?

4. Ask the classroom community to lead a discussion on the following questions:

-How does “I’m not OK” relate to the idea of self-respect?

-How might someone overcome feelings of I’m Not OK?

-How does You’re Ok or You’re Not Ok relate to the idea of respect for others?

-What are some things our class community could propose to do to bring an I’m OK; You’re OK attitude to LCCS? Jersey City community? The world?

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: What approach do you take to life? Explain a scenario where you explained that attitude explicitly. (Expectation: 1 page) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Month: February Lesson #: 1


Title: Coping with stress and anxiety

Summary: Community members will learn stress management techniques and resources. There are many times an LCCS student will be triggered into “stress” and “anxiety” so it is imperative they have techniques to alleviate those feelings.


Procedure:

1. Teacher will place this empty pie chart and labels on the board. Community members will complete the pie chart according to their perception of their level of stress as it relates to school:

2. Teacher will then show the overall trends of this survey and plug in the actual

percentages. 3. Teacher will facilitate discussion about “What worries you most about being back in

school”. 4. Teacher will share advice from previous 6th graders at LCCS and ask students to

respond and contribute to those pieces of advice -“You can be really hard on yourself, but sometimes you need to cut yourself slack.”



-“Stressing too much about it doesn’t get you anywhere. Be concerned but make a plan.” -“Use better time management. Stop being a social butterfly.” -“Come home, take a quick break and then get to work. Breaks help the brain and body.” -“Find someone to lean on…a parent, a friend, a coach, a counselor and talk about it.”

5. Teacher can add some bits of advice:

*Optional technological enhancement: “Managing stress brainsmart BBC” https://www.youtube.com/watch?v=hnpQrMqDoqE

Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Students will be responsible for exploring the following resource and generating a list of 5 ways to de-stress: http://kidshealth.org/en/teens/center/stress-center.html?ref=search *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


https://www.youtube.com/watch?v=hnpQrMqDoqE





Title: Dealing with low motivation

Summary: Community members will identify how they are motivated and apply that

knowledge to an understanding of their current and future experiences with academic work.

Learning Resources Needed: Chromebooks (1 for each student), Student S.E.L. journals, pencils/pens

Procedure:

1. Pass out chromebooks to each student and have them complete the following quiz: http://www.seemypersonality.com/personality.asp?p=Motivation-Test&step=user&u=MBx4x1-184831xF25F9x1#end

Teacher will explain today’s lesson on motivation: Are you motivated to achieve what you really want

in life?

And how hard do you push yourself to get things done?

Wanting to do something and motivating yourself to actually do it are two different things.

So, what's the difference between those who never reach their goals, year after year, and those who

achieve one goal after another? Often, it's their self-motivation.

Self-motivation is the force that keeps pushing us to go on – it's our internal drive to achieve,

produce, develop, and keep moving forward. When you think you're ready to quit something, or you

just don't know how to start, your self-motivation is what pushes you to go on.

With self-motivation, you'll learn and grow – regardless of the specific situation. That's why it's such a

fundamental tool for reaching your goals, achieving your dreams, and succeeding, in this journey we

call life.

2. Teacher will write the following definitions on the board: Intrinsic Motivation: when people do something for the joy of doing it, or because they think it is right (a hobby). Extrinsic Motivation: when people do something for an external reward or tangible result (doing work to get paid).

http://www.seemypersonality.com/personality.asp?p=Motivation-Test&step=user&u=MBx4x1-184831xF25F9x1#end

http://www.seemypersonality.com/personality.asp?p=Motivation-Test&step=user&u=MBx4x1-184831xF25F9x1#end



3. Teacher will instruct community members to write down three things that motivate them on

three separate Post-it notes. Explain the difference between intrinsic (internal) and extrinsic

(external) motivating factors. Then, ask students to place their Post-its on a T-chart that is

labeled "intrinsic" and "extrinsic."

Discuss as a class:

What are people most motivated by, intrinsic or extrinsic factors?

Looking at the ways that people are motivated, what are the challenges when it comes to

motivating a group?

If you were a teacher or a boss at work, what would you do to motivate this group of people?

Teacher will instruct students on the following: Students will research and explore Richard Lavoie's six

Ps of motivation (based on The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out

Child).

Praise: Students who are motivated by recognition or belonging will be motivated by sincere

words of praise.

Power: Students who want control over their environment or choices are motivated by power

to control their environment.

Projects: Some students are motivated to work on projects that bring together various topics

or disciplines.

People: Students who are people-oriented are especially drawn to activities that allow them

to work with people and build relationships.

Prizes: Students who are drawn to status, recognition, and power will find prizes motivating.

Prestige: The need to feel important and needed is motivating for students who are status- or

prestige-driven.

Ask students to write what motivates them on Post-it notes and compare the responses with the

ones they posted previously. Discuss:

What motivates the students in your class?

How has this changed since the start of this lesson?

How do theories develop and change? How does that influence our understanding of the

world and of ourselves?



Assessment: Student will answer the following personal reflection journal entry in their S.E.L.

notebooks: (OPTION ONE): Have each student choose one or two jobs that they're interested

in. Research each job and answer the questions.

o What are the tasks involved in each job?

o Which motivation factor would motivate you to do the tasks in this job?

o Is this job a good fit for your motivational style?

o How do you know?

(OPTION TWO): How do Lavoie's ideas apply to school? Is there such a thing as a lazy student? *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


Month: February Lesson #:


Title: Coping with boredom

Summary: Community members live in a world where they are bombarded with information from a multitude of sources. It is important for them to know that boredom is a necessary and valuable part of life because it ignites their imaginations and allows them the opportunity to create their own fun. Students will learn this lesson and coping strategies to channel their boredom appropriately.

Learning Resources Needed: Psychology today article, “6 tips for coping with boredom”, student S.E.L. journals, pens/pencils



Procedure:

63. 1. Teacher will instruct community members to respond to one of the memes below in a five minute quick write by detailing a time when they felt like the character or message in the meme: (SELECT ONE)

64.

2. Teacher will engage students in small discussion and tie their experiences to today’s topic of

managing your boredom.

3. Teacher will write the following statement on the board: Boredom can be cured--by

students.

4. Teacher will have students go into small groups and write the various causes of boredom &

outcomes (encourage students to create a cause and effect flowchart to display findings).

Students will share aloud to contribute to discussion after allotted time is up.

5. Teacher will distribute Psychology Today’s article titled, “6 tips for coping with boredom”.

(Resource: https://www.psychologytoday.com/blog/the-happiness-project/201005/6-tips-

coping-boredom)

6. Teacher will conduct a read aloud and set the expectation that students will highlight the

main 6 tips, paraphrase them on the side with annotations and then utilize their engagements

with the text for a discussion afterword.

7. Teacher will engage students in discussion about the plausibility of the 6 strategies and

which ones each student will give a chance next time they are feeling bored in class.

https://www.psychologytoday.com/blog/the-happiness-project/201005/6-tips-coping-boredom

https://www.psychologytoday.com/blog/the-happiness-project/201005/6-tips-coping-boredom



Assessment: Student will answer the following personal reflection journal entry in their S.E.L. notebooks: Create a pre- and –post meme displaying a “boring” classroom scenario and a “coping with boredom” meme. (electronic or drawn) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Coping with change

Summary: Community members are taught that sometimes we use coping strategies we know and have used before, at other times we need to ask for help. If you feel lonely or isolated or are going through a difficult time, reach out to someone for support. Learning coping strategies and building resiliency will allow you to brave the storm of any change!

Learning Resources Needed: Building resilience coping cards (resource: http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/05-building-resilience/Handout%20-%20Coping%20cards.pdf) My Five handout (resource: http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/05-building-resilience/Handout%20-%20My%20five.pdf) Video Clip of Tangled: https://www.youtube.com/watch?v=_F5j81o2R4Q Student S.E.L. journals

Procedure:

1. 1. Introduce the video clip which briefly tells the true story of Naomi who has learnt coping skills and

built resilience through her life. Watch the video clip. Allow time to discuss their thoughts about the

clip.

2. 2. Ask community members to consider:

> What are the key messages from the film?

> What helped Naomi to begin to untangle

> Is it important to know what has happened to someone to offer them support?

> What do they think about the coping strategies Naomi talks about? Which do you think was most

helpful and why?

> Naomi talks about finding her voice and that this was the beginning of the journey to being able to

cope with difficult feelings. What do you think she means by this?

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/05-building-resilience/Handout%20-%20Coping%20cards.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/05-building-resilience/Handout%20-%20Coping%20cards.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/05-building-resilience/Handout%20-%20My%20five.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/05-building-resilience/Handout%20-%20My%20five.pdf

https://www.youtube.com/watch?v=_F5j81o2R4Q



3. 3. Explain: Sometimes pressures we face aren’t over instantly and often the after-effects of difficult

times can last a long time. Sometimes things that happened when we were much younger can have

an impact on us when we get older. It is difficult to know how something may impact on how you

feel. However, there are coping strategies that we can use to manage our thoughts and feelings. Most

people do this without realizing. We all experience change and loss at some time in our lives and we

need to find ways to work though challenging times. Sometimes we need help to find new or

different ways to cope if we find we are struggling with something that has happened. That’s ok, it is

never the person’s fault that they need support – it’s a sign of strength to be able to seek help and

find a way forward.

4. 4. Hand out two coping cards to each student, either a ready prepared one, or they can add their own

idea on a blank card. Each student chooses one to then hold up where everyone can see it.

5. 5. Label areas in the room helpful, harmful and useless. Read out a situation from the board and ask

the students to move according to which category their coping strategies would fit into in that

situation.

6. 6. Discuss each response and compare ideas and thoughts. Would you need more than one? What

makes something harmful or useless? What do we need to consider when thinking about how we are

coping? How will we know if what we are doing has helped?

Does anything ever get in the way of us doing what we know will be helpful? Is the helpful thing the

same as the easy thing? Can it be difficult to do what we know will be helpful? Can you think of an

example (for instance knowing who to go to for support is not the same as actually ringing them up or

going to their office)? How could we overcome this? (For instance go with a friend?).

7. 7. Explain: To build resilience we need to have a toolkit of strategies that keep our lives in balance and

might help us feel better able to cope when a challenge comes our way. Remind the class of the video

clip. We also often need specific plan to cope with things that may come our way and cause us stress.

Specific tools for the job.

8. 8. Hand out the My Five sheets and ask students to think about something they find difficult to cope

with and a plan of 5 things they can do to help themselves cope with this. They do not need to share

if they do not wish to do so.




notebooks: Which coping strategies will I try to use when I need them?

What ideas will I take from this lesson? (Expectation: 2 paragraphs)



Month: March Lesson #: 1


Title: Ways to show courage

Summary: Community members are aware that courage is one of the LCCS CIRCLE values, but in today’s lesson, they will learn that there is no one way to demonstrate courageousness. To have courage could be in mind, body, thoughts, expression and actions.


Procedure:

9. 1. Students will select one quote that represents the definition of fear as they know it. (Teacher will

have these four quotes posted around the room). Students will be encouraged to get up and stand

next to the quote they select. At the end of their selection, students will discuss their logic with the

other peers who selected similarly. (Provide time allotment.)



10. Options:

2. Teacher will introduce today’s lesson on courage and explain that courage is a trait that is innate but can also be learned.

3. Teacher will ask for the definition of courage and write down all of the student’s responses around the word courage on the board. (Example responses: doing the right thing even when it is difficult, facing your fears, etc.)

4. Teacher will give a true/false quiz to shine light on student perceptions of courage. Students will write down T/F next to each letter on their sheet of paper to indicate if that shows courage or not.

A) Do the right thing, even if others are not.

B) Deal with your daily challenges

C) Be willing to try new things even if fail

D) Fail at something



E) Tell the truth regardless of consequences

F) Stepping up to a bully and fighting him/her

G) Admit you’re wrong

H) Giving into peer pressure and becoming the cool kid

5. Teacher will go through the responses and solicit student perceptions and logic to facilitate discussion.

6. Teacher can select a “courageous” excerpt from one of the following resources and conduct a read aloud to demonstrate character courageous in literature: The Big Wave, Pearl Buck Kids With Courage, Barbara Leaks Secret of the Peaceful Warrior, Dan Millman


notebooks: Students will jot each of the 8 actions and highlight the ones that demonstrate

courageousness: 1. Fighting or walking away from a fight 2. Doing something dangerous that others

are doing or not participating even if someone calls you “chicken" 3. Teasing and bullying someone or

standing up for someone who is being mistreated 4. Blaming others for your mistakes or accepting

responsibility 5. Ignoring a new student or making friends with a new student 6. Only looking out for

yourself or helping others 7. Following the crowd or doing what's right 8. Quitting when things get

tough or working hard, even when it's difficult





Title: Courage to be yourself

Summary: Community members



Learning Resources Needed: Read aloud, “Gay on the block” (Resource: http://www.jcsd.k12.or.us/sites/jcsd.k12.or.us/files/files/%2312%20gay%20on%20the%20block.pdf) ***NOTE: One word may be inappropriate on first page. Black out if you deem necessary.) Student S.E.L. journals, pencil/pens, highlighters, chart paper, markers

Procedure:

11. 1. Teacher will place do now on the board: What people, in our history, have had to be courageous to

overcome societal issues/prejudices, etc.?

12. 2. Students will work in groups to configure responses to add to the chart paper at the front of the

room. Each group can be responsible for two responses logged. (Examples: Jewish people at

concentration camps, African-Americans during civil rights, etc.)

13. 3. Teacher will directly instruct students on how to annotate. Teacher explains that they will highlight

acts of courageousness displayed by the character or when the actual word is written by the author.

Teacher explains that there will be a discussion at the end of this read aloud.

14. 4. Teacher conducts read aloud and think aloud with the following text, “Gay on the Block”.

15. 5. Teacher facilitates discussion using prompting questions:

16. –Why do you think some people pick on gays and lesbians and other members of the LGBTQ

community?

17. –How would you rate the overall courageousness of this character?

18. –Is courage something you are born with or taught to be?

19. –Jeremiah faces terrible abuse, but his grandmother and his friend Lauryne don’t care that he is

gay and stand by him. Is there someone in your life who has stood by you and accepted you? What

has that person said or done to make you feel accepted? Have you ever done the same for someone

else?

20.


notebooks: Conduct research and identify one person in American History who has displayed the

courage to be themselves. Detail the situation in 3 paragraphs to include your personal reaction to

their courageous story. (Expectation: 3 paragraphs)



http://www.jcsd.k12.or.us/sites/jcsd.k12.or.us/files/files/%2312%20gay%20on%20the%20block.pdf





Title: Courage to change the world

Summary: Community members will discover examples of courage by learning about a hero, Nelson Mandela, whose actions changed the courage of history.


Biography information on Nelson Mandela:

http://nobelprize.org/nobel_prizes/peace/laureates/1993/mandela-bio.html

http://en.wikipedia.org/wiki/Nelson_Mandela

Youtube clip: https://www.youtube.com/watch?v=UqoYmx_L-Xs Student S.E.L. journals, pencils/pens, google chromebooks (1 for each)

Procedure:

21. 1. Teacher will write the following quote on the board, “There is no easy walk to freedom anywhere,

and many of us will have to pass through the valley of the shadow of death again and again before we

reach the mountaintop of desires.”

22. 2. Teacher will engage students in a discussion using the following prompting questions:

23. (A) Who do you think made that statement?

24. (B) The person who made that statement, what words would you use to describe him/her?

25. © How does this quote relate to the character trait of courage?

4. Teacher will state today’s lesson and expectations. Students will be expected to watch the

biography on Nelson Mandela and identify 3 acts of courage:

https://www.youtube.com/watch?v=UqoYmx_L-Xs

5. Teacher will pass out chromebooks to each student dyad. Teacher will instruct students to

use the two literature resources to add 3 more acts of courage displayed by Nelson Mandela

throughout the course of his life. (TOTAL LIST WILL HAVE 6 ACTS OF COURAGE).

6. Teacher will lead discussion, after time is up, and ask the community members to share out

their research and findings that show what incidents or thoughts occurred in Mandela’s life

that are pure examples of courage that changed the world.

http://nobelprize.org/nobel_prizes/peace/laureates/1993/mandela-bio.html

http://en.wikipedia.org/wiki/Nelson_Mandela






notebooks: Research 3 famous quotes, by 3 famous people who used their courage to change the

world. Jot them down in your journal and include a paragraph reflection to each. (Expectation: 3

quotes, 3 paragraphs of reflection)





Title: Stamp of courage

Summary: Community members have been learning about courage and have even learned about a famous example of courage. Students will be challenged to find an “everyday courageous person” who is stamp-worthy. Students will also learn information about the U.S. Post office and the Distinguished Americans series of stamps.

Learning Resources Needed: Stamp News. Distinguished American Series Postal

Stamp: http://www.stampnews.com/stamps/stamps_2006/stamp_1142410859_637167.html

Trudeau Institute. Distinguished American Series Postal Stamp:http://trudeauinstitute.org/dynamicPages/template.cfm?ID=140&navTable=tier2nav

United States Postal Service: Distinguished American Series Postal Stamp:http://www.usps.com/communications/newsroom/2007stamps/definitives/

http://www.stampnews.com/stamps/stamps_2006/stamp_1142410859_637167.html

http://trudeauinstitute.org/dynamicPages/template.cfm?ID=140&navTable=tier2nav

http://www.usps.com/communications/newsroom/2007stamps/definitives/



Wikipedia "Distinguished American Series"http://en.wikipedia.org/wiki/Distinguished_Americans_series

Student S.E.L. journals, smartboard, blank postage stamp template (Resource: http://www.eduplace.com/activity/pdf/stamp.pdf)

Procedure:

26. 1. Teacher will write the phrase “Distinguished Americans” on the board. Students are encouraged to

come up to the board and stop and jot adjectives that would warrant an American to earn that

distinction and title.

2. Teacher will place the following website on the smartboard and explain the concept of

“Distinguished Americans Issue” of stamps. (Resource:

http://arago.si.edu/category_2037600.html) Hopefully a student writes, “courage”, if not,

add it to the list at the end.

3. Teacher will then explain that “everyday” heroes don’t usually get placed on postage

stamps but have the same amount of courage as these notable ones.

4. Ask community members to think of a person who they know or have heard of who has

demonstrated the courage of a hero, but is an everyday person. Tell the community

members that it could be a fellow student, a family member, acquaintances, community

members, etc.

5. Students will share out some answers. (Only a few)

6. Teacher will distribute blank postage stamp so each student can complete for their self-

selected everyday hero. Decorate the front accordingly and be sure to encourage

expression and creativity. (reference back to the varied looks of the stamps on the

smartboard from the U.S. Postal Service). Instruct students to detail the courageous act of

their everyday person on the back of their stamp. (2 paragraphs) –provide allotted time

7. Community share aloud


notebooks: Create a stamp about yourself – decorate and detail a courageous act you’ve done that

people may or may not know about. (Expectation: Drawing, 2 paragraphs)



http://en.wikipedia.org/wiki/Distinguished_Americans_series

http://www.eduplace.com/activity/pdf/stamp.pdf

http://arago.si.edu/category_2037600.html





Title: Situational courage everyday

Summary: Community members will be instructed that while we see and study major acts of courageousness, there are scenarios and situations we encounter everyday that require courage. Students will use their moral compass and knowledge regarding courage to make decisions that emphasize that value.

Learning Resources Needed: Youtube clip: “Courage the cowardly dog – the fog of courage” (Resource: https://www.youtube.com/watch?v=X_-EphKsJLQ) Student S.E.L. journal, pens/pencils, scenario cards, smartboard

Procedure:

27. 1. Teacher will instruct students that they will be watching a clip of an episode of, “Courage the

Cowardly Dog”. Their objective is to stop and jot two times the value of courage was or was NOT

displayed on behalf of the main character.

28. 2. Teacher will engage students in discussion regarding scenarios surrounding the courage they

viewed in the youtube clip.

29. 3. Teacher will explain that there are everyday scenarios that require courage and for the next

portion of the lesson, we will play, “take off or touch down”. Students will hear the scenario read

aloud by the teacher. If they feel the scenario demonstrated courage, they will “take off” (stand up)

and then engage in discussion with peers who are also standing or “touch down” (sit down) if they

feel no courage was demonstrated in the everyday scenario.

1. SCENARIOS:

-Brenda’s friend isn't talking to her because Brenda was mean to her at lunch today.

Brenda knows she must apologize, but she is afraid to admit she was wrong.

2. Eight-year-old Brett wants to pass the swimming test at the YMCA pool so he can go

on the big slide. He already swam across the length of the pool, but he is afraid to jump

into the 15-foot end and tread water for a minute.

3. Samantha's mother grounded her for the weekend because she didn't clean her room

this week.

4. Your dog is very ill and the vet advised your family to put the dog to sleep so it will

not be in pain.

https://www.youtube.com/watch?v=X_-EphKsJLQ



5. Kevin has a lot of homework tonight, and he doesn't know how he will get it all done

and go to baseball practice.

6. Nathan's friends are going to a scary movie this Friday night. Nathan is scared to go,

but he doesn't want to miss out on the evening with his friends.

7. In 2002, Ahmed was asked to leave an airplane because people were afraid he was a

terrorist. He refused to get off the plane, and the flight attendant called for security.

8. Malik's family in Pakistan could not afford to send him to school. His teacher said he

could go to school if he helped with school chores, but he was afraid to tell his family

he could not work for the family during the day.

30.


notebooks: Do people gain more courage when they are facing something really horrible or in

everyday situations? Explain. (2 paragraphs)



Month: April Lesson #: 1


Title: Skills, Skills, Skills

Summary: Community members will gain knowledge through this classroom activity, in an effort to gain insight on a potential future career. Students will decipher the difference between knowledge and skills, in regards to the work force.

Learning Resources Needed: Student S.E.L. journals, pencil/pen, ABC worksheet



Procedure:

31. 1. Do Now: Group students into triads and give them 2 minutes. On a piece of paper (competition

style), have them generate a list of as many career options/jobs there are (Example: teacher,

counselor, engineer, dentist, doctor, waste management, etc.). Time them. At the conclusion of the

time, open a discussion about who may be good at what job and encourage them to explore the,

“WHY”.

32. 2. Teacher will explain to students that everyone has different skills. There are some things you do

better than your friends and there are some things they do better than you. Even though you can

practice some skills and improve them, others are part of your personality. You may have a friend

who is naturally good at multiplying. No matter how much you study and take notes in math class,

they are still able to do it faster than you. That doesn’t mean you aren’t good at multiplying though.

Inform students that they will be using today’s worksheets to learn about skills and that they may

discover they have more skills than they realize!

33. 3. Divide the students into small groups for the first worksheet. Pass out the ABC’s worksheet. Explain

that they are to come up with skills that start with each letter of the alphabet. Although the students

are working as a group, each student in the group should fill out their own worksheet. They will need

the completed worksheet for the second activity.

34. 4. If the students have moved to work as a group, have them return to their original seats to

complete the My Skills worksheet. Pass out the My Skills worksheet and explain to students that they

are to use the skills from the first worksheet and pick at least four of those skills that they believe

they possess. The students should list the skill and then briefly explain how it is useful.

35. 5. Teacher will facilitate discussion based on these prompting questions: Lead a class discussion

on lessons learned. Were you able to develop a skill for each letter of the alphabet? Were you

surprised at the number of skills you possess?

36. ABC WORKSHEET:

37. ABC’s Working together as a group, come up with at least one skill for every letter of the alphabet.

Although you are working as a group, each person should fill out their own worksheet. A- B- C- D- E-

F- G- H- I- J- K- L- M- N- O- P- Q- R- S- T- U- V- W- X- Y- Z- (place the alphabet vertically, on the left side

of the paper)

38.


notebooks: Students will log onto educationplanner.org (resource:

http://www.educationplanner.org/students/self-assessments/kind-of-student.shtml) and

take the, “WHAT KIND OF STUDENT ARE YOU” quiz. Compose a two paragraph reflection on

http://www.educationplanner.org/students/self-assessments/kind-of-student.shtml



their thoughts and feelings about the results and incorporate the knowledge of what they

found about the skills they are good at, from today’s lesson.





Title: Achieving your career

Summary: Community members will be taught the importance of proper planning and researching potential careers they find interesting, in order to learn how to plan for their work force/career success.

Learning Resources Needed: Student S.E.L. journals, pencils/pens, How Do I Become A worksheet, Planning for my career worksheet (Resource pgs. 13 & 14 http://www.learningforlife.org/wp-content/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf) , google chrome books for each student

Procedure:

39. 1. Conduct a class discussion about how to plan to achieve your desired career. Today students will be

learning about part of the planning that goes into selecting a career.

40. 2. Begin the discussion by asking students to name an exotic place they would like to visit. Let the

group offer a few suggestions and choose one that is far away and not easily accessible (i.e., Hawaii,

Italy, etc.). Ask the students how they would plan a trip from the classroom to this destination.

Explain that to get there in the shortest time, they need a map to pick the route that is best for them.

41. 3. Explain to students that just as they need a map when they take a trip, they also need a map to

plan their journey from middle school to achieving the career they desire. Tell the students that, for

example, a student may know they want to have a career where they “do something with

computers.” Explain that depending on what they want to do, there are different routes for them to

take after high school. For example, if they want to design Websites, they may want a two-year

degree at a vocational school. If they are interested in pursuing more, they may obtain various

certifications. If they are interested in possibly managing or owning a technology company, they

would want to get at least a four-year degree at a university.

http://www.learningforlife.org/wp-content/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf




42. 4. Pass out the How Do I Become A...? worksheet. Explain to students they are to use an Internet

search engine like Google to research the education requirements and necessary skills for a career

they are interested in pursuing. Encourage students who don’t have an idea for a career to pick

something that interests them and research it.

43. 5. Pass out the Planning for My Career worksheet. Explain to students they are to use the space

provided to write down ideas about exploring different careers.

44. 6. Teacher will facilitate a discussion using the following prompting question: How did you

choose which career to research? Share what you can do now to prepare for the career you chose.

45. **Technology extension: http://whodouwant2b.com/game/ (career pathfinders game)


notebooks: Students will be expected to log onto “WHODOUWANT2B” to take the

pathfinders quiz (Resource: http://www.whodouwant2b.com/quiz/) Students are expected to

compose 2 paragraphs in reflection of their findings.





Title: Ask an employer **CAREER GUEST SPEAKER**

Summary: Community members will understand what is expected of teenagers in the workplace and identify ways to gain experience as a teenager as they engage the guest speaker with prepared questions and commentary.

Learning Resources Needed: Guest speaker(s), student S.E.L. journals, pens/pencils

http://whodouwant2b.com/game/

http://www.whodouwant2b.com/quiz/



Procedure:

46. 1. Arrange for a business person from the community who employs teenagers to talk to the students

as a guest speaker. Be sure to provide a copy of the What Did I Learn worksheet as soon as possible

before the presentation to the guest speaker so they can cover those questions. Before the

presentation, students should have generated 5 questions around the question, “What do I want tpo

learn?” (T-Chart) Explain that in the first column, students should list facts they already know about

working as a teenager. In the second column, students should list questions they hope will be

answered by the speaker. In the third column, the students should list facts they have learned from

the speaker.

47. 2. Guest speaker

48. 3. Encourage students to take notes on their chart when they hear responses or commentary that

addresses their hopes.

49.


notebooks: (1) what are the specific concerns employers have about teenage employees? What are

the benefits of employers hiring teenage workers? How is the experience gained by working

beneficial for teenagers? (Student expectation: 3 paragraphs)



Month: May Lesson #: 1


Title: Avoiding termination

Summary: Community members will identify proper behavior for the workplace, develop professional standards and analyze inappropriate workplace behavior through classroom activities.

Learning Resources Needed: Student S.E.L. journals, pens/pencils, inappropriate behaviors worksheet (Resource pg. 19: http://www.learningforlife.org/wp-content/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf) , Correcting Behaviors worksheet (Resource pg. 20:





http://www.learningforlife.org/wp-content/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf)

Procedure:

50. 1. Explain to students that this lesson will discuss activities and behaviors in the workplace that lead

to being terminated. Tell the students that part of being a working adult is recognizing the

responsibility that comes with your career.

51. 2. Discuss the following behaviors/activities that can lead to termination: 1. Taking office supplies,

such as pens or paper 2. Using company money or resources for personal use 3. Not learning what

your responsibilities or duties are 4. Complaining about your job or coworkers 5. Writing about your

job on blogs or social networks 6. Letting your personal life interfere with your job 7. Taking long

lunches or leaving early; calling in sick too often 8. Gossiping 9. Using your work computer for

personal use—instant messaging, Internet

52. 3. Ask students for ideas of more behaviors that would not be appropriate for the workplace. Also ask

the students if there are any behaviors they want to discuss to determine whether they are

appropriate.

53. 4. Pass out the Inappropriate Behaviors worksheet. Explain to students they are to read the list of

behaviors and circle the ones they believe are not appropriate for the workplace. After students have

had time to complete the worksheet, discuss it with the class and clarify any misconceptions they

may have about any of the behaviors.

54. 5. Pass out the Correcting Behaviors worksheet. Explain to students they are to read the scenarios

and correct the behaviors they think are not appropriate. After students have had enough time to

complete the worksheet, ask for volunteers to share their answers.

55. 6. Lead a class discussion on lessons learned. What are some inappropriate behaviors in the

workplace? What are appropriate behaviors in the workplace?

56.


notebooks: Students will read the Forbes article, “15 traits of the ideal employee”. Students will

compose a 3 paragraph response and reflection while identifying two of those traits they have within

themselves.”







Title: Being a proactive employee

Summary: Community members will differentiate between proactive and reactive, examine and analyze conflict scenarios and write reactive statements as proactive statements.

Learning Resources Needed: Student S.E.L. journals, pen/pencil, “proactive or reactive worksheet” and “be proactive instead worksheet” (Resource pgs. 28 & 29: http://www.learningforlife.org/wp-content/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf)

Procedure:

57. 1. Explain to the group that there will be times in their career when they will have to make a decision

to be proactive or reactive. Ask the group if they know the definitions of “proactive” and “reactive.”

Explain that “reactive” refers to an action caused by being stressed or upset. Explain that “proactive”

refers to an action done in anticipation of a future problem or need. Ask for a volunteer from the

group to restate the definitions in their own words to ensure they understand.

58. 2. Tell the students that even though they are learning about being proactive to help them deal with

difficult situations in their career, the same principles can be applied now to conflicts with their

teachers and/or classmates at school. Ask the students to volunteer experiences they have had with

conflict at school—without naming names. Ask them to share with the group, if they feel

comfortable, how they dealt with the conflict. Share examples from your personal experience about

times that you have had to deal with a difficult situation in work or school. After sharing with the

group what the conflict was, ask the group if they can come up with both proactive and reactive ways

to deal with the conflict.

59. 3. Explain to the students that it is important to learn to be proactive in order to be mature and

professional. Tell the students that many times one reactive response leads to even more reactive

responses from other people, but a proactive response can stop a conflict before it gets out of hand.

60. 4. Pass out the Proactive or Reactive worksheet. Explain to students that they need to read both of

the scenarios and determine if the person acted proactively or reactively. Tell them to write their

answer in the space provided and explain why they chose their answer.

61. 5. Pass out the Be Proactive Instead worksheet. Explain to students they should read each reactive

statement and rewrite it to make a proactive statement. Use the sample group of answers if the

students are struggling with the exercise.

62. 6. Lead a class discussion on lessons learned. What does it mean to be to be proactive? What does it

mean to be reactive? Why is it better to be proactive?





63.


notebooks: Interview your parent/guardian about a time when they were proactive vs. being reactive

or vice versa. (Expectation: interview transcript)





Title: Body language

Summary: Community members will understand the effects of body language and identify appropriate behavior for the workplace by discussing different types of body language and their effects.

Learning Resources Needed: Student S.E.L. journals, pencil/pens, Guess My Emotion worksheet, Find My Group worksheet, Nonverbal Communication worksheet (Resource pgs. 32, 33, 34: http://www.learningforlife.org/wp-content/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf) Smartboard





Procedure:

64. 1. Teacher will play the following clip:

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=4&cad=rja&uact=8&

ved=0ahUKEwiS5NmWu5fOAhWCHx4KHb6RAJkQtwIILTAD&url=https%3A%2F%2Fwww.youtu

be.com%2Fwatch%3Fv%3D0XspRCwoIUI&usg=AFQjCNFK8RHhpkt94ugQzHN_aG-Hpecn5Q

65. Students are expected to partner up, in a dyad, to create a 5 sentence summary of what

happened in the video.

66. Teacher will have students share out and encourage them to discuss how they knew what the

story entailed if there were no verbal cues.

67. 2. Conduct a class discussion about the effects of body language in the workplace. Explain to

students they must be aware of their body language so they do not send the wrong signals to

their coworkers and boss. Ask the students if they can think of positive and negative examples

of body language.

68. 3. Discuss the following examples of body language and how they are interpreted: • Standing

with your hands on your hips—Aggressive • Standing upright—Confidence • Arms crossed on

your chest—Defensive • Resting your hand on your cheek—Thinking • Touching or rubbing

your nose—Doubt, lying • Resting your head in your hands—Boredom • Tapping your

fingers—Impatience • Biting your nails—Nervous, insecure • Playing with your hair—Insecure

• Rubbing your eyes—Disbelief, doubt

69. 4. Before the lesson begins, make copies of the Guess My Emotion worksheet provided.

Divide students into small groups and provide each group with a list of emotions cut into

strips. Each student will take two strips. Instruct the students not to show anyone else in their

group which strips they have. Students will take turns acting out the emotions they were

given to their group. The rest of the group will try to guess what emotions the student is

attempting to convey. The instructor should monitor each group to make sure all students

have an opportunity to act out their selected emotions before time is up. After the groups

have finished, conduct a discussion about what students learned during the activity.

70. 5. Before the lesson begins, make copies of the Find My Group worksheet provided so there

will be one per student. Put the list of emotions in a box or bag and have each student draw

one out. Tell the students their goal is to find everyone else in the room with the same

emotion as them without talking. They must use nonverbal communication to find the other

students with the same emotion as them. After the students have completed this activity,

pass out the Nonverbal Communication worksheet. Explain to students they are to answer

the questions based on their experiences during this lesson. After students have had enough

time to complete the worksheet, conduct a class discussion about what they have learned.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=4&cad=rja&uact=8&ved=0ahUKEwiS5NmWu5fOAhWCHx4KHb6RAJkQtwIILTAD&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D0XspRCwoIUI&usg=AFQjCNFK8RHhpkt94ugQzHN_aG-Hpecn5Q





71. 6. Lead a class discussion on lessons learned. What can nonverbal communication say about

you? How can nonverbal communication be helpful? What types of nonverbal

communication can be negative?

72.


notebooks: Students are expected to take the body language quiz and compose 2 paragraphs

on reflection and thoughts regarding the findings and results. Be sure to include your score on

the test. (Resource: http://www.scienceofpeople.com/quiz/)





Title: Conflict resolution in the workplace

Summary: Community members will understand mature techniques to resolve conflict in difficult situation with coworkers by appraising techniques, role-playing conflict scenarios and evaluating the results in a whole-group discussion.

Learning Resources Needed: Conflict Scenarios worksheet, Handling a difficult situation (Resource pg. 56 & 60: http://www.learningforlife.org/wp-content/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf) , pens and pencils, student S.E.L. journals, smartboard





Procedure:

73. 1. Teacher will play the following, funny clip:

https://www.youtube.com/watch?v=0fBtt3Pk_dM

74. 2. Conduct a class discussion about conflict in the workplace. Begin by asking students if any

of them have experienced conflict that was difficult to resolve. Ask the students if they have

any ideas about how to properly resolve conflict.

75. 3. Discuss the following types of positive and negative conflict resolution: • Accommodate

(neutral)—One person gives in to another, whether they want to or not. They do this because

they believe ending the conflict is more important than winning. This is a positive technique

because the conflict is resolved, but the accommodator may eventually become frustrated

with “giving in” to every conflict, thus leading to negative outcomes. • Avoidance (negative)—

This is most often a negative solution. Both sides avoid the conflict, which can be helpful in

minor conflicts. But for an important conflict, this is a negative solution because people try to

avoid the issue, even though it won’t go away and will eventually grow into a larger problem.

• Collaborative (positive)—This strategy involves a group of people working together to reach

a solution that meets the needs of everyone involved. It is most useful when there is a group

of people involved in the conflict, when previous attempts to resolve the conflict have failed,

or when the conflict is important and must be resolved. • Competitive (negative)—This

strategy is most often used by a boss or supervisor. They use their power to make a decision

when there is an emergency and the conflict must be resolved immediately. This style may be

used after other styles have failed. This leads to a negative outcome in conflicts that are not

emergencies, because people affected by this decision can have their feelings hurt and

become resentful. • Compromise (positive)—This strategy attempts to partially satisfy

everyone involved in the conflict. It requires everyone involved to give up something in order

for everyone involved to get something they want. This strategy is useful when a deadline is

approaching and there is not a clear decision of what is best for everyone.

76. 4. Pass out the Conflict Scenarios worksheet. Explain to students they are to read each

scenario and use the techniques they have learned to resolve the conflict. Tell the students to

list which technique they would use and then explain how they would use that technique to

resolve the conflict. Explain to students there may be more than one method to resolve the

conflict. After students have had enough time to complete the worksheet in groups, conduct

a class discussion about how they resolved the conflicts.

77. 5.

78.

https://www.youtube.com/watch?v=0fBtt3Pk_dM




notebooks: (1) After learning the different types of conflict resolution, which technique do you feel

most comfortable with using? Why? (2) How can you begin using these conflict resolution techniques

in your life right now? (Student expectation: 2 paragraphs)





Title: Dress for success **JOB FASHION SHOW**

Summary: Community members will develop an awareness of expectations in the workplace and identify appropriate dress for the workplace.

Learning Resources Needed: Student S.E.L. journal, pens/pencil

Procedure:

79. 1. Explain to students that proper dress includes clothing that is clean, not torn, fits properly, is not

revealing, and does not have offensive writing. It should not be something you would wear to the

beach, to do yard work, or exercise.

80. 2.Tell students that each workplace is unique in their dress code. Depending on the specific dress

code for their environment, they will need to follow the code for business formal, business

professional, business casual, or casual.

81. 3. Business formal is at the highest level of the dress code. It is conservative, usually a dark business

suit, dress shirt with a tie, and dress shoes. For women it is a suit with a skirt, hose, and closed

toe/heel shoes.

82. 4. Business professional dress is generally used for interviews, office visits, and career fairs. You

should wear a conservative suit with the jacket and pants or skirt matching in both fabric and color. A

dress is also acceptable.

83. 5. Business casual is the most common dress code you will see. It should be conservative and nice.

Button down shirts, pants, blouses, sport coats and skirts are appropriate. Business casual shoes do



WEEK ONE (discussion): Participating on an issue or problem they have been studying gives students a chance to learn things they simply can't learn in a classroom. While the idea of taking action on an issue may excite some students, it may feel pointless and hopeless to others. It's essential that teachers deal with these feelings and work to foster students' social consciousness. WEEK TWO (planning & selecting): Once students choose an issue or problem for their project, there will be new questions to consider. What is the source of this issue or problem? Why? What, exactly, will the project be? Define it carefully. Have students keep a journal, especially if this is to be an extended project,. Devote class time to discussing the project's purpose, students' ideas about it, their thoughts on the project's ups and downs, what they've learned, what they would like to do better, and the connection between the project and what students have studied in class. Periodically, the teacher might ask students if they'd like to share their observations with the class. WEEKS THREE & FOUR (presentation): student-created rubrics (resource: http://rubistar.4teachers.org/index.php )

not include athletic shoes or flip flops. Skirts should be knee length or longer. Hats are not

appropriate in the workplace.

84. 6. Casual wear is the most difficult dress code to understand. It should still be work appropriate,

which means neat and conservative. Jeans are ok with polo shirts or button-downs. A t-shirt may be

acceptable if it is in good condition and does not have a slogan or ad on it.

***FASHION SHOW***

85. Students will be expected to rate one another’s dress and categorize it appropriately. (Graphic

organizer needed)


notebooks: Defend the need for a dress code or the lack of a dress code in certain businesses.

(Expectation: 4 paragraphs-expository essay)



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http://rubistar.4teachers.org/index.php



7th grade


























Title: Model building community activity

Summary: The community members will engage in a community-building activity in an effort to “break the ice” and strengthen their peer-to-peer relationships and teacher-to-student rapport. Building strong bonds as they work together and solve problems will create trust and ease future conflict should it develop. Developing communication skills can also be applied to real-life situations.

Learning Resources Needed: Student S.E.L. journals, pencils/pens, random building materials (identical amount for each of the 5 groups), 5 shoeboxes (something to carry the materials)

Procedure:

MODEL COMMUNITY-BUILDING ACTIVITY:

1. Divide students into teams of three.

2. Give each team two boxes of identical building materials. This could be anything such as Legos,

blocks, even toothpicks and marshmallows or a combination of all of these.

3. Set teams up at tables as far away from each other as possible. Ask each team to work together to

build a structure from the supplies in one of the boxes and place it back into the box so the other

teams cannot see it. When all structures are complete and in boxes, have teams switch boxes.

4. Give each of the team member positions as “explainer,” “messenger” and “builder.” Only the

explainer can see the structure. He/She must describe the structure to the messenger, who in

turn relays to the builder instructions on how to build it. The builder must create an exact replica

with only the instructions relayed through the messenger.

5. Teacher will facilitate a discussion about students’ perception of what went well and what could

be improved upon. Teacher can use responses to create an anchor chart titled “What a

community looks like, sounds like, feelings like”



Assessment: Students can complete the following personal reflection journal entry: What is the definition of communication? What strengths do you have in terms of communicating and what struggles do you still work to overcome in terms of communicating? (Expectation: 3 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Building a community with positive words – let’s communicate!

Summary: The community will learn that a positive community requires positive energy and purposeful word choice. This lesson will set the tone for upcoming group work and students should bring in communication skills from previous lesson to further develop those.

Learning Resources Needed: Student S.E.L. journals, pens/pencils, blindfolds (enough for each student), poster board patterns (enough for each group)

Procedure:

Blind Synergy

1.Have students line up next to each other, shoulder to shoulder. Then blindfold them all, and tell them they

must rearrange themselves from tallest to shortest.

2.You can use variations on this, such as lining up in order of birthdays, shoe size or alphabetical order.

**OPTIONAL: Another game to play while students are blindfolded is Pattern Dash. Divide students into

teams of four. Give each team a number of shapes cut from poster board, such as a star, circle, square,

rectangle and octagon. Have the team members sit side by side at long tables. Call out a pattern, such as

square-circle-star-octagon-triangle. Teams must race to lay out the pattern within a certain time limit.

3. Teacher will facilitate a discussion about students’ perception of what went well and what could be

improved upon. Teacher can use responses to create an anchor chart titled “Effective communication”



Assessment: Students can complete the following journal entry: How can our words positively and negatively impact group work? Explain. Provide 5 bulleted statements that could positively contribute to group cohesion. Provide 5 bulleted statements that you, as a group member, would never want to hear. (Expectation: 2 paragraphs, (2) 5-bulleted lists) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Respectful opinions

Summary: The community will use their previously learned communication skills and positive word choice to engage in respectful debates by playing a team-building activity. This activity will be geared towards respect, accountable talk and polite discourse.

Learning Resources Needed: pens/pencils, groups of students, student S.E.L. journal, pre-created choice questions

Procedure:

65. North Pole, South Pole 66.

1. Students are given complex questions and answer by choosing only one side. (For example, ask, "Is Fern's father in Charlotte's Web a good or bad person?" All who say good go to one side of the room; all who say bad go to the other.) Whichever team comes up with the most creative and thoughtful answer to the question wins. 2. Question everything. Once students are familiar with the game, have them think of questions based on what you are studying (e.g., "Will you use math in your career?" "Would you rather be a T-rex or a triceratops?")

67. 3. Put it on a spectrum. Create the option of a spectrum instead of two polar opposites. Invite students in each group to find their own individual point on the spectrum-and also what point they would collectively choose on the spectrum if they had to compromise.

68. 4. Encourage debate/accountable talk. Use this game to a lesson on applying accountable talk.

**Resource: http://www.paterson.k12.nj.us/11_departments/language-arts-docs/IFL/Sample%20Accountable%20Talk%20Stems.pdf

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/IFL/Sample%20Accountable%20Talk%20Stems.pdf

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/IFL/Sample%20Accountable%20Talk%20Stems.pdf



Assessment: Students can complete the following personal reflection journal entry: Rate yourself in your performance during the debate. How did communication and positive word choice help or hurt your class’ experience? Provide one concrete example and explain. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Strengths/weaknesses

Summary: The community will use negotiation and interpersonal skills to collect strength and weakness statements that apply to them.

Learning Resources Needed: pens/pencils, S.E.L. journal, Pre-made Strength & Weakness card sets (one set for each four students in a group),



Procedure:

1. Teacher will place the following title on the board, “The 7 types of interpersonal skills that allow an employee to thrive in an organizational environment”.

2. Teacher will begin to write the top 7 skills employers desire: verbal communication, non-verbal communication, listening skills, negotiation, problem-solving, decision-making and assertiveness.

3. Teacher may have to define some, but will instruct students to rank those skills in the order of strongest to weakest (as it pertains to themselves!)

4. Teacher and students will co-facilitate the findings and engage in discussion. 5. Teacher will give out copies of the info sheet to students 6. Teacher will explain the goal of the exercise is to identify strengths and weaknesses within

yourself 7. Teacher will place students into groups of 4 and issue a set of “strength/weakness” cards to

each group 8. Remind students that they are able to safely say, “pass” if asked to reveal something they do not

wish to talk about, however they must explain why they are passing to the other members of the group.

9. As students play the card game, teacher will observe and support groups 10. Teacher will engage in whole-community discussion to identify personal findings in terms of

strengths/weaknesses

GAME RULES (for students):

Your teacher will give your group a set of cards.

Your group must appoint a dealer who shuffles, deals one card to each of you and then puts the remaining cards in a pile face down on the table.

Think about the card you have been given and how it reflects your personality, as either a strength or a weakness. If the card means something to you, KEEP IT.

Starting to the left of the dealer each member of the group, in turn has the chance to reject their card and put it face down underneath the pile, and replace it with another from the top of the pile.

If you get a blank card you can write in strengths or weaknesses of your choice.

Then, in turn each one of you has to pick up another card which you can either keep or out back under the pile and replace it with another from the top until all the cards are picked up.

You can only reject one card in each turn.

Assessment: Students can complete the following personal reflection journal entry: Identify your top 3 strengths and top 3 weaknesses. Select one strength and one weakness to elaborate on. Be sure to explain scenarios where you could best utilize your strength, while explaining how you can turn your weakness into a strength through certain action steps. (Expectation: (2) 3-bulleted lists and 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.






Title: The Feedback Game

Summary: The community will engage in a fun game that will allow each member to realize how well they know themselves and their peers. This will delve into self-perception and the images peers may have. Today’s lesson will build off of last lesson by helping community members to see strengths in themselves and in others.

Learning Resources Needed: pens/pencils, S.E.L. journal, pre-made 140 cards (70 cards portray human qualities such as helpful, honest, creative, responsible, etc. and other 70 cards contain distorted qualities or weaknesses such as arrogant, inhibited, inflexible, hesitant, etc.)

Procedure:

1. Teacher will group students into cohorts of 3-8 students 2. RULES:

A_Spread all the cards face up on the table/desk B_Write down the eight strengths and six weaknesses which are most characteristic of yourself. Do not show the other players. Write your name on the list and hand it to the teacher. C_ When each player has made their list, everyone should leave the room. Players re-enter the room, one at a time, to pick out the cards they selected. They should place these cards face down in a single pile, and again leave the room. Alternatively, players could be asked to turn their back on the table, while each player makes his or her selection. When each player has had a chance to pick their cards, everyone can re-enter the room to resume the feedback game. D_ Discard any cards that have not been selected. Shuffle the pile of selected cards and place it face down. E_ Each player, in turn, selects the top card from the pile and shows it to the players. All the players guess who has listed this strength or weakness and gives reasons/evidence for their choice (REMIND THEM TO BE ASSERTIVE BUT RESPECTFUL). Ten points are awarded for each correct guess. This process continues until the pile of cards is depleted.

3. Teacher will engage students in discussion about strengths, weaknesses, self-perception, image and feedback.

Assessment: Students can complete the following personal reflection journal entry: How do you think your perception of self is similar and different from how your peers perceive you? What do you think creates this similarity and difference? What was it like listening to feedback during the feedback game today? Explain your emotions explicitly. (Expectation: 3 par) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.






Title: I am unique

Summary: The community will learn about uniqueness and respect for others’ unique qualities. Community members will have had previous lessons on strengths and weaknesses, as that should be a strong foundation for today’s lesson. This activity reinforces the idea that one can’t always judge the quality of a person by his or her appearance; sometimes people can be appreciated for their differences.

Learning Resources Needed: pens/pencils, S.E.L. journal, white drawing paper for each student, art supplies

Procedure:

1. To begin the lesson, write the word unique on the chalkboard or on a chart. Younger students, especially, will be intrigued by this "unique" word! Ask students what the word means to them. Ask: What is it that makes you unique among your classmates?

2. Next, draw a simple outline of a person on the board or chart. Draw two horizontal lines across the person's body. One line should divide the person's head (including the neck) and torso (shoulders to waist); the other should divide the torso and leg area (from the waist-down). Talk about one section of the body at a time.

Discuss some of the features that might make up a person's head/neck. Lead students to understand that

people can have blue eyes or brown eyes, small ears or big ears, curly hair or straight hair, dark skin,

light skin, or a shade in between, freckles, glasses, or a hat, and so on. Write students ideas about a

person's head on the board or chart next to the head area of the person you drew.

Discuss some of the ways in which people's bodies might be different. Lead students to understand that

people can be skinny or heavy, muscular or frail, square- or round-shouldered, and so on. Talk about the

kinds of clothing people might wear -- a T-shirt, a sweater, a feathered boa. Write down some of the

possibilities students name.

Finally, focus on the lower body (from the waist down). Point out that people can have skinny or stubby

legs and their feet point in, out, or straight ahead. People wear pants, dresses, high-top sneakers, high-

heeled shoes, construction boots, ballerina slippers, and so on. Write down students' ideas.

3. When you are satisfied that students have the three parts of the body sorted out, provide each student with a

piece of white drawing paper measuring 2 inches square. Have students write their names on one side of the

paper and draw on the other side of the paper the head of a person. Tell students that this should not be

somebody they know; thisunique person should come from their imaginations. Remind them to think first about the



features the persons head will have; they can refer to the list they and their classmates created in the first part of

the lesson. They should include as much detail as possible in their drawings.

It is very important that students fill up the entire square with the image of the person's head. Also, remind them

their head could use a neck to sit on!

4. When students finish drawing a unique head, provide them with a sheet of paper that measures

4 inches square. After students write their names on one side of the paper, they should turn the

paper over and draw the torso (shoulders to waist) of the person. Before they draw, remind

students to imagine the features of the persons torso. How is the body shaped? What clothing is

the person wearing? Once again, students should fill the entire space and draw as much detail

as possible. Think unique!

When students finish drawing a torso, hand them a third sheet of paper; this time a 3-inch square. Have students

write their names on one side of the paper, and draw the bottom part of their person (waist down to the feet).

Remind students to fill up the space and include as much detail as possible. Once again, tell them to think unique!

As students finish their final square, have them check to be sure their names are on all three parts; then collect

them. You might have students put the heads in one box or folder, the torsos in another, and the legs in a third.

Distribute to each student a head, a torso, and a set of legs. Students should not get a body part that they drew.

Have students tape together the three body parts to create a totally unique "friend." The new friends will be pretty

unusual-looking people, to say the least! But...

Here is the crux of the lesson...

Everybody is different, or unique. What a person looks like on the outside has nothing to do with what is inside!

Every person has special talents, special qualities...

5. After students have had a good laugh about how the three body parts came together to create

an unusual-looking person, ask each student to think up a name for his or her new "friend" and

to give some thought to some of the characteristics the new friend might have. Ask: What

special qualities does this unique person have? What special talents does the person possess?

What do you have in common with your new friend? How are you different?



Assessment: Students can complete the following personal reflection journal entry: What a person

looks like on the outside has nothing to do with what that person is like on the inside! Elaborate your feelings and responses to that quote in 1 paragraph. Research and copy down a poem that explains this concept a bit more deeply. (Expectation: 1 paragraph and 1 poem) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.






Title: Demystifying rumors & maintaining reputation

Summary: The community will have spent the last three lessons identifying strengths and weaknesses and touching the surface of self-perception versus image. This lesson will allow each community member to be aware of the negative impact of rumors and how to maintain your reputation by being your unique self.

Learning Resources Needed: pens/pencils, S.E.L. journal, masking tape, white board, youtube clip: https://www.youtube.com/watch?v=Rj-zseUqQxk

Procedure:

1. Teacher will have the following questions written on the board: A_ Have you ever gossiped about someone at LCCS? B_ Have you ever spread a rumor about someone at LCCS? C_ Have you ever been the subject of false gossip at LCCS? D_ Have you ever been the subject of a false rumor at LCCS? E_ Can students be “strong enough” to withstand gossip and rumors?

2. Students will privately respond to A through E in their SEL journals 3. Teacher can engage students in their results (be careful to respect students who

“pass” due to sensitivity) 4. Teacher will play the, “Stop Gossiping” clip: https://www.youtube.com/watch?v=Rj-

zseUqQxk 5. Teacher will tell students to line up across the room on the straight masking tape you

have already placed on the classroom floor. 6. Teacher will instruct students that he/she is going to ask them a series of questions. If

they can honestly answer, “YES” to a question, they are to silently take one normal step over the line (moving further into the classroom). For each question, they are to take one step further with each yes. (There are 17 questions so please ensure they judge the space in the classroom adequately.)

QUESTION LIST: (AS IT PERTAINS TO LCCS EXPERIENCE ONLY!) A_ Has anyone ever rolled his or her eyes at you? B_Have you ever rolled your eyes at someone? C_Has anyone ever ignored you? D_Have you ever ignored someone? E_Have you ever been the subject of a rumor? F_Have you ever repeated a rumor that was told to you or you heard? G_Has anyone ever been nice to you to your face then talked about you behind your back? H_Have you ever been excluded?

https://www.youtube.com/watch?v=Rj-zseUqQxk

https://www.youtube.com/watch?v=Rj-zseUqQxk



I_Has anyone ever gossiped about you? J_Has anyone ever called you and tried to get you to say something negative about a person you did not know was already listening in on the conversation? (Could apply to texts or social media that gets passed around, as well.) K_Have you ever called someone on the telephone and tricked him/her into saying negative things about someone else who was secretly listening in on the conversation? L_Have you ever been cyber-bullied , computer, voicemail, text? M_Have you ever cyber-bullied someone?

7. Students will return to seats after taking a look around the room to see their space in relation to their peers.

8. Teacher will facilitate discussion utilizing the following prompting questions: How did you feel about this activity? What do you feel about the behaviors of gossiping? Rumors? Eye rolling?, etc. How does this behavior affect a person’s (victim’s) reputation? How does this behavior affect a person’s perception of self? (draw to previous lessons)

9. Conclude the lesson by emphasizing the importance of being confident in your strengths, abilities and behaviors. Explain the importance of treating each other with respect to their uniqueness. Students do not have to like everyone, but they should respect4 each other.

Assessment: Students can complete the following personal reflection journal entry: Students will watch the online video titled, “YOUR REPUTATION: ENHANCING IT, REPAIRING IT”: http://www.hrmvideo.com/catalog/your-reputation-enhancing-it-repairing-it Students will compose a 2 paragraph response to it. One paragraph explaining reaction to video and one paragraph explaining what they think their reputation is and how they can personally enhance theirs. (Expectation: 2 paragraphs ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Steps to making decisions

Summary: The community will learn a foundational concept of what a responsible decision really is and the steps it entails. Community members will come to understand that most people make snap decisions, or no choice at all- ultimately leaving future consequences to fate and wishful thinking. Today they will learn the five-step process for responsible decision-making.

http://www.hrmvideo.com/catalog/your-reputation-enhancing-it-repairing-it



Learning Resources Needed: pens/pencils, S.E.L. journal, decision-making steps anchor chart , smartboard, youtube clip from Ellen Degeneres Show: https://www.youtube.com/watch?v=BatqV3B9hiU

Procedure:

1. Teacher will play the following youtube clip from Ellen DeGeneres: https://www.youtube.com/watch?v=BatqV3B9hiU **Note: Could stop it at 2:33 or play all the way through

2. Teacher will explain to the students that today we will explicitly learn about the model to making responsible decisions. Teacher will play off the clip just played to explain that while she was being funny, we make decisions every day and it is important that we make RESPONSIBLE ones.

3. Teacher will ask one student to answer the following question aloud, “What do you want to eat for dinner tonight? Decide.” Teacher will interrupt student and display the following website on the smartboard: http://wheeldecide.com/ Teacher will click the wheel and let it decide for the student.

4. Teacher will explain that that’s a silly demonstration, but it does show how most of us make decisions when we don’t engage in the decision-making process…we leave it to fate, or in this case, the wheel.

5. Teacher will explicitly teach the five step decision-making process: The steps are: 1. Identify your choices 2. What's best for you now? 3. Consider others – Not only me 4. Consider your future – Not only now 5. Make a choice and go for it Many of our life choices miss steps three and four, above, hence the title of this unit! It is our contention that a responsible decision is one where you consider others and your future before you decide. You don't have to do what others want or what the future will require, you just have to consider the implications of possible actions. By thinking beyond yourself and beyond the moment, you are more likely to select choices that have positive social and future benefits. This would be good.

6. Teacher will then teach students that there are 3 types of decisions: (1) No decision – letting others decide what you will do (2) Snap decision – a quick choice you make with no consideration of the result (3) Responsible decision – considering others (not only me) and your future (not

just now) when you make a decision 7. Ask students to identify 50 decisions a person can make in their life – for example,

what cereal to eat, what to do on the weekend, what career goals to pursue. Go around the room one at a time, placing answers on board. Define three types of decisions for students, and have them record them in their notes. They are: No Decision – Letting others decide what you will do. Snap Decision – A quick choice you make with no consideration of the result. Responsible Decision – Considering others (Not only me) and your future (Not only now) when you make a decision. Ask students to individually place the 50 decisions on the board into one of those three categories. They do this by listing the three decision types on the top of their page,

https://www.youtube.com/watch?v=BatqV3B9hiU

http://wheeldecide.com/



and listing the choices in the appropriate column. Have students compare their lists to the lists of two other students. Bet them that no one has the same list! Inform students that the next eight classes will focus on developing skills for responsible decision making. We'll begin with a look at No Decision as a decision-making strategy.

Assessment: Students can complete the following personal reflection journal entry: write a one-paragraph summary of their preferred method for making decisions. Ask them to explain at least three reasons why it is their preferred style. . (Expectation: 1 paragraph(s) ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Fortune teller

Summary: The community will examine one of the decisions from the previous lesson, “No decision” and how that impacts your future. Community members will define four key aspects that must be managed in a person’s career and identify the advantages and disadvantages of having decisions about your life made for you.

Learning Resources Needed: pens/pencils, S.E.L. journal, smartboard, “Getting whatever you get” worksheet (Resource: https://access.bridges.com/usa/en_US/choices/pro/content/lessons/decisionmakingguide/dmg_usa_teachers.pdf)

https://access.bridges.com/usa/en_US/choices/pro/content/lessons/decisionmakingguide/dmg_usa_teachers.pdf




Procedure:

1. Teacher will explain that the word, “career” doesn’t mean what it used to. It used to mean, “work” and now it means anything you do in your life. Teacher will explain that there are four main aspects to a career:

(A) Work, (B) Recreation, (C) Relationships, (D) Lifelong learning – explain that this is important because it is the source of vitality, energy, enthusiasm and personal growth throughout life. It is important to manage these four things because you can’t do them ALL well!

2. Teacher will continue to explain that it would be great if we didn’t have to make decisions, however, if we don’t make decisions, we never become responsible for anything at all.

3. Teacher will explain that today’s lesson/activity will explain what it would be like if a fortune teller gave you your future – and you didn’t have to decide anything!

4. Teacher will begin fortune teller activity on smartboard: (Resource: https://access.bridges.com/usa/en_US/choices/pro/content/lessons/decisionmakingguide/dmg_usa_teachers.pdf)

5. Teacher will place the following statements on the board: "Whatever happens, happens." "Don't worry, it'll work itself out." "Cast your fate to the wind." "Que sera sera – whatever will be, will be." A lot

6. Teacher will engage students in a discussion about the commonality and theme behind those as it pertains to today’s fortune teller lesson.

7. Teacher will place the following statements on the board: "If you build it, they will come." "The best way to predict the future is to invent it." "You can't be anything if you want to be everything." "People who aim at nothing hit it with remarkable success."

8. Teacher will engage students in a discussion about the commonality and theme behind those as it pertains to today’s fortune teller lesson.

9. Students can independently complete, “Getting whatever you get” worksheet.

Assessment: Students can complete the following personal reflection journal entry: write what you would think if your future was decided by others or by fate. Supply at least three reasons why you answered as you did. . (Expectation: 2 paragraphs ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.








Title: Paths of life

Summary: The community will examine the impact of making snap decisions on a life. Community members will define several benefits and drawbacks with making snap decisions, while relating it to personal needs, interests and skills to the process of decision-making learned in lesson one.

Learning Resources Needed: pens/pencils, S.E.L. journal, paths of life cards printed (Resource pg. 12: https://access.bridges.com/usa/en_US/choices/pro/content/lessons/decisionmakingguide/dmg_usa_teachers.pdf) , “Snap Decisions” worksheet pg. 31 (Resource: https://access.bridges.com/usa/en_US/choices/pro/content/lessons/decisionmakingguide/dmg_usa_teachers.pdf)

Procedure:

1. Tell students that last day we looked at the decision-making style of No Decision – a style that is preferred by some people who either don't want responsibility or don't care what happens to their life. Today, we will examine a second decision-making style – Snap Decisions. Remind them of the definition.

2. Ask students to identify snap decisions they made in the past 24 hours – for example, what shirt to wear, what TV show to watch, what person to phone. Inform them that many life situations are best dealt with by a snap decision. Today's activity will examine the benefits and problems of snap decision-making. Development Activities Paths of Life

3. Let students play with Activity B in the Decision Making Guide. Inform them there will be a class discussion today, after they have completed the Snap Decisions Worksheet.

4. Teacher will engage in class discussion: Ask each student which career they ended up with the FIRST time they went through the activity. Repeat the exercise with the SECOND career they ended up in – when they took a little time to think of their needs, interests and skills before they decided. Finally, ask who preferred their second to their first career. Ask why they preferred the one they did. Focus on student opinions from question four of the Snap Decisions Worksheet. Hopefully, they will conclude that snap decisions only satisfy immediate wants and needs, and that a different decision-making style is required for effective future planning!

Assessment: Students can complete the following personal reflection journal entry: Students will detail 3 snap decisions they’ve made in middle school and the outcomes of each. . (Expectation: 3 paragraphs ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.










Title: Life’s little scenarios

Summary: The community will learn the process for considering others when you make a responsible decision. Community members will discuss how decisions impact others, themselves and demonstrate comprehension of the 5 step decision making model learned in lesson one.

Learning Resources Needed: pens/pencils, S.E.L. journal, scenario anchor charts (Pre-made)

Procedure:

1. Review the four aspects of life – work, recreation, relationships, learning – with your class. Remind them there are three ways we make decisions about these things in life: No Decision, Snap Decisions, and Responsible Decisions. In the past two lessons, we have examined no decision and snap decisions. In the next four lessons, we will examine responsible decision-making, the most difficult and most rewarding form of making choices.

2. Outline the five steps of responsible decision-making: 1. Identify your choices There are always more solutions than the obvious ones. Start by building yourself a good list of choices. 2. What's best for you now? If you only thought of yourself and 'right now', which of the choices is your favorite? 3. Consider others What point-of-view will other people have about your various decisions? 4. Consider your future What is the best choice for your future, or which one has the best possible future benefits? 5. Make a choice and go for it Once you have identified some choices, and considered the future and social implications of each choice, pick one and just do it. If you learn along the way that another choice would be better, it's okay to change your mind.

3. Review each step briefly with your students, as outlined above. 4. Break students into 6 groups and provide each with a scenario anchor chart. Students

are to work together list the 5 steps to responsible decision-making and work through the scenario to a responsible decision.

5. All groups will present their scenario, logic, thinking, steps and final responsible decisional outcome to the rest of the community and expect feedback.

Assessment: Students can complete the following personal reflection journal entry: Each student individually uses a personal example to demonstrate an understanding of the responsible decision-making process. Their assignment should be titled My Own Little Scenario. It should include a brief outline of a personal decision-making dilemma, at least five different solutions to the problem, a paragraph outlining a personal preference, a paragraph outlining the perspective of other important people in their life, and a final paragraph summarizing which decision they will – or did – choose, and why.(Expectation: 3 paragraphs )







Title: Risk-taking behavior overview

Summary: The community will distinguish between positive and potentially damaging risk-taking behaviors.

Learning Resources Needed: pens/pencils, S.E.L. journal , Video: (Resource: http://www.hrmvideo.com/catalog/risky-behavior-the-dark-side-of-bad-choices)

Procedure:

1. Teacher will play the following video: http://www.hrmvideo.com/catalog/risky-behavior-the-dark-side-of-bad-choices

2. Teacher will explain that many teens are involved in risky behaviors such as illegal drug use, promiscuity, carrying weapons, and much more. Teacher will continue to explain that too many adolescents are putting their lives in jeopardy with dangerous, high-risk behaviors and that today we will be looking at the nature of risk-taking both good and bad.

3. Teacher will read the story, “THIN ICE” to students: Story: The wind whistled by as he ran down the hill toward the lake. An early morning snowfall meant no

school for the day, and he was anxious to join his friends for an afternoon of fun. He noticed a small dusting of snow covered the surface of the lake, and he quickly read a sign that said “DANGER: Thin ice!” Surely that was for spring, he thought, it’s safe now. After all, everyone else was out on the lake on the other side. Everyone else was doing it, so it had to be safe.Gingerly, he stepped out onto the lake. For a moment he reconsidered. He remembered his father’s warnings about the lake’s quick thaws, he remembered the sign… “Hey, Jimmy! Hurry up!” he heard from across the lake. He saw his friends motioning him over. To turn back now would mean having to face the taunts of the other guys. No way was he going through that! A few steps later he knew he was in trouble. Lines of ice severed in all directions. He couldn’t go back. He couldn’t go forward…..

4. Teacher will solicit feedback about student responses to this scenario. Teacher will

encourage words such as, “dangerous”, “risky behavior”, “decision-making”, etc. 5. Teacher will break students into groups of 4 6. Students, in their respective groups, will brainstorm a list of unsafe behaviors

http://www.hrmvideo.com/catalog/risky-behavior-the-dark-side-of-bad-choices





7. After allotted time, teacher will compile the list and add a few more, “stealing, malicious gossip, self-harm/cutting, skipping school, etc.

Teacher will engage students in discussion using the following prompting questions: 1. Is all risk-taking

behavior negative? 2. Are there any risks that can be seen as positive? Brainstorm a list of positive risk-taking (asking for help on an assignment, trying out for a team, joining an organization, learning a new sport or hobby, making a new friend) 3. How do you make a decision when there is a risky behavior involved? 4. How can you make decisions and avoid risky behaviors that may have negative consequences?

Assessment: Students can complete the following personal reflection journal entry: Have

students watch their favorite TV show or music video and list any unsafe behaviors

and why they could put someone at risk. Be sure to detail better decision-making

through the utilization of the 5-step decision-making model from last month’s

lessons.

(Expectation: 2 paragraphs ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Peer Pressure

Summary: The community will understand that Peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making certain choices, good or bad. Peer pressure can take a number of different forms, both spoken and unspoken, and can lead to risky, disapproved, or personally unwanted behavior. Students can learn to identify peer pressure tricks, which is the first step toward resisting them.

Learning Resources Needed: pens/pencils, S.E.L. journal, post-its (1 for each student)



Procedure:

1. Teacher will explain that as community members get older, you find yourself spending less time around your parents and guardians and more time around people y our own age. Usually that is a good thing-adolescence can be difficult and you need friends to rely on.

2. Teacher will pose the following question: What happens when your friends push you to do risky stuff that you’re not comfortable with?

3. Teacher will solicit student responses and encourage them to work from a solution-focused perspective. Teacher will compose a “working list” of how to deal with peer pressure.

4. Teacher will play greatschools peer pressure video: http://www.greatschools.org/parenting/social-skills/4224-help-your-child-resist-peer-pressure-video.gs

5. Students are encouraged to add strategies to handling peer pressure, as per the video displayed to the anchor chart

6. Place students in a community circle. 7. Each student will write down a one-sentence excerpt of peer pressures they currently

experience (leave it anonymous) 8. Teacher will collect all of the post-its in a plastic bag or box and mix them up. 9. One student volunteer at a time will select a scenario from the bag, read it aloud and

personally facilitate a conversation with peers who will offer feedback and potential solutions to the scenarios randomly selected.

Assessment: Students can complete the following personal reflection journal entry: read the following scenario and provide TWO techniques that could potentially work in this peer pressure situation: Several boys are standing together discussing their favorite team. Josh walks past. One boy calls out to him and asks who his favorite team is. Josh answers with the name of another city team. All the boys laugh and turn away from Josh. Another boy calls out, “I guess YOU won’t be at our (team name) party Sunday!” Josh walks away. (Expectation: 2 paragraphs ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Experimentation with ATOD

http://www.greatschools.org/parenting/social-skills/4224-help-your-child-resist-peer-pressure-video.gs

http://www.greatschools.org/parenting/social-skills/4224-help-your-child-resist-peer-pressure-video.gs



Summary: The community will examine the dangers of addiction and reasons teens choose to use drugs. Students learn about the stages of addiction, explore reasons teens starts experimenting with and continue to use drugs, and summarize their learning by examining case studies of teens in various stages of addiction.

Learning Resources Needed: pens/pencils, S.E.L. journal, stages of addiction cards (resource: http://www.etr.org/healthsmart/f/common/mstob06maststagecardspdf/) , stages of addiction case studies (resource: http://www.etr.org/healthsmart/f/common/mstob06actwhatstagepdf/)

Procedure:

1. Teacher will have the question posted on the board: “What are the top 8 reasons teens experiment or try drugs, alcohol or tobacco?”

2. Teacher will instruct students to work in triads to determine the 8 they think answer this question accurately. (Allot specific time)

3. Teacher will reveal the top 8 reasons: (A) Other people –parents, social peers, friends, etc. (B) Popular media – tv shows, movies, rated “R” films (C) Escape and self-medication – frustration, depression, lack of coping skills (D) Boredom – can’t tolerate being alone, hard to keep occupied (E) Rebellion – desire to feel “free”, feel misunderstood (F) Instant gratification – short-term shortcut to happiness (G) Lack of confidence – Shy, lack of voice, feel unpopular, weak-minded attitude

and self-perception (H) Misinformation – it’s just one try, it’s just recreational, no hard consequences

4. Teacher will explain that today, you’ll learn how people can go from experimenting with drugs

to becoming addicted. Have you ever tried to stop a habit and had a hard time doing it? Allow a few students to share examples. These might include drinking coffee or energy drinks, playing video games or watching TV. When are sometimes you’ve heard someone use the word addiction? Allow students to share examples. We sometimes use the term addiction to describe anything it’s hard to stop doing. But drug addiction has a very specific meaning and there are distinct stages a person goes through when becoming addicted to a drug.

5. Teacher will pass out stages of addiction cards to each student: (Resource: http://www.etr.org/healthsmart/f/common/mstob06maststagecardspdf/)

6. Teacher will encourage students to place them in the order they feel addiction occurs starting from experimentation.

7. Teacher will explicitly teach the stages: 1. First use The person tries a drug for the first time. 2. Continued use The person keeps using the drug to feel a certain way. 3. Tolerance It takes more of the drug to get high. 4. Dependence The person gets sick without the drug. 5. Addiction The person can’t stop using the drug, even when the drug use causes serious problems.

8. Using the teacher optimal model, teacher will read the first case study with the students, highlight key points and factors that allow the teacher to determine what stage the case study is in. (Worksheet: http://www.etr.org/healthsmart/f/common/mstob06actwhatstagepdf/)

9. Students will work in pairs to complete case study worksheet 10. Teacher will utilize the self-check on the worksheet to facilitate discussion regarding learned

points from today’s lesson.

http://www.etr.org/healthsmart/f/common/mstob06maststagecardspdf/

http://www.etr.org/healthsmart/f/common/mstob06actwhatstagepdf/

http://www.etr.org/healthsmart/f/common/mstob06maststagecardspdf/

http://www.etr.org/healthsmart/f/common/mstob06actwhatstagepdf/



Assessment: Students can complete the following personal reflection journal entry: Explore the following website: http://www.drugfree.org/ Cite 4 statistics you found interesting or alarming related to drug experimentation amongst teenagers. Next to each bullet, write 1-3 sentences explaining your honest reaction to learning this fact. (Expectation: 4 bullets with explanation ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Violence

Summary: The community will articulate choices and consequences related to different kinds of violence. Students will identify the causes and effects of violence and strategize how to avoid violence.

Learning Resources Needed: pens/pencils, S.E.L. journal, “Very violent or very peaceful” note cards (pre-made) one statement for each card, each student receives one

Teacher context: Violence can range from extreme physical violence such as murder and rape to verbal or emotional

abuse such as name calling and constant criticism to institutional violence such as racism and homophobia. All types of violence are used to exert power and control and have profound effects on personal health and well-being. Girls and women are directly or indirectly affected by sexual violence and abuse, physical violence and abuse, and/or emotional abuse sometime in their lives. The OJJDP says, “sexual assault is a risk factor for both boys and girls, but the rate of exposure to this risk factor is greater for girls” (Slowikowski 3). Children, girls and boys, who grow up in communities that face poverty, widespread drug use, and gang presence are also often exposed to general community violence. Community violence—defined by Mental Health Systems, Inc. of San Diego as frequent and continual exposure to the use of guns, knives, and drugs, and random violence— often leads to feelings of anxiety, low-self-esteem, fear, aggression, PTSD, depression, anger, distrust, alienation, betrayal, and impaired body image. These feelings often manifest as behaviors such as learning difficulties, difficulty paying attention, acting out or risk taking behaviors, suicide attempts, fighting, inappropriate sexual activities, involvement in prostitution, and involvement in drugs, making community violence a tragically cyclical problem (Hamblen 1). It is no surprise, then, that girls in the juvenile justice system have higher rates of histories of abuse than girls who are not involved in the system (Slowikowski 3), pointing to the lasting, negative effects of violence. Much abuse of young women especially at the hands of parents or random violence is tragically unavoidable. However, if girls are able to build 63confidence, learn to respect themselves and their bodies, and make responsible choices at a young age, some violence against them can be prevented. Girls are increasingly becoming perpetrators of violence themselves and must be taught healthy coping skills for anger and other emotions. It is important to teach young people that acting violent is always a choice and 64 it always has consequences. It is also important to teach young people that if they are victims of violence, it is not their fault.

Procedure:

http://www.drugfree.org/



1. Begin by explaining that today you will be talking about different kinds of violence. 2. Write “very violent” on one end of the board and “very peaceful” on the other end. Draw a long line in between the two statements. Explain that you will read statements and the students will move to whichever side they think goes with the statement. There is not a right or wrong answer and students can stand anywhere in between the two extremes. 3. Read 5 to 10 examples and have participants move to either side or anywhere in between. Allow students to discuss as issues come up. Prompt them with questions: Why do you think that is very violent? Why are you not sure? Why do you think that is very peaceful? Does it depend on the situation? Do you need more information? Why would someone act that way?

Very Violent or Very Peaceful? A boy hits a girl A girl hits a boy You get spanked Your friend

gives you a hug when you feel sad A family lives in poverty Parents yelling at each other

Someone spreads a rumor about you Someone calls you “stupid” The teacher tells the whole class

you got an “F” on your test Someone kisses you when you don’t want them to Your mentor helps

you with your homework Someone touches your hair after you have asked them not to A friend

shares their lunch with you Your brother steals all the money you’ve saved in your piggy bank Your

brother calls you “fat” A boy shows you his butt and it makes you feel uncomfortable Murder

Your mom tells you she will leave you unless you behave Someone you don’t know follows you

home every day A group of girls give you the silent treatment Your sister breaks your favorite

necklace Someone threatens to choke you if you don’t let them cheat off your homework Your

brother or sister locks you in the closet 65 You lock the dog out of the house without dinner Your

friend gives you a birthday present Your teacher tells 4. After discussing 5 to 10 circumstances, have students return to their seats. 5. Explain that there are many different types of violence. Physical violence occurs when someone uses their body or a weapon to hurt your body. Verbal or emotional abuse occurs when someone uses words (written or said out loud) to hurt your feelings or scare you. Sexual violence occurs when someone makes you do some kind of sexual activity when you don’t want to. Neglect is when someone who is supposed to be taking care of you does not take care of you. Institutional violence occurs when organizations or institutions discriminate against a group of people because of their skin color, gender, or how much money they have. All of these kinds of violence affect our health in many ways. 6. Explain that students will make a poster showing different kinds of violence, the consequences of the violence, and how to challenge the violence. 7. Divide participants into pairs or small groups. Pass out poster paper, pens, and pencils. 8. Direct students to draw a picture of at least three different examples of violence. They can use words too. For each example of violence (ex: 1) teasing, 2) pushing, 3) silent treatment) they should draw a representation of the consequences of that violence (ex: 1) hurt feelings, 2) broken arm, 3) hurt feelings), and what can be done to challenge that violence (ex: 1) tell them how it makes you feel, 2) run away, 3) tell a teacher or counselor). 9. Have students share their posters and ideas for avoiding violence. 10. Remind students you are there to talk to in case they ever experience violence or need help avoiding violence.



Assessment: Students can complete the following personal reflection journal entry: Do you think violence is ever necessary? When do you think violence is necessary? Have you experienced or seen violence? Have you challenged or seen a challenge to violence? (Expectation: 3paragraphs ) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Words Hurt

Summary: The community has noticed an increase in students with hurt feelings because of other students’

comments. Many comments were meant to be “funny,” not necessarily with the intent of hurting someone else. Students and staff felt that we needed to explore this, to learn how the words we say can negatively impact others. We learned that many of our middle school students were saying hurtful things and they just didn’t know that what they were saying could be hurtful to others who were different than themselves. We also wanted to get away from phrases such as, “no offense, but……,” “just joking,” “I didn’t mean anything by it.” Learning Resources Needed: pens/pencils, S.E.L. journal, Words Hurt Survey (Resource: http://www.character.org/wp-content/uploads/brentwood-middle-school/Brentwood-Middle-Words-Hurt-Survey.pdf) , index cards with pre-made hurtful words on them, paper

Procedure:

1. Break students into groups of 5-7 people. Try to make these mixed groups- some boys, some girls, different ethnicities and friendship circles. There should be one Diversity Leadership Group Member for each of the groups. Diversity Leaders (DL) will have students sit in a circle.

2. Say, “The purpose of this activity is to encourage students to see different people’s points of view about hurtful words.”

3. Discuss the expectations for this activity. -Be open to different opinions -Listen to what people have to say without interruptions -Don’t be critical -Don’t laugh or dismiss the ideas of other people -Be truthful and brave in your discussions -No put downs -No using specific examples with people’s names

4. DLs pass around a piece of paper and ask students to write down words that hurt on it. When it has passed around the circle, the DL says: -“Think about the saying: ‘Sticks and stones may break my bones, but words will never hurt me.’ Is that true? Do words hurt?” Allow the group to discuss this.

5. DL crumples up the paper and says: -“This is what hurtful words do.”

http://www.character.org/wp-content/uploads/brentwood-middle-school/Brentwood-Middle-Words-Hurt-Survey.pdf

http://www.character.org/wp-content/uploads/brentwood-middle-school/Brentwood-Middle-Words-Hurt-Survey.pdf



6. DL smoothes out the paper and says: -“Even when you smooth the paper out, it will never be the same again. It’s always going to have marks and scars.”

7. DLs should pass out an index card (already prepared with hurtful words from the survey) to each person in the group. Ask students to take a moment to read their words and think about ways that word might affect people and why. Allow a minute for reflection.

8. Take turns sharing the words on the index cards. Discuss how it could affect a person and why. Here is a prompt you may use: “My word is __________________. I think it could make someone feel _________________ because _________________.” DLs should encourage students to build on someone’s discussion with things like: “I agree because…” and “I disagree because…”

9. At the end of the discussion, the DL should pass out the evaluation and say: -“These evaluations will help us know if this activity was a success. Please answer honestly and you do not need to put your name on it.”

10. DLs collect evaluations. Do not read through them, but put them back in your folder. 11. Thank the students in your group for their thoughtfulness and care during the activity.

Turn folders in to the teacher.



Assessment: Students can complete the following personal reflection journal entry: Students will look at the image below and reflect on it. Students are expected to compose a list of 10 stereotypes

(3 must relate to themselves in some way. (Expectation: 10 bullets and star the 3 relating to them in some capacity) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.






Title: Acceptance

Summary: The community will learn what it means to accept others and themselves.

Students will learn the importance of accepting people with different interests and personalities. Students will learn about accepting change. Students will learn why it's important to accept and obey rules, regulations, and laws

Learning Resources Needed: pens/pencils, S.E.L. journal, Teaching acceptance PSA video: https://www.youtube.com/watch?v=X0ME3sD8iLo Smartboard, National geographic video: https://www.youtube.com/watch?v=LRFy6-fZ0Dw , chromebooks (one for each student)

Procedure: 1. Teacher will tell students: acceptance means respecting the differences among people.

Because people are different in so many ways, it is important to be accepting of others.

2. Teacher will create a large “x” on the board and label the following categories: “Acceptance looks like…”, “Acceptance feels like…”, “Acceptance sounds like…”, “Acceptance sounds like…”

3. Instruct students that by the end of the lesson, we will brainstorm to complete that chart. 4. Teacher will play the following video on the smartboard:

https://www.youtube.com/watch?v=X0ME3sD8iLo 5. Teacher will garner responses and facilitate small discussion about the difference between

tolerance and acceptance. 6. Students will break off individually to watch National Geographic Video, “A walk in your

shoes”: https://www.youtube.com/watch?v=LRFy6-fZ0Dw 7. Students will then be divided into 4 groups (one group for each of the categories on the X on

the board). Students are instructed to generate 4 bullet points (minimum) to complete the category

8. Teacher will provide allotted time 9. Teacher will encourage one person from each group to jot down their findings on the board 10. Teacher will go over the class’s responses and facilitate small discussion regarding what they

have learned from today’s lesson and/or video.

Assessment: Students can complete the following personal reflection journal entry: Think of a time

when you have when you have rejected someone or a group that was different from you—even if you didn’t do it on purpose. Write a letter to that person explaining why you are now willing to accept them. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.



https://www.youtube.com/watch?v=X0ME3sD8iLo

https://www.youtube.com/watch?v=LRFy6-fZ0Dw

https://www.youtube.com/watch?v=X0ME3sD8iLo

https://www.youtube.com/watch?v=LRFy6-fZ0Dw




Title: Circle of life

Summary: The community will come to know that the “Circles of Life” is a lesson designed to help

students reflect upon how they are part of many different community “circles” within the “Circle of Life.” As members of the “Circle of Life” and as citizens of those communities, students will begin to reflect upon how their attitudes and actions “shape” and influence those community circles. Through this process of guided discussion and personal reflection, students will reflect upon the core values of respect, responsibility, caring and citizenship as they consider how they might utilize their personal strengths and uniqueness to strengthen the circles in which they live and expand their circles by respecting the abilities, gifts and perspectives of others. Learning Resources Needed: pens/pencils, S.E.L. journal, Circles (construction or stock-quality paper,

6” diameter), Scissors and glue (for any multi-dimensional displays) Youtube clips for SOUNDTRACK OF – “Circle of Life” from Lion King, and “Seasons of Love” from Rent (if desired), Circles of strength handout (resource: http://www.character.org/uploads/PDFs/NSOC/2007_NSOC_Winners/Sample-Memorial-rgb.pdf) Procedure:

1. Teacher should open the lesson as appropriate given the setting and subject. Opening discussions of the definitions of strength, and community and the concepts of respect, responsibility, caring and citizenship will help to lay the foundation for this plan. Connecting this lesson to a variety of disciplines, including language arts (reading, writing, speaking, listening, viewing), history (the structure and nature of community, local and global heroes), science (human nature, life cycle, environmental issues), math (measurement, geometry), art/music/technology (artistic expression, communication) allows this lesson to ‘stand’ as powerful example of the interdisciplinary nature of learning. 2. The music can be played as either an introduction (anticipatory set) or can be used establish a tone for the class as a background setting. Analyzing each music piece also adds dimension and depth to this lesson. 3. Use the Circles of Strength handout for this lesson which suggests a starting point for general discussion and offers basic reflection questions. Students are encouraged to add their own questions, reflections to the piece. 4. Students should be encouraged to share their ideas, thoughts and creations within the immediate classroom community within which they create their circle before it is finalized by teacher. (Each group of students will be given two to three feet of space on LONG white paper “mural” to decide how to reflect today’s lesson on it. 5. Students should be guided through working cooperatively together to design and create the finished mural draft.

Assessment: Students can complete the following personal reflection journal entry: Today you planned two to three feet of a mural to be designed to show the entire LCCS community, please action step and material plan in your SEL journals tonight (Expectation: varies between groups depending on plan for portion of mural)

http://www.character.org/uploads/PDFs/NSOC/2007_NSOC_Winners/Sample-Memorial-rgb.pdf

http://www.character.org/uploads/PDFs/NSOC/2007_NSOC_Winners/Sample-Memorial-rgb.pdf







Title: PAPER MURAL COMPLETION

Summary: The community will complete the respect mural in groups.

Learning Resources Needed: pens/pencils, S.E.L. journal, LONG white mural paper

Procedure: (Student Project) Students are executing their portion of the respect and acceptance mural. Teacher and students should have a small but symbolic “celebration” should be created to “unveil” the

mural for the school/community. Possibility: CIRCLE assembly? Bulletin board? Cafeteria?

Assessment: Students can complete the following personal reflection journal entry: Student needs to take one picture of this project to create a class slideshow. Submit picture to teacher online. *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.






Title: Attitude is a choice

Summary: The community will

Learning Resources Needed: pens/pencils, S.E.L. journal, Rudy gets accepted into Notre Dame clip (Resource: https://www.youtube.com/watch?v=yYV5GEDPjbg), smartboard, Give your attitude a positive charge article (Reproducible A Resource page 2: http://studentpaths.com/stpa/wp-content/uploads/2014/07/Positive-Attitude.pdf)

Procedure:

1. Teacher plays the Rudy Clip: https://www.youtube.com/watch?v=yYV5GEDPjbg 2. Teacher engages in small discussion about what students identified as stand out points

(Teacher writes a list on the board that reflects student responses) 3. Ask students, “What do you do when you are in a bad mood? How do we adjust our

attitude?” Instructors may want to share a simple technique they use when they need an attitude adjustment. A simple example to share is the phrase, “Up until now!” Things may seem bad in life, but the phrase “Up until now!” provides power to change the situation.

4. Silent reading with critical and creative thinking (20 minutes) Distribute the article “Positive Attitude” (Reproducible A) and Reproducible B handout with critical thinking questions.

5. Instruct students to read the article, underline the main points the author makes. 6. Walk around the room while students read. Some teachers like to walk around with paper

and answer questions through writing, no talking. 7. After 10 minutes of silent work, remind students to move onto Part B. 8. After 15 minutes, ask students how much more time they need to work. 9. Discuss ways to adjust attitude (5 minutes) Conclude the lesson with a short discussion on

attitudes. Remind students that positive and negative and optimist-pessimist are shallow ways to understand differences.

https://www.youtube.com/watch?v=yYV5GEDPjbg

http://studentpaths.com/stpa/wp-content/uploads/2014/07/Positive-Attitude.pdf

http://studentpaths.com/stpa/wp-content/uploads/2014/07/Positive-Attitude.pdf

https://www.youtube.com/watch?v=yYV5GEDPjbg



The larger lesson to learn is how each of our individual attitudes impacts the way we live our lives. • Begin by asking, “What points of the author do you agree with?” • After a few are listed, ask, “What points do you disagree with?” • Move the conversation toward the question, “How does our attitude impact our life?”

Assessment: Students can complete the following personal reflection journal entry: Students will take the “Are you an optimist or pessimist” quiz and compose a one paragraph response citing the findings to the quiz and their reaction: http://www.seemypersonality.com/personality.asp?p=Optimism-Test#q1 *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Power of positivity

Summary: The community will explore how positive thoughts can help them overcome situations that may arise in their lives and cause undue stress and anxiety.

Learning Resources Needed: pens/pencils, S.E.L. journal, Pre-printed and cut feelings cards (Resource: http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/08-positive-thinking/Handout%20-%20Feelings%20cards.pdf) , a ball, Situation cards pre-printed and cut (Resource: http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/08-positive-thinking/Handout%20-%20Situation%20cards.pdf ), Strengths cards pre-printed and cut (Resource: http://www.samaritans.org/sites/default/files/kcfinder/files/Handout%20-%20Strength%20cards%20v2.pdf )

http://www.seemypersonality.com/personality.asp?p=Optimism-Test#q1

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/08-positive-thinking/Handout%20-%20Feelings%20cards.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/08-positive-thinking/Handout%20-%20Feelings%20cards.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/08-positive-thinking/Handout%20-%20Situation%20cards.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/deal/coping-strategies/08-positive-thinking/Handout%20-%20Situation%20cards.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/Handout%20-%20Strength%20cards%20v2.pdf

http://www.samaritans.org/sites/default/files/kcfinder/files/Handout%20-%20Strength%20cards%20v2.pdf



Procedure:

1. 1. Teacher will spread a variety of feeling cards around the room, hand out a thought cards to students and

ask them to think about how that thought might make someone feel.

2. 2. Go to that feeling card, see what other thought cards have been matched with that feeling, see if you all agree

that these thoughts may result in similar feelings.

3. 3. Now swap thought cards around and repeat. Did the same thoughts match up? Ask students in each group to

think of a different way of thinking about the problem that would result in a different feeling. Show an example

slide. Instead of thinking, ‘I’ll never get this homework done in time’ = frustrated, think ‘I can do an hour tonight,

then ask for help tomorrow’ = relieved.

4. 4. Have a look at an outline of ‘Sam’ and ask the class to give him or her a stressful situation. Write this down. Ask

students to think about what negative thoughts Sam could be having.

5. 5. Record these as a class and discuss the feelings that these thoughts will generate. Ask students in groups to

come up with alternative positive thoughts that will help Sam feel able to face the challenge/situation.

6. 6. Share these and write them down.

7. Key message: if negative thoughts come easily to us we need to be aware of them and be able to counteract them

with a more balanced view. Self-talk is what you say to yourself in your head. You can send yourself negative and

positive messages. Sending yourself only negative messages gives yourself a tough time. People training to be

their best (like sports people) deliberately make up and listen to positive self-talk messages. This helps them cope

and perform better when they face a challenge.

Examples:

Girl getting dressed for a party

Positive thoughts: I’ll have fun, I look fine, my friends like me the way I am.

Negative thoughts: I’m too fat, I won’t know what to say, and I won’t fit in.

Boy having a problem with school work

Positive thoughts: I’ll get this right with a bit more time, I can catch up, and I can get help.

Negative thoughts: I’m dumb, people will laugh at me, I’ll just get told off for being behind.

8. 7. Hand out situation cards to pairs. Ask students to think about the negative thoughts a person could have when

faced with the situation. After they have listed some ideas, think of how they can change their thinking to help

them to face the situation and deal with it positively.

9. 8. Ask students to take a few minutes to reflect, on their own, on the negative thoughts that they have. We often

focus on the negative and ignore the positive, or guess what’s going to happen when we don’t know. Ask students

to think about how they can rephrase or challenge the negative thoughts that they have and consider how this



would improve how they feel.

If appropriate, and the students are comfortable with it, you can discuss some of these in pairs.

10. 9. Spread out strength and skill cards around the room and ask every student to select one that they know that

they have. Encourage students to help those that are struggling to find one for themselves.

11. 10. Throw a ball to a student and ask the person who catches to feedback how the skill or strength they have

chosen can help with coping with life’s challenges. Why it is important? Celebrate all the good ideas and skills the

students have. Ask the class to be aware of negative self-talk they have over the next week, to write it down and to

practice a few positive phrases, saying them out loud to themselves and noticing how this makes them feel.

Assessment: Students can complete the following personal reflection journal entry: What can I say to

myself to help me feel more positive? Does anyone make me feel a certain way or is it my own reaction? (Expectation: 2

paragraphs)





Title: Bad attitude

Summary: The community will learn how attitude can make a difference in how they progress and become

successful. Students will view movie clips and discuss how attitudes can change and influence people's lives.

Learning Resources Needed: pens/pencils, S.E.L. journal, chart paper, Video: “Attitude is what matters most”



Procedure: 1. Make a chart on the board with three columns: “At work”, “At home”, and “At school”. Then

ask: “What causes you to have a bad attitude in each of these areas?” Students should give responses under each of the three categories. Write the student responses on the board.

2. Toward the end of the 5 minutes, ask this question: “According to your responses, who controls your attitude, you or people around you?”

3. Teacher will play following video: “Attitude is what matters most”: https://www.youtube.com/watch?v=e0tafCYerJY

4. Each group should have one sheet of paper titled, “People with good attitudes”, on which they write the word, “ATTITUDE”, going down the left side. For the first part of this activity, student groups will think of all the characteristics of a person with a good attitude within 3 minutes. They should write those characteristics in sentences that begin with each letter of the word ATTITUDE, as in this example: A: Always sees the best in people and situations. T: Totally content with what they have. T: Takes time to “stop and smell the roses.”

5. Now assign at least 3 of these questions to each student group: 1. List someone you know who consistently has a good attitude. Why do they? 2. List someone you know who consistently has a bad attitude. What things in their life do they allow to give them a bad attitude? 3. How can you have a good attitude, even when things aren’t going your way? 4. Does a good attitude depend on the amount of luck you’ve had recently? Why? 5. If you could, what circumstances would you like to change in your life to help you have a better attitude? 6. People with good attitudes enjoy life more than people with bad attitudes. Why? 7. If a friend has a bad attitude about everything, what are three things you can do to help them change their attitude? 8. What are three ways to avoid or overcome a bad attitude when you can’t control a negative environment or bad circumstances?

6. Ask groups to share selected answers to the questions listed above with the rest of the class. Highlight questions #6, #7, and #8 in particular, to reinforce the thought that a bad attitude causes more problems than it’s worth, hurts other people, and takes away personal control of one’s life.

7. Teacher will explicitly teach the following information: A BAD ATTITUDE MAY COME FROM YOUR ENVIRONMENT. · Social factors like poverty, parents, hard classes, and negative friends can wear you down and give you a bad attitude. · Poor health or physical accidents or pain can demoralize you. · The Media and the News can wear you out with a negative, myopic look at the world, where all the news is bad and nothing is good. A BAD ATTITUDE IS A LOSING ATTITUDE. · A negative attitude has never won a game with a “come from behind” victory. · Nobody likes to be with someone who is always saying how horrible everything is! · A bad attitude prevents you from seeing opportunities. You miss out on a lot of great things because you are so focused on what is wrong with life. YOU CAN’T ALWAYS CHANGE YOUR ENVIRONMENT, BUT YOU CAN CHANGE YOUR ATTITUDE. ·

https://www.youtube.com/watch?v=e0tafCYerJY



The day after a heavy rain, you can look down and see puddles and mud, or look up and see a beautiful sky. It’s a change of perspective. · How you get through life is 10 percent what happens to you, and 90 percent how you choose to deal with it. · Even though things around you are rough, refuse to be controlled by them. Decide to have a good attitude and be in control of your own happiness. MAKE A DECISION TO CHANGE YOUR ATTITUDE AND START TACKLING PROBLEMS THAT ARE GETTING YOU DOWN. · You may have to add some new and positive friends to your life. Negative friends will bring you down, and positive, uplifting friends will encourage you! · With a new attitude, you can conquer any problem! Take it one day at a time, but don’t give up. If you look for the good things in life, you will find them.

Assessment: Students can complete the following personal reflection journal entry: Pick someone you know well who is at least 10 years older than you and has a good attitude. For this assignment, you will need to ask questions about their life, with the hope that you will learn the ways they have been able to have a good attitude. Ask at least the following two questions: (Taking along a tape recorder or video camera for this interview may help.) 1. What is the worst thing that ever happened to you when you were in junior high or high school in these areas: work, relationships, family, school, sports, or other extracurricular activities? How did you feel about it and how did you deal with it? 2. What advice would you give to people my age about having a good attitude through the problems that we will encounter in life? (Expectation: Full transcript) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Attitude counts

Summary: The community will learn about positive and negative attitudes and examine their own attitudes.



Learning Resources Needed: pens/pencils, S.E.L. journal, Attitude Quotient Survey handout (Resource page 3: http://www.fldoe.org/core/fileparse.php/7531/urlt/attitude-counts.pdf)

Procedure:

1. Teacher will explain that attitude is the way we think, feel, and act. In the world of work, employers not only look at your ability to apply your technical skills and knowledge effectively on the job, they also look at your attitude at work. Many times your values help to determine your attitude toward work.

2. Discuss pride, passion, and belief with students. Pride - "Pride" is taken to mean self-dignity. Pride prevents you from doing just enough to get by. If you know everything you do at work or school has your name and signature on it,

then you will give it your best shot and nothing less. Passion - Just a simple plain ‘interest’ in any work or career you choose isn’t enough. However, a burning desire and intense enthusiasm for all things worth doing will pull you

through the challenges of work. Belief - In order to generate that passion, it is important to believe. You have to take personal responsibility for your success, believe that nothing is impossible, and that you can learn from your mistakes and move on. Know that you can achieve all that you set out to do for yourself. You only need to start believing in yourself. 2

3. Ask students how they felt when they came to school today? Did you come with a “just another day” attitude or are you bursting with enthusiasm and positive energy? How can these attitudes impact your day at school?

4. Discuss negative attitudes. Examples such as: makes excuses for not completing work; poor time management, i.e. always late, misses deadlines; doesn’t respect authority such as teacher or supervisor.

5. Ask students to define work ethic. Work ethic is generally associated with people that work hard and do a good job. Many characteristics of work ethic can be summarized using three terms -- interpersonal skills, initiative, and being dependable. If you have a positive attitude toward school and work, you generally have a good work ethic.

6. Have the students complete the Handout - Attitude Quotient Survey. 7. Have students share their scores.

Assessment: Students can complete the following personal reflection journal entry: Read the following quotes from famous people and ask students to interpret the meaning: Abraham Lincoln – I don’t like that man. I must get to know him better. Zig Ziglar – It is your attitude, not your aptitude that determines your altitude. Author unknown – Your attitudes and the choices you make today will be your life tomorrow, build it wisely. Frank Lloyd Wright – The thing always happens that you really believe in; and the belief in a thing makes it happen. Lou Holtz – Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it. Helen Keller – When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has been opened for us. Vince Lombardi – If you aren’t fired with enthusiasm, you will be fired with enthusiasm.

http://www.fldoe.org/core/fileparse.php/7531/urlt/attitude-counts.pdf



Mary Engelbreit – If you don’t like something change it; if you can’t change it, change the way you think about it. Dr. Viktor E. Frankl – I am convinced that life is 10 percent what happens to me and 90 percent how I react to it. We are in charge of our attitudes. (Expectation: one to two sentences for each quote explanation)-bullet formatting is acceptable *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Labels don’t define you

Summary: The community will explore why we tend to label people as human beings, how labels can hurt each other and ourselves and the ways to identify actions that everyone can take to see beyond labels, in an effort to increase awareness of the connection between labeling, stereotyping and bullying.

Learning Resources Needed: pens/pencils, S.E.L. journal, Two video clips: (Labels don’t define you 1: https://www.youtube.com/watch?v=S1UWrMjtq2E & Labels don’t define you 2: https://youtu.be/mK9tSt4TKIg) , poster paper, markers, “Just Because I am…” poem samples: (Resource: https://www.worldpulse.com/fr/node/30976)

Procedure:

1. Ask your class to define “Stereotype” and “Label” 2. Lead a discussion with the following prompts: a. Do students at your school get labeled? b. What are some of these labels? c. What are some labels that give students high status in the school community? What are some labels that give students low status in the school community? (You may ask students to rank the labels that they have brainstormed) d. What does it do to you when you are being labeled? (What does it do to you if you have a high status label? What does it do to you if you have a low status label?) e. Who is the most likely to be bullied? f. How easy or difficult is it to remove your label? g. How do we treat others who are “different” from us? 3. Watch and discuss 2 short video clips produced by stopbullying.gov: Labels Don’t Define You (Can be found above in materials section) 4. Hand out “Just Because” Poem Prewriting Organizer to students. Have students list ways in which they feel they have been stereotyped. Ask students to pick one way in which they have been stereotyped to focus on and answer the questions on the organizer 5. Tell students that they will be writing a “Just Because” poem using the ideas they just wrote about on their graphic organizer. Show students the sample poems so they can see the

https://www.youtube.com/watch?v=S1UWrMjtq2E

https://youtu.be/mK9tSt4TKIg

https://www.worldpulse.com/fr/node/30976



format of the poem. Just because I am ….. (label/stereotype) Doesn’t mean I ….. (associations with the label/stereotype) I am really (self-affirmative statement) 6. Ask students to begin writing their poem using select information from the Prewriting Organizer. 7. Invite students to share their poems, either in the whole class or with a partner. ***POWERFUL CLOSING VIDEO: “I am not black, you are not white”: https://www.youtube.com/watch?v=q0qD2K2RWkc

Assessment: Students can complete the following personal reflection journal entry: We are all more than just stereotypes imposed on us. When a stereotype arises, can you challenge it – even in your own mind? How could you stand up for yourself or others in this situation? (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: The who, what and why of bullying and harassment

Summary: The community will recognize bullying and harassing behaviors, explore different opinions about teasing, bullying and harassment and identify motivations for bullying. Essentially, today’s lesson will increase awareness and sensitivity to the effects of bullying and harassment.

Learning Resources Needed: pens/pencils, S.E.L. journal, chromebooks (1 for each student)

https://www.youtube.com/watch?v=q0qD2K2RWkc



Procedure:

1. Have the class brainstorm all the behaviors they can think of that they consider to be “bullying” (physical, mental, emotional, cyber). Record their responses on the board or flip chart.

2. Define “Bullying.” Bullying is a method of asserting power over someone by repeatedly using aggressive behaviors that are intended to hurt, control, intimidate, or humiliate the target. (Bullying is a pattern of behavior that continues or escalates over time. Bullying typically occurs in a relationship where one person has more power or status than the other. )

3. What is cyber-bullying? (Cyberbullying is defined as using the internet, interactive and digital technologies, cell phones, and other electronic devices to harass, humiliate, threaten and intimidate another person and cause emotional and physical harm.)

4. Number students off 1-4 and break into four groups – assign groups to each corner of the room. Give groups 2 minutes to discuss each of the following prompts and 1 minute to report out their responses. 1. Who gets targeted for bullying? Answer: Targets are usually people who are different, in the minority, have few friends, or are the least powerful. 2. Why do people bully others? How does bullying get justified? Possible Answers: a. Bad mood or temper; expression of anger or sadness b. Desire to feel or appear “cool” or better than others c. Prejudice or discomfort with differences in others d. Desire to get back at or defend yourself from others e. Pressure from others to go along with negative behavior 3. What are some forms of cyberbullying? (www.netsmartz.org/Cyberbullying) Possible Answers: a) Flaming and Trolling – sending or posting hostile messages intended to “inflame” the emotions of others b) Happy-Slapping – recording someone being harassed or bullied in a way that usually involves physical abuse, then posting the video online for public viewing c) Identity Theft/Impersonation – stealing someone’s password and/or hijacking their online accounts to send or post incriminating or humiliating pictures, videos, or information d) Photo-shopping – doctoring digital images so that the main subject is placed in a compromising or embarrassing situation e) Physical Threats – sending messages that involve threats to a person’s safety f) Rumor Spreading – spreading gossip through e-mail, text messaging, or social networking sites

5. Teacher will facilitate whole-community discussion: 1. If a person says “I was just teasing” or “I didn’t mean anything by it,” is it still bullying? 2. Ask the group what are the differences between bullying/harassing versus teasing/joking around? Document student responses on a T-chart. (COLUMN 1) Bullying/ Cyberbullying & Harassing Cyber-bullying on social networks Socially isolating Threatening Non-verbal intimidation Name calling



Spreading rumors Embarrassing Daring someone - they don’t want to do Prank phone calls Repeated negative behaviors (COLUMN 2) Teasing & Joking Around Friends kidding each other Both sides laughing & having fun Laughing at yourself/Self-teasing Joking with someone you know & like Both sides feeling okay about teasing Prompting Questions. Do you think that bullying and harassment is a problem in LCCS? What makes you think that? Are there things we do on-line or with our cell phones that we would never do face-to face? Why? How might the victim feel if nobody steps in? How does the bully feel? What kind of help does the bully need? How does it feel to witness these behaviors? Independent Student GameExploration: http://www.digizen.org/resources/cyberbullying/interactive/

Assessment: Students can complete the following personal reflection journal entry: Students are responsible for teaching their parents/guardians about what they learned today. Students will receive EXTRA CREDIT points if they convince their parents/guardians to download the “KNOWBULLYING” app from SAMHSA on their phones. Students must prove it in some capacity, pictures are allowable. APP WEBSITE: http://store.samhsa.gov/apps/knowbullying/index.html (Expectation:) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Defining sexual harassment

http://www.digizen.org/resources/cyberbullying/interactive/

http://store.samhsa.gov/apps/knowbullying/index.html



Summary: The community will define sexual harassment to include cyberstalking and sexting, identify forms of sexual harassment and understand when words and actions cross the line from flirting to sexual harassment and increase awareness and understanding of legal rights on bullying.

Learning Resources Needed: pens/pencils, S.E.L. journal, dry-erase boards, dry-erase markers

Procedure:

1. Ask students to respond to the following questions. (Record student responses on board or flip chart.) Questions: 1. What are examples of common flirting that you see or experience at school? 2. When does flirting become sexual harassment?

2. Create a T-chart on the board. Column 1: FLIRTING Column 2: SEXUAL HARASSMENT 3. Teacher will solicit responses from students to complete t-chart as a community.

Sample responses for flirting: welcomed attention, flirting goes both ways, makes you feel like you’re in control positively, makes you feel good about yourself, flirting is legal in school Sample responses for sexual harassment: Not wanted, one-sided, aggressive, makes you feel put down or ugly, makes you feel powerless, violation of school rules and legal rights

4. Teacher will read the following definition to whole group: “Sexual harassment is unwanted and unwelcome sexual behavior which interferes with your right to get an education or to participate in school activities. In school, sexual harassment may result from words or conduct of sexual in nature that offend, stigmatize, demean, frighten or threaten you because of your sex. Therefore, sexual harassment is prohibited by AISD, state and federal law. Sexual harassment is determined by the target.”

5. Pair students into dyads before requesting they respond to these four questions on a dry-erase board with a dry-erase marker of their choice: __ Ask students to answer these three questions: a. What is sexual harassment? Answer: Sexual harassment is unwanted and unwelcome sexual behavior. ___b. Who determines if it is flirting or sexual harassment? Answer: Target or victim. ___c. If sexual harassment is illegal in schools, how come it goes on? Answer: Will vary. ___ a. What do students do that allows sexual harassment to continue? What do adults do that allow it to continue

6. Keeping in mind the definition just discussed, explain that students will work in small groups to brainstorm different types of sexual harassment. 1. Divide the class into four groups. Give each group a stack of Post it notes. Assign each group one of the four categories below. Have them write down different types of harassment (one per note) that occur in their assigned relationship: a. Boys to girls b. Girls to boys c. Boys to boys (for example, calling someone “gay”) d. Girls to girls (for example, calling someone “slut” or ruining their reputation)



7. After approximately two minutes, have each group report, one at a time. 8.. Encourage questions and discussion among students after each group report. Challenge any justifications for harassment that may be expressed, such as someone having a "bad reputation" or not conforming to the stereotype of masculinity or femininity. **OPTIONAL RESOURCE TO DISSEMINATE TO STUDENTS: “Sexting scenario” https://www.region10.org/r10website/assets/File/sextingbrochure.pdf

Assessment: Students can complete the following personal reflection journal entry: Students will write a large arrow horizontally on their papers to create a continuum. On the left it will say, “Least harmful” and on the right it will say, “Most harmful”. On the left, place the action, “wink” and on the right, place the action, “sexual assault.” Have students think about all the forms of sexual harassment and identify the harmful behaviors on the continuum. (Expectation:) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: Unhealthy dating relationships

Summary: The community will identify characteristics of healthy relationships, recognize warning signs of abusive relationships and increase awareness of school and community resources. This lesson will focus on the warning signs of unhealthy relationships.

Learning Resources Needed: pens/pencils, S.E.L. journal, PSA commercial: https://www.youtube.com/watch?v=C-ZCyRhFGVk, smartboard, Testimonial video titled, “Causing pain real stories of dating abuse and violence”: https://www.youtube.com/watch?v=9SOZ4Pji90I

https://www.region10.org/r10website/assets/File/sextingbrochure.pdf

https://www.youtube.com/watch?v=C-ZCyRhFGVk

https://www.youtube.com/watch?v=9SOZ4Pji90I



Procedure:

1. Teacher will open the lesson with a PSA titled, “When does caring become controlling: https://www.youtube.com/watch?v=C-ZCyRhFGVk

2. Teacher will place the following quiz on the smartboard: http://coolnotcoolquiz.org/ 3. Teacher and students will work collaboratively to complete quiz and discuss findings and

implications. 4. Teacher will explain that the video we will watch today will display a variety of scenarios and

warning signs of abusive relationships. Each student can stop and jot signs they identified in the video and prepare their commentary at the end of the class.

5. Teacher will play a video titled, “Causing pain real stories of dating abuse and violence” (Resource: https://www.youtube.com/watch?v=9SOZ4Pji90I)

6. Teacher will facilitate discussion to complete anchor chart: “Warning signs of dating violence”

Assessment: Students can complete the following personal reflection journal entry: Select one of the three statistics below that surprised or shocked you the most. Share a one paragraph reflection/insight. Statistic options: One in three teens say they have been text messaged 10, 20 or 30 times an hour by a partner wanting to know where they are, what they’re doing, or who they’re with. (Technology and Teen Dating Abuse Survey, 2007) One in four teens in a relationship have been called names, harassed or put down by a partner through cell phones and texting. More than half of teen girls say pressure from a guy is a reason girls send sexy messages or images, and 18 percent of teen boys say pressure from a girl is a reason (Sex and Tech Survey, conducted by the National Campaign to Prevent Teen and Unplanned Pregnancy, 2008). (Expectation:) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




Title: What’s the difference

https://www.youtube.com/watch?v=C-ZCyRhFGVk

http://coolnotcoolquiz.org/

https://www.youtube.com/watch?v=9SOZ4Pji90I



Summary: The community will define the terms job, occupation and career in an effort to distinguish various paths different students take as they start thinking about the future. Students will gain an understanding of why it is important to be able to differentiate between those three above-mentioned terms.

Learning Resources Needed: pens/pencils, S.E.L. journal, Student worksheet page 2 (Resource: https://www.careercruising.com/newmedia/docs/American/Activities/FFA%20Activities/Activity16_FFA.pdf) , chromebooks (1 for each student)

Procedure: 1. Teacher will explain to students that today’s lesson focuses on comparing the differences

between jobs, occupations and careers. 2. Teacher will encourage students to create a 5 minute mindmap that involves those three

words above. (Provide stopclock) 3. At the conclusion of the time, students are encouraged to share their logic and thinking

behind their maps. 4. Teacher will explain the following:

(A) Jobs = an activity through which an individual can earn money. It is a regular activity in exchange for payment. This typically doesn’t provide long-term satisfaction.

(B) Occupations = a series of related jobs. Wide category of jobs with similar characteristics, typically a broad category for what someone does on a continual basis.

(C) Career = pursuit of a life-long ambition or the general course of progression towards lifelong goals. A career is the accumulation of all of the jobs in one or more occupations that have made up an individual’s life work. Lifetime journey of building and making good use of your skills, knowledge and experiences.

5. Students are expected to revisit their mindmap and make the appropriate changes by placing a “J” next to jobs they listed, a “C” next to the careers they listed and an “O” next to the occupations they listed.

6. Students are encouraged to share out their synthesized responses. 7. Students will work independently to take one or both of the following career quizzes:

(A) Princeton Review: http://www.princetonreview.com/quiz/career-quiz (B) Educations Career Test: http://www.educations.com/career-

test#utbildningstest ***STUDENT EXPLORATION: http://www.bls.gov/k12/content/students/careers/career-exploration.htm

Assessment: Students can complete the following personal reflection journal entry: What life decisions do you think you will need to make on your adult career path? (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


https://www.careercruising.com/newmedia/docs/American/Activities/FFA%20Activities/Activity16_FFA.pdf

https://www.careercruising.com/newmedia/docs/American/Activities/FFA%20Activities/Activity16_FFA.pdf

http://www.educations.com/career-test#utbildningstest

http://www.educations.com/career-test#utbildningstest

http://www.bls.gov/k12/content/students/careers/career-exploration.htm





Title: Satisfying and rewarding career path

Summary: The community will be introduced to the concept of a career path and explore how personal decisions impact a life-long career path.

Learning Resources Needed: pens/pencils, S.E.L. journal, samrtboard, chromebooks (1 for each student)

Procedure: 1. Teacher will explain to students that today’s lesson will focus on a “career path” that they

may be interested in for the future. Students are to be reminded that an occupation is a series of jobs, while a career is the lifetime of making good use of your skills, knowledge and experiences.

2. Teacher will ask each student to silently generate a question they think they would need to ask themselves in order to choose a job, an occupational area or make decisions on a career path. Teacher will record the responses on the board. SAMPLE QUESTIONS: how well does the job/occupation/career match my interests? How much education is needed? How long will I have to go to school for? How much will I earn a year in terms of salary? How much will I earn in a lifetime? What kinds of skills will I need to learn? Does my personality suit this position? What type of environment will I be working in? What is the job prediction for this career path?

3. Teacher will explain that they are going to use a government website to compare and contrast career clusters. Teacher will pull up the following website on the smartboard: https://www.careerwise.mnscu.edu/careers/clusters.html

4. Students will work independently and select two career clusters they are interested in and complete a venn diagram citing salary, skills, major industries, majors (any other information teacher would like for them to compare)

5. At the conclusion of the period, teacher will facilitate discussion about student findings and encourage students to “select a career path”.

Assessment: Students can complete the following personal reflection journal entry: What are your

natural talents? What’s your work style? Where do you like to work? Do you enjoy social interaction? How important to you is work-life balance? Are you looking to give back? Are you comfortable in the public eye? Do you

deal well with stress? How much money do you want to make? (Expectation: Bulleted responses are acceptable) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


https://www.careerwise.mnscu.edu/careers/clusters.html





Title: Ask an employer **CAREER GUEST SPEAKER**

Summary: Community members will understand what is expected of teenagers in the workplace and identify ways to gain experience as a teenager as they engage the guest speaker with prepared questions and commentary.

Learning Resources Needed: Guest speaker(s), student S.E.L. journals, pens/pencils

Procedure:

86. 1. Arrange for a business person from the community who employs teenagers to talk to the students

as a guest speaker. Be sure to provide a copy of the What Did I Learn worksheet as soon as possible

before the presentation to the guest speaker so they can cover those questions. Before the

presentation, students should have generated 5 questions around the question, “What do I want tpo

learn?” (T-Chart) Explain that in the first column, students should list facts they already know about

working as a teenager. In the second column, students should list questions they hope will be

answered by the speaker. In the third column, the students should list facts they have learned from

the speaker.

87. 2. Guest speaker

88. 3. Encourage students to take notes on their chart when they hear responses or commentary that

addresses their hopes.

89.


notebooks: Students are expected to conduct a 10 question interview and transcribe it in its entirety

with ANY individual in a career field they are considering. Students are responsible for generating the

10 questions. Students are expected to add one paragraph at the end detailing and reflecting on their

experience in this interview. (Student expectation: Full transcript + 1 paragraph)







Title: Leadership Styles & Colors

Summary: Community members will gain an understanding that there are as many approaches to leadership as there are leaders. Today’s lesson will build an awareness of frameworks and styles that can help you develop your approach and to be a more effective leader.

Learning Resources Needed: Guest speaker(s), student S.E.L. journals, pens/pencils, paper, large cutouts of the following colors: blue, gold, green, orange

Procedure:

90. 1. Teacher will have the following names written on the board, accompanied by a picture of each:

Mahatma Gandhi, Winston Churchill, Martin Luther King, Jr., Steve Jobs.

91. 2. Teacher will ask students to generate one word each, that all of those people have in common.

(LEADER)

92. 3. Teacher will place the large colors around the room (listed in resources) and ask the students to

SILENTLY walk over to the color that best connects with their personality. NO TALKING.

93. 4. Instruct students that you are going to share information with them about the “ups and downs” of

people who identify with this color. There should be NO TALKING or put downs about others, but

laughing is ok if you hear something that really describes YOU, no one else.

94. Teacher will read the following summaries of each color aloud:

95. (A) BLUE: relationship-oriented I need to feel unique and authentic, enthusiastic, sympathetic,

personal. I look for meaning and significance in life. I am warm, communicative, compassionate and I

need to contribute, to encourage and to care. I am idealistic, spiritual and sincere. I value integrity and

unity in relationships. I am peaceful, flexible and imaginative. I am a natural romantic, poet and

nurturer. I motivate and interact with others at work.

96. (B) GOLD: structure-oriented I need to follow rules and respect authority. I am loyal, dependable

and prepared. I have a strong sense of what is right and wrong in life. I am thorough, sensible and

punctual. I need to be useful and belong. I am faithful, stable and organized. I value home, family and

tradition. I am caring, concerned and concrete. I am a natural preserver, a future parent and helper. At

work, I can handle many details, am the backbone of the company and believe strongly that work

comes before play.



97. (C)GREEN: cognitive-oriented I seek knowledge and understanding/ I am analystical, global and

conceptual. I live by my own standards. I am cool, calm and collected. I need explasnation and

answers all the time. I am inventive, logical and a perfectionist. I value intelligence, insight, fainess and

justice. I am an abstract-thinker, hypothetical and investigative. I am a natural non-conformist, a

visionary and a problem-solver. At work, I believe it is all about play. I am drawn to constant

challenges in careers and once I have perfected an idea at work, I move on.

98. (D) ORANGE: impulse-oriented I act on a moment’s notice. I am witty, charming and spontaneous.

I consider life a game, here and now. I am impulsive, generous and impactful. I need fun, variety,

stimulation and excitement .I am optimistic, eager and bold. I value skill, resourcefulness and courage.

I am physical, immediate and fraternal. I am a natural trouble shooter, a performer and a competitor.

At work, I am bored with jobs that are routine and structured. I want a career that allows me

independence and freedom because I am a natural performer!

99.

5, Teacher will place powerpoint on smartboard:

http://www.lonestar.edu/departments/studentactivities/True_Colors_Exploring_Leadership_Styles.

pdf

6. Teacher will engage students in discussion regarding the facts they agree with and disagree with in terms of their personality colors and how it relates to their leadership style.


notebooks: What frustrates you about your personality style color? How does your color personality

style enhance your leadership skills? (Student expectation: 2 paragraphs)



Month: May Lesson #: 2 (part 1)


Title: Monsters Inc. Movie & 7 Habits of Highly Effective Teens (part 1)

Summary: Community members will watch and respond to the popular movie, Monsters, INc. in an effort to identify leadership qualities. This lesson will be a two-day lesson, active learning experience.

http://www.lonestar.edu/departments/studentactivities/True_Colors_Exploring_Leadership_Styles.pdf

http://www.lonestar.edu/departments/studentactivities/True_Colors_Exploring_Leadership_Styles.pdf



Learning Resources Needed: Guest speaker(s), student S.E.L. journals, pens/pencils, smartboard (free movie Monsters, Inc resource: https://xmovies8.org/watch?v=Monsters_Inc_2001) , Student handout: The 7 habits of highly effective teens (resource: https://cdn.studentleadership.ca/wp-content/uploads/2014/02/MonstersIncand7HabitsTeens.pdf) , Student leadership self-assessment handout (Resource: http://sparkaction.org/sites/sparkaction.org/files/nydic/documents/int_toolkit/leadershipchecklist.pdf)

Procedure:

100. 1. Teacher will explain that today’s lesson is all about identifying leadership qualities in people

around us. However, the twist is, we will identify them today…IN MONSTERS!

101. 2. Teacher will ask students to privately take the, “Leadership Skills and Qualities

Checklist” for self-assessment purposes. (Resource:

http://sparkaction.org/sites/sparkaction.org/files/nydic/documents/int_toolkit/leadershipche

cklist.pdf)

102. 3. Teacher will encourage students to share findings, but be mindful of students who are

able to, “pass” comfortably so long as they cite a reason using effective communication or an I-

Statement.

103. 4. Teacher will pass out the “monsters, inc.” handout and go over in detail, the

expectations. Students will be working and watching in this two-day lesson.

104. 5. Teacher will play Monsters, Inc: (resource link to free movie above).

105. 6. Teacher will stop 10 minutes prior to the class ending to go over student responses.

Students must go back and correct any errors on their assignment based upon peers’ accurate

responses.


notebooks: Students will select one of the three leadership memes below they best relate to and

explain why they feel that meme reflects the concept of leadership the most:

https://xmovies8.org/watch?v=Monsters_Inc_2001

https://cdn.studentleadership.ca/wp-content/uploads/2014/02/MonstersIncand7HabitsTeens.pdf


http://sparkaction.org/sites/sparkaction.org/files/nydic/documents/int_toolkit/leadershipchecklist.pdf






Option 1:

Option 2:

Option 3:

(Student expectation: one paragraph)



Month: May Lesson #: 3 (part 2)




Title: Monsters Inc. Movie & 7 Habits of Highly Effective Teens (part 2)

Summary: Community members will watch and respond to the popular movie, Monsters, INc. in an effort to identify leadership qualities. This lesson will be a two-day lesson, active learning experience.

Learning Resources Needed: Guest speaker(s), student S.E.L. journals, pens/pencils, smartboard (free movie Monsters, Inc resource: https://xmovies8.org/watch?v=Monsters_Inc_2001) , Student handout: The 7 habits of highly effective teens (resource: https://cdn.studentleadership.ca/wp-content/uploads/2014/02/MonstersIncand7HabitsTeens.pdf) , Student leadership self-assessment handout (Resource: http://sparkaction.org/sites/sparkaction.org/files/nydic/documents/int_toolkit/leadershipchecklist.pdf)

Procedure:

106. 1. Teacher will begin the lesson by asking students to break themselves into groups by which

meme they selected best represented leadership from previous week’s reflection homework

assignment. Students will facilitate mini discussion and be prepared to share group’s findings with

entire community.

2. Teacher will pass out the “monsters, inc.” handout and go over in detail, the expectations.

Students will be working and watching in this two-day lesson.

3. Teacher will play Monsters, Inc: (resource link to free movie above).

2. 4. Teacher will stop 10 minutes prior to the class ending to go over student responses. Students

must go back and correct any errors on their assignment based upon peers’ accurate responses.


notebooks: Who was the world’s best leader? Students will go onto the following website that lists 50

great leaders of the world. Students are expected to reflect and choose one!

(Student expectation: three paragraphs (paragraph 1: selection of leader and quick bio, paragraph 2:

How they impacted the world, paragraph 3: the skillsets and qualities they possessed that made them

good leaders)



https://xmovies8.org/watch?v=Monsters_Inc_2001








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8th grade




















*Extension activity: As a class unit, create a classroom mission statement that is both in alignment

with the group norms that were just created, as well as with LCCS’.





8th grade



Title: LCCS Student Handbook

Summary: LCCS’ Middle School has a student handbook that was created during the 2016-2017 school year. As well as setting group norms for the classroom, it is equally as important to clearly indicate the behavioral, academic and personal expectations the school has for them as a whole. Clear expectations lays the foundation for what tone is to be set for the year.

Learning Resources Needed: LCCS MS Student Handbook, Handbook Presentation https://drive.google.com/file/d/0BzRdRnwRv1l-UDFGbFhHdUFHc0lpandJX1piOGt3LXVtSllB/view?usp=sharing , student S.E.L. journal, pencils/pens, whiteboard with dart board student generator already loaded

https://drive.google.com/file/d/0BzRdRnwRv1l-UDFGbFhHdUFHc0lpandJX1piOGt3LXVtSllB/view?usp=sharing





1. Teacher will introduce today’s lesson foci: identifying the middle school student expectations listed in the student handbook

2. Teacher will write the following word on the board: EXPECTATIONS. Teacher will allot 5 minutes to the class, as they can word in teacher-appointed dyads (pre-load the student dartboard to enhance engagement & sense of joy). Each dyad will use the time given to find as many smaller words inside the word expectations.

3. Teacher will place timer on the board: http://www.online-stopwatch.com/classroom-timers/

4. Once 5 minutes is completed, the groups will call out words they identified so the teacher can create a class list on the board. Once the list is constructed, the teacher will affirm the groups’ works, but circle the most important words in relation to student expectations: I, CAN, EXPECT. Teacher will explain the significance of those words: I – expectations are given to the entire school population but you can only control one person and that is you. If you worry about, “I” only, your attitude, academic prowess and behavior will elevate CAN – at LCCS, we have a growth mindset. If you lead with positive thoughts, positive attitudes and behaviors will follow. EXPECT – do your homework. Know the student handbook. If you can adequately prepare for something and predict, then you have a higher success rate. Now it’s up to you to decide if you want to evolve and grow or not.

5. Teacher will allow students time to thumb through the handbook, as he/she carefully reviews the expectations.

6. Teacher will open dialogue up for students who want to give feedback, however while this is a democratic classroom, teacher will be sure to address the students’ apprehension or disagreement by identifying the reason the expectation was created (Note: Students feel the need to know why so that they can determine if the school is doing it in their best interest or to put a hold on autonomy in some fashion.) Be sure to try and link it to a CIRCLE value, mission statement, classroom norms or something similar.

7. Teacher can play CIRCLE NOTES presentation: https://drive.google.com/file/d/0BzRdRnwRv1l-UDFGbFhHdUFHc0lpandJX1piOGt3LXVtSllB/view?usp=sharing

8. Closure: Classroom discussion allowing students to give valuable feedback on student handbook.

*Extension activity: Discuss how the classroom norms they created last class align with the

handbook’s expectations

http://www.online-stopwatch.com/classroom-timers/





Assessment: Students will respond to the following personal reflection journal prompt: Expectations are designed to keep students safe and in an ever-state of constant growth. Knowing oneself is important because you can predict which expectations you’ll find a lot of success with and which ones you will struggle with. Please identify one of each and elaborate on what, in your personality, attitude or core beliefs, is going to contribute to it. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: Where we are from map

Summary: LCCS rests in one of the most diverse cities in America and our classrooms reflect that amazing gift. Today’s lesson will identify and celebrate our diversity in a very visual way, in an effort to build our school and classroom community even more so.

Learning Resources Needed: Map of the world (interactive on smart board):https://www.amcharts.com/visited_countries/



, student S.E.L. journal, pencils/pens, whiteboard, song (don’t show video, just play song aloud):https://youtu.be/xT_2U1u5-bY

Procedure:

1. Teacher will introduce today’s lesson foci: (play the song only, don’t show video; https://youtu.be/xT_2U1u5-bY

2. Teacher will place students in groups of four. (Can use online group creator: http://www.transum.org/software/RandomStudents/)

3. Once song is completed, teacher will ask the prompting question: What was the main idea or premise of that song? Each group has to prepare one sentence only that captures the main idea of the song, which is today’s lesson’s focus

4. Teacher will affirm which group was closest and define diversity for the class 5. Teacher will deliver an explanation on diversity to include race, religion, physical attributes,

cultural, geographical, etc. Teacher will explain that today’s lesson will allow us to visually see our diversity, while testing out our map skills, while giving us our first task at partner communication! (Take this as a challenge)

Teacher will place this interactive map on the board: https://www.amcharts.com/visited_countries/

6. Students are slated with the task of pairing up into self-selected dyads. Challenge: With no one that you consider a very close friend (*Inject humor: “If you’re not sure if they are a close friend or not…if they don’t know your middle name or your mother’s/guardian’s first name or have eaten her/his food…then they aren’t a close friend.”)

7. Each dyad will have two minutes to share with their partner what country their family heritage is from. (Classroom Timer placed on board.)

8. In a circle, the teacher will select a dyad at a time. Each dyad will share with the class where they and/or their family originates from. Allow other students to provide feedback. Teacher can foster connections at this point to bring community together. Each dyad will have to go up to the interactive board and CLICK the country of their partner’s descent. If the student needs help, only his/her partner can provide him/her with verbal, directional instructions. *(Note: Make sure when each dyad finds success, they high five the entire community circle (It will look like a basketball player slapping fives as they run out of the tunnel. Be sure to enforce behavioral instructions discussed the class prior.) Allow every dyad to go. Teacher will self-select personal country/state of origin to complete the activity.

9. Classroom discussion: Teacher will explain that every country, every family has core values/beliefs. Those values/beliefs are carried with each and every one of you. When you all step foot into this classroom, our classroom is RICH! Open up the dialogue to anyone who wants to share how they contribute to our “richness”. (Language and affirmation is important. Make connections if possible.)

https://youtu.be/xT_2U1u5-bY

http://www.transum.org/software/RandomStudents/



10. As teacher closes the lesson with this meme: , teacher will explain that as we continue throughout the year, we will be tapping into our strengths and differences and diversity as we learn to be ONE community and constantly engage in perspective-taking.

Assessment: Students will respond to the following personal reflection journal prompt: Today we learned about the cultural diversity in our classroom. To explain this to others, often times people use analogies. Create 1 (mandatory) or 2 (extra credit) analogies to explain diversity. Use the accompanying paragraph to elaborate on the metaphor. (Expectation: 1 bullet and a paragraph or challenge: 2 bullets and 2 paragraphs –extra credit) (Example: "Diversity is like an orchestra. You have different people playing together, the parts and whole, all making beautiful sounds" + explanation paragraph) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes: **Have students bring in a hardcopy of a picture of themselves for next class. (*Inject humor: Selfies accepted).

8th grade



Title: Introduction to me



Summary: Last class, we identified some similarities and differences as it pertains to where we and our families’ are from. Today, we will introduce ourselves on a more personal level, in order to build community and partnerships within the classroom.

Learning Resources Needed: Five point star template, construction paper, markers, tape, student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/)

Procedure:

1. Teacher will give each student a star to personalize. Have students either write their names

or paste a photograph of themselves in the center of the star.

2. Tell students that each point of the star represents a category. Tell students to write their

answers for each category at the points of their star.

3. After students have completed their stars, have them move around the room and find as

many matches with other students as they can. Have students make a list of all the

classmates with whom they have something in common.

4. List the five categories on a piece of chart paper and elicit students’ responses for each

category y. After the lists are complete, have students discuss the following questions:

a. Are you surprised at the number of similarities that exist among the people in

this class? Why or why not? b. How is recognizing these similarities important

to how we work together? c. Could any of these similarities cause problems?

Explain your thinking. d. What kinds of differences exist among the people in

this class? e. How is recognizing these differences important to how we work

together? f. Could any of these differences cause problems? Explain your

thinking. g. Why is it important to recognize both the similarities and

differences that exist among people?

b. NOTE: The categories should be the same for all students and decided upon

in advance of this activity. Suggested categories include state or country

where I was born, a hobby I enjoy, my strongest quality, a volunteer activity

that I am involved in, my favorite subject in school, my intended career

5. Ask students to think about the meaning of the word diversity. Either as a whole group or in small

cooperative groups, have students prepare a web using the word “diversity.” Have them include both

their own general understanding of the word and as many examples as possible (e.g., different races,

religions, languages).

6. Have the class work together to develop a working definition of diversity that takes into account all

of their thinking. Write the class’s definition on a piece of chart paper.



7. End the lesson by asking students to reflect on why they think you have had them participate in

this assignment and how having a class definition of diversity can be useful.

8. Post student stars, the compilation of student responses, and the class definition of diversity in the

classroom. *(Use these as future references, even when trying to mediate peer-to-peer conflicts by

identifying commonalities, which can be the basis for understanding or the attempt to.)

Assessment: Students will respond to the following personal reflection journal prompt: Today, we got a bit more personal and shared a bit of ourselves with our classroom community. There were many similarities and differences between all of you. A) How do you think you could use the similarities you found amidst your classmates, in order to improve your social life/academic life? B) Do you think the differences found amidst your classmates will prove to be helpful or hurtful to your classroom community? Explain. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes: *Note: Sign up for free account at medianetwork.site (access to books online for free) Ms. Muse also has hardcopy of this book, so if you need an additional copy, feel free to come make copies (for next lesson)

8th grade



Title: Everybody is looking at me



Summary: This month, we are focusing on self-esteem and self-concept. Often times, we, as human beings, try to validate ourselves, but find ourselves seeking validation from others. Today’s lesson will follow a touchstone’s format with a passage titled, “Everybody is looking at me,” by Rick Bundschuh

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/)

Procedure:

1. Teacher will reinforce classroom norms and add one that references discussion formats,

should it not have been created previously. (Example: allow everyone an opportunity to

speak) (Example: use sentence starters to respectfully disagree with someone’s statement)

2. Teacher will tap into their Touchstone’s class format and explain that today’s advisory class

will follow the same format

3. Students will arrange themselves into a community circle

4. Teacher will pass out today’s passage, “Everybody is looking at me” (pgs. 21 22, 23)

5. Teacher will read aloud as students follow along on each of their copies (pass out copies)

6. Students will have 8 minutes to read independently. Students are instructed to underline two

sentences that elicited an emotional or cognitive response from them while they were

listening to it being read aloud or when they were reading it independently.

7. Community discussion. Prompting questions: What kind of emotions came through for you as

you read it? How are Mike and John similar/different? How would you describe the behavior

of their classmates? If their classmates were practicing C.I.R.C.L.E. values, how could they

have helped Mike and John? Etc…

Assessment: Students will respond to the following personal reflection journal prompt: Today we read about two fictional characters John and Mike. Those characters and what they endured could happen to anyone. Have you ever experienced something like this at LCCS? Explain. If not, have you seen it happen to a friend or a peer at LCCS? Explain. What C.I.R.C.L.E. value do those types of behaviors violate the most? Explain. (Expectation: 3 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.




8th grade



Title: Power over prejudicial judgment

Summary: Today we will explore the concept of prejudice and to consider the unfairness of judging people on the basis of characteristics over which they have no control. Students will look inward to identify the positive traits and qualities they possess, for which they want to be known for, as opposed to the prejudicial judging that may occur.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), student independent worksheets pages 1-3: http://breitlinks.com/careers/career_pdfs/mystrengths.pdf

Procedure:

1. Teacher will introduce today’s lesson focus: Last class we read about John and Mike, two

students who were getting made fun of mercilessly based on judgments made by their peers.

No one took the time to identify their strengths and judge them positively and accordingly.

Today we will be examining prejudices and looking inwards to identify our own personal

strengths, so that we can positively develop our self-concept.

2. Write the word prejudice on the board. Instruct students to respond in a free-writing exercise

about their understanding of the word and any feelings that the word evokes for them. Allow

5-8 minutes for the free-writing activity. (*Note: Classroom stopwatch)

3. After completing the writing assignment, have the class work together to create a web for the

word prejudice. (*Note: May be an excellent time for students to select two partners that

have differences from them as shown on the star posters hanging in the room still.) Record

students’ responses on the board.

4. Provide students with a definition of prejudice and then ask them to consider how prejudicial

thinking is frequently based on stereotypes. (Suggested definition: Prejudice is prejudging or

making a decision about a person or group of people without sufficient knowledge.

Prejudicial thinking is frequently based on stereotypes.)

5. Continue a whole-group discussion using some or all of the following questions: a. Do you

think that prejudice is often a result of judging a person or group on the basis of things over

which they have no control? (e.g., skin color, size, gender) Elicit examples. b. Is it fair to judge

people by such characteristics? If not, why do you think it happens so often? c. What are

some ways that people learn prejudices? What are some reasons why prejudice is so difficult




to “unlearn. Have you ever felt excluded? Explain the situation and how you felt. Do you think

that the exclusion was based on prejudice or something else? How did you decide whether or

not prejudice was the reason for the exclusion? e. What is the difference between prejudice

and a legitimate reason for not liking someone? Give an example of each that illustrates how

they differ. f. Do you think that there are people or groups of people in this school or

community who feel excluded? Explain your answer. g. How is everyone ultimately hurt when

some people are made to feel excluded?

6. Teacher will introduce today’s independent work: identifying positive strengths and qualities

that can counteract prejudicial judging and ultimately shift the sense of power.

7. Teacher will distribute pages 1-2 to each student and place an allotted time on the board

(*Note: Classroom stopwatch). Students will complete independently.

8. Community closure circle: Students and teacher will sit in a circle and respond to the

following prompt aloud, “Sometimes people judge me based on ____, but what they don’t

know is that I am great at______.” (allow for feedback and use their feedback to draw

connections)

Assessment: Students will respond to the following personal reflection journal prompt: Students will complete the family homework (page 3 from the above-mentioned therapy worksheets). Incorporating friends and families into helping a student identify their strengths tightens the community and enhances the student’s self-concept and self-esteem. (Expectation: Completed worksheet page 3) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: Name-calling

Summary: Today we will examine the consequences of using stereotypical labels to describe people and to consider appropriate responses to name-calling when it occurs, in order to develop affirmations that enhance our self-esteem and take away power from the name-calling.



Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), student worksheet: https://drive.google.com/file/d/0BzRdRnwRv1l-Q3dCamN2bnFnaFk/view?usp=sharing, box or container

Procedure: (Place students into community circle)

1. Ask students to think about names that they have been called and write them at the top of

a sheet of paper.

2. Assure students that they do not need to censor their responses because they will remain

anonymous.

3. Continue by having students write, at the bottom of the same sheet of paper, how they felt

being called the names that they listed above. Again, assure them that their responses will

remain anonymous.

4. Collect all of the papers and throw them into a box or container. Have each student pick

one at random. Once everyone has selected one. Instruct them all to open it all at the same

time. Give students a minute to process it, as some of the written names may evoke some

emotional responses.

5. Next, have each student read the name they’re holding, but this time record the words on

the board as you go. Put a checkmark by repeated words and phrases.

6. Ask the group to discuss their feelings about the names they’re hearing by using some or

all of the following questions as a guide to the discussion: a. What is the impact of name-

calling? Are the results primarily constructive or destructive? b. Which of the names that

were read are based, at least in part, on stereotypes? Explain the stereotypes behind some of

the names. c. Do you think that name-calling is common? If so, why do you think it is

common? d. What are some possible long-term effects if someone is repeatedly called

hateful names? (e.g., low self-esteem, depression, anger) e. Is there a lot of name-calling in

this school? If so, do the adults in the building interrupt the name-calling when they hear it?

Do you think they should? f. If the adults don’t interrupt name-calling when they hear it, why

do you think that might be? g. What effect might persistent name-calling have on a school’s

overall atmosphere? h. What are some possible ways to respond when you are called a

hurtful name without retaliating using more hateful and hurtful words? (e.g., ignoring the

person, suggesting that the person get to know you before making assumptions, asking an

adult for help if the name-calling continues) i. What are some non-confrontational ways to

respond if you hear your friends calling others hurtful names? What are the benefits and

challenges of saying something to your friends in such a situation? j. Would you ever

intervene if you heard someone that you didn’t know calling someone a hurtful name? Why

or why not?

7. Distribute the “One Person/Many Roles” worksheet, one copy of the worksheet for each

student. Allow time for students to reflect on the various roles they have played in the past,


https://drive.google.com/file/d/0BzRdRnwRv1l-Q3dCamN2bnFnaFk/view?usp=sharing



and to write some notes for themselves in each of the four squares. Encourage students to

write something in all of the squares. (*Note: Place a set time on the classroom timer)

8. After students have completed this task, form pairs or small groups and ask each student

to select one square from the worksheet to discuss with others in the small group. Allow 10-

12 minutes for this discussion. Following the small group discussion conduct a discussion with

the whole group using the following discussion questions. a. Which role, if any, was hardest

for you to acknowledge and discuss? Why do you think that might be? b. Which role, if any,

was easiest to discuss and why? c. What, if anything, might prevent you from being an ally or

confronter? d. What do you want from others when you are being targeted? e. How can

bystanders learn to become allies?

Assessment: Students will respond to the following personal reflection journal prompt: Create a bulleted list of 10 affirmations that counteract names you’ve been called in the past. Affirmations are one sentence only (Expectation: 10 bulleted sentences) Example: If you were called ugly in the past, one affirmation could be, “I am uniquely beautiful on the inside and out.” Example: If you were called faggot in the past, one affirmation could be, “I am worthy of love from the ones I seek it from.” Example: If you were called nigger in the past, one affirmation could be, “My melanin makes me beautiful and empowered.” *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes: Have star or happy face stickers or hand stamper ready for next class.

8th grade



Title: Love yourself - RIP “I Can’t”



Summary: Today we will define self-concept and personally reflect on how we view ourselves vs how others view us, in order to identify positive qualities we possess.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), whiteboard (display the memes), stamper of a star or happy face (can use stickers instead)

Procedure:

***As students walk into the classroom, immediately stamp or place sticker on the hands of

some of the students, but not all of them. (No logic to who is selected and do not explain it.)

1. Teacher will explain today’s lesson focus: developing a positive self-concept by looking

inwards and ignoring outside influences

2. Student do now (5 minutes): Select one of the three memes below and authentically respond

to it. (First things to come to mind, emotional, cognitive, how it relates to prior lessons,

anything)




3. Group students by the number meme they selected (All who selected the first one, group up

together somewhere in the room, and so on and so forth). Allow 3 minutes of discussion and

encourage groups to deduce their thinking into one sentence that explains the meaning of

the meme.

4. Teacher will explain they all have to do with self-concept: an idea of the self-constructed

from the beliefs one holds about oneself and the responses of others.

5. Teacher will continue to explain that it is SELF-CONSTRUCTED. Meaning each and every one

of us has the power and the choice to decide how they feel about themselves. As individuals,

we get messages from everywhere: our parents/guardians, siblings, friends, teachers,

strangers, media, etc. The world tells us you are worthy if you’re beautiful, if you’re talented,

if you dress nicely, if you’re athletic, if you’re skinny, if you’re college-educated, etc. But what

about this quote: “You’re worthy and special just because. No qualifications necessary.”

6. Teacher brings conversation back to the stamping/stickers from when the students entered

and poses the questions: 1. How did you feel when you realized some students received a

stamp/sticker and you didn’t? (Why do you think that is) 2. Are you considered less than if

you didn’t receive one? In the eyes of whom? Explain.

7. Teacher will deliver direct instruction on the self-concept circle:

The person I think I am.

The person others think I am.

The person others think I think I am.

8. Teacher will provide students with positive self-concept talk that she/he will write on the

board: “I can do anything I really want to.”

“I am a great person to be friends with.”

As I See Myself

My Actions

As Others See Me

Other’s Reactions To Me



“I have definite strengths and abilities.” Teacher will then encourage students to add to the class-generated list of positive

affirmations to boost self-concept.

9. Teacher will explain that we are about to have a community funeral of our, “I can’ts”

List your “I can’t” characteristics on a sheet of paper.

Add things your parents say you do wrong.

Add things your teachers say you are not good at.

Add things your classmates/siblings say you do wrong.

Add things others say you do wrong.

How do you feel?

Shred your paper (RIP)

Treat yourself in honor of the occasion. (I’m glad I’m me!)

10. Closure: teacher will reiterate today’s lessons main points and conclude wit the following

quote: “The decision you make to love yourself is the most important decision you will ever

make.” (Allow student feedback so they can practice bringing closure to the lesson.)

Assessment: Students will respond to the following personal reflection journal prompt: List 5 things you really love about yourself! List 5 things you don’t like about yourself and next to each, add a one to two sentence plan of how you can change that into a positive. (Expectation: 10 bulleted sentences) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: Core tenets of my relationships

Summary: This month we will be focusing on healthy peer to peer interactions and boundary-setting across many mediums. Encouraging students that there are safe places, resources and people they can enlist the help from will be powerful as they evaluate the health of their relationships.



Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), healthy relationship worksheet: https://drive.google.com/file/d/0BzRdRnwRv1l-WnhseWxrXzZ6RFU/view?usp=sharing

Procedure:

1. Student do now (5 minutes): Create a list of everyone you do or could have a

relationship with

2. Once the time is up, teacher will encourage students to take a look at their list and

“group, label, write”. See if you can circle and categorize any into subcategories of

relationships. (For example: If student listed 5 peers, circle them and label it as

friendly relationships/platonic relationships. If a student listed teacher, minister and

principal, then circle them and label it as professional relationship, etc.)

3. Teacher will explain that there are many types of relationships (professional,

acquaintance, personal, sexual, dating, etc.) However, in order to have a successful

ones, you have to know yourself and set your expectations first. (Teacher can

encourage feedback and facilitate the conversation towards making the connection

of students being successful at school because they know the expectations set forth.)

4. Teacher will pass out the healthy relationships worksheet to each student:

https://drive.google.com/file/d/0BzRdRnwRv1l-

WnhseWxrXzZ6RFU/view?usp=sharing

5. (Touchstone’s style) Teacher will read it aloud and give students time to reflect

6. Teacher will give students 3 minutes to read independently. In that time, students

will identify their TOP THREE (label it on the paper)

7. Community discussion will ensure. Possible prompting questions: what was your

order in rank? Why did you place them in that order? If one had to be removed,

which would it be? Does your family upbringing/culture influence your decisions?

What happens if a relationship does not have these traits/qualities? What happens if

someone expects these things in a relationship, but does not give them out in return?

8. Independent student work: Students will be given time to come up with CORE

VALUES they want in all of their relationships. 5 bullets expected. (Teacher can make

reference to the CIRCLE values and how they govern our school. Students creating

relationship core values will allow them to govern their relationships.)- core values

become boundaries

9. Community closure: Students and teacher will reflect on today’s lesson with the

following check-out: “One of my relationships core values is….”

Assessment: Students will respond to the following personal reflection journal prompt: Today we learned about healthy relationships and you set core values and expectations in yours. Now it is time to evaluate some relationships in your life. Compose one paragraph detailing one healthy relationship you currently have that meets all of your core values. The other paragraph will be


https://drive.google.com/file/d/0BzRdRnwRv1l-WnhseWxrXzZ6RFU/view?usp=sharing

https://drive.google.com/file/d/0BzRdRnwRv1l-WnhseWxrXzZ6RFU/view?usp=sharing



identifying an unhealthy relationship you currently have. Be sure to detail the actions and/or attitudes the people possess that meet or do not meet your core values. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: Bullying is all bad

Summary: This month we will be focusing on healthy peer to peer interactions and there seems to be a thin line between bullying and teasing at LCCS. Today we will define clear divisions between the two, in order to promote the concept of healthy relationships.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/),

Procedure:

1. Group Brainstorm: Types of Bullying

2. Have the class brainstorm all the behaviors they can think of that they

consider to be “bullying” (physical, mental, emotional, cyber). Record their

responses on the board or flip chart.

3. Define “Bullying.” Bullying is a method of asserting power over someone by

repeatedly using aggressive behaviors that are intended to hurt, control,

intimidate, or humiliate the target. Bullying is a pattern of behavior that

continues or escalates over time. Bullying typically occurs in a relationship

where one person has more power or status than the other. 3. What is cyber-

bullying? Cyberbullying is defined as using the internet, interactive and digital

technologies, cell phones, and other electronic devices to harass, humiliate,

threaten and intimidate another person and cause emotional and physical

harm




4. Number students off 1-4 and break into four groups – assign groups to each

corner of the room. Give groups 2 minutes to discuss each of the following

prompts and 1 minute to report out their responses.

1. Who gets targeted for bullying? Answer: Targets are usually people who

are different, in the minority, have few friends, or are the least powerful.

2. Why do people bully others? How does bullying get justified? Possible

Answers: a. Bad mood or temper; expression of anger or sadness b. Desire to

feel or appear “cool” or better than others c. Prejudice or discomfort with

differences in others d. Desire to get back at or defend yourself from others

e. Pressure from others to go along with negative behavior

3. What are some forms of cyberbullying?

(www.netsmartz.org/Cyberbullying) Possible Answers: a) Flaming and Trolling

– sending or posting hostile messages intended to “inflame” the emotions of

others b) Happy-Slapping – recording someone being harassed or bullied in a

way that usually involves physical abuse, then posting the video online for

public viewing c) Identity Theft/Impersonation – stealing someone’s

password and/or hijacking their online accounts to send or post incriminating

or humiliating pictures, videos, or information d) Photo-shopping – doctoring

digital images so that the main subject is placed in a compromising or

embarrassing situation e) Physical Threats – sending messages that involve

threats to a person’s safety f) Rumor Spreading – spreading gossip through e-

mail, text messaging, or social networking sites

5. Community Discussion (Have students separate them into the t-chart): 1. If

a person says “I was just teasing” or “I didn’t mean anything by it,” is it still

bullying? 2. Ask the group what are the differences between

bullying/harassing versus teasing/joking around?

6. Document student responses on a T-chart.

Bullying/ Cyberbullying & Harassing Teasing & Joking Around Cyber-bullying

on social networks Socially isolating Threatening Non-verbal intimidation

Name calling Spreading rumors Embarrassing Daring someone - they don’t

want to do Prank phone calls Repeated negative behaviors Friends kidding

each other Both sides laughing & having fun Laughing at yourself/Self-teasing

Joking with someone you know & like Both sides feeling okay about teasing 3.

Do you think that bullying and harassment is a problem in our school? What

makes you think that? 4. Are there things we do on-line or with our cell

phones that we would never do face-toface? Why? 5. How might the victim

feel if nobody steps in? 6. How does the bully feel? What kind of help does

the bully need? 7. How does it feel to witness these behaviors?

8. Community closure: Fill-in the blank choice: 1) Bullying is________________

2) Bullying does not align with my healthy relationship core value of________________



Assessment: Students will respond to the following personal reflection journal prompt: Today we learned about bullying and the distinction between teasing. There is an amazing resource for students and adults: https://www.stopbullying.gov/kids/index.html Explore the website for 15 minutes and complete a one paragraph reflection on the experience. (Expectation: 1 paragraph) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade

Month: November Lesson #: 3 & 4 (Two Day Lesson)


Title: Middle School Dating

Summary: This month we will be focusing on healthy peer to peer interactions. Romantic and sexual relationships are two kinds of relationships our middle schoolers experiment with. The passage we will analyze gives a breakdown of a middle school romantic relationship and students will create advice tips based off of the analysis of the article. DAY ONE LESSON SUBFOCUS: Warning signs of an abusive relationships DAY TWO LESSON SUBFOCUS: Creating boundaries (emotional, physical & digital)

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), “Surviving Middle School” by Rick Bundschuh (already have free subscription. If need hard copies, swing by Ms. Muse’s office) pgs. 59-67, Warning signs of an abusive relationship handout: https://drive.google.com/file/d/0BzRdRnwRv1l-M2VKaXN4QXR4OHM/view?usp=sharing

https://www.stopbullying.gov/kids/index.html




Procedure: (DAY ONE AND TWO)-separate the readings, but the discussion and focus will be different for each day

1. Teacher will reinforce classroom norms and add one that references discussion formats,

should it not have been created previously. (Example: allow everyone an opportunity to

speak) (Example: use sentence starters to respectfully disagree with someone’s statement)

2. Teacher will tap into their Touchstone’s class format and explain that today’s advisory class

will follow the same format

3. Students will arrange themselves into a community circle

4. Teacher will pass out today’s passage, “Love and Romance Middle School Style” (pgs. 59-67)

5. Teacher will read aloud as students follow along on each of their copies (pass out copies)

6. Teacher and students will stop at the conclusion of each subtitle. Students and teacher will

work together to stop and jot a, “HINT: one sentence advice surmised from that subtitle”.

Subtitle #1: Secret Loves

Subtitle #2: The Bad News

Subtitle #3: Parents’ Reactions

Subtitle #4: Phone Trouble

Subtitle #5: Broken Hearts

(SKIP SEX SUBTITLE)- do not provide to students

(SKIP DANGER ZONES SUBTITLE)- do not provide to students

7. Community discussion. Prompting questions: What is the best advice? What mistake do you

think middle school students make the most when in romantic relationships? How do your

core values come into play with a romantic relationship?

DAY ONE’S FOCUS:

8. Teacher will provide each student with a copy of the warning signs of an abusive relationship

(student handout: https://drive.google.com/file/d/0BzRdRnwRv1l-

M2VKaXN4QXR4OHM/view?usp=sharing)

9. Community closure: Students and teacher will select a phrase to check-out with: a) One

telltale sign of an abusive relationship is_______________ or b) The best advice I would give

to a fellow middle schooler in a romantic relationship is________________ or c) I wish

someone would have given me this advice before_____________________.

DAY TWO’S FOCUS: Emotional Boundaries The L Word: Saying “I love you” can happen for different people at different times in a relationship. If

your partner says it and you don’t feel that way yet, don’t feel bad — you may just not be ready yet. Let your

partner know how it made you feel when they said it and tell them your own goals for the relationship.

https://drive.google.com/file/d/0BzRdRnwRv1l-M2VKaXN4QXR4OHM/view?usp=sharing

https://drive.google.com/file/d/0BzRdRnwRv1l-M2VKaXN4QXR4OHM/view?usp=sharing



Time Apart: As great as it is to want to spend a lot of time with your partner, remember that it’s

important to have some time away from each other, too. Both you and your partner should be free to hang

out with friends (of any gender) or family without having to get permission. It’s also healthy to spend time

by yourself doing things that you enjoy or that help you relax. You should be able to tell your partner when

you need to do things on your own instead of feeling trapped into spending all of your time together.

Physical Boundaries Take Your Time: Don’t rush it if you’re not ready. Getting physical with your partner doesn’t have to

happen all at once if you’re not ready. In a healthy relationship, both partners know how far each other wants

to go and they communicate with each other if something changes. There isn’t a rulebook that says you have

to go so far by a certain age or at any given time in a relationship, so take things at your own pace.

Sex Isn’t Currency: You don’t owe your partner anything. Just because your partner takes you out to

dinner, buys you a gift or says “I love you” doesn’t mean you owe them anything in response. It isn’t fair for

your partner to claim that you don’t care about them because you won’t “go all the way.” Even if you’ve

done it before, you are never required to do it just because your partner is pressuring you. Remember, no

means no.

Digital Boundaries It can be hard to know where the line between healthy and unhealthy is once a relationship goes online. What are the rules for Facebook, Instagram, Twitter, Tumblr, Snapchat? What should your digital relationship look like?

Before you talk to your partner about your online relationship, check in with yourself to see what makes you feel comfortable. Start by considering your digital boundaries:

Is it okay to tag or check in?

Do we post our relationship status?

Is it okay to friend or follow my friends?

When is it okay to text me and what is the expectation for when we return it?

Is it okay to use each other’s devices?

Is it okay to post, tweet or comment about our relationship?

Once you know how you feel, you can talk to your partner and create a digital dating agreement between the two of you. Together, you can decide what feels healthy and what doesn’t for each of you. There may be some negotiating and compromising as you figure out an agreement that works for both of you. But if your partner asks you to do something that just doesn’t feel right, or they try to control you in some way, that’s when you get to say that this isn’t healthy for you.

This digital dating agreement can be changed as you continue with your relationship. Just because you felt comfortable with something at the beginning of a relationship doesn’t mean that you have to stick with that forever. You can communicate with your partner if things change. The reverse is also true: there may be something that you’re not ok with at the beginning, but with time and trust, you become comfortable with it. Both you and your partner should feel free to openly talk about your changing needs and wants.

As you think about your digital dating agreement with your partner, consider the following:

Passwords are Private: Even if you trust your partner, sharing passwords for your phone and website

accounts isn’t always the best idea. Just like you should be able to spend time by yourself, you are entitled to

your own digital privacy. Giving your partner access to your Facebook or Twitter allows them to post

anything they want without getting your permission first. They can also see everyone that you talk to, which

http://www.loveisrespect.org/healthy-relationships/sex-and-healthy-relationships/

http://www.loveisrespect.org/is-this-abuse/types-of-abuse/#tab-id-3

https://awardbird.com/

http://www.loveisrespect.org/is-this-abuse/types-of-abuse/#tab-id-5



may cause unwarranted jealousy, especially if there isn’t anything going on. Just to be safe, your password(s)

should be something that only you know so you always have control of your information.

Photos and Sexting: Similarly to your physical boundaries, it’s important to have digital boundaries

about what you’re comfortable sending via text message. Once you’ve hit send on a photo or text, you lose

control over who sees it. If your partner sexts you and demands that you sext back, you should be able to

tell them you aren’t comfortable doing that, and they shouldn’t get angry or threaten you.

Boundaries are all about respect. You and your partner should know what is too far in all aspects of your relationship so that both of you feel safe.

Assessment (DAY ONE): Students will respond to the following personal reflection journal prompt: Today we learned about tips for a successful romantic relationship in middle school and also the warning signs of an abusive relationship. There is an amazing resource for students and adults called: http://www.loveisrespect.org/ Explore the website for 15 minutes and complete a one paragraph reflection on the experience. (Expectation: 1 paragraph) Assessment (DAY TWO): Students will respond to the following personal reflection journal prompt:

Today we learned about tips for a successful romantic relationship in middle school and also the warning signs of an abusive relationship. There is an amazing phone resource for students and adults at: CALL: 1.866.331.9474

TEXT: LOVEIS TO 22522

Give them a call or shoot them a text, with your parents’/guardians’ permission and complete a one paragraph reflection on the experience. (Expectation: 1 paragraph) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade





Title: Respect your competitor

Summary: This month we will be focusing on respect. Respect comes in many forms and while our students are middle schoolers, much respect is often times lost when having the most fun: playing games. Today’s lesson will be engaging and fun, but emphasis placed on respecting your competitor by respecting the rules of the game (a.k.a. boundaries) will be sure to set a great tone for this month’s SEL focus.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), game rules written out and displayed on the board

Procedure:

(push all tables, desks and chairs to the outside of the classroom to create a giant, open space)

(be sure to explain the rules and have them visually displayed, as well)

(create two referees, one for each team, to ensure respect is given to all competitors-allow

them to take notes on the interactions, rule adherence, attitudes, participation, etc.)

1. Divide the entire group of students into two equal sized teams. (*Note:

https://www.superteachertools.us/instantclassroom/group-maker.php#.WZ0TrvmGPIU)

2. The two teams stand facing each other in shoulder to shoulder lines about 3 feet apart.

3. Two players, one from each team, who stand at opposite ends of the lines are the challengers.

4. The two challengers step forward and face each other down the length of the gauntlet.

5. Beginning with a bow, the two challengers walk towards each other down the middle of the gauntlet.

6. Both challengers must maintain eye contact with each other until they pass.

7. Both challengers attempt to maintain composure and may not smile, laugh, giggle, or break from their

“stony faced” countenance.

8. The challenger who is able to maintain their composure all the way through the gauntlet rejoins their

original team at the end of the line.

9. The challenger who cracks a smile, falls down laughing, or anything in between, joins the opposing team

at the end of the gauntlet.

10. The students who form the gauntlet may heckle, call out, speak to, smile at, makes jokes to the

challengers, but may not touch them in any way.

11. The activity ends when all students are on one team, when everyone has walked the giggling gauntlet, or

when everyone is simply laughed out.

12. Have the two judges explain what they witnessed, as it pertains to respect

13. Teacher will explain that while the activity was fun, it was an exercise in respect. Teacher will also offer

feedback in what he/she noticed as it pertains to respect. (Rules, interactions, attitude, compliance,

participation, encouragement, etc.)




Assessment: Students will respond to the following personal reflection journal prompt: Select two questions to be answered based off of today’s lesson/activity:

1. How did it feel to be in the center of the group?

2. Where you able to make anyone smile? If so, how?

3. Where you able to keep your composure while walking? If so, how?

4. As part of the group, was it hard to follow the rules? Why?

5. What was the hardest part of this activity and why?

(Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: Honesty is the best policy

Summary: This month we will be focusing on respect. Students will recognize the importance of

honesty in their daily interactions with peers, parents, and teachers and how honesty cultivates trusting relationships. Today, students will have the opportunity to examine their sincerity, loyalty, and integrity within themselves and evaluate if they are honest people. Respect is something to be given and earned through good character.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), index cards, popsicle sticks, markers, tape, honesty survey: http://www.character.org/wp-content/uploads/2012/03/Carusi-Addition-Honesty-Survey.pdf




Procedure: 1. Begin by asking the students to identify the meaning of the word lying. (Brainstorming

can be done as a whole class or in small groups). Work should be recorded on chart paper to record shifts in understanding or “aha” moments.

2. Ask the students if they have ever been lied to (by someone they care about) and how it made them feel.

3. Ask the students if they have ever told a lie (big or small) and how they dealt with the situation. Did the lie have a “snowball” effect?

4. Teacher will explain to the students that they are going to take a short survey (link: http://www.character.org/wp-content/uploads/2012/03/Carusi-Addition-Honesty-Survey.pdf). Explain that this survey is designed to get them thinking about how honest they are in school, home, with friends, playing games, etc. (To ease any anxiety, tell the students they are not required to put their name on the survey).

5. Take survey: Using Popsicle sticks attached to index cards, have the students respond yes or no to the questions by holding up the Popsicle stick and attached card. After the students respond, discuss each question as a whole group class discussion. •Are you honest? •Would you ever lie? Is lying an honest action? •Is it ever acceptable to lie? •Honesty means never bending the truth. •It is okay to lie sometimes. •I would lie if it meant I would get out of being in trouble. •Lying and “white lies” are not the same thing. •It is acceptable to tell small lies. •I lie to prevent people from getting hurt. •Not all lies are bad. •If a lie is told, the truth eventually comes out. •All people lie sometimes.

6. Teacher will break students into five small groups. Assign one of the following

questions to each of the groups. Group members will work together to answer the assigned question. On the chart paper have the students explain the main conflict and how honesty can be used to solve the problem. •You walked into your science classroom and realized that you had not studied for a big test. If you fail this test, your grade will be significantly impacted. Your best friend is sitting in the desk next to you. He tells you that you can look off his paper during the test so you don’t fail. Would you cheat off your friend or risk failing the test? Explain your thinking. •A student in the hallway has just dropped a twenty-dollar bill. You would like to go to the movies tonight with your friends! This money would pay for the cost and you might even be able to buy some extra snacks. Would you tell the student they dropped the money or take the money and pretend it was yours all along? Explain your thinking. •You just got home from school and listened to the messages on your house phone. There is a message from your teacher about your unacceptable behavior in class. You want to go on the planned camping trip with your best friend but you know if your parents hear the message you will be grounded. Would you erase the message and deal with the consequences on Monday or leave the message on the phone? Explain your thinking. •You are checking out of a store and you realize that the cashier has given you back too much change. You know that your family has been tight on money since your mom lost her job. This would really help the family this week. Do you keep the money and buy extra groceries or tell the cashier that you were given too much change? Explain



your thinking. •You are in the bathroom and you overhear a group of students talking about fighting another student after school. You are concerned about the student’s safety but don’t want to be a tattletale. Do you tell a teacher or staff member about the incident or do you keep the information to yourself and hope for the best? Explain your thinking. When students are done, have them share with the rest of the class.

7. Community closure: revisit chart from the beginning of lesson about lying. As a class, brainstorm all the excuses and rationalizations people give for lying, cheating, and stealing, and then have a discussion about them. How valid are they? Ask the students to consider what’s wrong with each of them and if it’s better to just be honest. As a whole class, discuss the following questions: What can you do if you get caught in a lie? How should you respond if you are lied to? How do you recover from a lie? Is honesty always the best policy?

Assessment: Students will respond to the following personal reflection journal prompt: Write about a situation in which you lied about something or were lied to by someone. What was the reason for the lie? Did the lie have a negative effect on your life? What was the outcome of the situation? What did you learn about lying from this experience? Would honesty have been a better solution from the beginning? (Expectation: 3 paragraphs or a fluid narrative in first-person pov) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes: **For next lesson, advisory teachers are encouraged to switch classrooms (just the teachers). Pairing students with a different advisory teacher for today’s lesson will challenge the students to be respectful in a way they haven’t before.

8th grade



Title: Respectful communication



Summary: This month we will be focusing on respect. Today’s lesson is designed to allow students to

communicate and express their opinions on various topics in a respectful and non-threatening way and to respectfully listen to and connect with other students in a socially productive way.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), four corners signs: strongly agree, agree,

disagree, strongly disagree Procedure:

(Clear the desks and chairs to the perimeter of the room so students can walk freely)

1. Teacher will instruct students on the premise of the game, “four corners”. Teacher will read a statement aloud (can give this responsibility to a student leader if class is ready for this type of dynamic shift). Every time a statement is read aloud, students have ten seconds to ponder the statement, make a decision and then move towards that corner of the room. At that point, the teacher will randomly select one of the corner’s members to explain the rationale and reasoning behind their selection. (As the game progresses, challenge the students’ abilities to engage in respectful discourse, particularly if they disagree with one of their peers’ viewpoints).

2. Begin: Statement #1: LCCS is a great school.

Statement #2: American citizens should be allowed to carry guns

Statement #3: The school should allow us to chew gum in school.

Statement #4: Homework should be eliminated.

Statement #5: People on sports teams shouldn’t have to take PE.

Statement #6: A fruit bar should be offered in the cafeteria.

Statement #7: Black Lives Matter is racist towards Caucasian people

Statement #8: There should be time limits on welfare benefits and welfare recipients should be required to take a drug test

Statement #9: Summer reading should be eliminated.

Statement #10: Transgender teens should be allowed to participate on the school’s athletic

team that corresponds with the gender they identify with Assessment: Students will respond to the following personal reflection journal prompt: Today’s lesson had some tough questions that needed to be answered. Reflect on today’s experience: a) how did you demonstrate respect to yourself and to others during the activity? B) what question proved the hardest for the class to be respectful on and why do you think that was? Explain. (Expectation: 2 paragraphs)






8th grade



Title: Treating others with it – future situations

Summary: This month we will be focusing on respect. Today’s lesson will have students thinking

about respect and what it means to respect themselves, those around them, and their world. They will work through how they can show respect in hypothetical situations.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), respect student handout: http://www.character.org/wp-content/uploads/fort-bend-independent-school-district/FBISD-Lesson-Plan-Journal-Link-on-Respect.pdf, video link: https://youtu.be/oaikpEImfTc

Procedure: 1. As students walk into the room, have the following song playing:

https://youtu.be/6FOUqQt3Kg0 2. Student do now: Watch the following 2017 presidential debate clip of Hillary Clinton and

Donald Trump. Do you think they demonstrated respect? Why/why not? How? (attitude, behavior, words, etc.): https://youtu.be/oaikpEImfTc

3. Teacher will open a discussion and encourage students to share their responses. Teacher will explain that today we will be learning about how to display respect in the present time and in the future with hypothetical questions.

4. Student independent work: Complete worksheet (no partners)

http://www.character.org/wp-content/uploads/fort-bend-independent-school-district/FBISD-Lesson-Plan-Journal-Link-on-Respect.pdf (skip essay assignment)

5. Classroom community closure. Fill in the blank for check-out: “Respect means treating others….”


http://www.character.org/wp-content/uploads/fort-bend-independent-school-district/FBISD-Lesson-Plan-Journal-Link-on-Respect.pdf


https://youtu.be/oaikpEImfTc

https://youtu.be/6FOUqQt3Kg0

https://youtu.be/oaikpEImfTc





Assessment: Students will respond to the following personal reflection journal prompt: Students will be given the following link: https://www.florence.k12.mt.us/cms/lib/MT15000348/Centricity/Domain/38/Respect%20lesson%20Oct%202012.pdf Students are expected to select two questions to respond to. (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: The pressure is on

Summary: The next two months we will focus on substance abuse, use and experimentation. A major reason kids and teens take drugs is peer pressure — they think it will help them fit in or look cool — but what would happen if the pressure were reversed? Today’s lesson will give a scenario for the students to explore, in order to identify ways to handle peer pressure effectively.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), role play scenarios written/printed for each group (pages 4-8): https://www.thecoolspot.gov/documents/2peerpressurebagoftricks%20final%20edits%2010-31-07mg.pdf , things to remember handout (see below) displayed or written/printed for each group, Bag of tricks written/printed for each group (pages 11-12): https://www.thecoolspot.gov/documents/2peerpressurebagoftricks%20final%20edits%2010-31-07mg.pdf

https://www.florence.k12.mt.us/cms/lib/MT15000348/Centricity/Domain/38/Respect%20lesson%20Oct%202012.pdf

https://www.florence.k12.mt.us/cms/lib/MT15000348/Centricity/Domain/38/Respect%20lesson%20Oct%202012.pdf


https://www.thecoolspot.gov/documents/2peerpressurebagoftricks%20final%20edits%2010-31-07mg.pdf






Procedure: 1. Student do now: (5 min. quick write) Stop and jot about a time when a family member

encouraged and pressured you to eat more when you didn’t want to. Explain their actions, behaviors, words, intent and what made you give in. *If that never occurred, stop and jot about a time when a friend encouraged and pressured you to do something you didn’t want to. Explain the same details mentioned above.

2. Teacher facilitates discussion and focuses in on the actions that suggest you are facing peer pressure

3. Touch down (sit down) or take off (stand up) activity: Teacher will read the following statements aloud and students will take off if they agree or touch down if they disagree (A) I am an independent thinker (B) I have a set of core values that govern my actions (C) My friends have the exact same set of core values I have (D) Conforming and fitting in with the rest of my peers is a positive thing (E) I want people to know me as someone who follows the crowd

4. Teacher will explain that peer pressure is about conformity and falling victim to following the crowd. Most of our most important civic institutions, from elections to jury trials to the very idea of majority rule, depends on dissenting voices. But when the group is literally capable of changing our perceptions, and when to stand alone is to activate primitive, powerful, and unconscious feelings of rejection, then the health of these institutions seems far more vulnerable than we think. Peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making certain choices, good or bad. Peer pressure can take a number of different forms, both spoken and unspoken, and can lead to risky, disapproved, or personally unwanted behavior.

5. Organize the class into six small groups. See role play scenarios and decide whether to have six mixed groups (i.e., boys and girls), or four mixed groups plus one group of all boys (for Scenario A), and one group of all girls (for Scenario F).

6. Provide the “Things to Remember” notes (see below) as a handout to each group or post an enlargement for the class.

7. Give each group a scenario to role play. 8. Give each group a “Bag of Tricks.” 9. Have each group select a spokesperson to hold up the group’s answer choices from the

“Bag of Tricks.” 10. Have the groups empty their bags and spread out the papers. Allow the groups enough

time to plan and practice their scenarios. 11. Call the groups up one at a time for their role plays (set appropriate ground rules if

needed in addition to the “Things to Remember” list). 12. Call “Freeze” at the end of each role play; then have the role players relax. Have each

group’s spokesperson hold up the paper strip for the Trick they think is being demonstrated. Read aloud each choice; then announce the correct answer. Ask students to explain their choices; allow time for Q&A and for the class to fill in their Student Response Sheets.

**Things to Remember • • • • • • • Don’t tell any of the other groups which “Trick” you are presenting. Involve everyone in your group; treat everyone in the group respectfully. Do not use a specific situation that people can identify or that will embarrass anyone. Demonstrate



the “Trick” well enough for other students to identify it. Do not use any word that sounds like the “Trick” you are demonstrating (e.g., don’t say “reject” during the “Rejection” scenario). The person being pressured may react but is not to respond verbally to the pressure. All players are to stop when the teacher calls “Freeze” at the end of the demonstration. Wait until the teacher signals you to relax. 13. Once all of the groups have gone, time for community closure: Students can check out

with the following fill-in the black statement: One peer pressure strategy I will make a point to trying is______________because_______________.

Assessment: Students will respond to the following personal reflection journal prompt: Today we learned about strategies to effectively deal with peer pressure. Write about a time when you were unsuccessful at standing up to peer pressure. Then continue to elaborate on what strategy you could have used as you reflect back on the situation. (Expectation: 2 paragraphs or one-page narrative in first-person pov) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes: The only message for middle school students is ABSTINENCE. That means no tobacco use at all. Why? Middle school age students cannot legally purchase, possess or use tobacco You can be personally sued in NJ for advocating illegal activities in a classroom setting. DO NOT talk about your own personal use of tobacco, alcohol, or other drugs. Personal substance abuse recovery stories are counterproductive with this age group.

8th grade



Title: Know your NOs



Summary: The next two months we will focus on substance abuse, use and experimentation. To continue from learning a bag of tricks to resist peer pressure, today’s lesson will encourage students to remain firm in their “no” stance when being offered alcohol or illegal substances.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), “right to resist” student handout pg. 7: https://www.thecoolspot.gov/Documents/1KnowYourNosLessonFNL-FINAL%20Edits%2010-31-07MG.pdf Empty bottle to simulate alcohol (do not bring in anything real!), post-it notes for each student , “Surviving Middle School” by Rick Bundschuh (you have pdf of book from earlier lessons, if not stop by Ms. Muse’s office) pgs. 52-53 (homework)

Procedure: Website: https://www.thecoolspot.gov/Documents/1KnowYourNosLessonFNL-FINAL%20Edits%2010-31-07MG.pdf Interactive Website: https://www.thecoolspot.gov/right3.aspx Video Website (can open the class with this prior to role-playing): https://youtu.be/aY4B1wSEqlY

**This requires setting this lesson up with 5, pre-selected students who will engage in the role-play with the teacher as soon as the class begins.** Before class, the teacher should select five students who will participate in a teacher-led role play in front of other students but without the other students’ awareness. The teacher will explain the premise of offering pretend alcohol to these selected students. The teacher will give each student a copy of the “Right to Resist” handout (p. 7) and may suggest responses or may coach students with the appropriate gestures and words for their assigned 1 “NOs”—see below. (Ground rule: no name-calling, no rude or obscene language or gestures, no real or personal attacks) Outcomes, continued - NOs to Demonstrate in Role Play • • • • • • Passive: Use a thin or small voice, mumble, make excuses, use weak body language—and eventually accept a “drink.” Evasive: Change the subject, avoid the issue, try to distract the other person—and eventually accept a “drink.” Aggressive: Act pushy or angry, be loud, threaten or blame, use put-downs, and get in-your-face with the other person—and don’t accept a “drink.” Know-it-all: Throw out facts, act superior, be judgmental, tell others how they are feeling, and get personal and off topic with the other person—and don’t accept a “drink.” Assertive: Stand up straight, look the other person in the eye, use a firm voice, speak quickly and politely, use well-chosen, definitive words (“No, I don’t want to”)—and don’t accept a “drink.” Combination: A pair of students in which one is Passive and one Assertive. Role play two refusals by the Passive student, after which the Assertive student joins in, stands close to the Passive


https://www.thecoolspot.gov/Documents/1KnowYourNosLessonFNL-FINAL%20Edits%2010-31-07MG.pdf




https://www.thecoolspot.gov/right3.aspx



student, and adds to the “NO” by using Assertive language with “we” (“No thanks; we don’t want to.”) and/or encouraging the Passive student to move away from the pressuring person.

1. Students will come into class as usual. 2. As the group comes in and settles down, the teacher should start offering “drinks” to the pre-

selected students with them responding as assigned. The teacher may go so far as to hand “drinks” to these students or place the “alcohol” on their desks. Let this teacher-led role play evolve into a general discussion through leading questions (ground rule – no names or specific places). Examples may be personal or from TV, etc. Prompting questions:• • • • • • • How did you feel as you listened to and watched your classmates being offered alcohol? Which students do you think stayed in control of themselves? Explain why you think so. Has this kind of thing ever happened to you? Maybe not with alcohol but with any kind of pressure? What was the circumstance/setting? Have you ever seen this happen in a real situation? What was the circumstance/setting? Have you ever heard about this happening? What was the circumstance/setting? How did you/the person being pressured feel during and after the exchange with the person who was pressuring you? What did the student friend do or say that helped make the pressuring person back off? What similarities did you see or hear in the pressuring person and Assertive No’s behaviors? (optional) What do you know about the bad effects of drinking alcohol? (optional) What are some false, good effects that some people believe about drinking alcohol?

3. Teacher will distribute the “Right to Resist” handout and post the enlargement where students can see it. Review the handout without going into too much detail. I

4. Teacher will invite the pre-selected students to come to the front of the room for a replay if necessary and direct the class to carefully watch for body language (look), tone of voice (sound), and words used (say). The students may take notes if they wish.

5. After all the role plays, direct students to write the names of the role players on their post-its, one name per post-it, and instruct students to put their post-its on the enlarged "Right to Resist" handout next to the type of NO demonstrated by each role-player.

6. Allow brief discussion and changes. Ask each of the five role-players to stand by their own “NOs”, then count and announce how many correct “votes” they received. Teacher should circulate among the groups during the following activities.

7. Divide the class into five Expert Groups. Assign each group one of the “NOs” and have them sit together to brainstorm a list of words and actions that fit their “No”. Every group member should make a list to use in the next group. Rearrange the groups to include at least one Expert for each type of “No”. Each Expert then shares the brainstormed list with the others in the new group. Allow discussion of similarities, differences, additions, or deletions among the lists.

8. During this session, the teacher will uncover or make a large chart: Passive Look Sound Say Aggressive Evasive Know-It-All Assertive

9. Have students return to their seats. Select one Expert student to represent each “No”. Have each Expert come to the front and role-play the “No” with the teacher as the pressuring peer. After each role play, the teacher will call for the specific behaviors of that “No” and write them on the chart.



10. On the Look-Sound-Say chart, teacher crosses out less effective behaviors and circles more effective (Assertive) ones while explaining: • • • • the varying aspects and effects of the different “NOs;” how each behavior denotes strong or weak conviction; how each behavior invites or rejects persistence from the person offering alcohol; and that although some non-Assertive NOs can be successful in not taking a “drink” (particularly the Aggressive and Know-it-all NOs), the students can also lose control of themselves and get into uncomfortable situations with immediate and delayed social fallout.

11. Teacher explains that the Assertive No is most effective because: • • • It is definite. Ambiguity and mixed messages from the resister are interpreted by the pressuring person as openings to continue the pressure. It circumvents inferior or insecure feelings, either self- or other-imposed, that can spiral out of control and lead to acceptance of a drink. Teacher and student may toss out ideas of how they have seen this kind of pressure used in advertisements. It tends to be more emotionally neutral for everyone. No one can tell another person what they want or how they feel. Other “NOs” can beget anger, a bad precedent, a win/lose situation, insecurity, regret, fear, other negative feelings and outcomes.

12. Teacher lists for the class the Assertive No behaviors and demonstrates each as they are listed: (If another adult is available, the other adult can act as the pressuring peer as the teacher demonstrates the list of behaviors.) • • • standing up straight making and holding eye contact speaking in a firm voice • • • • using a quick and polite tone of voice using definite words of choice, “No, I don’t want to.” “No, thanks.” “No.” walking away (not stalking or running away) repeating the refusal as often as needed and claiming the right not to say why

13. Community closure: “The Wave” Teacher gives the class a brief think time and then goes through the class quickly from one student to the next in their seating arrangements, asking each student to give one NEW piece of information. Try not to repeat!

Assessment: Students will respond to the following personal reflection journal prompt: Peer pressure is a hard thing to navigate and unfortunately, all middle school students experience it. Read pages 52 & 53 of “Surviving Middle School” and compose an authentic reflection. (Expectation: 1 paragraph) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes: Only a teacher may assume the role of the pressuring person to keep students from identifying with, practicing, or mimicking that behavior. Encourage students to continue their resistance, but let them know that the pressure to take a “drink” will continue until the student capitulates or the situation becomes emotionally charged. This will hold true for all except the student using the Assertive No, in which case the teacher will back off. Allow students to role play behaviors not associated with their typical roles in school.



8th grade



Title: Too smart to start

Summary: The next two months we will focus on substance abuse, use and experimentation. Now that we have some resisting tools in our toolboxes, today’s lesson will be one that focuses on teaching students about alcohol and its effects, in order for them to feel encouraged to resist with knowledge.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), post-its for each student, alcohol IQ quiz handout for each student https://drive.google.com/file/d/0BzRdRnwRv1l-QmxoTXR2MFZRNG8/view?usp=sharing

Procedure: Website for handouts: https://www.toosmarttostart.samhsa.gov/media/LessonPlan.pdf Website for video:

1. Student do now: Teacher will give students 2 minutes to address the following question and stop and jot the response on their post-it: what to say or do if someone pressures you to take a drink. Complete the sentence “Why drink when we could…”

2. Teacher will facilitate discussion that circles back to the previous two lessons: bag of tricks and know your Nos, in terms of strategies to resist peer pressure

3. Teacher will open a 5 minute discussion with the following question: Ask students to share reasons why they believe young people drink.

4. After discussion, have students take the alcohol IQ quiz: https://drive.google.com/file/d/0BzRdRnwRv1l-QmxoTXR2MFZRNG8/view?usp=sharing

5. Teacher will provide answers (pages 6, 7 & 8) and students are encouraged to self-correct (*Note: Effort is more important that correctness)

6. Teacher will provide direct instruction from pages 9, 10 & 11. Facilitate discussion and newly synthesized answers to the alcohol quiz. Teacher will be careful to explain that while alcohol has a negative effect on everyone, research shows it has a particularly negative impact on teenagers because they are still developing!

7. Teacher will play the following video: https://www.youtube.com/watch?v=EY37BFmVxwQ 8. Community closure: Students will fill in the blank for their check-out (choice)

A) One of the negative effects of underage drinking is______________ B) I was surprised to learn that __________________


https://drive.google.com/file/d/0BzRdRnwRv1l-QmxoTXR2MFZRNG8/view?usp=sharing



https://www.youtube.com/watch?v=EY37BFmVxwQ



C) I would never drink underage because___________________

Assessment: Students will respond to the following personal reflection journal prompt: There is an awesome resource for students and adults. Explore the following website for 15 minutes and then compose a 2 paragraph reaction: https://teens.drugabuse.gov/drug-facts/alcohol (Expectation: 2 paragraphs) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: Teens and tobacco

Summary: The next two months we will focus on substance abuse, use and experimentation. Now that we have some resisting tools in our toolboxes, today’s lesson will be one that focuses on teaching students about tobacco and its effects, in order for them to feel encouraged to resist with knowledge.



Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), highlighters for each student, teens and tobacco handout: https://drive.google.com/file/d/0BzRdRnwRv1l-VWJFNWN3ajIyNGM/view?usp=sharing

Procedure: Website for handouts: https://drive.google.com/file/d/0BzRdRnwRv1l-VWJFNWN3ajIyNGM/view?usp=sharing Website for video: “7 Reasons to be Smoke Free” http://kidshealth.org/en/teens/quit-smoking.html?WT.ac=p-ra 1. (Dramatic) Teacher will enter the room and count off students by 3 (“1, 2, 3 (you, please

stand up) (“1, 2, 3, (you, please stand up) so on and so forth. Teacher will explain that the people standing represent how many people will eventually die from using tobacco personally or being around second-hand smoke as a follower. Statistic: one out of every 3 people will die from tobacco usage or tobacco related medical issues

2. Teacher will introduce today’s advisory lesson which will mimic that of an ELA class. Today we will be highlighting the first and last sentences of each subsection and then paraphrasing the central idea on the legends of each subsection. Teacher will model it by doing it for the first two subsections. Teacher will guide students on the third by reading aloud, evoking responses and affirming. Students will do the remaining with a self-selected partner. (*Teacher tutorial: http://www.davestuartjr.com/purposeful-annotation-close-reading/)

3. Teacher will hand out the teens and tobacco handout to all students and begin gradual

release of responsibility: https://drive.google.com/file/d/0BzRdRnwRv1l-VWJFNWN3ajIyNGM/view?usp=sharing

4. Teacher will play video titled “7 reasons to be smoke free”: http://kidshealth.org/en/kids/smoking.html

5. Teacher will display the following student art for tobacco free campaign:


https://drive.google.com/file/d/0BzRdRnwRv1l-VWJFNWN3ajIyNGM/view?usp=sharing


http://www.davestuartjr.com/purposeful-annotation-close-reading/

http://www.davestuartjr.com/purposeful-annotation-close-reading/





Teacher will explain that students will be visually creating a tobacco-free campaign. Student choice in terms of what materials used, size, etc. Due next class in lieu of the journal. Community closure (student choice) for check-out: Something new I learned about tobacco is__________________ One solid reason I will be abstaining from tobacco is because________________



*Extension activity: If time permits, complete crossword puzzle on the smartboard together: http://www.pbs.org/inthemix/educators/lessons/smoking2/smoking_crossword.html

Assessment: Students will respond to the following personal reflection journal prompt: (student choice)- math problem for homework or tobacco campaign art There are many reasons not to start smoking tobacco in any form, complete the following math problem: A pack-a-day ($8) smoker will spend $2,920 on cigarettes each year. For that much you could buy eight game consoles or 12 smartphones. Figure out what else you could buy instead of wasting money on cigarettes. (Expectation: Listed items with correlating prices. Add up for total.) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



Title: Marijuana



Summary: The next two months we will focus on substance abuse, use and experimentation. Now that we have some resisting tools in our toolboxes, today’s lesson will be one that focuses on teaching students about marijuana and its effects, in order for them to feel encouraged to resist with knowledge.


Procedure: Website for handouts: Website for video: 1. Community roundtable discussion. Students will sit in a community circle to include the

teacher, as well. Teacher will hold up a sign with a statement written on it. Teacher will facilitate discussion to encourage honest and open dialogue. Be sure to reinforce confidentiality and tie that to the classroom norms, mission statement and school CIRCLE values. (Allow 3-4 minutes per statement. Encourage students to speak for only 30 seconds each.)-If your classroom management system is set up to have students managing one another, it’d be a great time to institute a discussion leader to monitor.

A) Marijuana’s no big deal. Everybody uses it. B) Marijuana is not addictive. C) Many states are legalizing it, so it’s okay to use it. D) My parents are really cool and they even have marijuana sometimes, so it’s okay for

me to try it occasionally. E) Even if I get caught with marijuana on me, I’m a minor. I can’t go to jail over the

offense. 2. Teacher will give handout to each student:

https://www.drugabuse.gov/sites/default/files/marijuana_0.pdf 3. Teacher will conduct a read aloud and students are responsible for citing 5-8 harmful

effects of marijuana they discover from the reading. (*Note: If students annotate the text and highlight, it increases reading engagement)

4. What Would You Do Activity: Teacher will play WWYD “Buying legal marijuana for teens” (stop it at 3:15) after the video, facilitate a discussion. Attempt to bring in students’ core values and belief systems. Gently challenge those to increase decision-making and synthesis.

5. Community closure: Students will check-out with the following fill in the blank: Marijuana_______________________.

Assessment: Students will respond to the following personal reflection journal prompt: The Controlled Substances Act of 1970 classified marijuana along with heroin and LSD as a Schedule 1 drug, i.e., having the relatively highest abuse potential and no accepted medical use. This resulted in the passage of strict laws and mandatory sentences for possession of marijuana. Ask students to research the legal penalties for drug possession and drug use in their state. They may wish to contact local law enforcement offices for information. Ask them to research the specific penalties for marijuana use. (Expectation: List of 5-10 penalties.)


https://www.drugabuse.gov/sites/default/files/marijuana_0.pdf





8th grade



Title: Pain with prescription pill

Summary: The next two months we will focus on substance abuse, use and experimentation. Now that we have some resisting tools in our toolboxes, today’s lesson will be one that focuses on teaching students about prescription pain pills and its effects, in order for them to feel encouraged to resist with knowledge.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), chromebooks (1 for every other student, if not possible to have one for every student)




Procedure: Website for video: http://www.drugfreeworld.org/drugfacts/painkillers.html Optional website for students’ in-class project: http://www.scholastic.com/drugs-and-your-body/index.htm

1. As soon as students enter, sit them down for engaging, short video: http://www.drugfreeworld.org/drugfacts/painkillers.html

2. Teacher will introduce today’s lesson, which will have a lot of independent study and cooperative group work included. Teacher will explain that it is now time to learn about the dangers of prescription pills.

3. Students will be assigned one of the following groups below. Their responsibility is to utilize the website, article & video (above) to find out their facts about their subcategory of prescription pills. Students will be given 15 minutes to independently identify that information. Once time is complete, each group is going to make a mini presentation that is short and concise. A) What are they B) Why are they so addictive C) Effects of prescription pill usage/abuse D) History E) Statistics (video & New Jersey) F) Warning Signs G) Famous Death Related to Abuse

4. Student presentations

Assessment: Students will respond to the following personal reflection journal prompt: Locate the

drug and alcohol use and abuse statistics for your county (Hudson). Put a face on the statistics by researching the story of a local or New Jersey teen or adult who tragically died from this type of drug use or abuse including drug-related accidents. (Expectation: Print Out with bulleted statistics or a narrative explaining or an informational text article self-created.) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


8th grade



http://www.drugfreeworld.org/drugfacts/painkillers.html

http://www.scholastic.com/drugs-and-your-body/index.htm

http://www.scholastic.com/drugs-and-your-body/index.htm

http://www.drugfreeworld.org/drugfacts/painkillers.html



Title: Experimentation & Addiction

Summary: The next two months we will focus on substance abuse, use and experimentation. Students have done a great job of learning about different illegal substances and today’s lesson speaks to the effects of experimentation and addiction.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), stages of addiction handout: https://drive.google.com/file/d/0BzRdRnwRv1l-cGFSUld2ZjUzdzg/view?usp=sharing

Procedure: 1. Begin the lesson by asking students

why they think people experiment

with drugs. Write their ideas on a

piece of newsprint.

2. Then ask students why they think

that some young people go from

experimentation and social use to

more serious drug dependency,

which eventually results in addiction,

or a physiological dependence on a

given drug. Write down any ideas

students may have about why drug

experimentation escalates.

3. Put away both sheets until later in the

lesson.

2.

Discuss with students the cycle of addiction, a

scientific theory about why experimentation with

drugs can lead to addiction. The cycle of addiction

includes the following steps:

A young person is feeling pain and discomfort because of family or school problems.

The individual is looking for ways to feel better, so he or she starts to take drugs.

At first, the drugs seem to work because they dull the pain the person is trying to escape from. So the person keeps taking the drug.

From this point, it often doesn't take long for the person to become addicted because he or she has developed a


https://drive.google.com/file/d/0BzRdRnwRv1l-cGFSUld2ZjUzdzg/view?usp=sharing



physical dependence—an addiction—to the substance. Now the person can think only about getting more of this drug just to function.

At this stage, a serious downward spiral begins. The person will sacrifice anything—family, friends, school, or work—for drugs. Changed by drugs both physically and mentally, the person is now an addict.

3.

Discuss the cycle of addiction with the class. You

may have a whole-class discussion or copy the

information from step 2 and hand it out to students.

Or students may look at the following Web sites for

more information:

Kids Health: Dealing With Addiction The Addiction Cycle

4.

After students have some understanding of the cycle

of addiction, present the two scenarios below. They

focus on why such a cycle gets set into motion. You

may copy the scenarios or read them aloud to

students. Then ask students to answer the questions

that follow. Students may work alone or in small

groups to complete the activity.

Scenario 1 Allison was having a bad year. After years of not getting along, her parents had finally decided to get a divorce. While there was a lot of tension in the house, her parents were trying hard to be polite to each other and considerate of Allison's and her younger brother's feelings. Always a good student, Allison continued to find comfort in studying hard and getting good grades in school. Her best friend, Susie, had really been there for her, too. Every weekend Susie had planned something fun for them to do by themselves or with other friends. Over the past several months, Allison and Susie had gone ice-skating on a regular basis, seen many movies, and gone bowling. Allison had also continued to play soccer on her school's team. Throughout the year, Allison had been able to talk to her parents about the pending divorce. Allison's parents had been willing to listen to her concerns and discuss her anger about this big change in her life. Allison felt really sad, but she also felt that she was going to be all right. Scenario 2 Laura felt as if her life was falling apart. Her parents had just told her that they were getting a divorce.

http://www.kidshealth.org/teen/safety/help/addictions.html

http://www.angelfire.com/biz2/TheRecoveryPage/Addcycle.html



Although her parents hadn't gotten along for years, Laura had always hoped that they would find a way to stay together so they could continue to be a family. Instead, her parents didn't seem to have any time to talk to her about her feelings. Laura had always thought that she had a few good friends, but she wasn't feeling like she could turn to them now. Her friend Katy had a boyfriend, and she didn't get a chance to see her soccer teammates much outside of games and practices. Laura had always been a good student, and she continued to complete her assignments on time. But she had noticed that it was becoming increasingly difficult to concentrate on her schoolwork. Because she was feeling lonely and isolated, Laura was considering going to a party with Katy. She had heard that some kids brought drugs to these parties. For that reason, she had always stayed away. Now, however, she thought that it might be a way to get out of the house and forget about her problems for a little while. It might be fun. Laura was thinking that unless something else happened so that her social life improved, she might just go. Questions

a. Which girl is more vulnerable to becoming involved with drugs? Why?

b. What role do friends play in both girls' lives? Do you think friends are an important influence? Give reasons to support your ideas.

c. What role does family play in the girls' lives? Do you think the family is an important influence? Give reasons to support your ideas.

d. Do you think that Allison is going to turn to drugs? Why or why not? What factors in her life will help her decide not to use drugs? How do you think those factors will affect the way she makes decisions about other issues in her life?

e. Do you think that Laura is going to turn to drugs? Why or why not? What factors in her life will affect the way she makes a decision about drugs and other issues in her life?

f. What do you think are some characteristics of people who turn to drugs? What are some characteristics of people who cope in other ways? Give examples to support your ideas.

5.

Give students time in class to answer the questions.

Then discuss their responses. Which girl did students

think was more likely to turn to drugs? What reasons

did students give?

6. Make a class list of characteristics of people who

begin using drugs. Students will probably say that



people who turn to drugs have the following

characteristics:

They are lonely.

They are unhappy.

They feel isolated.

They are looking for ways to ease their pain.

Then make a class list of characteristics of people

who cope in other ways. Characteristics of people

who don't turn to drugs include the following:

They are involved with people.

They find satisfaction in outside interests.

They are able to talk about their feelings in order to ease their pain.

7.

Ask students to compare the two lists. What healthy

actions could Laura take to feel better?

8.

Then bring out the two lists made in step 1 of reasons

why young people experiment with drugs and why

experimentation can escalate into addiction. Have the

students' ideas changed as a result of learning about

the cycle of addiction? If so, how? What conclusions

can they draw about the causes of drug use among

young people?

9.

Conclude the lesson by discussing with the class how

they make decisions in their lives. What role does

family play? What role do peers play? What role do

teachers, coaches, or other adults play? How can

these influences help them make healthful choices?

Assessment: Students will respond to the following personal reflection journal prompt: Read the

following obituary for a teenager who died of heroin. Compose a two paragraph response that utilizes language from addiction, stages of addiction, etc. (Expectation: two paragraph response)

CASEY SCHWARTZMIER'S FULL OBITUARY Casey Marie Schwartzmier, 20, of Ross Township, passed away Sunday, Jan. 15, 2017, accidental heroin overdose after a long brave battle with addiction. She was the daughter of Richard and Michelle (Waldorf) Schwartzmier; sister of Eric Schwartzmier; granddaughter of Mary (Planic) and the late Richard F. Schwartzmier and Jerome B. Waldorf; and also survived by many aunts, uncles and cousins. Casey never wanted to be defined only by her addiction and mistakes, she was so much more than that. She made it clear if she was to ever pass as a result of it, she wanted people to know the truth with the hope that honesty about her death could help break the stigma about addicts and get people talking about the problem of addiction that is taking away so many young lives. Casey was a beautiful, intelligent child of the suburbs who fell into its grip. It can happen to anyone. She was feisty and outspoken but would do anything for anyone and always lit up the room with her smile and sense of humor, even while struggling with her demons. She loved her family deeply, wanted to adopt every animal she saw and play with every child she came across. Casey believed strongly in second chances, maybe because she craved another chance for herself and other addicts, so she donated her life saving organs to give someone else, a second chance at life. That was Casey: this amazing woman should be remembered for



this and not her mistakes. Casey believed that hiding her cause of death would help no one, but if her story could help just one addict push even harder for another day of sobriety, encourage an active user to choose recovery or shine a light on this horrible epidemic, then it would be worth coming out of the shadows. She was very open about her struggles and now is not the time to change that. This strong attitude with a fierce drive and loving beautiful heart that wanted to help other addicts even in death is one of the many things that she can be defined by, not her addiction. Casey wanted to live. She had dreams of a future career, children of her own and fought hard all the way until the end, one day away from entering rehab, but couldn't break the chains of this demon that's wiping out a generation. Addiction doesn't discriminate, it will take hold and destroy anyone in its path, including the families and people who love them. Addiction hides in the faces of everyday people all around us. Casey isn't just another statistic or just 'another one gone too soon,' she was a great heart with a bright future and a gift that the world lost and can never be replaced. So the best way to honor Casey, is for people who read this or knew her to think twice before you judge an addict. Read more: http://www.dailymail.co.uk/news/article-4179024/Mom-pens-honest-obituary-daughter-overdosed.html#ixzz4qcxQVf12


Teacher Reflection & Notes: Next lesson will require you to make a jeopardy game based off of the information on the following lesson plan

8th grade



Title: Putting it all together – jeopardy

Summary: We have had several lessons on substance abuse/use and today’s activity will be a culminating one for students as they put their knowledge to the test and compete in today’s jeopardy game.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), jeopardy pre-made template

http://www.dailymail.co.uk/news/article-4179024/Mom-pens-honest-obituary-daughter-overdosed.html#ixzz4qcxQVf12




Procedure: 1. Teacher will have students in pre-assigned groups of 4 (*Note: Could make it exciting

by using https://www.randomlists.com/team-generator?items=Brock,Gale,Gustavo,Hank,Hector,Holly,Jane,Jesse,Lydia,Marie,Mike,Pete,Saul,Skyler,Todd,Walter&grp=4

2. Each group will have to assign roles: scribe, question repeater, task manager, summarizer, challenger

A) Scribe – responsible for writing the group’s final answer B) Question Repeater – always there to reiterate the original question to keep

members on task C) Task Manager – Ensure everyone has an opportunity to share their ideas and

the topic of conversation remains focused D) Summarizer – at the end of the debate, you summarize all of the main points

to deduce to an answer E) Challenger – be there to counter people’s thoughts and responses as a way

for them to provide evidence of their answer/logic F) Teacher shares that the group who wins today’s jeopardy game will receive a

free NO JOURNAL ENTRY coupon to be used at any time throughout the rest of the year in advisory class

**NOTE: Teacher can prepare the jeopardy questions based off of the, “How Much Do You Knows” from the following website: https://www.dea.gov/pr/multimedia-library/publications/get-it-straight-student.pdf Be sure to pull questions and answer options from all different parts of the booklet to ensure it covers the span of information the students learned in advisory.

Assessment: Students will respond to the following personal reflection journal prompt: Read

the following journal entry from narcotics anonymous and compose a two paragraph response: The first time I smoked weed was during the summer before 8th grade. I was really curious to see what it

was all about. I had a few hits, but didn't really get stoned. Later, I smoked some more. I got so high I didn't

even know what was going on. The next chance I got to get high, I jumped on it. The more I did it, the more

I liked it. I loved the way pot played with my head.

Finally, I got caught. I was grounded for a while, but I went right back to it. That happened over and over

until my parents decided to put me in a chemical dependency program. I managed to still smoke pot on the

day furthest from my drug tests. I tried all those purification concoctions, but my dad eventually found out. I

was still determined not to let anybody rob me of my "God-given rights," so I continued to smoke bud and

got "dirty" drug tests. My grades weren't really suffering so I saw no reason to stop. I kept getting into more

trouble.

Finally, disaster struck. I was caught at school. My hearing to determine whether I am expelled or not

happens very soon. My eyes have been opened. Getting caught once can ruin your life. I'm taking my 30

day chip today and I hope to get many more chips. By staying sober, I am getting all my privileges back. As

for school, I hope to be allowed back in. My only job is to stay out of trouble.

(Expectation: two paragraph response)

https://www.randomlists.com/team-generator?items=Brock,Gale,Gustavo,Hank,Hector,Holly,Jane,Jesse,Lydia,Marie,Mike,Pete,Saul,Skyler,Todd,Walter&grp=4



https://www.dea.gov/pr/multimedia-library/publications/get-it-straight-student.pdf

https://www.dea.gov/pr/multimedia-library/publications/get-it-straight-student.pdf





8th grade



Title: Courage & Holocaust

Summary: This unit will be about learning courage through other peoples’ lenses. Developing a sense of empathy and connecting to their struggles and triumphs will develop a strong sense of character.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), courage worksheet do now: https://drive.google.com/file/d/0BzRdRnwRv1l-aHpUREk4dlNUNUE/view?usp=sharing Holocaust survivor testimonies video: https://www.ushmm.org/wlc/en/media_list.php?MediaType=oh


https://drive.google.com/file/d/0BzRdRnwRv1l-aHpUREk4dlNUNUE/view?usp=sharing



Procedure: 1. Teacher will give the students the courage do now and give students 5 minutes to complete:

https://drive.google.com/file/d/0BzRdRnwRv1l-aHpUREk4dlNUNUE/view?usp=sharing 2. Divide the class into pairs. Students should compare their responses and assist one another in

sharing perspectives. 3. Conduct a large class discussion using some or all of the following questions as a guide: • In

what ways do people demonstrate courage in the stories you have heard or read? • In what ways do people you know demonstrate courage? • In what ways are these demonstrations of courage similar or different? • How have you demonstrated courage in the past? • How do these examples compare to examples of courage in stories discussed above? • Is courage demonstrated in large heroic efforts? Is courage demonstrated in small ways? Explain.

4. Inform students that they are about to watch testimony clips taken from testimonies given by Holocaust survivors and witnesses. Explain to students that the following clips are brief excerpts from longer interviews.

5. Students will create a t-chart: Person, action, explanation of courage 6. Teacher will play the video and direct students to stop and jot notes during the video, but will

have time at the end of the video to complete. 7. Once video and t-chart (independent student work) are completed, class closure will be open

dialogue about ways in which people demonstrate courage, even in the face of hardships. **NOTE: Some background knowledge of the Holocaust is necessary for students to understand the context of the visual history testimony clips. Some general resources are available on the USC Shoah Foundation Institute website at www.usc.edu/vhi or in the bibliography listed in the Additional Resources section. In addition, comprehensive classroom lessons that provide historical context on the Holocaust are included in Echoes and Reflections – a multimedia curriculum on the Holocaust, available at www.echoesandreflections.org

Assessment: Students will respond to the following personal reflection journal prompt: Today

we learned about the courage of holocaust survivors. The holocaust is one of the world’s

greatest tragedies. However, courage can be displayed in our everyday life, in very small

interactions. Read Chicken Soup for the Soul’s, “Brace Yourself”. Explain how both Dusty

and Carole displayed courage.

(Expectation: two paragraph response) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.


https://drive.google.com/file/d/0BzRdRnwRv1l-aHpUREk4dlNUNUE/view?usp=sharing



8th grade



Title: Courage & Rwanda

Summary: This unit will be about learning courage through other peoples’ lenses. Developing a sense of empathy and connecting to their struggles and triumphs will develop a strong sense of character. Today’s lesson will come from a perspective of identifying similarities to the Rwanda survivor, in order for students to feel a deeper sense of connection.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), Rwanda do now: https://drive.google.com/file/d/0BzRdRnwRv1l-MFBqOTN0YVBBSG8/view?usp=sharing Rwanda video: http://www.history.com/topics/rwandan-genocide/videos/rwanda-background-to-genocide

Procedure: 1. Teacher will give the students the Rwanda do now and give students 5 minutes to complete:

https://drive.google.com/file/d/0BzRdRnwRv1l-MFBqOTN0YVBBSG8/view?usp=sharing Students are expected to place an X over any box that they feel is true about them.

2. Divide the class into pairs. Students should compare their responses and assist one another in sharing perspectives.

3. Teacher will introduce the class to a real person who survived the Rwanda genocide in 1994, her name is Liliane. Teacher will read the following journal entry from Liliane: I was 15 in 1994. One day I was sitting in my house with my four brothers, uncle, aunt and cousins. We were sitting together when the militias* broke into our house. They started to attack us. I was able to escape by jumping out of the window and running as fast as my legs could take me. Because the militias were everywhere I decided to hide up in the trees while the soldiers inflicted terror below. While I was up in the trees I could hear screams of terror as they killed my family one-by-one. I also saw my mother hacked to death while she tried to escape. I was so terrified. I did not know what to do. I could hear the sounds of crying and I tried not to look when they pulled all the bodies out, but I couldn't help it. I managed to survive by hiding myself, for some time in bushes, in swamps, in dead bodies, actually anywhere safe just for a second. *Groups of armed men trained and given weapons by the government Today… I live in Oxford and have a lovely new born child. I work for charities to try and help other survivors


https://drive.google.com/file/d/0BzRdRnwRv1l-MFBqOTN0YVBBSG8/view?usp=sharing

http://www.history.com/topics/rwandan-genocide/videos/rwanda-background-to-genocide


https://drive.google.com/file/d/0BzRdRnwRv1l-MFBqOTN0YVBBSG8/view?usp=sharing



and to tell people about what happened. I have gone back to Rwanda on two occasions, it was very challenging, because all the terrible memories come flooding back. Being a survivors, has change me a lot, as I feel lonely, and sometimes sad. I hope that teenagers in from around the world respect one another, without considering the color, or race, religion, or status or other people so that we can put a full stop to DISCRIMINATION and remember what happened in Rwanda in 1994.

4. Class will have a discussion about the entry. Potential prompting questions: How is Liliane similar to you? How is Liliane different from you? Do you need to be a minority to relate closely to this story? How would you have handled it? What type of courage did she display? What type of personality or values do you need to be able to display that type of courage? Etc…

5. Choose one of the following quotes and write a response to its author that explains why you either agree or disagree with the quote. In your response, reference your own experiences, the experiences exemplified in the testimony clips viewed, and/or the outcomes and insights

garnered from class activities and class discussions of courage. ❍ Courage is doing what you’re afraid to do. There can be no courage unless you’re scared. — Eddie Rickenbacker

(Fighter Pilot) ❍ Courage is resistance to fear, mastery of fear, not absence of fear. — Mark

Twain ❍ The only real prison is fear, and the only real freedom is freedom from fear. — Aung San Suu Kyi (Democratically elected leader of Burma) **NOTE: Some background context to the Rwanda may need to be provided to students and should be. Teacher can provide history.com video: http://www.history.com/topics/rwandan-genocide/videos/rwanda-background-to-genocide

Assessment: Students will respond to the following personal reflection journal prompt: Find a

poem about courage and then write your own. Creatively display both poems for next class.

(Expectation: open poem) *Note: This journal entry can be utilized as an exit ticket or an entrance ticket into next class.

Teacher Reflection & Notes: Teacher may want to take the poems (both found and written) and complete the LCCS bulletin board on courage month. Coordinate with Principal Hogan.

8th grade

Month: March





Lesson #: 3


Title: Teenagers with Courage

Summary: This unit will be about learning courage through other peoples’ lenses. Developing a sense of empathy and connecting to their struggles and triumphs will develop a strong sense of character. Today’s lesson will focus on the courage displayed by teenagers, just like our LCCS students sitting in our community.

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), Kids With Courage Book: https://www.freespirit.com/files/original/Kids-With-Courage-preview-1.pdf or https://drive.google.com/file/d/0BzRdRnwRv1l-VVd6MDRLMHRQMGM/view?usp=sharing

Procedure: Online copy of book, “Kids With Courage”: https://www.freespirit.com/files/original/Kids-With-Courage-preview-1.pdf or https://drive.google.com/file/d/0BzRdRnwRv1l-VVd6MDRLMHRQMGM/view?usp=sharing 1. Student do now. Teacher will write the following statements on the board and students

will stop and jot which displays courage and which do not. (written) Fighting or walking away from a fight Doing something dangerous that others are doing or not participating even if someone calls you “chicken" Teasing and bullying someone or standing up for someone who is being mistreated Blaming others for your mistakes or accepting responsibility Ignoring a new student or making friends with a new student Only looking out for yourself or helping others Following the crowd or doing what's right Quitting when things get tough or working hard, even when it's difficult

2. Teacher and students will engage in 5 minute dialogue about do now. Teacher will ask open-ended questions to incite feedback.

3. Teacher will blindly inform students of two titles: “Kids fighting crime” and “A serious habit”. Blindly, students will work in self-selected dyads and select the title they feel will probably have a teenager who displayed MORE courage than the other title.


https://www.freespirit.com/files/original/Kids-With-Courage-preview-1.pdf



https://drive.google.com/file/d/0BzRdRnwRv1l-VVd6MDRLMHRQMGM/view?usp=sharing

https://drive.google.com/file/d/0BzRdRnwRv1l-VVd6MDRLMHRQMGM/view?usp=sharing



4. Each dyad will select the title, read it thoroughly, discuss with partner and jot down talking points that prove their character is more courageous. When they finish their task, they are able to simply read the alternative to the one they selected. (Preparing for a small community debate)

5. Class debate. Teacher will function as a moderator. Physically place students on opposite sides of the class and teacher sit in the middle. (Create physical layout to support educational activity)

Assessment: Students will respond to the following personal reflection journal prompt: The

word comes from the French courage for “putting one’s heart into action.” Courage is an

essential virtue, a source of strength that contributes to all significant human endeavors.

Students will share their opinion on whether or not courage requires, “heart”. Explain. Be sure

to include a time when you displayed courage with heart.



8th grade



Title: LGBT Courage



Summary: This unit will be about learning courage through other peoples’ lenses. Developing a sense of empathy and connecting to their struggles and triumphs will develop a strong sense of character. Today’s lesson will focus on ensuring our LGBT+ students do not experience homophobic remarks and harassment throughout the school day and know we are actively working to create an atmosphere where all students feel disrespected, unwanted and unsafe.


Procedure: Teacher will create special discussion guidelines that hopefully build on previously constructed ones: Respect Others: You will hear ideas that may be different or new to you, and opinions with which you may disagree. As you participate and interact, try to take in new information without judgment and to keep an open mind. Make sure that your words and body language reflect a respectful attitude toward others. Learn by listening to others. • Speak From the “I”: Speak from your own personal experiences and try not to judge the experiences of others. Use I-statements such as “I feel…” or “In my experience…” Avoid “You should” or “You all think that …” statements and generalizations of any kind. • Ask Questions: Much of the information we will cover will be new to many of you. Feel free to ask any questions that come up for you—either during the activity or privately afterwards—without fear that they are too “silly.” Make sure to phrase all questions in respectful and nonjudgmental ways. • Respect Confidentiality: Please make sure that everything said in the room stays in the room. When sharing personal anecdotes, make sure to avoid using the real names of other people. • Share “Air Time”: While you are encouraged to express your ideas and opinions, please do not monopolize the group’s time. Help create a safe space in which everyone can speak. No one, however, is obligated to speak. “Passing” is okay.

1. Teacher will introduce “Taking a Stand” activity. Teacher will read a statement and students will stand if they agree, sit If they do not I often hear the phrase “that’s so gay,” “you’re so gay,” “no homo” or the word “gay” in general used in a negative way among my peers. • I often hear terms like “faggot” and “dyke” used among my peers. • When I hear “that’s so gay,” it is usually aimed at an object rather than a person. • When people say “that’s so gay” or “no homo,” they do not mean it as an insult against actual LGBT people. • Regardless of how it is meant, expressions like “that’s so gay” and “no homo” are probably insulting or upsetting to LGBT people and those who care about them. • I have never thought about how expressions like “that’s so gay” or “no homo” might make others feel. • I have personally used expressions like “that’s so gay,” “you’re so gay” or “no homo” with my peers. • I have personally used terms like “faggot” and “dyke” with my peers. • When expressions like “that’s so gay” or “no homo” are aimed directly at me, it bothers me. • Expressions like “that’s so gay” and “no homo” are okay as long as they are not used to directly attack an LGBT person. • Expressions like “that’s so gay” and “no




homo” are never okay to use. • It would be impossible to get kids at my school to reduce or stop using terms like “that’s so gay” and “no homo.” • I would personally be willing to limit or curb my use of expressions like “that’s so gay” and “no homo.”

2. Teacher can expect that each statement will incite discussion, which is great! Be sure to redirect conversation to ensure the discussion expectations are being met. Teacher can explain that today’s lesson ties into courage because LGBT issues and policies are something that is more widely seen and discussed and it takes a courageous person to take a stand and ensure the liberties and freedoms of others are secure, regardless of how you personally feel about sexual orientation, gender, etc.

3. Divide students into groups of 4. Each person will have a role/responsibility: scribe, reader, moderator, summarizer.

4. Each group will be given one of two scenarios to read, discuss and to respond to. Each group is responsible for explaining the ways in which the character(s) did or did not display courage. If they did not display courage, they are responsible for explaining how they COULD have, if they had the heart to. Scenario #1: Students are at their lockers just before the start of first period. One student takes off his jacket and is wearing a very bright t-shirt with an unusual design. Another student remarks, “Oh, my god, that shirt is so gay!” Several students laugh. A teacher, who is passing by and overhears the comment, tells the student who made the remark to cut it out. The student replies, “I just meant that it’s a weird shirt.” The teacher tells everyone to get to class. Scenario #2: When a few classmates razzed Rebekah Rice about her Mormon upbringing with questions such as, “Do you have 10 moms?”, she shot back: “That’s so gay.” That phrase landed the high school freshman in the principal’s office and resulted in a lawsuit that raises this question: When do playground insults used every day all over America cross the line into hate speech that must be stamped out? After Rice got a warning and a notation in her file, her parents sued, claiming officials at Santa Rosa’s Maria Carillo High School violated their daughter’s First Amendment rights when they disciplined her for uttering a phrase “which enjoys widespread currency in youth culture…” Testifying…about the…incident, Rice…said that when she uttered those words, she was not referring to anyone’s sexual orientation. She said the phrase meant: “That’s so stupid, that’s so silly, and that’s so dumb.” But school officials say they took a strict stand against the putdown after two boys were paid to beat up a gay student the year before. “The district has a statutory duty to protect gay students from harassment,” the district’s lawyers argued...“In furtherance of this goal, prohibition of the phrase ‘that’s so gay’...was a reasonable regulation.”

5. Students and teacher will regroup to engage in a closure discussion. Teacher will be sure to explain how we can think before we speak and that alone, is a form of courage.

Assessment: Students will respond to the following personal reflection journal prompt:

Students will read the following article about a NJ teen who came out to her family and they

responded by throwing her a surprise PRIDE inspired party for displaying courage. Students

will read the article and respond to the following questions:

A) How did the teenager display courage?



B) What family values do they have that encourages her to display courage?

C) How did the family display courage?

D) Do you feel her courage was deserving of a party? Explain

ARTICLE: http://www.nbcnewyork.com/news/local/New-Jersey-Teenagers-Parents-Throw-

Surprise-Coming-Out-Pride-Party-Rainbow-Theme-385637781.html



8th grade

Month: April Lessons #: 1, 2, 3

Time Frame: 45 minutes each

Titles: Lesson 1: Cover Letter –focus 1: Introspective identification Lesson 2: Cover Letter –focus 2: Researching effective formats Lesson 3: Cover Letter –focus 3: Composition

Summary: This unit will focus on developing documents needed for the students’ future in college, career and work force. The end task is to produce a personal cover letter. Each class will be scaffolded, in order to complete final task. Students will constantly be engaged in a cycle of working/re-working/revising until cover letter is composed for final submission. *Note: While students may not be applying for jobs, they will be applying for internships, high schools and community service activities

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), chromebooks for each student (lessons 2 & 3), smartboard/video (lesson 1), personal cover letter (lesson 2)




Procedure: Lesson 1: Cover Letter –focus 1: Introspective identification

1. Teacher will begin class by playing the following video clip: https://youtu.be/ep-ieEG06qg 2. Teacher and students will engage in discussion about what type of qualities they feel Will

Smith displayed to his potential, future employers (maintain list on board) 3. Teacher will discuss the importance of the cover letter/letter of introduction. It is usually the

first piece of an application that is read. Teacher states “You never get a second chance to make a first impression.”

(Students will say they are not applying to jobs any time soon. Reiterate that they will apply for more volunteer opportunities, internships and such. This is an essential life skill.)

4. Students are instructed to stop and jot (individually) their top 7 qualities that they feel would make them a good employee (at an internship, at a special program in high school, at a specialized club, at community service opportunity, etc.)

5. Once completed, students are encouraged to share out. (Community circle) 6. Teacher will then display the Forbes list of top 7 qualities that make a successful employee:

1. Strong work ethic: Setting and achieving goals

Tied for first place, a strong work ethic was clearly one of the most popular qualities hiring managers

look for in a candidate. According to CareerBuilder, 73% of respondents want to see applicants

demonstrate their ability to work hard. Candidates who set high goals for themselves, or respond well

to stretch goals from supervisors, indicate a willingness to do more than clock in and clock out every

day.

2. Dependable: Consistently following through

Also chosen by 73% of respondents, dependability can make all the difference between a candidate

who usually follows through, and one who always does. Candidates who show a commitment to

completing tasks on time, as assigned, during the application process will likely continue this behavior as employees.

3. Positive attitude: Creating a good environment

At a close third among respondents to the CareerBuilder survey (72%), a positive attitude has myriad

benefits for individual employees and their colleagues. Positivity leads to a more productive workday,

and creates a better environment for fellow employees. Great employees consistently stand out for their

upbeat attitudes and earn positive reputations for themselves. One trait to look for in a candidate is

their ability to acknowledge mistakes and still move forward in a positive way. This suggests they’ll be equally resilient in the workplace.

4. Self-motivated: Working effectively with little direction

Two-thirds of respondents, 66%, listed self-motivation as a key soft skill among candidates. When it

comes to finding good employees, hiring managers often look for candidates who can take initiative

https://youtu.be/ep-ieEG06qg

https://www.jibe.com/blog/how-to-incorporate-googles-team-formula-into-your-hiring-strategy/

https://www.jibe.com/blog/how-to-incorporate-googles-team-formula-into-your-hiring-strategy/

https://www.jibe.com/blog/retention-internal-hiring-and-your-talent-acquisition-strategy/



and get work done with little to no encouragement. Sheer enthusiasm and interest in the work is often

enough to drive these employees. And this self-motivation goes hand in hand with confidence–chosen by 46% as a top soft skill among candidates.

5. Team-oriented: Making the most out of collaboration

Think about the great employees you already have. Do they work well with others? Are they

comfortable collaborating with a team? According to CareerBuilder, 60% of hiring managers look for

team-oriented candidates during the application process. Many companies succeed based on the work

of teams and entire departments, not just individuals. So as you review applications and conduct

interviews, look for candidates with a history of collaboration, as well as giving and receiving constructive group feedback.

6. Effective communicator: Understanding the benefits of clarity

Another top soft skill chosen by hiring managers was communication–56% look for effective

messaging from candidates. Ideal employees will understand the importance of good communication,

and just how badly things can go wrong when a message is unclear or missed altogether. When looking

for this quality among applicants, ask questions about their preferred methods of communication, or for

examples of good communication they’ve experienced. If their responses (verbal and nonverbal) align

with your expectations, they may well become a great employee.

7. Flexible: Adapting in a meaningful way

Rounding out our list is flexibility, or adaptability, chosen by 51% of respondents. A good employee

will not resist change blindly, but instead embrace it and adapt to it as it proves necessary for the

business. Are the candidates you interview comfortable with unknown elements of a job? Are they

willing to pick up new skills and adjust to shifting goals? If your applicants can demonstrate flexibility,

you can be confident they’ll adapt easily to their new work environment.

7. Teacher will instruct students to place a check mark by the qualities they listed that match the Forbes list. Teacher will explain that while their qualities may be different, you must use those key qualities in your cover letter over the next two classes.

8. Teacher will instruct students to stop and jot a couple of “professional” experiences where students displayed the listed qualities. (Each student should have a quality written, accompanied by a 2-4 sentence explanation of where they utilized it in a professional or educational setting)-prep work for cover letter

Lesson 2: Cover Letter –focus 2: Researching effective formats 1. Teacher will display personal cover letter that eventually awarded them their position as the

students’ advisory teacher. 2. Teacher will use personal cover letter to explain the importance and organizational format.

https://www.jibe.com/ddr/what-does-measuring-quality-of-hire-say-about-your-recruiting-maturity/



Teacher will explain that there are main categories of a cover letter (students copy this down): https://drive.google.com/file/d/0BzRdRnwRv1l-bWpINWJQaFl1M0E/view?usp=sharing

3. Teacher will model a random google search for cover letters (use different age groups, use different fields, use community service/internships, etc.)

4. Students will use a t-chart to identify positive qualities of cover letters and their subgroup categories that they’ll want to incorporate into theirs. Conversely, will jot down negative qualities that they definitely want to avoid when writing their cover letters. (Encourage them to take specific notes!)

5. Community closure. Students have an option to check-out with one of the following statements: A) Cover letters are important because…… B) I want my cover letter to show off…. C) I will be sure NOT to do…………..on my cover letter.

Lesson 3: Cover Letter –focus 3: Composition Students will independently compose their cover letters. Teacher will be sure to float and circulate for assistance. Encourage students to work on google docs and share the documents with teacher. Teacher will stop every 5 minutes for a “PRAISE PAUSE” and highlight a positive thing a student has placed on their composition thus far. Teacher is encouraged to praise pause once for each of the cover letter subgroups, in order to give a great, working example to the students.

Assessment for Lesson 1: Students will conduct an informal interview with best friend and

with one parent/guardian. Students will ask best friend and parent/guardian what they feel are

the most valuable attributes and qualities the student possess that will make them a great

future employee in an educational or professional capacity. (Expectation: bulleted list from

both interviewees)

Assessment for Lesson 2: Students will respond to the following personal reflection journal

prompt: Today was the first introduction to writing cover letters. Today, you will go home and

ask your parents/guardians to see their cover letters. Stop and jot some positive qualities you

notice and some not so hot qualities that you want to avoid when writing your own. (Expectation: 5 bullets of positive qualities and 5 bullets of negative qualities)

Assessment for Lesson 3: Students will complete cover letter at home for submission next

class. (Expectation: Completed cover letter and formatting)


Teacher Reflection & Notes: Teacher may want to also secure a few cover letters from workplace peers, that the students are familiar with, in order to raise levels of interest.



8th grade

Month: May Lessons #: 1, 2, 3 & 4

Time Frame: 45 minutes each

Titles: Lesson 1: Resume –focus 1: Introduction

Lesson 2: Resume –focus 2: Researching effective formats Lesson 3: Resume –focus 3: Composition formatting & scheme Lesson 4: Resume –focus 4: Composition content

Summary: This unit will focus on developing documents needed for the students’ future in college, career and work force. The end task is to produce a personal resume. Each class will be scaffolded, in order to complete final task. Students will constantly be engaged in a cycle of working/re-working/revising until resume is composed for final submission. *Note: While students may not be applying for jobs, they will be applying for internships, high schools and community service activities and a resume will give them a leg up on their competition

Learning Resources Needed: student S.E.L. journal, pencils/pens, interactive board (classroom timer: http://www.online-stopwatch.com/classroom-timers/), chromebooks for each student (lessons 2 & 3 & 4), smartboard (all lessons), personal resume (lesson 2, 3 & 4) Student resume template: https://drive.google.com/file/d/0BzRdRnwRv1l-RGxCbFVwNzJvZVE/view?usp=sharing Expert resume video: https://youtu.be/UP-S9rvAYYo


https://youtu.be/UP-S9rvAYYo



Procedure: Lesson 1: Resume –focus 1: Introduction

Teacher will begin class by displaying the following memes:

9. Teacher will use the memes to explain the overview of the next few classes, which is building

a resume. (Students may note that they have no experience. NO WORRIES. We will focus on extracurricular activities, community service, internships, volunteer work, etc.) Teacher will be sure to connect how a cover letter and resume are directly related to one another.

10. Teacher will discuss the importance of the resume, as it is the detailed version of your cover letter that highlights the qualities you originally stated. It is usually the second piece of an application that is read, however the most critical. (Students will say they are not applying to



jobs any time soon. Reiterate that they will apply for more volunteer opportunities, internships and such. This is an essential life skill.)

11. Teacher will show the students the following video and explain that we will be listening to what an expert says the perfect resume looks like. By hearing her explanation, we can use it somewhat like a rubric. “If we know what to expect, we will have a better outcome during the process.” https://youtu.be/UP-S9rvAYYo

12. Lesson 2: Resume –focus 2: Researching effective formats Teacher will display personal resume that eventually awarded them their position as the students’ advisory teacher. 6. Teacher will use personal resume to explain the importance and organizational format.

Teacher will explain that there are main categories of a resume (students copy this down): https://drive.google.com/file/d/0BzRdRnwRv1l-RGxCbFVwNzJvZVE/view?usp=sharing

7. Teacher will model a random google search for resumes (use different age groups, use different fields, use community service/internships, etc.)

8. Students will use a t-chart to identify positive qualities of resumes and their subgroup categories that they’ll want to incorporate into theirs. Conversely, will jot down negative qualities that they definitely want to avoid when writing their resumes. (Encourage them to take specific notes!)

9. Students will complete resume template independently 10. Community closure. Students have an option to check-out with one of the following

statements: D) Resumes are important because…… E) Cover letters and resumes are connected because…… F) I will be sure NOT to do…………..on my resume.

Lesson 3: Resume –focus 3: Composition Students will independently compose their formatting and organization of resume. Teacher will be sure to float and circulate for assistance. Encourage students to work on google docs and share the documents with teacher. Teacher will stop every 5 minutes for a “PRAISE PAUSE” and highlight a positive thing a student has placed on their composition thus far. Teacher is encouraged to praise pause once for each of the resume subgroups, in order to give a great, working example to the students.

Lesson 4: Resume –focus 4: Composition Students will independently compose their content of resume. Teacher will be sure to float and circulate for assistance. Encourage students to work on google docs and share the documents with teacher. Teacher will stop every 5 minutes for a “PRAISE PAUSE” and highlight a positive thing a student has placed on their composition thus far. Teacher is encouraged to praise pause once for each of the resume subgroups, in order to give a great, working example to the students.

Assessment for Lesson 1: Complete student template if not completed in class (Expectation:

completed template)

Assessment for Lesson 2: Students will respond to the following personal reflection journal

prompt: Today was the first introduction to writing cover letters. Today, you will go home and

ask your parents/guardians to see their resumes. Stop and jot some positive qualities you

https://youtu.be/UP-S9rvAYYo




notice and some not so hot qualities that you want to avoid when writing your own. (Expectation: 5 bullets of positive qualities and 5 bullets of negative qualities)

Assessment for Lesson 3: Students will complete resume at home for submission next class.

(Expectation: Completed resume formatting and scheme)

Assessment for Lesson 4: Students will complete resume at home for submission next class.

(Expectation: Completed resume content)


Teacher Reflection & Notes: Teacher may want to also secure a few resumes from workplace peers, that the students are familiar with, in order to raise levels of interest.

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School Counseling Middle School Advisory SEL Curriculum ...

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