homeroom advisory curiculum web viewthe goal is to quiz each other about each ... no one can get...

Homeroom Advisory CurriculumUnderclassmen Edition

Table of Contents

1. Getting To Know You Icebreakers, Name Games

2. I Believe I Can FlyGoal setting, Endurance, Determination

3. Tick, Tock, On the ClockOrganization, Time Management, Learning to prioritize

4. We Can Work It OutConflict Resolution

5. Goin’ Away to College Post grad plan

6. Come Together Right Now Over Me Teambuilding

7. A Matter of TrustTrust activities

8. Let Me Clear My ThroatCommunication, Listening Skills, Public Speaking

9. One Love, One Heart, Let’s Get Together and Feel Alright Community Service, Knights in Action, Citizenship

10. I Just Want to Praise You Like I ShouldWriting thank-you notes, Thoughtfulness, Showing Appreciation

11. Under Pressure Taking Notes and Taking Tests, High-Stakes Testing, Memory, Academic Integrity, Learning Styles

12. R-E-S-P-E-C-T Cultural Competency, Diversity, Stereotypes, Inclusion, Bullying

13. More Money, More Problems Finances, Loans, Budgeting

14. You Can’t Always Get What You WantMental Health and Wellness, Stress

15. Man in the Mirror Character Development, Responsibility, Transformational Leadership, Self-esteem

16. It’s a Hard Knock Life Drugs, Alcohol, Sex

17. Let the Good Times Roll Games, Trivia, Getting to know NC, Other

1

MAY YOU ALWAYS KNOW

By MARY ANN READMACHER

MAY THIS BE THE PLACE…

FROM WHICH YOU LAUNCH YOUR DREAMS.

MAY THIS BE THE CASTLE…

FROM WHICH YOU GO FORTH TO CONQUER…

AND RETURN TO CELEBRATE AND REST.

MAY THIS BE THE DANCE…

AT WHICH YOU LEARN TO CRAFT…

A CONFIDENCE AND EASE.

IN THIS ROOM …

MAY YOU DISCOVER THE TOOLS

TO BUILD YOUR VISION –

OR MAY WE HAVE THE

GRACE TO SEEK

THAT WHICH YOU NEED

SO YOUR SPIRIT MAY SOAR.

2

Materials Needed

Below is a comprehensive list of all the materials needed to complete all of the activities in this binder. You will need to provide your own materials for these activities. Share with the teachers around you!

Materials You Probably Already Have In Your Classroom

(or the students already have)

Materials You Probably Do Not Have In Your Classroom

PaperPens/pencilsHomeroom rosterBlack SharpieIndex CardsColored PencilsMarkersScissorsGlue SticksLCD projector/Promethean BoardFlashdriveCoinCalculatorConstruction Paper(Copies of handouts associated with activity)

Roll of toilet paperBeach BallM&Ms or SkittlesEnvelopesMagazines (for cutting up)Lego’sVideo CameraCardboardStringPipe cleanersWired ribbonHot glue/gunBlank CDsTarp/Shower Curtain/Large BlanketWater bottle10 foot ropeBlindfoldsEmpty tissue boxFlip charts/Large paperKickball (sports equipment)

3

CHAPTER 1

Getting to Know You

1. Name Game with Alphabet2. Bingo Name Game3. Toilet Paper Game4. Beach Ball Questions5. 2 Truths and a Lie6. M&M’s7. Class Map8. Zip Zap9. Focus10. Show and Tell

Chapter Title: Getting to Know You

4

Activity Name: Name Game with Alphabet

What materials do I need? None

How long will this take? 10 minutes

Give me the gist: Students go around saying their names and something they like that starts with the same letter as their first name.

Helpful Hints: Encourage students to help each other if they get stuck! This is not to make students feel bad for forgetting – it is supposed to be fun!

Step by step:

1. Have students sit in a circle facing inward.

2. Ask for a volunteer to go first.

3. Ask students to think of something they like that begins with the same first letter as their first name. Go around the circle with each person stating their name and their “like”.

4. After 1 person has gone, the 2nd person has to try and remember the 1st person’s name and “like”. For example: My name is Leo and I like leopards. Her name is Jennifer and she likes jelly beans.

5. This process continues around the circle until you get back to person #1 who must repeat all of the names and “likes”!

What did we learn? / Discussion

1. Did you find it easy or difficult to remember everyone’s names?

2. Who had the easiest name to remember? Why?

3. How would you change this game to make it easier?

4. Why is hard to remember so much information in a short amount of time?

5. How can we apply this strategy to our class work? Homework? Tests?

Chapter Title: Getting to Know You5

Activity Name: Bingo Name Game

What materials do I need? Bingo card (http://www.bingocardprinter.com/bingo_blank.php) or sheet of paper, homeroom roster

How long will this take? 15 -20 minutes

Give me the gist: Students write the names of their classmates on their bingo card at random. Teacher calls out name, first to get to 5 in a row wins.

Helpful Hints: Play along and make sure you keep track of the names you have already called. You can play multiple rounds of this game by using candy, paper, or multiple colors as place markers.

Step by step:

1. Hand out bingo cards (or have students make their own on a sheet of paper).

2. Ask students to fill out their bingo cards with the names of their classmates at random.

3. Teacher will call out names at random.

4. First student to get to 5 names in a row (straight line) wins.

5. VARIATION: Instead of reading aloud each name, the teacher can give a clue about the student based on their seat, hair color, shirt they are wearing, and the students must guess the correct name of the student based on the description.


1. Do you think learning names is difficult or hard to do?


http://www.bingocardprinter.com/bingo_blank.php

Activity Name: Toilet Paper Game

What materials do I need? A roll of toilet paper


Give me the gist: Students share information about themselves based on the number of toilet papers squares they are holding.

Helpful Hints: Do not tell students the gist of the game before hand – let them take as much toilet paper as they want!

Step by step:


2. Hand the first individual a roll of toilet paper and tell him/her to “take as much as you need”.

3. Students should pass the toilet paper roll around the circle so that everyone has some toilet paper.

4. Have students count up the number of toilet paper squares they have in their hands.

5. Tell students they will need to share 1 piece of information about themselves for each square they are holding. (For example: I am holding 3 squares “I have a younger brother, I am from Connecticut, and I have lived in Charlotte for 6 years.)

6. You can make this activity more difficult by having students remember what other’s students have said and answer questions. (For example: Who has lived in Charlotte for 6 years?)


1. Did you find it easy or difficult to come up with things to share?

2. What was something interesting we learned?

3. Was it easy or difficult to share things that people may not have known about you?


Activity Name: Beach Ball Questions

What materials do I need? Beach ball, sharpie


Give me the gist: Students answer questions based on where their hands land on a beach ball.

Helpful Hints: Set some ground rules for appropriate types of questions to be asked. Some examples may be: “best concert you have ever been to”, “favorite movie”, “favorite singer/band”

Step by step:

1. On an inflated beach ball, allow each student in the homeroom to write (in sharpie) a good icebreaker question.


3. Students will toss the ball across the circle to a classmate.

4. Upon catching the ball, the student receiving the ball will answer the question touching his/her left thumb.

5. Have students read the question aloud before answering it.


1. Did you like getting the ball and sharing?

2. What was something interesting/funny we learned?



Activity Name: 2 Truths and a Lie

What materials do I need? Index cards (small sheets of paper), pens/pencils


Give me the gist: Students write down 2 truths and 1 lie about themselves. Then, introduce the three “facts” to the rest of the group who tries to guess which one is the lie.

Helpful Hints:

Step by step:

1. Hand out index cards/small paper and pencils/pens.

2. Explain that in this activity each person will write down 2 truths and 1 lie about him/herself and then we will try to guess each other’s lie. The goal is to: Convince others that your lie is a truth!

3. Allow about 5 minutes for each student to write down their 3 “facts”. (This isn’t easy for a lot of people – encourage students to put down anything they can think of).

4. Announce that we will now walk around the room and chat with one another and ask about each other’s truths and lies. The goal is to quiz each other about each fact to determine which 2 are true. (Allow 10 minutes of conversation time.)

5. Emphasize that people should NOT reveal their lie, even if it seems others have guessed it.

6. Gather together in a circle. Start with one person who reads their 3 statements aloud. Then read the statements again, stopping to allow a vote for each one. For example: Student says “I am Turkish” - Teacher says: “Who thinks that’s a lie?” (go through all 3 statements and announce the statement with the most votes). Teacher says “Are the voters correct?” Student responds with correct answer.






9

Activity Name: M&M’s

What materials do I need? Bag of FUN SIZE M&M’s/Skittles, etc.

How long will this take? 15-20 minutes

Give me the gist: Students eat all but 1 color and answer questions based on color that is left.

Step by step:

1. Give each student a pack of Fun Size candy and tell them they can eat all but one color. 2. Ask color coded questions:

a. Red: What is your favorite book and why? i. Suggestion: Discuss the book, author, characters, movie versions, actors, etc.

b. Orange: What was the last movie you watched and what did you think of it? i. Suggestion: Discuss the movie if other members of the class have seen it?

c. Yellow: Who is your favorite musical group and which of their songs is your favorite? i. Suggestion: Play the song if not everyone knows it or if they’d like to hear it.

d. Green: Do you collect anything? What is it and how old were you when you started? i. Suggestion: Bring in your collection or a picture.

e. Blue: Which foreign country would you like to visit and why? i. Suggestion: Search specific cities/attractions and show to class.

f. Brown: What is the best vacation you’ve ever been on?

Additional questions:

What was your favorite childhood book/movie/TV show?

Who would you consider a role model?

What do you want to do after high school?

What did you do this summer?






10

Activity Name: Class Map

What materials do I need? Copies of World AND USA maps (http://www.freeusandworldmaps.com/html/World_Projections/WorldPrint.html), colored pencils, markers


Give me the gist: Students will take turns sharing their origin (where they were born) by marking a spot on a map.

Helpful Hints: Write down the information as you go so that you have an answer key for later!

Step by step:

1. Using a map (on overhead or on your wall) allow students to mark where they are from.

2. Students have hard copy of the map at their desks and will mark a spot for each classmate on their map as well.

3. Once everyone has shared their birthplace, they can add where their relatives are from or the furthest place they have traveled from Charlotte too!


1. Is anyone from the same place?

2. Does anyone have ancestors from the same foreign country?

3. How many states are present in our homeroom?

4. How many countries do we represent?

5. Have you ever met anyone from __(insert state/country)___ before?


11

http://www.freeusandworldmaps.com/html/World_Projections/WorldPrint.html

Activity Name: Zip Zap



Give me the gist: A name game in which students must provide the names of the students sitting next to them by the count of 10.

Helpful hints: This is a great game for students who are still getting to know each other and may not have mastered each other’s names yet.

Step by step:

1. Students sit in a circle. Ask for a volunteer student to stand in the middle.

2. The volunteer points to someone in the circle and says, “Zip, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10!” Before the volunteer reaches 10, the player pointed at must give the name of the person on their right.

3. If the volunteer in the middle says “Zap, 1, 2, 3..!”, then the name of the person on the left must be given.

4. If the one sitting does not give the correct name in the time frame, then the sitting person becomes “it” and must trade places with the person standing in the middle.


1. Did you enjoy this activity? What made it fun?

2. Was it difficult to give the name in the time frame? Why?

3. How well do you feel you know the names of the people in this room after the game?


12

Activity Name: Focus



Give me the gist: Students will act out motions in order to not become “it”.

Helpful hints: None needed

Step by step:

1. Have students stand or sit in a circle facing inward. Ask for a volunteer to be in the middle of the circle.

2. The volunteer starts by facing someone, saying his/her name, pointing to them, and saying one of the following commands and then counting to 10 (the person pointed at is the “center/middle” of the action):

Cow: middle person interlocks fingers with thumbs pointed down and those on either side grab the thumbs like they are milking a cow.

Jell-O: side people grab hands to form a bowl and middle person wiggles like jell.

Toast: Side people grab hands and middle person jumps and down like toast in a toaster.

Elephant: Middle person put their hands together as a trunk and the side people hold their hands up to form big ears on either side.

Fire Hydrant: middle person holds arms in a point overhead and the two people on either side lift a leg like dogs using a hydrant.

Palm Tree: middle person stands with arms extended over head and those on either side wave their arms towards the middle person’s hands as fronds.

3. If any of the three people do not do their motion by the count of 10, then the middle (originally selected) person must trade places with the person in the middle to become “it”.


1. Did you enjoy this activity? What made it fun?

2. Was this activity difficult? Why or why not? What was the hardest part?


13

Activity Name: Show and Tell

What materials do I need? (Students will need to bring in their own objects)


Give me the gist: Students share information about themselves based on the item(s) they brought to show the class.

Helpful Hints: Be sure to tell students to bring something in ahead of time! You can remind them by placing a note to your homeroom on your wiki page!

Step by step:

1. Have students bring in an item from home that they feel helps to explain who they are.

2. On the day of show and tell, ask for volunteers to go first.

3. Allow each student 2-3 minutes to share his/her item with the class and explain its significance.

4. Allow other students in the class to ask questions about the item or its significance.


1. Did you find it easy or difficult to choose an item to share?



14

CHAPTER 2

I Believe I Can Fly

1. Are You Ready?2. Goal Busters & Goal Getters3. Future Letter to Self4. Goal Board

15

Chapter Title: I Believe I Can Fly

Activity Name: Are You Ready?

What materials do I need? S.M.A.R.T. goals handout.


Give me the gist: Students will learn about S.M.A.R.T. goals and take a survey to reveal there current goal setting “readiness”.

Helpful Hints: Use as a “warm-up” to a goal setting activity (prior to or the day of).

Step by step:

1. Each student will receive a S.M.A.R.T. goals handout.

2. Review/Discuss what a S.M.A.R.T. goal is.

3. Follow the instructions for “Are You Ready for Goal Setting?”

4. Discuss (small group or class) students “readiness” to implement goal setting strategies into their daily lives based on the survey.


What is your score?

Does this accurately reflect your attitudes towards goal setting?

How can incorporating the S.M.A.R.T. “plan” help you achieve your goals?

Did this activity change your attitude towards goals? Why or Why not?

Give it a shot! Set one goal following the principles provided and see what happens.

“In response to those who say to stop dreaming and face reality, I say keep dreaming and make reality.” - Kristian Kan.

16

Are You Ready for Goal Setting?Answer each of the following questions spontaneously and candidly. As with all self-help quizzes, if you try to answer the question in a way that will put you in a favorable light, you will miss some potentially valuable diagnostic information. For each question, answer 1 for strongly disagree, 2 for disagree, 3 for neutral attitude, 4 for agree, and 5 for strongly agree.

1. I almost always know what day of the month it is. _____2. I regularly prepare to-do lists. _____3. I make good use of my to-do lists. _____4. I can tell you almost precisely how many times I engaged in my favorite sport of hobby this year. _____5. I keep close tabs on the win and lose record of my favorite athletic team. _____6. I have a reasonably accurate idea of the different income tax brackets. _____7. I use a budget to control my personal expenses. _____8. I know how much money I want to be making in five years. _____9. I know what position I want to hold in five years. _____10. Careful planning is required to accomplish anything of value. _____

Total _____

Scoring and Interpretation: Add up your point score. If your score is 40 points or higher, you are probably already convinced of the value of goal setting. If you score is between 20 and 39 points, you are in the middle range of readiness to incorporate goal setting into your life. you probably need to study more about goals setting to capitalize on its value. If you score between 20 and 19 points, you are far from ready to accept goal setting. Carefully review the information about the advantages of goal setting mentioned previously. Until you change your attitudes about the contribution of goals to your life, you will not become and active goal setter and planner.

S.M.A.R.T. Goals:

S - specificM - measurable (track progress/achievement)A - attainable (realistic)R - rewardingT - time bound

- Goal setting is a powerful process fro thinking about your future.- By setting sharp, clearly denied goals, you ca measure forward progress and break up large journeys into

smaller blocks of achievement.- Goal setting starts with a plan, then comes the work to achieve your goal.- Create to-do lists to keep you on track with your goal. (This will provide motivation on your way to your

goal).

“People often say motivation doesn’t last. Well, neither does bathing, that’s why we recommend it daily.” - Zig Ziglar

17


Activity Name: Goal Busters & Goal Getters

What materials do I need? Paper, pen/pencil


Give me the gist: Brainstorm (create a list) of goal busters & goal getters. Each student chooses three (3) that are the biggest problem for you. Write down strategies that will help you overcome/maximize each.

Helpful hints: Allow the students to brainstorm first. After they have exhausted their ideas, mention a possibility from the list that has not been mentioned. Allow for that to “sink in”, they will/might be able to think of more after a little help is given.

Step by step:

1. Brainstorm “goal-busters”, things that get in the way of a goal (some possibilities attached).

2. Brainstorm “goal-getters”, things that help to make a goal more achievable (some possibilities attached).

3. Each student will choose the three (3) goal-busters and the three (3) goal-getters that are the biggest problem for them.

4. For the goal-busters, write down a strategy for overcoming the obstacle.

Note: Goal-busters can become steppingstones to achieving your goal if you recognize them and have a strategy to overcome them.

5. For the goal-getters, write down a strategy for making them happen in your life.

6. As a class or in small groups, students will share/discuss.

What did we learn?/ Discussion

Did this activity change your attitude towards goals? Why or Why not?

“All successful people have a goal. No one can get anywhere unless he knows where he wants to go and what he wants to be or do!” ~ Norman Vincent Peale

18

Goal-Busters & Goal-Getters“Goal-Busters”

- No clear vision: If you don’t know where you’re going or why you’re going there, you’re guaranteed not to get very far or get to places you really don’t want to go.

- No plan: A goal is great, but without a realistic, step-by-step plan, it’s not reasonable to think you’ll achieve it. Even the process of writing down a step-by-step plan helps you assess how realistic a goal is. If you can’t figure out the steps, maybe the first step is to break the goal into more manageable parts.

- Procrastination: You can have the perfect plan, but if you don’t take action, it doesn’t matter. Can you motivate yourself, or do you need someone else to give you a boost - or a push - once in a while? Take a step each day - even if it’s a tiny step.

- Making excuses: Take personal responsibility for what you say and do. You can’t control others, but you can control yourself.

- Fear of failure: Don’t even think of it as a failure! Look at it as trying something that doesn’t work out, learning from the experience, and trying again.

- Fear of change: Really big and important dreams usually involve changes in your life, giving up certain things to gain other things.

- Lack of determination: You will hit tough spots - that’s life. The challenge is to see it as a problem you can solve rather than insurmountable blockade on your path to success.

- Negative language like no, never, can’t won’t, if and maybe: The words you say out loud and in your head affect how we approach a new challenge, an old fear, or something that seems overwhelming.

- Negative thinking: When you have a bad day, it’s easy to get down on yourself. There are two key questions you should ask yourself every day: 1) Did I give my best effort today? and 2) Did I move a little closer to achieving my goal?

“Goal-Getters”

Education: Learning opens doors and makes more things possible. Some jobs, for example, are only open to people with a high school or college degree. And education doesn’t end when you leave school. Become the kind of person who is always learning - reading, listening, and asking questions.

Skills inventory: Everyone has strengths and weaknesses. You should know yours. Use your strengths and work on improving or compensating for your weaknesses.

A plan: Write out a step-by-step plan that includes a date to complete each step and an overall target date to achieve the goal.

Inspiration: Whether it’s through reading or a role model, put positive energy into what you’re doing.Good advice: Find a mentor or a trusted friend who has the knowledge and experience to guide you. In fact,

surround yourself with people - a Dream Team - who can help you achieve your goal.Managing time wisely: Be honest about how long things take, and know how to plan and manage your time.Being realistic: Set goals that will stretch you, build on smaller successes, and reward yourself when you

achieve a goal.Looking for solutions: Criticism or finding fault without suggesting an alternative isn’t helpful. There is

always a solution - though it might not be easy or quick.Determination: Be determined, dependable, and responsible for your words and actions. Be a “go to” person

that people can count on.Helping others: Successful people know you can’t do it alone. We depend on each other in this world in more

ways than we realize. Set an example by helping others when they need it.Positive thinking: You can see the glass as half empty or half full. If you’re thirst, half a glass of water is better than no water.

19


Activity Name: “Future Letter to Self”

What materials do I need? Paper, pen/pencils, envelopes


Give me the gist: Students will write themselves a letter detailing 1-5 goals they want to accomplish during __(school year, semester, 3 months, etc)__.

Helpful Hints: You can choose the time period based on your students.

Step by step:

1. After discussing goal-setting techniques, students write themselves a letter detailing 1-5 goals they have for the set duration.

2. Seal the letter and have the students sign the back of the envelope (on the seal, with a pen). This way they will be sure the letter wasn’t opened or read.

3. At the end of the time specified, hand the letters back to the students.

4. Have them open/read their letter.

5. Discuss their goals & whether they reached them or not (small groups/class)


1. Did you achieve their goal? Why or Why not?

2. If yes, was the goal too low, did they leave untapped potential on the table?

3. What obstacles hindered your progress?

“Take the first step in faith. You don't have to see the whole staircase, just take the first step.” ~ Dr. Martin Luther King Jr

20


Activity Name: Goal Board

What materials do I need? Magazines, paper, scissors, glue sticks


Give me the gist: Each student will create a collage with pictures/words/phrases that represent their goals (short/long term)

Helpful Hints: Make room in your classroom to hang the goal boards on the wall!

Step by step:

1. Explain that each student will find pictures, words, and/or phrases that represent their goals.

2. Allow 10-15 minutes for students to find pictures/words/etc. from the magazines (cut them out and lay them out on the paper).

3. Construct a collage and glue it all down (making it permanent is one aspect of affirmation for the student’s goals).

4. Allow students to share their goals with the class/groups/partners.

5. Students can apply the S.M.A.R.T. (Specific, Measurable, Attainable, Rewardable, Timed) principles to their peers’ boards.


1. How will you achieve this goal?

2. Is it measurable?

3. What time table have you set?

“The greater danger for most of us is not that our aim is too high and we miss it, but that it is too low and we hit it.” ~ Michelangelo

21

CHAPTER 3

Tick, Tock, On the Clock

1. Survival on the Moon2. Binder/Backpack Organization3. Time Management: Word Search and Tips4. Time Management: Have-To’s, Want-To’s and Goals

22

Chapter Title: Tick, Tock, On the Clock

Activity Name: Survival on the Moon

What materials do I need? Survival on the Moon worksheet and answer sheet


Give me the gist: Students will practice with prioritizing in a survival situation.

Helpful hints: To save paper, put the actual astronauts’ ranking (the answer key) on an overhead.

Step by step:

1. Divide students into groups of three.

2. Tell students: “You and two of your crew are returning to the base ship on the sunlit side of the moon after carrying out a 72-hour exploration trip. Your small rocket craft has crash-landed about 300 kilometers from the base ship. You and the crew need to reach the base ship as soon as possible. In addition to your spacesuits, your crew was able to remove the following items from the rocket craft…” (Provide each group with worksheet containing the list of items)

3. “Using what you know about the moon, rate each item in the list according to how important it would be in getting you back to the base ship. List the most important item as #1 and the least important as #15.” (Give students 5 minutes to discuss/number/prioritize/etc.)

4. Ask students: “Which 3 items were the most important? Explain. Which items would be useless? Explain.”

5. Tell students “Let’s compare your rankings with those of a real astronaut.” (Distribute the “answer key” worksheet) “Beside each item on your list place the number that represents the difference between your ranking and the astronauts’ ranking. For example, if you listed oxygen third, you would write 2 on your list.”

6. “After placing a score next to each item on your list, add up the individual scores and get a total score.” (The group with the lowest score wins!)


1. What does the moon lack that humans need for survival?

2. What materials would you need to survive on the moon?

3. How did your chance of surviving (based on your score) compare to other groups’ chances?

23

Survival on the MoonStudent Sheet _____ 4 packages of food concentrate_____ 20 m nylon ropes_____ 1 portable heating unit_____ 1 magnetic compass_____ 1 box of matches_____ 1 first-aid kit_____ 2 x 50kg tanks of oxygen_____ 20L of water_____ 1 star chart_____ 1 case of dehydrated milk_____ 1 solar-powered radio set_____ 3 signal flares_____ 1 large piece of insulating fabric_____ 1 flashlight_____ 2 x 45-caliber pistols, loaded

Cut here --------------------------------------------------------------------------------------------------------------

Survival on the MoonAnswer Sheet

__4___ 4 packages of food concentrate__6___ 20 m nylon ropes__12__ 1 portable heating unit__14__ 1 magnetic compass__15__ 1 box of matches__7___ 1 first-aid kit__1___ 2 x 50kg tanks of oxygen__2___ 20L of water__3___ 1 star chart__11__ 1 case of dehydrated milk__5___ 1 solar-powered radio set__9___ 3 signal flares__8___ 1 large piece of insulating fabric__13__ 1 flashlight__10__ 2 x 45-caliber pistols, loaded

ScoringFor each item, mark the number of points that your score differs from the NASA ranking, and then add up all the points. Disregard plus or minus differences. If there is no difference, put zero. The lower your total, the better your score.

0-25 Survivor 26-32 Chances are good33-45 Average 46-55 Chances not so good56-70 Barely breathing 71-112 Not going to make it

24

Chapter Title: Tick, Tock, On the Clock

Activity Name: Binder/Backpack Organization

What materials do I need? Student Binders, Student backpacks


Give me the gist: Using students binders, teach students to be organized.

Helpful Hints: It may be helpful for students for you to put the bulleted list below on the board so that they may refer to it as needed. Also, you may want to show students an example of a well organized binder/backpack for reference.

Step by step:

1. Tell students that they are going to spend today’s Homeroom time “getting organized”. Tell students that staying organized will lower one’s stress level and raise one’s preparation for the day-to-day school routine.

2. “Today we will…

Clean out binders and backpacks Rewrite notes / highlight notes Organize notes – tear out unneeded papers Complete missing or incomplete assignments Write name and date on all papers – put in chronological order Take time to hole-punch and staple papers and place them in the 3-ring-binder Review agenda – assignment dates”


1. On a scale of 1-10 (10 bring the highest) how organized are you?

2. What did you enjoy about this activity? What did you not like about it?

3. How well did you use your time?

4. What else can you do to stay organized?

25

Chapter Title: Tick, Tock

Activity Name: Time Management: Word Search and Tips

What materials do I need? Copies of handouts (see homeroom advisory wiki page)


Give me the gist: Students will complete the word search, test stress test and then participate in discussion.

Helpful hints:

Step by step:

1. Have students complete handouts. 2. Challenge students to implement some of the suggested strategies and look for improvement in test

scores and anxiety level.


- Use this as a springboard to come back to later. During the next round of homeroom ask students if they have kept up with their chart and if they saw positive results.

26

Chapter Title: Tick, Tock

Activity Name: Time Management: Have-To’s, Want-To’s and Goals

What materials do I need? Copies of crossword puzzle, article for each student (see homeroom advisory wiki page)


Give me the gist: Students will complete the crossword puzzle. Read the attached article with your students.

Helpful hints: Share your own time management strategies with your students.

Step by step:

1. Have students read the attached article2. Discuss what they learned and any time management tips that work for you. 3. Complete crossword puzzle.


- How can you use your time more effectively? - What are some time-management goals you would like to set for yourself?

27

CHAPTER 4

We Can Work It Out

1. Hidden Agenda2. Conflict Role-Play3. Face-to-Face Solutions

Chapter Title: We Can Work It Out28

Activity Name: Hidden Agenda

What materials do I need? Lego’s of various sizes and colors (Must have blue, black, red and white), Agenda Card for each student (see Step 4 for examples – create more/less depending on group sizes)


Give me the gist: Students will work in groups to build a Lego wall according to the teacher’s instructions while also trying to accomplish what is written on their own “Hidden Agenda” card.

Helpful hints: You can run the exercise as a competition between groups with a prize to increase pressure which exaggerates the effect of hidden agenda.

Step by step: 1. Divide students into groups of 4 or less. 2. Explain to the groups that their objective is to build a wall using the Lego’s based on your given instructions. 3. Write your instructions on the board so everyone can see. For example:

“Make a wall 6 rows high and two blocks wide with a window.” 4. Distribute one random “Hidden Agenda Card” to each delegate. Explain that these are their hidden agendas and they SHOULD NOT REVEAL IT to others. When going through the design they should take steps to implement their agenda in the final design.

Examples of Agenda Cards are as follows. You can modify these based on the available bricks. 1) Make sure that there are 4 white bricks touching each other horizontally. 2) Make sure that there are 3 blue bricks on each row. 3) Make sure that no black bricks are used in the first or last row. 4) Make sure that there is a vertical line of red bricks touching each other top to bottom. 5) Make sure that no row contains more than three colors. 6) Make sure that no blue brick touches a red brick. 7) Make sure that there is a white brick every two rows. 8) Make sure that every row contains a 2x3s (2 by 3 studs). 9) Make sure that a black 2x4s is not touching a red 2x2s.

What did we learn?/ Discussion 1. Which group managed to achieve the objective? 2. Who achieved his own agenda? 3. What sort of difficulties did you have? 4. Could you all achieve your agendas? 5. Did it lead to conflicts? If so, did you manage to resolve them by compromising? 6. Were your inputs dismissed in fear of thinking that you have a hidden agenda? 7. Could you gain and keep others’ trust? 8. What was the overall effect of hidden agenda on task completion and more importantly on morale? 9. What was the most important lesson you learned in this exercise?

Chapter Title: We Can Work It Out29

Activity Name: Conflict Role-Play

What materials do I need? Copy of 1 conflict role play situation for each group


Give me the gist: Students will role-play conflict while other students will help them to resolve the conflict.

Helpful Hints: Considering guys and girls usually resolve conflict differently. Try to put 2 guys and 2 girls in each group. Feel free to come up with your own conflicts!

Step by step:

1. Divide the class into groups of 4. Within each group you need 2 disputants and 2 mediators.

2. Provide each group with a different Conflict Situation Role Play worksheet.

3. Allow students to create a skit in which the disputants act out their conflict and the mediators help the disputants to resolve their conflict in an appropriate way. (Provide approximately 8-10 minutes for skit planning).

4. Ask groups to present their skits to the class. After each skit, the teacher may ask “Was this an appropriate solution to the problem? Why or why not? If not, how could it have been handled differently?”

5. Begin a general discussion on conflict resolution.


1. What have you learned from doing these skits?

2. How can learning conflict resolution methods help you in your everyday life?

Conflict Role-Play Situations

30

Situation #1: Rumor Gossip

Disputants: Lori and Matt who recently broke up as boy/girl friend.

Background: Lori and Matt recently broke up. When Lori was talking with 2 of her friends, Susan and Cassie, she heard some details about her relationship with Matt that weren’t true. Lori got into an argument with Matt over it.

Lori: I am hurt and embarrassed that my friends are talking about my breakup with Matt. I am positive that Matt told them all about it. I am worried that Matt is going to continue to spread rumors.

Matt: I am angry at Lori for attacking and blaming me about “stories” of our breakup. I am really angry because Lori and I agreed to keep the details of our breakup to ourselves and the rumors she heard weren’t even true. When Lori started yelling, she didn’t even give me a chance to tell her what happened. I want to set things straight with her. I want to tell Lori that even though I talked to Susan and Cassie, I didn’t tell them anything about us and they got mad and walked away.

Situation #2: The Notebook

Disputants: Dawn and Shauna

Background: Dawn and Shawna share a locker at school and are both in the same math class. In the past, they have pulled practical jokes on each other. Therefore, today when Dawn discovers that her math notebook is missing, she assumes that Shauna has taken it.

Dawn: My math notebook is missing and I’m angry because it has an assignment in it that is due today. If I don’t turn my work in on time, I’ll fail the class and will have to take it over in summer school.

Shauna: I’m tired of all the jokes that Dawn has played on me. Last week instead of getting to go to the mall after school, I had to go to after school detention for P.E. because earlier in the day, Dawn hid my gym bag, and I didn’t find it in time for class. I’ve taken Dawn’s notebook to teach her a lesson.

Situation #3: The Girlfriend

Disputants: John and Ryan

Background: John pushed Ryan in the hall during passing time, accusing him of starting a rumor about his girlfriend. John and Ryan have known each other for about a year and have recently dated the same girl.

John: I am angry with Ryan because I found a note in my book about stating rumors about my girlfriend. I think Ryan started the rumors because he wants her back. We used to be friends, but had some problems when we tried out for basketball and Ryan didn’t make the team and I did. I used to like to play basketball with Ryan outside of school, but since all the rumors started I haven’t been able to talk to him.

31

Ryan: John accused me of writing a note about his girlfriend, Jess, and putting it in his notebook. I don’t know anything about the note, but I think John is doing this because he is jealous of the time I spend with Jess. Jess and I used to date, but now she’s just a friend. I don’t like being attacked and blamed, and wish he would get off my back about it.

Situation #4: Group Project

Disputants: Chris and Pat

Background: They have known each other for 2 years. Recently Chris accused Pat of not taking responsibility for helping to complete a project for their psychology class. A heated argument started.

Chris: At the start of this project, everything was going well. But recently Pat has not been doing his part of the assignment. He has been sloppy in writing up the reports causing us to get a bad grade on the last assignment. I don’t understand why he just doesn’t care.

Pat: I am angry at Chris for coming down so hard on me. Yes, I did a bad job on one assignment but the project is coming along better that Chris makes it out to be. I think that just because Chris is the teacher’s pet, doesn’t mean we all have to be perfect all of the time. Chris is just jealous that I get good grades without putting in my effort.

Situation #5: The Fight

Disputants: Brad and Jesse

Background: Today in the hall by the locker rooms, Jesse threatened to fight Brad after school and Brad reacted by pushing Jesse into the wall. A gym teacher came into the hallway and broke up the fight.

Brad: I used to be good friends with Jesse, but we haven’t been spending time together recently. My Mom said I shouldn’t hang out with Jesse because his older cousin, Mark, is always there. Mark grabbed me last week and pinned me against the wall and threatened me. I know that Mark is always in trouble. I still like Jesse, but I don’t want to go against my Mom. I don’t want to fight, but I will if Jesse starts it.

Jesse: I used to be good friends with Brad, but we haven’t been spending time together recently. I don’t know why Brad is avoiding me, but it’s probably because Mark was mean to him last week. I’d like to be friends with Brad, but lately he’s been acting like he’s better than me. I don’t want to fight Brad, but I will if he starts it.

32

Chapter Title: We Can Work It Out

Activity Name: Face to Face Solutions

What materials do I need? Copies of handout (see the homeroom advisory wiki page)


Give me the gist: Use the quiz to help students think about how they act in face to face situations.

Helpful Hints:

Step by step:

1. Distribute handouts to each student.

2. Direct students to the instructions on the first page. Read instructions aloud with students and ask them if there are any questions.

3. Allow 10 minutes for students to complete handout on their own.

4. Begin a general discussion on conflict resolution.




3. Why did the students choose the 5 improvement areas? What could they do to improve them?

33

CHAPTER 5

Goin’ Away to College

1. Preparing for College Admissions

2. 10 Year Plan

34

Chapter Title: Goin’ Away to College

Activity Name: Preparing for College Admissions

What materials do I need? Copies of handouts – makes a packet(see the homeroom advisory wiki)


Give me the gist: Use the handouts to help students think about how preparing for college begins in 9th grade.

Helpful Hints: This activity is perfect for 1st semester of freshman year. Make transparencies of these sheets or pull them up on the LCD/Promethean to avoid extensive copies. You can then post them on your own wiki page for your homeroom students to access later.

Step by step:

1. Distribute handouts to each student. Handouts should include:

a. a suggested game plan sheetb. a calculating grade point average/translating your transcript sheetc. 2 sample student transcriptsd. 2 freshmen entrance statistic sheetse. freshman suggestion list sheet

2. Review each of these sheets with students while discussing the importance of EACH year of high school toward the final transcript. REMINDER: when discussing SAT/ACT scores, please remind students that these scores are not absolutes. We do not want to discourage them into a belief that certain schools are unattainable.

3. Encourage students to ask questions and take notes during your discussion.

4. Visit: www.cfnc.org and then to “student planner”, then “college entry requirements” for additional information on UNC system requirements.




Chapter Title: Goin’ Away to College35

http://www.cfnc.org/

Activity Name: 10 Year Plan

What materials do I need? Video camera (if making a digital copy), envelopes, CD/DVD/Flashdrive

How long will this take? 60 minutes (1-2 homeroom blocks)

Give me the gist: Students will plan out their next 10 years. Including college, future job, etc.

Helpful Hints: Do this activity with FRESHMAN! Encourage students to plan for the future they feel is attainable, but still a dream. It is ok to pick a job or major you might not stay with – the future is all about change (try to make some decisions even if they ultimately are not what happens).

Step by step:

1. Have students write an essay answering the question “Where will you be in 10 years?” if you choose the video camera version, students will read their plans out loud to the camera.

2. When finished, students will be given an envelope to place their future plans in, this will be sealed with their address on the front. You can either mail these out to students once they are in the spring of their senior year or deliver them at graduation. (If the student does a digital copy, students will be given a CD or DVD instead of a letter).

3. Visit: http://www.nytimes.com/interactive/2011/03/27/magazine/senior-class.html for more ideas.


1. Planning for the future is difficult, why do you think this is true?

2. What was the most difficult topic you had to predict in your future?

3. Are you on the right track to complete you 10 year plan right now?

4. What do you need to do this year to get yourself on the right track?

36

http://www.nytimes.com/interactive/2011/03/27/magazine/senior-class.html

CHAPTER 6

Come Together, Right Now, Over Me

1. All Aboard!2. Operation: Flip!3. Human Knot4. Squeeze5. Turtle Crossing6. Floor Paper Designs7. Grab Bag Skits8. Tie the Knot9. Body English10. Lap Sit

37

Chapter Title: Come Together

Activity Name: All Aboard!

What materials do I need? A tarp (could use a shower curtain or blanket for a tarp)


Give me the gist: A teambuilding activity in which a group is challenged to physically support one another in an endeavor to occupy an ever diminishing space.

Helpful Hints: For large groups (25+), it is best to split into smaller group sizes. People are going to need to feel physically comfortable in order to get physically close and be supportive of one another. Make sure people are warmed up and preferably have removed excessive jewelry, watches, etc.

Step by step:

1. Move all desks to the sides of the room, and spread the open tarp out on the floor.

2. Ask the whole group to try to fit inside the small area that is defined by the tarp. (You can tell students that this is a life raft or some other small, life-saving device!)

The goal is for: a) All students to be on the tarpb) The student to not be touching the ground outside of the tarp or any objects off of the tarp to

support themselves.

3. Allow time for all students to get onto the tarp and show them that there is plenty of space for them to stand, and then ask all students to step off of the tarp.

4. Fold the tarp in half and ask students to again, fit inside the small area defined by the tarp.

5. Continue to repeat steps 3 and 4, allowing the tarp to get smaller and smaller and the task to become harder and harder.

6. (Technically students are allowed to lift each other and support each other in any way they can – but do not advertise this idea to them – let them figure it out!)

7. In the end, show students that the best way to support each other is to stand in a circle holding the hands of someone across from you and then leaning back. All students are supported by the person across from them, while there is still plenty of space for everyone’s upper bodies.

8. The exercise can be run competitively (Have two groups going at the same time and compete for how many times each group can still fit on the tarp after folding!)

What did we learn? / Discussion 1. How did it feel to be successful / unsuccessful?2. What strategy did your team end up using to complete the task?3. Who were the leaders of this activity? Why?

38


Activity Name: Operation: Flip!

What materials do I need? A tarp (could use a shower curtain or blanket for a tarp)


Give me the gist: With a group standing on a tarp, challenge them to flip the tarp over without anyone touching the ground outside of the tarp in the process.

Helpful Hints: For large groups (25+), it is best to split into smaller group sizes.

Step by step:

1. Move all desks to the sides of the room, and spread the open tarp out on the floor.

2. Ask the entire group to stand comfortably within the space defined by the tarp.

The goal is to: a) Successfully flip the tarp over. b) Avoid touching the ground or space outside of the tarp area.

3. Allow students to figure this out on their own! Don’t help them!

4. You can make this a name game, by setting the rule that every communication to another person must include that person’s name.

5. The exercise can be run competitively (Have two groups going at the same time and compete for who can flip the tarp the fastest!)

What did we learn? / Discussion The group should discuss the present state of the team and a future desired state for the team. One side of the tarp represents the present state; the other side is the future.

39


Activity Name: Human Knot



Give me the gist: The goal is to untangle the knot formed by intertwining the arms of students.

Helpful Hints: For large groups (30+), split into smaller group sizes (groups of 10-12 are ideal).

Step by step:

1. Arrange group members in a circle, standing shoulder to shoulder facing inward.

2. Tell everyone to put their right hand in the air, and grab the hand of someone else across the circle.

3. Tell everyone to put their left hand in the air, and grab the hand of someone else across the circle. (Check to make sure everyone is holding hands with 2 different people.)

The goal is to: a) Untangle the human knot to make a circle without breaking the chain of hands. b) (If you break the chain of hands, you must start over.)

4. To make this activity more challenging:a) blindfold/mute people during the activity


1. How did it feel to be successful / unsuccessful?

2. How did it feel to be mute / blind?

3. What strategy did your team end up using to complete the task?

4. Who were the leaders of this activity? Why?

5. Did the team reach consensus on a plan of action? What process did the team go through to reach the consensus?

6. How do you feel your team communicated during this activity?

40


Activity Name: Squeeze

What materials do I need? Coin, water bottle


Give me the gist: Teams holding hands must work together to grab a water bottle off the end of a table.

Helpful Hints: There should be no talking during the game.

Step by step:

1. Divide group into 2 even teams.

2. Have teams stand on opposite sides of a rectangular table, or stand in two straight lines, shoulder to shoulder. The first and last person in each line faces the opposite team, all other players face outward.

3. Instruct team members to hold the hands of the people on either side of them.

4. Place the water bottle at one end of the table.

5. Explain to participants that, at the other end of the table (opposite the water bottle) the facilitator (teacher or extra student) will be flipping a coin. When the coin lands on tails, nothing happens. When the coin lands on heads, the team member at the end of the line closest to the coin will squeeze his team member’s hand setting off a chain reaction all the way down to the end of the line.

6. Once the person on the other end, next to the water bottle feels their hand squeezed, she needs to grab the water bottle as fast as she can before the other team.

7. You cannot grab the water bottle unless you feel your hand squeezed.

8. If you’re team is successful in grabbing the water bottle before the other team, your team members rotate, so the person nearest the water bottle will move down to be nearest to the coin.

9. If for whatever reason you start squeezing when you shouldn’t be (accidentally squeezing the person’s hand next to yours, the coin lands on heads) and your team grabs the water bottle out of turn, your team rotates backwards a person.

10. The first team to rotate all of their people through all of the spots in the line wins.



2. How did it feel to be one of the people in the middle who could not see the coin or the water bottle?

3. How did it feel to be the “coin-watcher” or the “bottle-grabber”?

41


Activity Name: Turtle Crossing

What materials do I need? Cardboard pieces (half as many as group size)


Give me the gist: The team must cross a distance three feet times the number of participants.

Helpful Hints: This is a good outside activity.

Step by step:

1. Tell students that the cardboard pieces represent stepping stones and if they step off onto the ground they will have to start over.

2. If students lose physical contact with a piece of cardboard, they lose it completely and must give it up to the facilitator.

3. Tell students that all participants must cross the “river” only standing on the cardboard pieces.


1. If each stepping stone stands for something a team needs (such as patience, focus, open mindedness, etc) then what effect does it have on your group when you lose these items?

2. How do you feel your team communicated during this activity?

42


Activity Name: Floor Paper Designs

What materials do I need? Enough 8½ x 11 sheets of paper to make the design, Designs/outlines.


Give me the gist: Using blank paper, students re-create a picture they saw on the floor.

Helpful Hints: You may need to move the desks to the sides of the room in order to have enough space. Sample Designs: http://www.davis.k12.ut.us/schools/dhs/advisory/files/48AFB8C11DD64F8483D0FD990582F96F.pdf

Step by step:

1. Tell students they have 5 minutes to replicate the design you show them. (They must use only the assigned paper and may not rip or tear the paper.)

2. Designate a space on the floor where the students can lay the papers down to create an enlarged version of the design.

3. Students are finished when the design is fully created!


1. How well did you work together?

2. How did you make decisions?

3. Do you think as a group you were more concerned about quality or quantity? Why? How did that affect your results?

4. Would you do it differently if you had a second chance? What would you change?

43

http://www.davis.k12.ut.us/schools/dhs/advisory/files/48AFB8C11DD64F8483D0FD990582F96F.pdf


Activity Name: Grab bag Skits

What materials do I need? A bag of 5-6 random items for each group


Give me the gist: Using random objects as props, students must create a skit.

Helpful Hints: As a facilitator you can create pre-made skit topics for each group, or you can give all of the groups a vague topic relating to your organization/ class / subject / etc.

Step by step:

1. Organize students into groups of 3-6 people.

2. Hand out bags filled with random items.

3. Explain that each group must come up with a skit that uses all of the items in the bag.

4. Encourage the groups to be creative with the items in their bag. Objects can be whatever they imagine them to be. (i.e. a hairbrush can be a microphone; a roller skate can be a time traveling device, etc.)

5. Give groups 5 minutes to create a three minute skit.

6. Have each group perform their skit in front of all the other groups.



2. How well did you work with your group?

3. Was it difficult to be creative? Why?

4. Did each member of your group have an equal amount of input? Why or why not?

44


Activity Name: Tie the Knot

What materials do I need? 1 Rope per group (at least 10 feet)


Give me the gist: Students must work together to tie a knot in a rope without moving their hands.

Helpful Hints: Groups of 8 -10 are ideal

Step by step:

1. Organize students into groups of 8-10 people.

2. Lay a rope on the floor in a straight line.

3. Have all students in one group stand on one side of the rope, facing the rope.

4. Tell students to squat down and pick up the rope in front of them with both hands.

5. Tell students to tie a knot in the middle of the rope without moving their hands.

6. To make this activity more difficult: blind fold certain members of the group, and/or tell certain group members that they are “mute”.




3. (If not talking…) how did it feel to not be able to communicate with your group? How did it feel to not be able to see what was going on?

45


Activity Name: Body English



Give me the gist: In groups, students use their bodies to spell out words.

Helpful Hints: Create a variety of index cards with 1 word on each card.

Step by step:

1. Split the class into 4 groups. (Groups A, B, C, and D)

2. Tell students that groups A and B will be playing together and that groups C and D will be playing together.

3. Tell students that each group must plan and spell out words given to them on index cards using their bodies only. Group A will spell for Group B to guess, and Group C will spell for Group D to guess.

4. Show Group A and Group C their respective words (use 2 different words that are equal in difficulty.) When the word is correctly guessed, the team that did the “spelling” gets the point!

5. To make this activity more difficult: use more complex words or even phrases!




3. What was the hardest part of this activity? Why?

46


Activity Name: Lap Sit



Give me the gist: A large group of students must all sit on each other’s laps to keep balance amongst the circle.

Helpful Hints: You need a large open space for this activity so, this is a great outdoor activity – take them outside!

Step by step:

1. Have all students stand in a large circle shoulder to shoulder facing inward.

2. Tell students to all turn to their right and take a half step forward/inward.

3. Tell students to put their hands on the shoulders of the student in front of them.

4. Tell students that the goal of this activity is to have the entire group sit back on the lap of the person behind them. (Although this seems easy, it is much harder than you think!) Allow the group a few minutes to plan before they try to sit.

5. The group is successful when all students can sit on the lap behind them and pick up their hands over their head (not hold onto the person in front of them for balance).




3. What was the hardest part of this activity? Why?

47

CHAPTER 7

A Matter of Trust

1. Trust Cars

48

Chapter Title: A Matter of Trust

Activity Name: Trust Cars

What materials do I need? Blindfolds


Give me the gist: While blindfolded, students will direct each other around an open space.

Helpful Hints: Do not begin trust activities until students are comfortable with each other and know each other pretty well.

Step by step:

1. Have each student get a partner and distribute 1 blindfold to each group.

2. Once the students have their blindfolds on tell students that the blindfolded person is the “car” and that the non-blindfolded person is the “driver”.

3. The driver will stand behind the car (both facing forward) with the driver’s hands on the shoulders of the car.

4. Tell students “To begin with there are three agreed signals: tap on the left shoulder turn left (and keep turning until the hand is removed), tap on the right shoulder turn right and flat hand placed between the shoulder blades to stop.”

5. After allowing each group to “drive” around for 3-5 minutes, have partners switch roles.


1. How do we give and receive trust?

2. What stops trust building?

3. What kind of trust do we need in the classroom? at school?

49

CHAPTER 8

Let Me Clear My Throat

1. Are you a good listener?2. Cat and Mouse3. Blind Count Off4. Communication Style Inventory5. Emotions in Motion6. Improvisation 7. SNAFU8. Draw This9. How’re you doing?10. Telephone11. I need my Space Boots!

Chapter Title: Let Me Clear My Throat

50

Activity Name: Are You a Good Listener?

What materials do I need? Copies of handout (see homeroom advisory wiki page)


Give me the gist: Use the Communication Model and quiz to help students understand how vital good communication skills are to successful teamwork.

Helpful Hints:

Step by step:

1. Distribute copies of handout to each student.

2. Review the Communication Model with students.

3. Allow students 10 minutes to take the “are you a good listener” quiz.

4. Ask students to share their results in a discussion format.


1. How does noise affect what we are hearing?

2. How can you better insure the receiver’s impression matches closely to what the sender intended?

3. What did you learn about your own listening skills through this quiz?

4. What things do you need to work on to be a better listener and better communicator?


51

Activity Name: Cat and Mouse

What materials do I need? 2 blindfolds


Give me the gist: Without talking, 2 blindfolded people follow the commands of a leader to reach their goal.

Helpful Hints: A certain level of trust between teammates is needed for this activity. Make sure that groups are comfortable with each other before beginning.

Step by step:

1. Arrange group members in groups of 3. Give each group 2 blindfolds.

2. One blindfolded person is the “mouse” and the other is the “cat” (both unable to speak). The 3rd member of the team is the trainer who directs the other 2 by clapping hands or snapping fingers. The directions can be agreed on before the start of play.

3. Mark out a space (with desks and chairs in the way) that will represent a maze (the end of which will be called the “mouse hole”). The goal is for the mouse to find the mouse hole before the cat catches it.


1. What made this activity challenging?

2. What would have made this activity easier?

3. What did you learn about communication in this activity?


52

Activity Name: Blind Count off



Give me the gist: In a group, students will count as high as possible without pre-planning.

Helpful Hints: Once groups are becoming more successful, give the group a specific number to count to.

Step by step:

1. Arrange group members in a circle.

2. Have group members turn around so that their backs are facing the center of the circle.

3. Tell group members to count as high as they can out loud with only one person saying a number at a time.

4. There can be no planning and everyone in the group must have said at least one number before a group member can speak for a second time.

5. If two people say the same number at the same time or a number is said twice, the group must start over.



2. What was most frustrating about this activity?

3. Did any of you make any compromises in this activity, how did that feel?

4. How did it feel to not be able to communicate with other members of your team?


53

Activity Name: Communication Style Inventory

What materials do I need? Copies of handouts (see the homeroom advisory wiki page)


Give me the gist: Students will learn about their own communication styles using a quiz.

Helpful Hints: Be sure to read through this information before you present it to students – this will give you a better grasp when reviewing it with them.

Step by step:

1. Distribute copies of the handouts to students.

2. Allow students to take the inventory on their own.

3. Have students follow the directions on the back of the sheet to tally their inventory results.

4. Identify and discuss the different types of communicators as a group.


1. What are some of the best ways for to communicate verbally/non-verbally based on your communication style?

2. What have you learned about yourself by completing this inventory?

Chapter Title: Let Me Clear My Throat54

Activity Name: Emotions in Motion



Give me the gist: The object is to spread an emotion through the room by an act of winking.

Helpful Hints: Start off by having a discussion about emotions. Tell students that emotions affect our interactions and communication with others. We send and receive emotional viruses. Ask students, what effect does a negative person have on a group?

Step by step:

1. Tell students that in this activity you will choose a “Negative Nellie”. This person’s task is to infect three, and only three, people with irritability by winking at them. Once Negative Nellie has infected someone, that person must then infect three, and only three, other people by winking at them when you meet them.

2. Have students stand in a circle facing outward and close their eyes.

3. Tap one student on the back to be Negative Nellie. Once you have tapped one person, tell students to greet everyone they can, engage in light conversation, shake hands, etc. for 5 minutes.

4. After 5 minutes, have all students sit down. Ask Negative Nellie to stand. Ask the three who were affected by Negative Nellie to stand. Ask all of those who were affected by any of these 4 people to stand. (Let this visual sink in and then have all students sit back down).

5. Next, tell students that in this next activity you will choose a “Sunshine Smiley”. This person’s task is to infect three, and only three, people with positivity by winking at them. Once Sunshine Smiley has infected someone, that person must then infect three, and only three, other people by winking at them when you meet them.

6. Have students stand in a circle facing outward and close their eyes.

7. DO NOT TAP ANYONE TO BE SUNSHINE SMILEY!!! After a minute, tell students to greet everyone they can, engage in light conversation, shake hands, etc. for 5 minutes. Ready, Go!

8. After 5 minutes, have all students sit down. Ask Sunshine Smiley to stand. When no one stands, inform group that science has not yet developed an antidote for irritability and no one was Sunshine Smiley!

What did we learn? / Discussion 1. Why did we do this activity? (Negativity = someone starts it, Positivity = break out on its own)2. Are there negative people in your groups at school?3. What effects do these Negative Nellies bring to other people in your school?4. How can you help to stop the spread of negativity in your school?


55

Activity Name: Improvisation

What materials do I need? Slips of paper with topics


Give me the gist: Students will pick a topic out of a hat (bag). You can either give your students a few minutes to prepare what they will say, or keep it truly impromptu and have the students present without any written notes.

Helpful Hints: If impromptu, give each student 30 seconds to gather their thoughts.

Step by step:

1. Review some basic Public Speaking tips with your students:

a. Good Posture:

i. stand up straight, don’t hunch.

ii. be aware of nervous gestures.

iii.use hand gestures effectively.

b. Pause:

i. to emphasize a point/gather thoughts.

ii. avoid “filler words” (i.e.: um, uh, etc.).

c. Speak Clearly:

i. take your time and speak slowly.

d. Take the Stage:

i. relax, be yourself, and be confident in yourself.

2. Have students individually select topics on slips of paper from a hat (bag).

3. You can either give your students a few minutes to prepare what they will say, or keep it truly impromptu and have the students present without any written notes. (allow 30 seconds to gather thoughts if you choose impromptu)

4. After each student presents allow the class to offer critiques and praises.

Note: 1 for 1 (1 thing they could improve on: 1 thing they did good)

What did we learn? / Discussion 1. What have you learned by completing this activity?2. When would improvisation skills come in handy at school or in the workplace?

Impromptu Speech Topics56

Use this collection of Speech Topics as part of an impromptu oral presentations activity. Put all of the topics on slips of paper and have your students pick out of a hat.

You can either give your students a few minutes to prepare what they will say, or keep it truly impromptu and have the children present without any written notes.

You are an ant. Convince an anteater to not eat you. Explain three different ways to eat an Oreo cookie. Tell us about a nickname you have and how you got it. Convince us to vote for you as president of the USA. Explain three uses for a pencil besides for writing. Read us a letter you might write home when you are staying at a circus training summer camp. Tell us about your summer plans. Convince us that homework is harmful to your health. Tell us about your favorite pet and why it should win the Greatest Pet Ever award. If you were an animal, what would you be? You are a salesperson trying to sell us the shirt you have on. Explain how a smart person might not be wise. If you were the teacher, how would our class be different? Tell us about the hardest thing you have ever done. You are a mad scientist. Tell us about your latest invention. You are a famous sports player. Describe your best moment of a game. You are a famous rock star. Explain what the lyrics of your latest hit song mean. Tell us about the best job. Explain the benefits of drinking milk. Tell us how to become a millionaire. Tell us about the best dream you've ever had. Create a myth that explains why pelicans have large beaks. Tell us how to make a new friend. Tell us about the most fun recess activity. Tell us about your favorite holiday. Tell us how to make your favorite meal. Explain which came first: the chicken or the egg. Explain the rules to your favorite game. If everything in the world had to change to the same color, what color would you choose and why? Explain how you would use a hat to catch butterflies. Be sure to identify the type of hat that is required. You are a piece of paper. Describe how we should use you before you get recycled. Explain how to make a pizza. Explain four uses for a drinking glass other than for holding a liquid. Convince our principal to give students their birthdays off of school. Describe how you would modify a snail so it can go faster. Explain the best way to teach an old dog a new trick. Describe the life cycle of a frog or butterfly.


57

Activity Name: SNAFU

What materials do I need? A box of Lego’s or blocks for each team


Give me the gist: Students must reproduce a structure while communicating through a chain of command.

Helpful Hints: Ahead of time, make a “creation” with one of the sets of Lego’s or blocks and put it in a room or space where it cannot be seen by the participants. Make sure each group is far enough apart so that they cannot see what other groups are doing.

Step by step:

1. Divide students into groups of 4 or 5.

2. Each group must select a PRINCIPAL, ASSISTANT PRINCIPAL, and a SECRETARY.

3. Provide each group with a box of Lego’s or blocks to assemble the “creation” with the following conditions:

PRINCIPALS are the only ones who can see the “creation”. Their only means of communication is talking and they can only talk to the ASSISTANT PRINCIPALS. They may not see what their team is building at any time.

ASSISTANT PRINCIPALS may only answer the team’s questions with “yes”, “no”, or “I don’t know”. They may return to talk to the PRINCIPALS at any time. They cannot help build.

SECRETARIES are observers and can go anywhere but cannot talk or help build. They may take notes on the action/interaction/process that takes place.

4. After 20 minutes, have groups stop building. Rotate around the room and determine which group is closest to the correct structure.




3. How did it feel to be the principal/assistant principal/secretary?


58

Activity Name: Draw This



Give me the gist: Students describe a picture to their partner as their partner attempts to draw the picture being described.

Helpful Hints: It may be a good idea for groups that are sitting next to each other to receive different pictures so that they drawer is not getting information from a neighboring speaker!

Step by step:

1. Divide students into groups of 2 and have the students sit back to back.

2. Give one group member a copy of a detailed picture.

3. Tell group members that the person holding the picture is to describe, without using any motions or turning around, the picture to their partner while their partner attempts to draw it. In round 1: the drawer may not speak; however in round 2 the drawer will be able to speak.

4. After 3-5 minutes, have partners switch roles and give each group a new picture.




3. How did it feel to be the person drawing the picture/describing the picture?

4. Was round 2, easier or harder? Why?


59

Activity Name: How’re you doing?



Give me the gist: Students will attempt to recognize the voices of their classmates.

Helpful Hints: Considering students will have their eyes closed, clear away any potential hazards such as desks, chairs, etc. and crate a large open space.

Step by step:

1. Tell students that they will keep their eyes closed for this entire activity. You may want to use blindfolds to help with that!

2. Ask the group to get into a circle (should to shoulder). (Once the circle is made, have a “secretary” write down the order of the people in the circle; for example 1. Trish, 2. Jack, etc. so that you have an answer key!)

2. Have students count off and remember their numbers.

3. Ask each student to shake hands with the person to their immediate left and their immediate right and say “How’re you doing?” The person should respond with “Just fine, thanks.”

4. Continue to do this between each pair 2 or 3 times.

5. Once students have had a chance to greet each other, the facilitator will jump into the middle of the circle and shuffle around the students, moving each student from one place to another.

6. Tell students: “Your circle has been shuffled around. By only using the phrases “How’re you doing?” and “Just fine, thanks” you must put yourselves back into the correct order. Good luck!”




3. What was most awkward about this activity?

4. What did you like this activity? What has it taught you?


60

Activity Name: Telephone



Give me the gist: Students will tell “secrets” around a circle and try to keep the message straight along the way!

Helpful Hints: Once groups are becoming more successful, give the group more difficult messages (messages with complex numbers and names can be more difficult).

Step by step:

1. Arrange group members in a large circle facing inward.

2. The teacher/facilitator should also be placed within the circle.

3. Tell students you are going to play the game “Telephone”. You, the teacher, will tell a secret to the person sitting next to me and that person will pass along the secret until the secret comes all the way around the circle.

4. The teacher will then turn to his/her neighbor and share a secret (for example “wear a red shirt on Friday”)

5. Once the last person in the circle has heard the secret, have that student stand and share what they heard. More then likely, the message will probably be a bit different then the original message.

6. Play the game several more times, with the teacher moving to different spots in the circle. Do you get the same result?




3. What does this activity tell us about communication?

4. What does this game teach us about rumors and how they spread? At what point did the message begin to change? (Usually about 7 people in to the circle)

Chapter Title: Let Me Clear My Throat61

Activity Name: I need my Space Boots!

What materials do I need? Blindfolds


Give me the gist: Students will need to communicate without the use of their eyes or mouth.

Helpful Hints: Clear away all desks and tables so that students have a safe place to roam blindfolded!

Step by step:

1. Arrange class into two groups and ask each group to form a straight line on opposite sides of the classroom.

2. Blindfold each member of each team.

3. Tell each group a made up “space story” about how the students have arrived in space and have lost their ability to see.

4. Tell students that they must be fitted for space boots before they can go on the voyage to return to earth; therefore, each group must line up in order of shoe size from smallest to largest – without the use of sight!

5. If the group can successfully do this activity, repeat the activity by adding that everyone in the class has been left speechless from some sort of space disaster.




3. Did the activity become easier toward the end? Why?

CHAPTER 962

One Love, One Heart, Let’s Get Together and Feel Alright

1. Basket Making2. Peace Angels3. Wall of Difference4. Your Place in the Community – Roles

Chapter Title: One Love, One Heart, Let’s Get Together and Feel Alright

63

Activity Name: Basket making

What materials do I need? Student donations, index cards, string

How long will this take? Must plan ahead at least 1 week, will take one class period to organize

Give me the gist: Students make themed baskets to donate to needy families/shelters/hospitals/etc

Helpful hints: Post information for how you want to do the donations on your wiki so that your homeroom students can check it at any time.

Step by step:

1. Find a location/group in need of gifts/supplies/etc.

2. Ask students to bring in supplies. Here is a suggested list for your wiki:

1. Themed basket Halloween2. If your last name starts with...A-F: 1 large bag of individually wrapped candyG-L: 1 large bag of individually wrapped snacks (fruit snacks, pretzels, etc.)M-S: 1 large bag of individually packaged toys (army men, dolls, finger puppets, etc) T-Z: 1 box of School supplies (pencils, markers, crayons, pens, erasers)

2. On the day that all of the supplies are due. Require students to distribute/share their individually packaged items amongst all of the baskets.

3. Once baskets have been filled, students are asked to write a personal message (on an index card) to the person receiving the basket. (Something such as “Hope you enjoy your Easter Basket! Have a great day! From, Sean”). Personal messages can be attached to the baskets, by hole-punching a hole in the corner of the index card and tying it to the basket with a piece of string.

4. The teacher must set up a time to deliver the baskets to the location/group in need. (Teachers can ask students if they would like to help deliver the baskets on a teacher workday or after school. If you have an overwhelming response of students who want to participate, have students write a paragraph for why they want to partake in the delivery of the baskets.)


Allow the students who helped deliver the baskets share their experiences.

1. How did it make you feel to be helping others? Why?

2. What is the purpose for doing community service?

3. How else can you help your community?

Chapter Title: One Love, One Heart, Let’s Get Together and Feel Alright64

Activity Name: Peace Angels

What materials do I need? Cardboard (3 ½ x 2 ½ pieces inches), string/yarn, pom-poms, pipe cleaners, wired ribbon, hot glue, index cards

How long will this take? Must plan ahead at least 1 week, will take two class periods to organize

Give me the gist: Students make peace angels to bring to shelters/hospitals/etc.

Helpful hints: Post information for how you want to do the donations on your wiki so that your homeroom students can check it at any time.

Step by step:

1. Find a location/group in need. (Ideal situation would be for students to hand deliver their own peace angel.)

2. Ask students to bring in supplies. Here is a suggested list for your wiki:

1. Piece of cardboard (3 ½ x 2 ½ inches) 2. If your last name starts with...A-F: String/yarnG-L: Pom – pomsM-S: pipe cleanersT-Z: wired ribbon

2. On the day that all of the supplies are due. Require students to distribute/share their items amongst all students.

3. Use the attached sheet of directions to show students how to make the peace angel. (You may want to run copies of this sheet, so that each student can have one.) Once angels are made, students are asked to write a personal message (on an index card) to the person receiving the angel. (Something such as “Hope you enjoy your Peace Angel! Have a great day! From, Sean”). Personal messages can be attached to the angels, by punching a hole in the corner of the index card and tying it to the angel with a piece of string.

4. The teacher must set up a time to deliver the angels to the location/group in need. (Teachers can ask students if they would like to help deliver the angels on a teacher workday or after school. If you have an overwhelming response of students who want to participate, have students write a paragraph for why they want to partake in the delivery of the angels.)

What did we learn? / Discussion Allow the students who helped deliver the baskets share their experiences.1. How did it make you feel to be helping others? Why?2. What is the purpose for doing community service?3. How else can you help your community?

Chapter Title: One Love, One Heart, Let’s Get Together and Feel Alright65

Activity Name: Wall of Difference

What materials do I need? Copies of Worksheet “Wall of Difference” and copies of poem.

How long will this take? (Continuous)

Give me the gist: Students will write down a positive difference that they have made in the life of another and post it on the “Wall of Difference”.

Helpful hints: Dedicate a wall space in your classroom for students to hang their wall of difference sheets. It might be nice to put a copy of the poem in the center of your display!

Step by step:

1. Provide each student with a copy of the poem “Drop a Pebble in the Water”. Read this poem with the students and discuss its significance. What does it mean?

2. Tell students you are going to create a “Wall of Difference”. On this wall will be sheets of paper that represent positive differences that we have made in other people’s lives.

3. Provide each student with a “Wall of Difference” sheet. Tell students that they have 3 days to make a positive difference in someone’s life, small or large, and then write it down on this sheet of paper. Once they have something written, they will hang their wall of difference sheet on the wall. Tell students that they will be able to do this throughout the school year.

4. Examples for the Wall of Difference sheet may include (these should be things that the student VOLUNTEERED TO DO, NOT things they were ASKED to do):

a. holding the door for someone

b. helping another student study for a test

c. volunteering to help around the house


1. How did it make you feel to be helping others? Why?

2. What is the purpose of making a difference?

3. How else can you help your community?

66

Name: ______________________________________

Date: _______________________________________

Positive Difference:

Name: ______________________________________

Date: _______________________________________


Name: ______________________________________

Date: _______________________________________


Name: ______________________________________

Date: _______________________________________


67

DROP A PEBBLE IN THE WATER

Drop a pebble in the water: just a splash and it is gone;

But there's half-a-hundred ripplesCircling on and on and on,

Spreading, spreading from the center, flowing on out to the sea.

And there is no way of tellingwhere the end is going to be.

Drop a pebble in the water: in a minute you forget,

But there's little waves a-flowing, and there's ripples circling yet,

And those little waves a-flowingto a great big wave have grown; You've disturbed a mighty river

just by dropping in a stone.

Drop an unkind word, or careless: in a minute it is gone;

But there's half-a-hundred ripples circling on and on and on.

They keep spreading, spreading, spreading from the center as they go,

And there is no way to stop them, once you've started them to flow.

Drop a word of cheer and kindness: just a flash and it is gone;

But there's half-a-hundred ripplescircling on and on and on,

Bearing hope and joy and comforton each splashing, dashing wave

Till you wouldn't believe the volumeof the one kind word you gave.

Drop a word of cheer and kindness: in a minute you forget;

But there's gladness still a-swelling, and there's joy circling yet,

And you've rolled a wave of comfort whose sweet music can be heard Over miles and miles of water

just by dropping one kind word.

~By James W. Foley~

Chapter Title: One Love, One Heart, Let’s Get Together and Feel Alright

Activity Name: Your Place in the Community – Roles

68

What materials do I need? Worksheets http://learningtogive.org/lessons/unit136/lesson1_attachments/1.html

How long will this take? 1 or more class periods

Give me the gist: Students identify and explain their own roles, values and beliefs in order to understand their place in the community.

Helpful hints: Discuss with students the importance of taking every role seriously, no matter how small. If we are responsible with small things we prove that we are able to be trusted with bigger things. (This lesson was taken from http://learningtogive.org/lessons/unit136/lesson1.html )

Step by step:

1) Place the word "role" where students can clearly see the word.Ask students to provide definitions for the word "role."

2) Have students predict how many roles they think are represented collectively by all the students in the classroom, according to their definition of the word.

3) On a sheet of paper have the students (individually) list the different roles they perform during a given day from the time they awake to the time they go to sleep.

4) Have students place their names on the back of their role sheets and turn them in. 5) Depending on class size and time, place a number on each sheet, post on the board and have students

walk around and make guesses as to whose role sheet corresponds with which numbered sheet. Or, have students read their own roles sheet and explain anything that might need clarification.

6) Determine the total number of roles represented in the classroom by having students tally their number of roles. Compare the final total to their initial guesses.

7) If there’s time…continue the lesson using handouts 2 and 3 found at the link above. If not save these worksheets for the following day.


1. When you introduce yourself to someone, how do you identify yourself? 2. What are some roles you fill that you had not considered before this activity? 3. What are some of the responsibilities that come with having these roles? 4. What are some of the privileges/rewards that come with having these roles? 5. What would you miss about this role if you were to change roles with someone else or lose this role

somehow?

CHAPTER 10

I Just Want to Praise You Like I Should

1. Just Thinking of You

69

http://learningtogive.org/lessons/unit136/lesson1.html

http://learningtogive.org/lessons/unit136/lesson1_attachments/1.html

2. Sugar Grams3. How Do I Say Thank You?4. I’m thankful for

Chapter Title: I Just Want to Praise You Like I Should

Activity Name: Just thinking of you

What materials do I need? A piece of paper for each student, writing utensils


70

Give me the gist: Students write a card to someone they know to send sympathy, encouragement, etc.

Helpful Hints: Students can work individually on this assignment or the entire class could work together to write one big note. You can have students bring in stationary, envelopes, stamps, etc.

Step by step:

1. Tell students that they are going to write a note to a friend, family member, teacher, or acquaintance. (You may want to set some parameters, such as; the notes should be at least 5 sentences, etc.)

2. Other than birthday cards or anniversary cards, students may want to consider someone who has recently lost a family member, is in the hospital, is preparing for an interview or test, etc.

3. Students can address envelopes to send the cards or can hand deliver them.


1. Why is it important to “brighten others’ days”?

2. How do you feel when you receive a note/card from someone?

3. Is remembering others’ birthdays, anniversaries, etc. important? Why or why not?

Chapter Title: I Just Want to Praise You Like I Should

Activity Name: Sugar Grams

What materials do I need? Sugar gram tickets, Delivery box

How long will this take? (Continuous)

71

Give me the gist: Students write short positive notes to each other for special occasions.

Helpful Hints: Sugar grams are messages to individuals (suggestion: student of the week) whose purpose is to praise others. The idea is to send someone a written memory, a smile, and/or to give someone a written hug.

Step by step:

1. Tell students that to praise effectively, compliments must be given with sincerity.

2. Students should use the SPIN acronym to write quality sugar grams:

S = Special (What makes this person great? Tell them!)

P = Personal (Be specific – what are you complimenting him/her on exactly?)

I = Individual (directed at one individual – should not be generic)

N = Now (don’t delay – write your sugar gram now!)


1. What are the benefits to praising others?

2. How do you feel when you receive a compliment? Encouragement?

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

72

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

SUGAR GRAM

To: ___________________________

From: _________________________

Chapter Title: I just want to praise you like I should

Activity Name: How do I say thank you?

73

What materials do I need? “The Thank You Note” Worksheet, Sample Thank You Letter (see homeroom advisory wiki page)


Give me the gist: Students learn and discuss how and when to write thank you notes/letters.

Helpful hints: Etiquette is an area in which younger generations are seriously lacking! It’s up to us to give them a few helpful pointers to help them survive in the world! Please encourage them to take this activity seriously and look for someone to whom they could send a thank you note. Remind them that if they want to maintain good relationships with those who have helped them in the past they need to acknowledge what’s been done for them. People love to know that their efforts were remembered and appreciated.

Step by step:

1. Students read worksheet and sample thank you notes. 2. Students make a list of all the occasions for which they would need to write a thank you note/letter.


Do’s and Don’ts of writing a thank you note/ letter. o What is the appropriate tone/vocabulary, etc. that you should take when writing your letter? o What should you stay away from?

Remember that even words that may be acceptable when face-to-face with someone may not be the best in a formal, written letter. Ex: “It was really great to meet you!!” vs. “It was a pleasure to meet you and the dedicated staff of _________.”

Do you ever feel under-appreciated? o You may find that by showing others how much you appreciate them, they will begin to show

how much they appreciate you! Have you ever realized, long after the fact, that you should have sent a thank you note to someone? It’s

never too late to express your gratitude!

Chapter Title: I just want to praise you like I should

Activity Name: I’m thankful for…

74

What materials do I need? Giving Thanks Worksheet (see homeroom advisory wiki page)

How long will this take? 15-20 minutes with discussion

Give me the gist: Students complete worksheet and discuss what they are thankful for.

Helpful hints: Encourage students to think about those who aren’t as fortunate. Think about how you could incorporate a community service activity to accompany this activity and spread some joy! Show someone in the building how much you appreciate them.

Step by step:

1. Students complete worksheet individually. 2. Students share their completed worksheet with 2-3 other class members. 3. Students complete “International Thanksgiving Messages” portion of worksheet. 4. Students work together with the teacher’s suggestions to show someone in the school/community how

much you appreciate them!


What do these quotes mean to you? Explain.

In ordinary life we hardly realize that we receive a great deal more than we give, and that it is only with gratitude that life becomes rich.-- Dietrich Bonhoeffer

When I started counting my blessings, my whole life turned around.-- Willie Nelson

CHAPTER 11

Under Pressure75

1. Building Self-Confidence in My Academics2. Unlock Your Learning Potential3. Study Skills Checklist4. Calculating Grades

Chapter Title: Under Pressure

Activity Name: Building Self-Confidence in my Academics

76

What materials do I need? Paper, worksheet “Having confidence in my academic abilities” (see homeroom advisory wiki page)


Give me the gist: Students will understand the importance of developing self-confidence in academics.

Helpful hints: This activity is perfect for starting sophomore year off right!

Step by step:

1. Distribute the worksheet to students.

2. Ask students to read the items and place a plus sign (+) by the things they already do and place a minus sign (-) by the things they think they need to improve.

3. Give students about 5 minutes to complete the survey.

4. Have students reflect on their choices. (2 minutes)


1. Do you think most failures are due to lack of academic ability or lack of work or study habits? Explain.

2. Can you identify any subject that it is impossible for you to improve in? Explain why you feel this way.

3. If needed, how can you change your outlook on your academics? If not needed, how can you support a friend in changing his/her outlook on academics?

4. If you are struggling in school, who do you go to for help? Why? Are there other individuals that could be a resource to you that you are not already using? Who?

Final thoughts: All of us need encouragement at times. We also need to be reminded that we can succeed in our academic pursuits if we apply ourselves and strive for academic improvements. We should have confidence even after we have a setback, and with the help of other and the right attitude, we can improve!


Activity Name: Unlock Your Learning Potential

77

What materials do I need? Learning Styles Test, “You are a ____” quarter sheets (see homeroom advisory wiki page)

How long will this take? 60 minutes (2 Homeroom blocks)

Give me the gist: Students will take a learning styles quiz, and then learn how to use their learning style to their advantage in the classroom.

Helpful hints: For more information check out: http://www.vark-learn.com/english/index.asp

Step by step:

Day 1: Explain to students that today they will be taking a Learning Styles assessment. Ask them to answer the questions as honestly as possible. Tell them that then they are finished with questions #1-13 to set their pencils down and wait for further instructions. 2. Pass out the Learning Styles assessment and give students 5 minutes to answer all 13 questions.3. When students are finished, ask students to add up how many V’s, A’s, R’s and “K’s” they circled, and to write each of those totals down. It’s ok to have “tie” between 2 or more letters.4. Explain to students what each of the letters on the assessment (V, A, R, K) stand for.

What did we learn? / Discussion (These questions are at the bottom of the student’s sheet so that they may read along with you.)1. How could knowing your learning style be of benefit to you, personally?2. How can it be helpful in your interactions with others?3. How do you think this could help you in your studies?4. How do you think this could help you in lecture style classes?5. How do you think this could help you in note taking?At the end of Day 1, collect all student surveys and hold onto them until Day 2.

Day 2: Return the student assessment sheets to their respective owners.2. Cut the “You are a ____” sheets into 4 sections. Ask students to raise their hands when their learning style is called and pass out the quarter sheets to the correct students. (Some students may get more than one sheet if they had a tie on 2 or more of their letters.)3. Discuss sheets with students, pointing out in class, study habits, and test taking strategies.4. Using your LCD/Promethean board, take students to the VARK website listed above. Showing students the “study strategies” for each of the learning styles may give students a better idea of how to take notes.

What did we learn? / Discussion 1. Knowing what you know now about your learning style, how will you change your day-to-day school routine?2. Do you feel that you already do some of the suggested activities for your learning style?3. How can students of similar/different learning styles help each other study?


Activity Name: Study Skill Checklist78

http://www.vark-learn.com/english/index.asp

What materials do I need? Copies of handout (see homeroom advisory wiki page), LCD/Promethean


Give me the gist: Students will review the study skill checklist to help them see if they are proficient in their study habits.

Helpful hints: Visit: www.ucc.vt.edu/stdyhlp.html

Step by step:

1. Distribute the worksheet to students.

2. Allow students 5 minutes to complete the activity on their own. Then, allow time for students to discuss their results in pairs or small groups.

3. Take students to the Virginia Tech website to see other worksheets, checklists, and information for students to use. You could allow students to use the computers in your classroom to navigate through these resources.


1. Will you change your study habits now that you have seen your results?

2. What have you learned from doing this activity?


Activity Name: Calculating Grades

79

http://www.ucc.vt.edu/stdyhlp.html

What materials do I need? Calculator, paper, students’ current grade, an example calculation

How long will this take? 20 min.

Give me the gist: Students will calculate their GPA weighted and unweighted to prepare for college.

Helpful Hints: Prepare for this activity prior to the day of implementation because if you’re not math oriented it will take some time (but you can do it!!)

Step by Step:

1. Handout copies of example GPA calculations (front and back)2. Explain to students the importance of knowing how GPA is calculated for college.3. Explain terminology:

a. Grade points- points earned from a class using the unweighted or weighted point systemb. GPA- Grade Point Average, the amount of Grade Points divided by the number of classes

credits.c. Weighted- added quality points for taking upper level coursed. Class credit- one credit is earned from a passed course

4. Explain the differences between weighted and unweighted GPA:a. unweighted is A = 4 points, B = 3 points, C points, D points and F = 0 pointsb. weighted:

i. for Standard: same as unweightedii. for Honors: A = 5 points, B = 4 points, C = 3 points, D = 2 points, F = 0 points

iii. for AP: A = 6 points, B = 5 points, C = 4 points, D = 3 points, F = 0 points5. Have students add their quality points from their high school courses using the example as a guide.6. Have the students add their class credits together.7. Using a calculator, have the students divide their total quality points by their class credits.8. YOU HAVE YOUR GPA!!!!!!


What did you learn? How students can improve their GPA and be reflective on their study habits

Learning Point: Taking an AP course and doing poorly can severely affect your unweighted GPA.

GPA EXAMPLE: Standard Student, after sophomore year (2 full years of classes)Classes taken Grade earned Points earnedWorld History A 4

80

Algebra 1 B 3English 1 C 2Earth and Environmental A 4Gym B 3Chorus/ Band B 3Psychology A 4French 1 B 3

Civics B 3Biology A 4Geometry C 2Band/ Chorus B 3French 2 C 2English 2 B 3Sports and Marketing A 4Law and Government A 4Total points earned: 51 quality points Class credits earned: 16GPA unweighted: 3.19 (two decimal points) weighted: 3.19 (all standard classes)

__________________________________________________________________________________________

GPA EXAMPLE: Advanced Student, after sophomore year (2 full years of classes)Classes taken Grade earned Points earned (unweighted) Points earned (weighted)HN World History A 4 5Algebra 1 B 3 3HN English 1 A 4 5Earth and Environmental A 4 4Gym A 4 4Chorus/ Band A 4 4Sociology A 4 4French 2 B 3 3

HN Civics B 3 4HN Biology A 4 5HN Geometry B 3 4Band/ Chorus B 3 3HN French 3 C 2 3HN English 2 B 3 4AP Psychology C 2 4AP Human Geography C 2 4Total points earned: unweighted: 52 quality points /weighted: 63 quality pointsClass credits earned: 16GPA unweighted: 3.25 (two decimal points) weighted: 3.94

GPA STUDENT CALCULATION FORM

Classes taken Grade earned Points earned Points earned (weighted)

81

(unweighted)

Total points earned: _____Class credits earned: _____GPA: _____

CHAPTER 12R-E-S-P-E-C-T

82

1. Map Activity2. Would You Rather…?3. Whatever it Takes4. Bullying Reality Quiz5. How to Respond to Bullying

Chapter Title: R-E-S-P-E-C-T

Activity Name: Map Activity

83

What materials do I need? Map of the world for each student, colored pencils, labeled map for teacher


Give me the gist: Students will attempt to label countries where different languages are spoken.

Helpful hints: Give students a light color to start so when they make mistakes - the darker color can cover up the lighter color. Be sure to know the answers before you begin!

Step by step:

1. Distribute the blank world map to students.

2. Make sure each student has 3 or 4 colors. Tell them you will be starting with the lightest color.

3. With color #1, ask students to color the countries where French is spoken. With color #2, ask students to color the countries where Spanish is spoken. (Feel free to use any languages you want!)

4. After 5 minutes, review the correct answers with students and have them mark the correct answers on their sheets. Use the overhead, LCD/Promethean with map to show students the correct answers.


1. Were you surprised by any of the facts you learned today?

2. Have you ever traveled outside of the USA?

3. Do you know anyone who speaks a foreign language as their native tongue?

4. What language would you need to know to go to Brazil/Holland/Belgium?


Activity Name: Would You Rather

84



Give me the gist: Students will stand on either side of the classroom based on decisions they would make in a given situation.

Helpful hints: Keep this activity short and fast paced. It is sometimes helpful to write out the choices on the white board as a visual reminder. Be creative with your questions, but remember the comfort level of the group – some questions are too high risk to ask and too personal to share.

Step by step:

1. Have the group stand up and come to the center of the room.

2. Introduce the game as an icebreaker that’s all about decision making. Explain that students will be asked a question and must decide which choice they would rather make. Once the question is read, they will have to go to the side of the room that they agree with most.

3. Ask the first question:

Possible questions:

Would you rather fly OR be invisible?

Would you rather be rich OR famous?

Would you rather dress like your parents OR act like them?

Would you rather listen to music OR read a book?

Would you rather have no values OR no friends?

Would you rather be a leader OR a follower?

3. Once the group has formed on either side of the room, ask someone from each side to share why they made that choice.


1. What similarities and differences did you notice?

2. How difficult was it to “stand up for what you believe in”?

3. Why is decision-making important to student success?


Activity Name: Whatever it takes

85



Give me the gist: Activity to show students how easy it is to exclude; to address how excluding can feel; to physically show what inclusion can do.

Helpful hints: If time permits you can do this activity a number of times before debriefing so that many people can “feel” what it was like to be excluded.

Step by step:

1. Ask for three volunteers and have them come to the front of the room.

2. Ask the rest of the group to form a tight circle.

3. Explain to the volunteers that they are going to try and do whatever it takes to get into the group. (They can beg, plead, try and force themselves into the center)

4. Give the same instructions to the large group. THE KEY IS TO NOT SAY ANYTHING ABOUT THE LARGE GROUP EXCLUDING OR TRYING TO KEEP THE THREE OUT OF THE GROUP.

5. Watch what happens. Most groups will do whatever it takes to keep the three group members from getting in.


1. What just happened? How did it feel?

2. Why did the big group decide to exclude when those weren’t the instructions?

3. Did anyone in the second or third circle know the solution to the game? How did it feel to not be able to say it?


Activity Name: Bullying Reality Quiz

86



Give me the gist: Students learn about school violence by taking an interactive quiz.

Helpful hints:

Step by step:

1. Distribute copies of the quiz to each student.

2. Have students follow instructions on the sheet to complete the quiz (about 5 minutes).

3. Review answers with students. ANSWERS: 1. A, 2. C, 3. B, 4. A, 5. C


1. Brainstorm with students a list of fact based questions they have about bullying for class research.

2. Based on what you learn today, do you feel any differently about the effects of bullying?


Activity Name: How to Respond to Bullying

87



Give me the gist: An open discussion to identify types of bullying, to become aware of how to respond to bullying, and commit to a bully free environment.

Helpful hints: Before beginning this activity set these group rules to ensure that students and other are not ridiculed or degraded for their opinions. 1. Listen to each other, 2. Questions are welcome, 3. Respect each other.

Step by step:

1. Tell students “we are discussing bullying because it happens and is harmful”

Note: Bullying is likely associated with school violence. Many people remember bullying or being bullied even in adulthood. Bullying decreases the sense of safety needed to get a good education (you can’t learn when you are afraid).

2. Ask the class why they think bullies bully.

Note: Bullies may have been bullied themselves. These are generally angry kids. They have been hurt and feel a sense of relief and power by hurting others. Lowering others makes them feel elevated or somehow better about themselves. A sense of significance via controlling others. Some kids who would never bully outside of a group get caught up in the sense of significance associated with being in the majority.

3. Ask the class “what can people who are bullied do about it? What should they do?”

Note: Name the problem and legitimize yourself – be honest with yourself and others. See information and support from others. Expose the bully – bullies should be recognized for who they are. It is important to avoid retaliation for the wrong that was done or the cycle of bullying will continue.


1. Have you seen someone bullied? What was your response?

2. Have you ever been bullied? What did you do about it?

Review the school policy concerning harassment.

CHAPTER 13

88

More Money, More Problems

1. How to Write a Check2. Banking and Finance Vocabulary Crossword3. Personal Finance Vocabulary 14. Personal Finance Vocabulary 2

Chapter Title: More Money

89

Activity Name: How to Write a Check

What materials do I need? LCD/Promethean, Website provides worksheet: www.moneyinstructor.com/wsp/printchecks.asp


Give me the gist: Students learn how to write a check.

Helpful hints: Have an idea for what you want kids to write checks for before starting the activity. What do you usually write checks for? Bills, Payments, Running errands. For extra help: contact a local bank to see if they would like to send in a guest speaker!

Step by step:

1. Distribute copies of checks to each student.

2. Using the LCD/Promethean demonstrate the filling out of a check and explain what you are doing as you go.

3. Give students a list of checks to write for practice. (For example: dry cleaning $87.50, paying the tutor $40, paying for AKHS booster membership $25, etc)

4. Allow students to ask questions.


1. In what situations are you forced to write a check?

2. Why is it important to sign your name in cursive as opposed to printing it?

3. How does a checking account work?


90

http://www.moneyinstructor.com/wsp/printchecks.asp

Activity Name: Banking and Financing Vocabulary Crossword



Give me the gist: Students will be introduced to financial terms.

Helpful hints: Use this activity to teach the value of money and financial responsibility.

Step by step:

1. Distribute copies of worksheet to each student.

2. Allow students to work in pairs or small groups to complete the sheet.

3. After 10 minutes review the answers with the class. Allow students to ask questions.


1. Are there any words on this sheet that you learned for the first time today?

2. What is the benefit to knowing this vocabulary?


91

Activity Name: Personal Finance Vocab 1





Step by step:








92

Activity Name: Personal Finance Vocab 2





Step by step:







CHAPTER 1493

You Can’t Always Get What You Want

1. Ha Ha2. Dealing with Emotions3. Stop Laughing!4. Handling Unfortunate Events

Chapter Title: You Can’t Always Get What You Want

Activity Name: Ha Ha

94



Give me the gist: This is a crazy game that is good for a lot of laughs (literally).

Helpful Hints: You need a wide open space for this game (hallway, outside, etc.). Because this game is harder than it looks, it is recommended that you divide a class into 2 groups (for a better chance of success) and then bring the entire group together.

Step by step:

1. Have students line up boy-girl-boy-girl against a wall.

2. Ask the first person in the line to lie down on their back with their arms at their sides.

3. The second person lies down with his/her head on the first person’s stomach. The third person lies down with his/her head on the second person’s stomach (and so on).

4. After everyone is down on the floor, the first person says “Ha”, the second says “Ha, Ha”, and the third says “Ha, Ha, Ha” and so on with each person adding another “Ha”.

5. This game is to be played seriously, and if anyone goofs by giggling or missing the correct number of “Ha’s,” the group must start over.


1. Did you enjoy this game? Why or why not?

2. What does it take to be good at this game?

3. Why is laughter a stress reliever?


Activity Name: Dealing with Emotions

95



Give me the gist: Students will discuss emotions/feelings in small groups.

Helpful Hints: Students need to know each other fairly well to do this activity. They need to be comfortable with sharing their thoughts and feelings.

Step by step:

1. Divide the class into groups of 4.

2. Provide each group with a copy of the “How do you feel when…” questions below.

1. How do you feel when…

…your brother or sister gets more attention than you?

…your favorite team loses a close game?

…your teacher praises you in public?

…your teacher corrects you in public?

…your best friend finds a new best friend?

…you succeed at a task for the first time?

2. Describe one of the most intensely happy days of your life. Why was it such a good day?

3. Each student in the group will answer each of the four questions in a discussion with their group.


1. How important is it to reflect on your feelings? Explain.

2. What did you learn about yourself from this exercise?

3. What did you learn about others in your group?

4. How can we learn from our feelings?

5. How can our feelings affect our stress levels?


Activity Name: Stop laughing!

What materials do I need? Ball, beanbag, or something equivalent to toss in the air96


Give me the gist: Students will have to control their laughter based on the timing of an object falling to the floor.

Helpful Hints: None needed.

Step by step:

1. Tell students to sit (or stand) in a circle facing each other.

2. Ask for a volunteer to come to the center of the circle.

3. Explain to the students that when the volunteer tosses the ball into the air, everyone must start laughing out loud continuously. When the object lands on the ground/floor, everyone must immediately stop laughing.

4. The person who does not stop laughing must stand in the center of the circle and toss the ball into the air on the next round.


1. Did you find it difficult to stop laughing when the ball hit the ground?

2. How did it feel to be the person in the center of the circle?

3. Why is laughter a stress reliever?


Activity Name: Handling Unfortunate Events aka “Come on get happy!”

What materials do I need? Flipcharts/2 large pieces of paper for each team

97


Give me the gist: Students will have an opportunity to think positively about a negative situation.

Helpful hints: Tell students that they can get creative with their positive reactions!

Step by step:

1. Divide the group into two teams (or more depending on your class size)2. Distribute two flipcharts to each team. 3. Ask groups to write down 3 sentences that describe a negative situation. For example,

a. “My car broke down this morning on my way to work” 4. Allocate 5 minutes for this phase. 5. Ask the groups to stick their flipcharts to the wall. 6. Now, tell the groups that they must find as many positive points as possible about the negative situations

on both flipcharts. 7. Each group should work on its own in a competitive fashion. 8. Ask them to record their positive remarks on another flipchart. 9. The team that comes up with the most number of positive points in 5 minutes wins the prize.


1. Why is being optimistic an important quality to have?

2. How did this activity change the way that you think about negative situations?

CHAPTER 15

Man in the Mirror

98

1. Taking Responsibility2. Personal Responsibility3. What Would You Say?4. My Multicultural Self

Chapter Title: Man in the Mirror

Activity Name: Taking Responsibility

What materials do I need? Paper, pen/pencil


99

Give me the gist: Students will understand how maturity requires them to become increasingly more responsible. The student will brainstorm and explore ideas about the relationship among choices, consequences, and responsibility.

Helpful hints:

Step by step:

1. Divide the class into several small groups of students.

2. Tell students: “Each group will create a list of things that explains responsibility.” (Examples: don’t blame others, don’t control others, accepts credit for accomplishments, admit errors, learn from mistakes, think before you act, etc.)

3. Ask students: “Can you think of one thing on our list of which you can try to do more? Is there at least one thing on our list that you already do well?”

4. Instruct students to make a personal “T-chart”. On one side of the chart, students list things for which they are currently responsible and on the other side of the chart list types of decisions and actions for which they would like more responsibility.


1. What are some of the obstacles to making sound choices?

2. What types of actions can remove these obstacles?

3. Living in a free, democratic society guarantees us freedom of choices. How well do you feel that your generation understands that all choices have consequences and that being “mature” requires you to shoulder more and more responsibility? Why?


Activity Name: Personal Responsibility

What materials do I need? Copies of handout for each group


100

Give me the gist: Students will discuss, understand and demonstrate personal responsibility on school grounds.

Helpful hints: This activity is perfect for freshman during first quarter.

Step by step:

1. Divide students into groups of 3 and distribute 1 Personal Responsibility worksheet to each group.

2. Allow students 5-8 minutes to complete the worksheet in groups.

3. Begin discussion on personal responsibility by reviewing worksheet.


1. Why is it important to show personal responsibility on campus?

2. How do you feel when others do not demonstrate personal responsibility?

3. What can you do to help out when others are not showing personal responsibility?

4. Share the PRIDE acronym with students:

Having PRIDE means having:

Personal Responsibility and

Respect for

Integrity and

Diversity in order to achieve

Excellence

What does this mean? How can you use this in your everyday life?

PERSONAL RESPONSIBILITY

BRAINSTORMING:

Define “Personal Responsibility”:

101

What does a perfect class look like to you? What behaviors are seen in a “good” class versus a “challenging” class?

LEARNING:

What are examples of showing personal responsibility when in the cafeteria?

1.

2.

3.

What are examples of showing personal responsibility when in a classroom?

1.

2.

3.

What are examples of showing personal responsibility when in the mall area?

1.

2.

3.

What are examples of showing personal responsibility in the media center?

1.

2.

3.

What are examples of showing personal responsibility in the hallways?

1.

2.

3.


Activity Name: What Would You Say?

What materials do I need? Copies of “What would you say?” situations


102

Give me the gist: Students will read/discuss situations relating to responsibility.

Helpful Hints: Make several copies of each of the What Would You Say situations and cut them up into slips of paper.

Step by step:

1. Give each student ONE situation to look at. Tell students to read their situations and think about their answers.

2. After about 5 minutes, allow students to find their group (other students who have the same situation as them). Then allow groups to discuss the situations for about 5-10 minutes.

3. After groups have had time to discuss, have each group share their situation with the class. They can also share their thoughts/ideas and lead further class discussion.


(Discussion questions are listed under each situation.)

What Would You Say Situations

Situation 1: You need an A or B on the English final exam to pass the course for the semester. You studied all night last night. Your friend did not study at all. While the teacher is busy checking some papers, you notice that your friend is copying answers from another student who always does well. You end up getting a C on the exam, and your friend gets an A.

103

1. How do you feel?

2. Does this experience change your relationship with your friend?

3. Would you discuss the issue with your friend? Other friends? Your parents? Your teacher?

4. How would you feel if you were the cheater and your friend got a C?

Situation 2: You just got your drivers license a few weeks ago. Your parents told you that you are not to have anyone in your car (other than your siblings) unless you get permission from them first. During 4th block, your friend asks you if you can give her a ride home considering her house is on your way home. You agree to take your friend home. About 1 mile from your friend’s house, the car in front of you stops quickly and you rear-end them. As a result, your parents ground you and won’t allow you to go to the homecoming dance.

1. How do you feel?

2. How do you think your parents might feel?

3. Who was cheated?

4. Could an impulsive act ever come at too high a price?

5. If you were the parent, would you have handled this differently? If so, how?

Situation 3: Your parents have told you that you are not allowed to date. You’ve agreed to meet your girl/boyfriend at the movies. You tell your parents you are going to the movies with your best friend. Your parents discover what you did. Now you can’t go anywhere unless taken and picked up by your parents.

1. Did you “fess up”?

2. Will you lie again now that your parents are beginning to trust you again?

3. How do you think your parents felt when you betrayed their trust?

Situation 4: You and your friend are walking home from Blakeney where you have been shopping/hanging out for a few hours. On the walk home, your friend offers you a candy bar, which you gladly accept. After you’ve eaten it, your friend tells you he/she stole it from Harris Teeter while you all were in the store earlier.

1. How does the candy taste now?

2. How do you feel about your friend?

3. Should you tell someone? Who?

4. Does this friend deserve your loyalty? Why or why not?

5. Can you get into trouble for being loyal? Why or why not?


Activity Name: My Multicultural Self

What materials do I need? Student Handout www.tolerance.org/images/teach/activities/tt_multicultural_self.pdf

104

http://www.tolerance.org/images/teach/activities/tt_multicultural_self.pdf


Give me the gist: Students learn to resolve conflict by being culturally responsive and sensitive.

Helpful hints: Look at discussion questions in advance and decide which ones will be appropriate for your class/grade level. Step by step: 1. Prepare your own model in advance using the attached worksheet and be prepared to discuss the different aspects of your culture with your students.Example: Mrs. FattoriMother – Teacher – Buddhist – Biracial – Marathon Runner

2. Share how each of your identity bubbles is a lens through which you see the world. Mrs. Fattori might share, for instance, that when she became a mother she became stronger and more sensitive, stronger for having made and given life as well as knowing she would do anything to protect her child. But she also became more sensitive to young life of all kinds around her, whether it be other children, nature or a student just learning to love a certain academic subject.

3. Have students complete handout and silently reflect on their different identity bubbles. Make notes if necessary – pretend that the person looking at this sheet has never met you before and you want them to have an accurate impression of you.

4. Students work in pairs to share about themselves and their culture.

5. Students get in groups by similarities. Ex: daughters, softball players, band members. Discuss similarities and differences within the group.

6. Have students find others with whom they have very little in common according to their sheet.

What did we learn?/ Discussion 1. How does each aspect of our identity shape the way we view and live in the world? Example: Mrs. Fattori might share how being biracial allows her to be a part of two worlds.2. How would you feel if someone ignored one of your multicultural identity bubbles? 3. Can you see how ignoring one of your identity bubbles could cause miscommunication? Can anyone give an example? 4. We have many identities in our multicultural selves. Not being aware of our own or others' identities can cause miscommunication.5. 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

CHAPTER 16

It’s a Hard Knock Life

105

1. Public Service Announcement (PSA) Skits2. Voice Your Thoughts3. Worth the Risk?

Chapter Title: It’s a Hard Knock Life

Activity Name: Public Service Announcement (PSA) Skits

What materials do I need? List of topics, paper, pen/pencil, CREATIVITY

How long will this take? 15-20 minutes each (create skit and present) 106

Give me the gist: Each group creates a PSA skit to present to the class about their assigned topic.

Helpful Hints: Teacher should divide students into groups, to ensure that each group is balanced (leaders, creative students, etc.) **Can split into two (2) class periods.**

Step by step:

1. Place each topic on an index card.

2. Divide students into groups (3-5).

3. Have each group select an index card (have them face down so that do not see).

4. Students will create a PSA skit about their “issue”, creating awareness on the topic and providing techniques for facing them.

5. After each group shares their skit, discuss the issue with the class.

6. Topics (provided, but not limited to):

i. Drinking (& Driving)

ii. Drug use

iii. Cheating

iv. Bullying

v. Gossip

vi. Texting while driving


Have you faced this issue personally? If yes, how have you handled it?

Do you find this to be an issue for teens? Why or Why not?

What about this skit is difficult to implement in “real life”?


Activity Name: Voice Your Thoughts

What materials do I need? Voice Your Thoughts Survey, paper, pen/pencil.

How long will this take? 20-25 minutes107

Give me the gist: Students will answer the survey (freedoms); create a discussion from the survey or a journal reflection activity.

Helpful Hints: Prep students with the notion that they are encouraged to share their thoughts and support their stance, but when doing so BE RESPECTFUL of others. No right/wrong.

Step by step:

1. Each student will read each questions and respond.

2. Two part post-survey: Journal writing and Discussion (group/class).

3. Journal: Answer in a “journal”/piece of paper the following questions (not limited to):

i. What are your thoughts?

ii. Why did you respond in that way?

iii. Are these “issues” that you have thought about before?

iv. Do you feel that your freedoms are restricted? If so, Why?

v. What roles to respect and safety play in these situations (freedoms or lack of)?

4. Place in small groups (3-4) or discuss as a class their responses.


See the above questions.


Activity Name: “Worth the Risk?”

What materials do I need? Survey, paper, pen/pencil.


Give me the gist: Examine how you and your classmates feel about taking risks at school.

Helpful Hints: Have students complete survey first, prior to discussing in small groups.

Step by step:

1. Each student will complete the survey (follow the instructions on the survey)

2. Each student will rank how they feel and how they think their classmates feel for each scenario.

3. Create a discussion (small group or class).

4. Use the following questions to generate the discussion (not limited to).


Why do you/your classmates feel uncomfortable?

Anxiety? Fear of rejection? Public perception? Fear of failure?

What risk is associate with these scenarios?

How does that risk “stack up” vs. the reward for taking the action?

What advantages (personally) can arise from taking the risk?

Personal growth? Making a new friend? Finding a new passion?

“Worth the Risk?”Examine how you feel about taking risks at school. Compare that to how you feel your classmates feel

Please rank the following activities as:5 - very comfortable4 - comfortable3 - uncomfortable2 - very uncomfortable

109

1 - NEVER

Me My ClassmatesAttending a camp where you don’t know anyone ______ ______

Organizing a dance ______ ______

Donating Blood ______ ______

Reading the morning announcements ______ ______

Participating at a car wash ______ ______

Running for office ______ ______

Turning in someone for cheating ______ ______

Painting your face for a rally ______ ______

Dressing up for a theme day during “Spirit Week” ______ ______

Telling someone they are too drunk to drive ______ ______

Meeting new people ______ ______

Trying out for a sport ______ ______

Attending a school sporting event ______ ______

Tutoring an upper classman ______ ______

Going out to eat alone ______ ______

Sitting with a different crowd at lunch ______ ______

Introducing yourself to a new student ______ ______

Learning a new way to dance ______ ______

Turning in someone who vandalized the school ______ ______

Confronting a teacher who made offensive remarks ______ ______

Organizing a school rally ______ ______

Going to see a movie by yourself ______ ______

Volunteering for community service ______ ______

Volunteering during school clean up day ______ ______

Decorating the gym for a school dance ______ ______

Presenting a new idea to the principal ______ ______

CHAPTER 17

Let the Good Times Roll

1. Creative Personality Test110

2. How well do you think outside the box?3. NC Trivia: What do you know about NC – crossword 14. NC Trivia: What do you know about NC – crossword 25. NC Trivia: NC Map Activity6. NC Trivia: NC and the American Revolution7. Name Boggle8. Kickball9. Flights of Fancy

Chapter Title: Let the Good Times Roll

Activity Name: Creative Personality Test

What materials do I need? Copies of quiz (see homeroom advisory wiki page)


111

Give me the gist: This quiz tests a student’s creativity level.

Helpful Hints: This is a great activity to do before students do teambuilding / problem solving activities.

Step by step:

1. Distribute a copy of the quiz to each student.

2. Allow 5 minutes for students to take the quiz.

3. Begin discussion on thinking creatively/open-minded thinking.


1. What are some general comments about the quiz?

2. Do you think the quiz results are accurate?

3. How can one practice/learn to think creatively?


Activity Name: How well do you think outside the box?

What materials do I need? Copies of quiz (see the homeroom advisory wiki page)


Give me the gist: This quiz tests how well students think outside the box.

Helpful Hints: This is a great activity to do before students do teambuilding activities.

Step by step:

1. Distribute a copy of the quiz to each student.

2. Allow 5 minutes for students to take the quiz.

3. Begin discussion on thinking creatively/open-minded thinking.


1. What are some general comments about the quiz?

2. Do you think the quiz results are accurate?

3. How can one practice/learn to think outside of the box?


Activity Name: What do you know about NC – crossword 1

What materials do I need? Copies of crossword (see the homeroom advisory wiki page)

How long will this take? 15 minutes113

Give me the gist: This crossword tests how well students know North Carolina.

Helpful Hints: If students are new to the area they may have a difficult time so you might need to give clues.

Step by step:

1. Allow students to work in groups of 2.

2. Distribute a copy of the crossword to each group.

3. Allow 5-10 minutes for students to complete the crossword.

4. Review answers and reward the group with the most correct answers.


1. Has anyone been to New Bern?

2. Who likes Krispy Kreme more then Dunkin’ Donuts? (extension – do a blind taste test!)

(Ask questions related to the local businesses/places mentioned in the crossword.)


Activity Name: What do you know about NC – crossword 2

What materials do I need? Copies of crossword (see the homeroom advisory wiki page)


Give me the gist: This crossword tests how well students know North Carolina.


Step by step:


2. Distribute a copy of the crossword to each group.

3. Allow 5-10 minutes for students to complete the crossword.



(Ask questions related to the local businesses/places mentioned in the crossword.)


Activity Name: NC Map Activity

What materials do I need? Copies of map (see the homeroom advisory wiki page)

How long will this take? 20 minutes115

Give me the gist: This map activity tests how well students know North Carolina.


Step by step:


2. Distribute a copy of the map to each group.

3. Allow 5-10 minutes for students to complete the map.



(Ask questions related to the local businesses/places mentioned in the map.)


Activity Name: North Carolina and the American Revolution

What materials do I need? Copies of handout (see the homeroom advisory wiki page)


Give me the gist: This activity encourages students to think critically about important historical events or documents. Students will answer questions about a revolutionary war battle.

Helpful Hints: Battle of Moore’s Creek is a place of interest to visit when one travels to Wilmington.

Step by step:


2. Distribute a copy of the handout to each group.

3. Allow 5-10 minutes for students to complete the handout’s critical thinking questions.

4. Review answers and reward the group with the most correct answers. Allow students to work on one of the Enrichment activities for a more in depth look at this battle.


(Ask questions related to the local businesses/places mentioned in the map.)


Activity Name: Name Boggle

What materials do I need? Paper and pencil for each person


117

Give me the gist: Students will use each other’s names to create new words.

Helpful Hints: None needed.

Step by step:

1. Have each student grab paper and a pencil, and then divide the class into groups of 2.

2. Tell each student to write his or her partner’s first, middle and last names at the top of their piece of paper.

3. Give everyone 5 minutes to create as many words as possible out of the letters in their partner’s names.

4. After 5 minutes, the partners share their lists to check for accuracy.

5. Students can score the words they have formed, for example:

Word with 3 letters or less = 1 point, 4 letter word = 2 points, 5 letter word = 3 points, and so on.

6. Award prizes to the team with the most words collectively, and the team with the most points (might be 2 different teams).

7. Want to play again? Have each team combine their names to see how many words they can make when they use the 2 names together.


1. Is this game difficult? Why?

2. What does it take to be good at this game? Why?


Activity Name: Kickball

What materials do I need? Kickball, something to mark the bases

How long will this take? 25 min. One day or you can make it a two or three day activity.

118

Give me the gist: The game of kickball is played outside and has, essentially, the same rules as baseball.

Helpful Hints: You can get with homerooms around you to see if anyone is interested in playing a tournament. If not, you can divide up your homeroom into 2 teams. If you get several homerooms wanting to play-have one teacher responsible for setting up the tournament so you do not waste time outside deciding that part of the event.

Step by Step:

KICKBALL RULES

Rule # 1- There are no rules (except the following rules) We play baseball rules You can throw the ball at the players to get them out or tag bases. Headshots do not count as an out. 2 fouls = OUT (first foul okay, 2nd foul the kicker is out) Kickers must rotate boy / girl (to the best of your ability) 6 run rule per inning (if 6 runs are scored, teams switch). No stealing, No leadoffs. Players must wait until the ball is kicked to come off the base; if they leave

before the ball is kicked they are out.

(The following rules were sent by Mr. Siftar. Thanks to Mr. Siftar and the Science Team.)

EXTENSION:Other games that can be played in this same fashion include:WiffleballKick the CanCapture the FlagFour SquareTag (including but not limited to: Freeze, TV, and Shadow)Red RoverHeads Up, Seven UpSpudMusical Chairs(For more information on any of these games look them up on the internet!)


Activity Name: Flights of Fancy

What materials do I need? Copies of design, construction paper, scissors, pencil


Give me the gist: Working in pairs, students will construct a paper helicopter using only the materials provided (based on Mother Nature’s creation – the maple seed).

Helpful Hints: This is a great activity to do before students do teambuilding activities.

Step by step:

1. Ask each student to find 1 partner (or assign partners).

2. Distribute all materials to students.

3. Ask students to follow the instructions on the worksheet.

4. When students think they have a working helicopter, they must present it to the teacher by dropping it while standing on top of a chair or table. If the helicopter does not fly, students must take it back to their desks, fix it, and try again.


1. Was this activity difficult?

2. How did it feel to be successful/unsuccessful?

3. How well did you and your partner work together?

Flights of Fancy

Student Handout

Instructions: Duplicate the design onto a piece of construction paper. You may make your helicopter larger, smaller or the same size.

Hints:

1. ______ all solid lines.

120

2. ______ all dotted lines.3. __ & ___ fold inward.4. ______ folds upward.5. ______ folds forward.6. ______ folds backward.

When completed – hold by its floppy “ears” and drop from on top of a chair or table. The model should auto-rotate to the ground.

121

D E

A B

C

homeroom advisory curiculum web viewthe goal is to quiz each other about each ... no one can get...

Documents