Desired themes: Self-awareness and leadership, Leadership in the community, Common good

Outline:

Oct 2: Introductions and Ice BreakersPoint people = Kasaiya Alaalatoa

11:05am-11:10am // Introductions (knowing yourself)- Name- Pronouns (he/she/their/zed)- What are we looking most forward to these upcoming 8 weeks

together?Transition to first ice breaker (which shouldnt’ go beyond seven minutes or so)11:10-11:20am // First ice breaker, “Dragon” (knowing/supporting others)

- We will have everyone spread out around the room until they’re standing by someone they weren’t standing by in the group circle

- Then instruct that we are dragons. And we need to grow into stronger dragons! But the ONLY way is through a rock, paper, scissors match. When you lose, you become a part of the dragon that you lost to and get to support them as your new team!

- Whoever is the dragon (and hasn’t lost yet) will be supported by their team by cheering them on until we get down to our final two dragons for the ultimate showdown!

- Congratulate winner with one last final cheer, then have everyone come back to our group circle for next instructions...

Transition to next ice breaker (which could take 5 minutes, or less, or more…)11:20-11:30am // Helium hula hoops

- We can have our class break into groups of four, then fron those groups of four, assign each one a number and then make those four assigned numbers each be a group of new people! (this makes them meet people they wouldn’t have chosen otherwise)

- We then will each go to one of the groups with a helium hula hoop and tell them:

- “Your group is challenged with stopping our hula hoops from floating off the ground since we filled them with helium!”

- “You all have to help bring the hula hoop down to the earth, but you can only use your left and right pointer fingers to touch the hula hoop!”

- “If anyone lets go or we lost control as a team, we’ll need to start all over!”

- “When you all are ready, place your fingers out in a circle and I will place your helium hula hoop down to begin!!!”

- (We then monitor the groups and cheer them on until they complete the challenge, rejoin to large group circle, use bathroom if needed until the entire group is back together)

Transition to group discussion (did they understand the moral of each activity?)11:30-11:45am // Connection of "ice breaker" to our topic. (Ian)

-- Thought provoking question on identity, potential ideas (Everyone kind of point person break out in small groups)(open to move with students needs or interests)-- Broad Questions (What kinds of things do you like to talk about? What are you passionate about?)--Funny Questions/Curiosity Questions (If you were a fruit what would you be?)--Individual/Community questions (Where do you feel like you can be most yourself?)

what do you identify as? Do you bring that full identity to school with you? Do you think your peers do? We could talk briefly about our own identities and how we have become comfortable owning those.-- discuss the importance of identity and why it is hard for anyone to be there full self if they are hiding portions of it. (I could totally be misinterpreting our desired outcome and if so please tell me)-- How did you ‘learn to lead’? (This could tell us where each student sources their leadership in and how they learn about it)--What kinds of things do you like to talk about to your friends?— If you were a fruit what fruit would you be and why?--If you had to eat one food for the rest of your life what would it be? --On a scale of 1-10 how sarcastic are you--When you feel stressed do you like to be with other people or alone? --cant expect others to be their real self if you aren't being yours. Importance of accepting others

End a few minutes early so we don't lose student interest as the bell nears.

Oct. 9: Connecting AuthenticallyPoint people = Emily VandenBrink

Goal of this day is to communicate authentically, it is about giving others space to tell their stories and truths while being open and honest about your own.

OUTLINE 11:05-11:10 Emily Opens 11:10-11:20 Roses and Thorns (Highs and Lows) Break up into 2 large groups(mention as a technique for mentors/mentees too)11:20-30 Play telephone as a whole group11:30-35 Emily talks about connection of the game and roses and thorns and the importance of communicating our truths and hearing other peoples' truths on a 1 on 1 basis.11:35-50 Break out in small groups. On the white board will be a drawing of the handout below that focuses on relationships, moments, places and passions. I want this to be a time to ask each other questions and understand each other as people outside of this classroom

IF TIMECome back together

Oct. 16: Building Trust/VulnerabilityPoint people = Bridgette

Timeline:11:05 - 11: 15Turn to 2 or 3 people around you for a chat!

● Tell your group about the most recent interaction that you had that gave you a spark of joy!

● Talk about a setting where you feel knowledgeable and comfortable/confident. Where is another setting where you feel vulnerable or like you don’t understand what’s going on?

11:15 - 11:20Explain/demonstrate activity! Also, move tables for more space11:20 - 11:305 ~ minutes for each group - HIGH FIVE EACH OTHER BETWEEN GOES! YEAH!11:30 - 11:45Break into 4 groups and debrief:How did you feel being the leader and how did you feel being led?What examples can you think of when you really needed someone to walk through something with you?What about the times that you’ve done the same for someone else? Do you think you’re always aware that you’re in this position?What can you take away from this and bring to your relationships with your mentees?Take your time through these, giving them personal examples can open a door and build trust/vulnerability. Be open to asking follow up questions (whys/why nots, etc.)Last 5 minutesWhat would you all [the students or y’all] like to share to the group?So proud of everyone for participating in this activity! It was vulnerable and we appreciate your willingness to be here with us!

Nov. 6: Communication and Public Speaking Point people = Emma

Timeline: 11:05-11:10: Introduce public speaking, talk about some common fears with public speaking and situations where they may need to use this skill

11:10-11:25: Public speaking games to get students warmed up and more comfortableGame 1: Schwing- Players stand in a circle and one person in that circle starts by passing the energy to their right or left. Anytime the energy is passed, the passer presses their palms

together and then swings the energy to the left or right and says "Schwing." Players continue to pass the energy in this way. Anyone can then block the energy by crossing their arm and saying "Bonk." When this happens, then passer must then pass the energy in the opposite direction. Another option to passing the energy is to say "Bounce" and to throw it with both hands like a big ball across to someone. Whoever catches the "Bounce" says "Ker-Plop," and they then pass or bounce it to someone else.

Game 2: Storytellers- Five students line up across the front of the space. They are going to tell a story. Get a topic from the audience and then come up with a title. “The Best Underwater Adventure Ever,” “Birthday Surprise,” etc. Another student stands in front of the line and points at the students telling the story. When they point to a storyteller, they have to tell the story. The aim for the storytellers is to make the story seamless and always be ready to jump in to continue the story. If anyone stutters, freezes, repeats unnecessarily, they are out. Now there are only four people to tell the story. Get a new topic and give a new title. This continues on until there are only two students battling it out. Don’t be afraid to get faster with your conducting or surprise a student by going back to them immediately, keep them on their toes!

11:25-11:30: Emma will introduce activity and the feedback structure (sandwich style: one positive, one criticism, another positive). One of us does an example 30 second speech to demonstrate activity and then ask students to practice sandwich style feedback.

11:30-11:45: Split into 4 groups. Students draw a topic from a bag of various topics and give a 30-second speech on the topic. Other students give sandwich style feedback, then move on to the next student. Continue going around the circle until time is up (CLP students participate too!). No one has to participate, but encourage students to challenge themselves in a positive space. If you’ve gone through everyone at least twice and feel like you’re ready to debrief, feel free to start talking about the questions for the group debrief below.

11:45-11:55: Come back as a full group, opportunity for students to volunteer to do a 60 second speech on a drawn topic in front of the whole class and receive feedback (challenge by choice, emphasize challenging yourself and putting yourself out of your comfort zone). Move to debrief if students don’t want to volunteer.

11:55-12: Debrief questions- 2 minutes or so in pairs, and then share out with group.

1. How have you felt in previous public speaking situations? How did you feel at the beginning of class today?

2. What moments today made you feel confident? When did you feel vulnerable?3. Did you volunteer to do a speech in front of the class? Why or why not? 4. How is public speaking important to leadership?

Nov. 13:Point people = Ian (wrote in separate document)

Nov. 20: StorytellingPoint Person= Christina Miller

Timeline:11:05-11:10 Introduce storytelling and why it’s important for leadership/connecting with others and how it’s hardwired into our lives!

11:10-11:25 Picture activity and debrief Students are given one photo and cannot show it to anyone else. They have to organize themselves in the proper sequence without using any words to describe.

Questions:- Why was it challenging to get the story together?- What kind of communication worked well?- How does this apply to real life?

11:25-11:35 Group timeline activity of a year (or longer) at Rogers HS and debrief as a big groupQuestions:

11:35-11:45 Share take-aways and an excerpt from one of my stories. Pass out individual timelines and chat about some storytelling class takeaways - applications of storytelling to their lives (importance of knowing your own story and being curious about the stories of others)

11:45-12 Personal timeline and final thoughts in small groups (share potential story ideas, what your thread may be, etc. and encourage to come to next class after Thanksgiving with a story to share with a 2 or 3 other people??)

Supplies:- Big butcher paper for timeline- Print out of timeline on one side and take-aways/kinds of stories on the other side

Initial Brainstorming:

Questions for Whitney:How many students in the class, general diversity, and year of studentsIn and out of classroom expectations Boundaries/group agreementWhat the students have already coveredThe leadership and leaders roles at Rogers

Potential Survey Questions:- What do you want to learn about leadership?- Where do you have influence in your life? Where would you like to have more/less?- What hesitations do you have about leadership- What does the word leadership even MEAN?- Food allergies - Fun question!

Other Ideas:- Circles of leadership - Self-worth- Storytelling - I AM stories- Strengths of community and building on strengths - Team building and leading your peers - Leading one-on-one, mentorship - Conflict resolution, dealing with difficult people