unit 1: orientation lesson table of contents lessonpage · we strongly suggest that you know what...

FRESHMAN SEMINAR iCourse Introduction

© Copyright 2014. The Johns Hopkins University. All Rights Reserved

Unit 1: OrientationLesson Table of Contents

Lesson PageIntroduction to Unit 1: Orientation

Lesson 1: Getting to Know You 1• Explain the necessity of rules• Reflectontheirpersonaltraits,attitudesandpreferences• Identify important people and places within the school

Lesson 2: Getting to Know Freshman Seminar 9• Analyze and discuss the goals of the Freshman Seminar course• Articulate the relationship between having a goal/goals and achieving success• Establishshort-,medium-andlong-termgoals

Lesson 3: Brainstorming and Goal Setting 19• Demonstrate an understanding of “brainstorming” by identifying the components of the skill and

implementing the skill in a variety of activities• Developafirstsemestergoal

Lesson 4: Working Together 25• Identify qualities of a successful team• Identify stages of team development• Identify team structures that exist in society• Explain how people can succeed when working together

Lesson 5: Working Together and Building Consensus 33• Compare and contrast individual and team responsibilities• Demonstrate an understanding of building consensus by participating in team-building activities

xxvi FRESHMAN SEMINAR Course Introduction


INTRODUCTION TO UNIT 1: ORIENTATIONIt is important that you read through this entire unit before you begin to teach it and then reread each lesson before the actual teaching.

This will help you to organize your teaching of the unit with best results for your students. Some thoughts to consider before you begin:

We strongly suggest that you know what you’re teaching at least two weeks before you teach it. Find out what materials you will need for specifi c lessons, and plan accordingly. This may be circumstantially impossible with the Orientation unit, but is essential for subsequent units.

There are fi ve lessons in this unit—designed to be taught over the fi rst week of school. If your fi rst week is not a fi ve-day week, you may adjust the lessons and/or cut from them to compact the unit into a four-day week. The teaming principles in lesson 4, however, should be a priority if you must restructure the unit.

Discuss these skills with the other teachers on your team; distribute copies of the table of contents and share the information with your fellow teachers. It is important that other teachers know what is being covered in the Freshman Seminar Orientation so that the information is not duplicated, and so that the other teachers know that they are free to begin with their curricula.

The “Before You Teach” section identifi es lesson preparation needed before students enter the classroom. Implementation of the suggestions in this section may require more than one day’s preparation, so it would be helpful to read the lesson plans well in advance of teaching them.

When the Bell Ringer does not fi t the needs of the class, a two- or three-minute free write on the topic of the lesson can replace it. Bell Ringers should be numbered sequentially and dated. The Student Workbook is a good place for students to keep all Bell Ringers and other papers they will need in class. Bell Ringers may be credited daily or collected periodically for grading. Grading should take place at least once a month; early in the year you may wish to collect Bell Ringer assignments on a weekly or bi-weekly basis until students have been acclimated to your storing-and-collecting requirements. At your discretion, credit may be given to students with excused absences who complete Bell Ringers they have missed, or credit may be given when a student indicates “Bell Ringer # 3 Absent.” If you post a cumulative record of Bell Ringer assignments in a consistent location, students can be aware of and take responsibility for any missing assignments.

As mentioned previously, many teachers use the Student Workbook as the notebook for Freshman Seminar. Students add blank sheets of paper before the yellow pages for Bell Ringer assignments and add paper behind the yellow pages for Journal entries. After they are graded, they can be removed from the Student Workbook and placed in the student’s general school binder.

And while we’re discussing the journal, the Journal assignment for Closure at the end of the lessons could be varied with the following alternatives:

A. Turn to your seat partner/neighbor and …1. Refl ect on what this lesson means to you.2. Identify the key points of today’s lesson.3. List three practical examples of how to use the ideas in this lesson.4. Write a one-sentence summary of the main idea/objective of this class and then share it orally (with

partners or with the whole group).5. Write a list of concerns about this topic and then share it orally (with partners or with the whole

group).

FRESHMAN SEMINAR xxviiCourse Introduction


B. Give the students 3-2-1 stems and have them list the completions for 3 — big ideas from today’s lesson 2 — points to ponder 1 — action to take immediately

C. Create an alphabet acrostic; have the whole class generate a word or phrase related to the lesson that begins with each letter of the alphabet.

A note on the readings in all units: the readings are intended to teach a specifi c skill or illustrate a certain point. They were chosen for their value as a tool in teaching a skill, not for their intrinsic literary value. If you do not like these readings, feel free to use readings of your own choosing. One warning: be sure that the reading you use is appropriate for your students. The reading may be excellent in most ways, but if you have to spend most of the period clearing vocabulary, you have defeated your purpose.

Some suggestions: Use an ancillary text that you are familiar with, and that you know your students can handle easily. For example, one social studies teacher who was teaching Freshman Seminar used a geography text for most of the readings; in this way his students gained the study skill while learning some geography. Or use a current reading from another class on the team.

The selections provided are intended to have a reading level at or slightly below the students’ reading ability in order to allow them to focus on the skill from the lesson. Keep this provision in mind if you substitute other readings. Although it may seem desirable to allow students to practice with high-interest reading topics, it is important to check the reading level so that the challenge of the reading does not override the practice of the study skill. More complex readings might be used as follow-up practice after the less complex readings in the Class Reader. Also, although it is desirable for students to be interested in the reading topics, too much interest in the topic may distract the class from focusing on the skill.

Cooperative learning activities are a major part of these lessons. Groups of four are usually the most effective size since most tasks can be completed in a short time with all members participating and sharing group roles. When the entire group divides unevenly, groups of three are often a better option than groups of fi ve because students can effi ciently share group roles and stay within the time limit more easily than with fi ve members. It is also less likely that one member will be excluded in a group of three.

Partners may be easier to manage for some teachers, especially at the beginning of the year. For that reason, there are partner (with optional group) activities in the Orientation Unit. One easy transition is to link two partner groups together to make a group of four. Some other grouping methods are suggested below.

Formation of groups can be random, but more prescribed grouping can provide variety and energy. Some options include:

A. Establish home teams that group for specifi c purposes (such as refl ection). B. Mix students’ abilities; have one high, one low, and two medium-skilled students in each group.C. Use random selection that assures students do not choose only their friends for their groups.

Various methods of random selection can provide variety and will often require students to move to form groups, offering an energy infusion:1. Counting off by the number of groups is a standard approach, i.e. for fi ve groups, the class

counts off one to fi ve.

xxviii FRESHMAN SEMINAR Course Introduction


2. Distributing playing cards or other indicators of groups as students enter class allows the teacher to select group members subtly.

3. Grouping by birth months, favorite food or food group, etc. can allow students to discuss a social topic before beginning work.

4. Allowing a student who matches a playful designation (the student who wears the most buttons, who arrives in class fi rst, who has the cutest thumb, etc.) to assign groups can be fun.

When groups have fi nished their activities, have group members thank each other for working together before transitioning to the next activity. Before fi nishing the Orientation week, you should have read and begun preparations for the following unit. Preparation is essential to your success as a Freshman Seminar teacher; this preparation will help you more fully understand the journey on which you are guiding your students.

With that, welcome to Freshman Seminar. Let’s get started!

Objectives

Students will be able to:

• Explain the necessity of rules

• Reflect on their personal traits, attitudes and preferences

• Identify important people and places within the school

Materials

• Board

• List of classroom rules, teacher’s expectations letter

• Student Workbook #1: Student Inventory: Getting to Know You

• Student Workbook #2: Who Is? Where Is?

Before You Teach

Create a one-page letter that explains in brief your expectations for your students. Include issues like

attendance, homework and grading policies and necessary materials.

It is highly recommended that if your school operates in teams, this letter be written and distributed as one

team letter, consistent in philosophy and policy.

Making Connections

You will also need to collect and compile the responses from Workbook #1, item # 9 for Lesson 3.

UniT 1: orienTaTion To high school 1

Lesson 1: Getting to Know You

Freshman seminar © 2014, The Johns Hopkins University

Getting to Know You

Word Wall

• Rules

Instructional Strategies

• Brainstorming

• Guided Discussion

• Independent Activity

• Small Group Activity

• Journal Writing

• Word Wall

• Bell Ringer

Assessment Opportunities

• Bell Ringer

• Workbook #1, #2

• Journal

• Homework

Making All the Connections

If you are using Success Highways materials

in conjunction with Freshman Seminar, then…

N/A

U1:D1

Ask students to copy the homework assignment and complete today’s drill.

Students should write only the answer in the Bell Ringer section of their

notebooks. If this is the first day of school, they should make this page the

first page of their Bell Ringer section.

Write three words that come to mind when you hear the word “School.”

Write two words that come to mind when you hear the word “Rules.”

Write one word that best describes your mood today.

note: Bell Ringers are written in the second person (directly to students) so

that if the teacher has an LCD projector and the Freshman Seminar CD, the

drill can be projected on the board for students to read and follow. This

eliminates the need for the teacher to write the Bell Ringer on the board or on

an overhead.

reCOGnIzInG rUleS All ArOUnd

1. Review the Bell Ringer drill with the students. Chances are the general

perception of “school” and “rules” will be negative. While it is important to

validate these impressions, this lesson will focus on the positive aspects

of rules and how they can lead to success at school.

2. Introduce “rules” as the first Word Wall term of the course.

3. Advise students that today we will do a Think-Pair-Share activity about

rules. Explain the following steps:

Ask students to write on a clean sheet of paper one rule for each of the

following areas:

a. Any sport (basketball, football, baseball, hockey, croquet)

b. The food industry (packaging, delivery, service)

c. Motor Vehicle Administration

d. Election day

e. Public beaches or swimming pools in the U.S.

4. Have students discuss answers with a partner.

5. Students then share answers with the class as the teacher writes

responses on the board.

Possible examples:

a. Baseball: three strikes and you’re out

b. Food industry: expiration dates on labels; hairnets or hats for

workers at mcDonaldsTm

c. motor Vehicle administration: must be 16 in most states to get a

driver’s license

d. election day: must be registered to vote

e. Beaches/pools: must wear swim suits

6. Ask the class why these rules are important. Lead a group discussion of

this question, writing student responses on the board. Aim for answers

such as:

• Provide safety and protection

• Provide fair treatment for everyone

• Protect health and welfare of population

• maintain order

Tell students: Just as a city, state, country, team, or family needs rules

(laws) to keep the peace, provide protection and ensure fairness, so does

a classroom.

2 UniT 1: orienTaTion To high school



Bell rInGer

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7. Distribute a list of classroom rules to the students. Have students put this

rules sheet in their notebooks. Review the class rules/regulations/

consequences, and clarify any questions or concerns students may have.

GeTTInG TO KnOW YOU: COMMOnAlITIeS And dIfferenCeS

1. Pose the following question to students.

Why do misunderstandings and conflicts sometimes occur among people

even though rules/laws are in place? How can we overcome this

problem?

2. Write students’ responses on the board. Aim for the idea that people often

don’t know about the other’s likes, dislikes, heritage, background, etc.

STUdenT InvenTOrY/rOUnd TABle

1. Have students turn to Student Inventory: Getting to Know You (Student

Workbook #1). Explain the worksheet and have students complete it.

2. After students complete the inventory, form groups of four to complete the

Round Table section of the worksheet. Since the students were recently

put in pairs, consider grouping two pairs to create the new group of four.

The first student in the group shares one of his/her responses to an item

on the Student Inventory. If only one or two other students have a similar

response, the item number and response are written in the # 2 or # 3

spaces on the Round Table activity. If all students have the same answer,

they write the item number and answer in the All space. If the student’s

answer to the inventory question is different from that of his peers, the

item number and response are written in the # 1 space.

The process is repeated around the group, with each member sharing two

responses.

3. Collect Student Inventories and Round Table activities. You will need to

compile the responses to item #9 for lesson 3. As time permits, ask

students for their discoveries. Were group members similar? Different?

Remind the students of the importance of appreciating commonalities and

differences.

GeTTInG TO KnOW YOUr SCHOOl

1. Introduce your students to the important people and areas of the school by

using Student Workbook #2, Who Is? Where Is? as the foundation for

your discussion.

Ask the students if they know the answers to the worksheet questions as

you discuss each item to activate prior knowledge. Encourage guessing.

Move along quickly, however, if no students respond because this may be

brand new information to most students.

2. Review with the students the benefits of living within rules

3. Take home a copy of the Teacher’s Expectations as well as class

rules/expectations to be signed by a parent or guardian.

Today we discussed classroom rules. Write at least three sentences

answering the question: What are the rules in your family or community?

Think about your chores, curfew, or expected behaviors. What are the

consequences if these rules are broken?

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Name _______________________________________ Class/Homeroom ______________________________

1. What is your birth date (month, day, year)? __________________________________________________

2. In what city and state were you born? ______________________________________________________

3. What is your favorite color? _____________________________________________________________

4. Who is your favorite recording artist? _______________________________________________________

5. What holiday do you like best? ___________________________________________________________

6. Do you have any pets? If so, what are they? _________________________________________________

7. What is something you have done that you are proud of yourself for doing? ________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

8. My favorite subject in school is ____________________________________________________________

My least favorite subject in school is ________________________________________________________

9. Complete this sentence: I want to be the kind of person who. . .__________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

10. My favorite food is _____________________________________________________________________

11. Complete this sentence: Students would learn better and get more out of school if …_________________

_____________________________________________________________________________________

_____________________________________________________________________________________

12. What are the top two qualities you look for in a friend? _________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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round Table Activity

Complete the Round Table activity by using the Student Inventory and talking to your group

members to find common interests.

Student #1 shares a response to one of the inventory questions. If all other group members

share the same answer, write the question number and answer in the “All” section of the

table. If only two or three agree, the number and answer are put in the # 2 or # 3 section. If

Student #1 is the only one with that answer, the number and response are written in the #1

section. Then Student #2 shares a response to a different question…and so on.

Go around the group two times, answering eight of the twelve questions.




Complete this sheet with your teacher. If you think you know an answer to “Who Is?” or

“Where Is?” share your guess with the class.

In case of a fire drill, our class will

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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Objectives


• Analyze and discuss the goals of the Freshman

Seminar course

• Articulate the relationship between having a goal/goals

and achieving success

• Establish short-, medium- and long-term goals

Materials

• Board/projector

• Student Workbook #3: The Power To Choose

• Student Workbook #4: High School Bingo

• Student Workbook #5: Freshman Seminar Goals

• Student Workbook #6: Scavenger Hunt

• Poster board/sentence strips

• Student copy of handbooks (Optional)

Before You Teach

Evaluate the layout of your classroom to see if you need to change the seating formation to allow for students

to move freely during the Bingo game.

Write the two sentences (rules are made to be broken. The best law is no law.) on the board before class

begins. Cover them.

Consider using small prizes (a free homework pass, a pencil, etc.) for the winner(s) of the game.

Make copies if you are using the optional activity Student Handbook Scavenger Hunt. Look over the scavenger

hunt before assigning to students to determine whether or not these items apply to your school. You may

decide to add statements that apply specifically to your school, or tell students to put N/A when items do not

apply.


Lesson 2: Getting to Know Freshman Seminar


Getting to Know Freshman Seminar

Word Wall

• Goal

• Seminar

• Orientation

• Clarifying

• Obstacles

• Work Ethic


• Movement/Physical Activity

• Word Wall

• Bell Ringer

• Partner Reading


• Journal


• Bell Ringer

• Workbook pages

• Homework

• Journal




U1:D1

U1:D2

Using yesterday’s journal entry, list three of your family rules.

MOTIvATIOn: rUleS, AUTHOrITY, And CHOICe

1. Uncover the following quotes, which you have written on the board or on

sentence strips.

• Rules are made to be broken.

• The best law is no law.

2. Ask students if they agree or disagree with these quotes. Aim for the

conclusion that an unjust law can be broken in order to get it changed, but

one must still suffer the consequences of breaking the law (civil

disobedience).

For example, the Rev. Martin Luther King, Jr. led protests against laws

that enforced segregation by boycotting, sitting-in and marching; however,

he and his fellow protesters were arrested because they broke the law.

Women chained themselves to the fence of the White House in 1919 to

protest that they could not vote. The law was changed the following year,

but those women did go to jail for breaking the law.

3. Make sure students understand the idea that without rules/law, there is

chaos. Introduce the term “anarchy” as another word for chaos. Write it

and a definition on the board.

4. Ask students to recall three classroom rules from yesterday’s lesson that

are aimed at preventing anarchy.

5. Remind students that rules are made by those in authority. Ask students

the following questions and record student responses on the board.

• What does authority mean to you?

• Who are the authority figures in your life?

• How does one get authority?

• Do you have any authority? At home? At school?

6. Aim for the idea that students have authority over their own choices and

consequently, their success. Have the students consider this power—the

power to choose—and think about a time they made a choice that turned

out to be the right one. Have them draw this scene as a cartoon in the

boxes on Student Workbook #3, The Power to Choose. Remind them that

artistic ability is not important for this assignment, but the understanding of

the topic is. At your discretion, the students may make up characters that

are faced with a choice.

7. Allow a few moments if students would like to share their work with the

whole class.

BInGO GAMe

1. Have students turn to Student Workbook 4, High School Bingo. Direct the

students to collect signatures of classmates to cover all the squares.

Students who meet the criteria for a square may sign another student’s

Bingo card. For example, a student who can whistle may sign that square

on another’s card. Follow-up questions in the squares need to be

answered by the student signing the card. Students may sign on only one

square per card. This will prompt the students to meet and talk to as




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many other classmates as necessary to fill the card.

2. Ask students to think about the Bingo game, and answer the following

question. How can rules help us stay focused or directed? Lead students

to understand that the rules give structure and define the goal or purpose

of the game.

3. Post and define the following Word Wall word: GOAl– aim, purpose,

focus

Then introduce the words SeMInAr and OrIenTATIOn, asking the

students what they think these words mean before giving a definition then

place them on your Word Wall.

Goal: aim, purpose, focus

Seminar: a meeting for discussing and giving information

Orientation: introduction

Students will write the terms and definitions in the vocabulary section of

their FS notebooks. Make sure they understand that rules are needed in

the classroom to help them accomplish important course goals.

FreSHMAn SeMInAr GOAlS

1. Have students turn to Student Workbook #5, Freshman Seminar Goals.

Have students read with a partner (or silently read) the Freshman Seminar

Goals and be able to say which of the four goal areas they believe is the

most difficult, and why.

2. Conduct a class discussion about which goal area students think is the

most difficult. Make sure students understand the vocabulary words

ClArIFYInG, OBSTACleS, and WOrK eTHIC as discussion occurs.

Explain that this course is somewhat different from most content classes.

Rather than working on subject knowledge, Freshman Seminar develops skills

that can be used in all other classes. Success in Freshman Seminar, then, is

often seen through success in other classes. Explain how your team of

teachers is working together to integrate Freshman Seminar skills into their

classes

Explain in three or more sentences why you agree or disagree with this

statement: “Shoot for the moon. Even if you miss, you’ll land in the stars.”

Bring in a newspaper or Internet article or write three to five sentences about

someone who accomplished a significant goal.

IMpOrTAnT nOTe: You will need to compile the answers from the

Student Workbook #1, Item #9 on the chalkboard, an overhead, or on

chart paper for tomorrow lesson.

STUdenT HAndBOOK SCAvenGer HUnT ACTIvITY

1. Give each student a copy of your school’s Student Handbook. Distribute

the handout Student Handbook Scavenger Hunt to students. Direct

students to skim the handbook to find the answers and write them on their




pArTner

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sheet. Use the Think-Pair-Share (partners) cooperative learning strategy.

2. Check student responses and write the answers on the board.

3. Have the students put the Student Handbook Scavenger Hunt sheet in

their workbooks.




GUIded

prACTICe

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Teacher’s noTes

Draw a cartoon in the frames below about a time when you made a choice that turned out to

be the right one. (Keep in mind that artistic ability is not necessary for this activity.) Explain

the situation and the choice you made on the lines provided.

The Situation:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The Choice:

___________________________________________________________________________

___________________________________________________________________________

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After reading the goals of Freshman Seminar, determine what you want to improve in each area and what your

strength is in each area. The Freshman Seminar course will enable students to…

I. Orientation/Social Skills

a. Understand the purpose and value of rules.

b. Appreciate the benefits of responding respectfully to authority.

c. Operate as a productive member of a group/team.

d. Actively listen to the comments of others and ask clarifying questions.

e. Recognize causes of conflict and acquire skills for conflict resolution.

f. Find satisfaction in communicating without abuse or violence.

g. Express anger peacefully when feeling unfairly treated or wronged.

I want to improve___________________________________________________________________________.

My strength in this area is ____________________________________________________________________.

II. Study Skills

a. Develop notetaking skills.

b. Organize school materials.

c. Find and create a place to study outside of school.

d. Be an active listener.

e. Acquire test-taking skills.

f. Manage time effectively.

g. Plan for the long and short term.

I want to improve___________________________________________________________________________.


III. Careers and post-Secondary decisions

a. Identify personal career pathways.

b. Learn how educational choices impact income.

c. Recognize the requirements for preferred career pathways.

d. Make an informed choice of Career Academy.

e. Acquire information about different types of colleges and post-secondary

education options.

I want to improve___________________________________________________________________________.


Iv. Human relations

a. Recognize peer pressure and learn how to cope with it.

b. Understand cause and effect.

c. Recognize the consequences of risky behaviors.

d. Construct a basis for believing that overcoming obstacles will lead to personal growth.

e. Describe the behaviors associated with a strong work ethic.

f. Identify the causes and types of conflict

I want to improve___________________________________________________________________________.


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What’s Your Goal?

Identify two or three goals for each time frame: Short-term (three - six months),

Medium-term (one - three years), Long-term (five- ten years). Then, identify the

Freshman Seminar Units/Skills that will help you reach your goals.

Short-term Goals(Something you hope to accomplish

within the next three to six months)

1.

2.

3.

Medium-term Goals

(Something you hope to accomplish

within the next one to three years)

1.

2.

3.

long-term Goals(Something you hope to accomplish

within the next five to ten years)

1.

2.

3.

Freshman Seminar Skill(s)






1. The school colors are ________________________________

and ______________________________________________.

2. The school motto is ________________________________

_________________________________________________.

3. The school mascot is _______________________________

_________________________________________________.

4. A student must be in homeroom/first period by __________

a.m. or he/she is considered late.

5. Students who do not report to homeroom/first period will be

marked ______________ for the day, as required by law.

6. In order to graduate, a student must attend school for _________ years and earn _________ credits.

7. A student must earn ___________________ English credits to graduate.

8. A student must earn ___________________ math and social studies credits to graduate.

9. In order to pass to the 10th grade, a student must earn ________________ credits and one of these

must be in ________________________.

10. Students who must leave school early must bring a __________________, signed by the parent or

guardian, to the ________________________ at the beginning of the day. It must contain the student’s

__________________________ number and a telephone number where the parent can be reached.

11. Coats and hooded jackets must be kept in the student’s ______________________ during the school day.

12. Clothing containing _________________________________statements or statements that promote the use

of ______________________________ or ______________________________ are not allowed in school.

13. Students who violate the dress code will be _______________________ with a _____________________

explaining the school’s dress code standards.

14. I-PodsTM and other personal electronic items must be stored in the student’s ________________________.

15. Students who fail a subject can make up credit by attending ____________________________________

or _____________________________________. The cost of attending any of these is _______________.

16. List the standards of acceptable behavior you feel are the most important: _____________________

_______________________________________________________________________

_______________________________________________________________________

Student

Handbook

Scavenger

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17. Students must have what items with them when they enter the building?

___________________________________________________________

___________________________________________________________

___________________________________________________________

18. Students who lose a textbook must ____________________for the book.

19. Three extra-curricular activities students can choose to participate in are

___________________________________________________________,

___________________________________________________________,

___________________________________________________________,

20. First quarter report cards will be issued __________________________________________.

Objectives


• Demonstrate an understanding of “brainstorming” by

identifying the components of the skill and implementing

the skill in a variety of activities

• Develop a first semester goal

Materials

• Board/projector

• Answers from Student Workbook #1, Item #9 prepared

on board, overhead, or chart paper

• Student Workbook #7: Brainstorming T-Chart

• Student Workbook #8: Setting First Semester Goals

• Sentence strips/masking tape (see Summary)

Before You Teach

You will need to have the compiled answers from the Student Workbook #1, Item #9 (from Lesson #1) on the

board, an overhead, or on chart paper for this lesson.

Consider posting the completed first semester goals from Student Workbook #8. Keep in mind that some of the

students may view their goals as private and may not want them posted for all to see.


Lesson 3: Brainstorming & Goal Setting


Brainstorming & Goal Setting

Word Wall

• Brainstorming


• Brainstorming

• Word Wall


• Think-Pair-Share


• Partner Discussion

• Journal Writing


• Bell Ringer

• Student Workbook #7:

Brainstorming T-Chart

• Student Workbook #8: Setting

First Semester Goals

• Small Group/Partner

Participation

• Homework

• Journal




U1:D2

U1:D4

Write as many words as you can obtain from rearranging the letters in the word

OrGAnIZe. A letter may be used only once in a word.

Possible responses, among others:

ran nag gone are grain rain near raze Zaire

rag gear zero ore zone organ gain groan grin

Ask students to turn to the homework from the previous night, and select two or

three students to read the articles or sentences about people who accomplished

significant goals. Make the connection between organization, goal-setting and

success: consider taking a trip without a map, directions or GPS. It would be

unlikely if not impossible to make it to your destination efficiently.

evAlUATInG MIddle SCHOOl

1. On an overhead or board write the sentences below. Students should

complete these sentences on their paper.

a. My favorite subject in middle school was ______. My least favorite

subject in middle school was _____.

b. Students would learn better and get more out of school if ________.

c. Think of a teacher you really liked in middle school. I really liked this

teacher because ______.

2. Conduct a class discussion around the responses to each of these three

questions, with the aim of discovering:

• Which school subjects were liked and disliked? Why?

• What are the qualities of a good school?

• What are the qualities of a bad teacher?

3. Write key ideas articulated by students about each question on the board.

InTrOdUCInG BrAInSTOrMInG

1. Place the Word Wall word Brainstorming on the board. Explain to students

that brainstorming is a method of creating lists of possible solutions to a

specific problem. When brainstorming, all answers are welcome, and none

are immediately dismissed. In fact, they just used brainstorming when they

answered the above questions about middle school.

2. describe the skill: Use a concept web to record students’ ideas and create

a working definition of brainstorming.

3. Introduce the concept of T-charts: Show a blank T-chart, either on paper

or on a transparency, and explain its use. In their cooperative groups/teams,

have students create a T-chart (two examples each of “looks like” and

“sounds like”) of the skill, which might include:

looks like: sounds like:

Raising hands “I’ve got one!”

Accepting all answers “Write mine down!”

Making a list “How about this?”

Making eye contact “That’s what I was going to say.”

Looking at student writing “Maybe we could…”

Sitting close “I think…”




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When directing the students, consider “looks like” to refer to things you

would see if you photographed the skill, while “sounds like” refers to the

actual words and phrases you would hear on a tape recording of the skill

being used well.

4. Identify the fact that as students completed their T-charts within their

groups, and when the class completed the master T-chart, they were

practicing brainstorming.

5. Now direct the students to brainstorm the following question with

teammates. How is high school different from middle school?

6. Allow for all responses as you are brainstorming. Lead the students to

recognize the ninth grade year as a transitional year. Aim for the

understanding that more is expected of a ninth grader. Ninth graders

have more homework, more independence, more responsibility, more

rules, more social opportunities, and more extra-curricular activities.

Comparisons may be made between kindergarten and first grade; Triple A

and the major leagues in baseball; adolescence and adulthood.

Use this discussion to emphasize that in a Talent development High

School:

• participation in the many and varied extra-curricular activities round

out the high school experience, and is desirable, though not at the

expense of academic success.

• Teaming and teamwork are of great importance. A student is not

alone but part of a family (team, academy) that is there to provide

support and guidance.

• Students select the academy that best suits their aptitudes, attitudes,

skills and goals.

7. Ask the students: Why is brainstorming important or useful?

List important reasons on the board or overhead, and then explain to

students that what they have just done—again—is brainstorming.

8. Discuss the importance of the skill, emphasizing situations when

brainstorming is useful in school and outside of school. Discuss possible

outcomes if the skill is not used in those situations.

Ask: What are the benefits of brainstorming? How can brainstorming help

a group? What are the negative aspects of/what is difficult about

brainstorming? How has brainstorming been useful to you in a real-life

situation?

SeTTInG FIrST SeMeSTer GOAlS

1. Share the following information with students.

Brainstorming is not only helpful for groups, but for individuals as well.

We’re going to use our skills to create some goals for the first semester

and we’ll start with the kind of person you want to be.

2. On the board, transparency, or wall chart display all student responses to

Student Workbook #1, question 9, I want to be the kind of person who…

3. Have students read silently all the responses to question #9.




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4. Using the Think-Pair-Share strategy, ask students if the responses to the

question have anything in common, and can be put into groups or

categories.

[Aim for answers such as: character traits, career interests, money

concerns, family life, etc.]

5. Ask students to share their responses with the whole class.

6. Then, have the students turn to Student Workbook #8, Setting First

Semester Goals. Review the steps in the process with the students.

Explain that this is a more detailed process than when they simply

identified their short, medium and long-term goals. Brainstorm some

specific goals that may relate to academic accomplishments, such as a 90

average in all classes. Challenge your students to aim higher than

“passing” or mere minimums. Have the students complete this form.

7. Then, pair off your students and have them share their goals with a

partner. (Consider using different groupings than used in the previous

activity.) Give students an opportunity to share their first semester goals

with the whole class.

8. Remind them that having someone who can support them in their goals is

essential. This means that classmates, family members and teachers

could all be supports to overcome obstacles.

As a class, list five major things learned this week that will lead to success in

high school.

Describe your first few days of high school. What was new and different?

What was the same? What about high school surprised you this week? What

new experiences are you looking forward to?

Choose one of the following and complete.

1. Write a rap or poem that illustrates your freshman goals.

2. Draw a cartoon that illustrates your freshman goals.

3. Design a cover for the book My First Semester Goals.




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Brainstorming

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Complete the parts of the chart below.




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GOAL

This goal is important to me because. . .

I will start toward this goal by ________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

I will know I am making progress when

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

It’s not going to be easy. I will have

obstacles like ____________________

________________________________

________________________________

________________________________

I know I can get through the obstacles

by _____________________________

________________________________

________________________________

________________________________

and continue toward my goal.

Objectives


• Identify qualities of a successful team

• Identify stages of team development

• Identify team structures that exist in society

• Explain how people can succeed when working together

Materials

• Board/projector

• Student Workbook #9: Teaming

• Class Reader #1: The Post-Game Interview

• Teacher-made signs reading “Families,” “Businesses,” “Sports” and “Governments”

Before You Teac

Post signs reading “Families,” “Businesses,” “Sports,” and “Governments” in the four corners of your room


Lesson 4: Working Together


Working Together

Word Wall

• Team


• Bell Ringer

• Word Wall

• Readers’ Theatre

• Four Corners Activity

• Brainstorming


• Think-Pair-Share


• Bell Ringer

• Workbook #9


Participation

• Homework

• Journal




U1:D4

U1:D6

Matching: Name the sport associated with each term. Write the numbers and

letters that complete each match:

1. foul shot a. golf

2. diamond b. basketball

3. pigskin c. bowling

4. 18 holes d. tennis

5. 10 pins e. football

f. baseball

MOTIvATIOn

1. Share answers to the Bell Ringer with students: 1b, 2f, 3e, 4a, 5c.

2. Ask students, Which of the sports mentioned in today’s bell ringer does

not have the goal/aim of scoring the most points? [golf, the goal of

which is to get the ball into the cup with the fewest number of

strokes]

3. Ask students to turn to previous night’s homework, which dealt with their

goals for freshman year. Select volunteers to share their work—rap,

drawing, or book cover—with the class. Select some of these items to

display in the room.

4. Conduct an informal poll of the class (students raise their hands to

respond to your questions) to discover:

• Who considers himself/herself a sports fan? [Teacher records number

on board.]

• What is your favorite sport—football, baseball, soccer, lacrosse,

basketball, golf, bowling, tennis? [Teacher records number of

responses for each sport on the board.]

5. To transition to the next activity, ask students, What is the significance of

awarding a baseball player a World Series ring or awarding a football

player a Super Bowl ring? [aim for answers that indicate that the

player is a member of a team that has proven itself to be the best.

When students mention the word Team, the teacher should write the

word boldly on the board.]

pICkIng A WInnIng TeAM

1. Using the Think-Pair-Share strategy, have students define the word team,

and predict which team will win either the World Series or the Super Bowl

and why.

2. Write the following definition of team on the board:

Team: Two or more individuals working together to achieve shared goals

3. Direct students to The Post-Game Interview (Class Reader 1). Have

volunteers read the parts aloud. Then ask the class why they think the

team was able to win. Record the responses on the board. Make sure

students understand the following points:

Successful teams:

• work together

• cooperate with each other

• respect each other’s person and role




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• help each other

• know game rules

• learn their roles

• practice the skills needed for their role

• believe in themselves and each other (esprit de corps)

• listen to each other

IMpOrTAnCe Of grOUpS And TeAMS

1. Write TeAM and grOUp on the chalkboard and ask students if the

words mean the same thing, or is there a difference? [aim for the

response that a team has shared goals, as well as the characteristics

previously discussed. a group is composed of individuals acting as

separate entities pursuing their own goals.]

2. Post signs reading “families,” “Businesses,” “Sports” and

“governments” in the four corners of your room. Ask the students to

move to and stand by the sign they feel represents the best example of a

team.

3. Have some students explain their choices.

4. Then, ask them to move to and stand by the sign that they feel represents

the best example of a group. Again, have some students explain their

choices. As the students take their seats again, remind them that the focus

for this class will be teaming.

TeAMIng WOrkSHeeT And prACTICe

1. Students turn to Teaming (Student Workbook #9). Before students begin to

answer the questions on the sheet, discuss the phases listed, pointing out

how teams, couples, work groups, etc. go through several stages in

learning how to work effectively with each other.

Ask for examples of teams that progress through different stages (for

example, professional sports teams may have an exciting draft day, a

tumultuous training camp, a regular season where the parts fit together,

and a post-season where people leave calling them the best team ever).

Explain that this class will likely go through these stages as well and that

by working together, they can accomplish a great deal.

2. Have the students complete the page by writing down the stage number

(1, 2, 3, or 4) next to the behavior that matches the stage. (ansWers:

#1—stage 2, #2—stage 3, #3—stage 1, #4—stage 3, #5—stage 4,

#6—stage 2, #7—stage 1, #8—stage 4)

3. Next, in groups of two or four, have the students complete the “Working

Together” section of Student Workbook #9, Teaming. Explain that you

want to sum up good teaming behavior by identifying what working

together “looks like” and “sounds like.”

“looks like” indicates what one would see in a picture if teaming were

taking place. Allow the students to brainstorm some responses. Some

responses might include: leaning in, shaking hands, giving a high-five, or

sharing information.




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“Sounds like” indicates the actual words one would hear if a teaming

conversation were recorded and replayed. Again, allow students to

brainstorm responses. These might include: “Good idea,” “How can we

solve this?,” “So, I’ll do this and you can do that.”

4. Review these responses with the whole class. Copy the “best of” the

Looks Like/Sounds Like responses and compile a class list of descriptors.

This can and will be slightly different for each of your Freshman Seminar

classes. Copy these class lists and distribute them to all team teachers.

Post them in all classrooms to serve as a reminder of good teaming.

Conduct an informal poll of students, who will respond by raising their hands.

• Did you work in a team in middle school?

• Are you on any teams outside of school? How do you feel about

the team experience?

Complete this thought in three or more sentences:

Working in a team will be __________________________.

Teams usually have a logo (symbol) to identify them. Underneath where you

have written this assignment, do the following:

Name your favorite team logo, or other kind of logo (clothing logo, etc.)

Explain in two or more sentences why it is your favorite logo.

Bring an example to class, if possible, or draw it.




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__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher’s noTes

Write the stage number next to the behaviors that are likely seen

within that stage. Keep in mind that teams often go back and forth

between stages, but the goal is to consistently perform at Stage 4.

At what stage might you find the following behaviors?

1. Resisting quality improvement approaches suggested by other members __________

2. Establishing and maintaining team rules and boundaries __________

3. A tentative attachment to the team __________

4. Ability to express criticism constructively __________

5. Members show insight into personal and group issues __________

6. Disunity, increased tension, and jealousy __________

7. Defining the tasks and how they will be accomplished __________

8. Ability to prevent or work through conflicts __________




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STAge 1

You feel excitement and

anticipation to be with a new group.

STAge 2

You feel unsure of other team members.

STAge 3

You feel your team is making

progress toward your goals.

STAge 4

You feel your team is like your family.

Working Together

Looks Like Sounds Like




Read the following post-game interview. Can you identify the qualities that make for a

successful team?

reporter 1: Great game today, Coach. Can you

comment on what worked for you?

Coach: (He laughs.) What worked? The players worked.

The coaching staff worked. The hot dog vendors worked.

In this organization, everyone plays an important part.

reporter 2: But your quarterback deserves most of the

credit on the field, right?

Coach: He had a really good day passing the ball. Also,

the offensive line gave him a lot of time to make good

decisions.

reporter 1: Your defense is on its way to being one of

the best ever. Any comment on that?

Coach: Our defensive coaches have studied our

opponents each week. They spend hours reviewing game

film. The players have bought into it, too. They think about

the game more than last year. And right now, they believe

in themselves. They know they can do it if they keep

working hard.

reporter 2: Are you thinking about the championship yet?

Coach: We’ve been thinking about it since training camp.

But our focus is on our next game. But I’ll tell you, I’ve

never been so happy to coach a team. The players and

coaches are motivated and know how to learn and

improve every week.




ClASS

reAder

1The Post-game interview

Objectives


• Compare and contrast individual and team

responsibilities

• Demonstrate an understanding of building consensus by

participating in team-building activities

Materials

• Board/projector

• 20 sheets of chart paper

• Six magic markers

• Transparency

• Student Workbook #10: Team Roles and Class Standards

• Student Workbook #11: You Gotta Have a Heart

• Examples of team logos, slogans, mascots

• Situations in which students must develop team roles, written on a transparency, chart paper or board

Before You Teach

Review materials needed for activities and obtain them, or use alternatives.


Lesson 5: Working Together & Building Consensus


Working Together & Building Consensus

Word Wall

• Team Roles

• Consensus


• Partner Activity


• Word Wall

• Independent Activity



• Bell Ringer

• Workbook # 9, 10, 11


Participation

• Journal




U1:D6

U1:D7

BefOre

YOU TeACH

True or False: Write only the letter T or F. If the statement is false, be

prepared to explain why.

1. Examples of working in teams can be found in the animal kingdom.

2. One goal of working in teams is to allow some members to sit back and

do nothing.

3. Attendance is of little importance when you are working on a team, as

long as a couple of team members are present.

4. Working in a team requires members to know their team roles, as well as

subject matter content.

5. The success of the team depends on the efforts of each member.

BUIldIng TeAMS

1. Ask students to read each question in the Bell Ringer aloud and give the

answer. Write answers on the board. Require students to make false

statements true.

[Answers: 1. True (ask: where?) 2. False 3. False 4. True (ask:

why?) 5. True (ask: why?)]

2. Discuss the following question with students.

Every year business teams spend millions of dollars developing logos and

merchandising items using the logos. Why?

3. Ask a few volunteer students to identify their favorite logo (show sample to

class if possible) and tell why they selected it.

4. Ask: In addition to logos, what else do teams do to identify themselves?

[Aim for: colors, slogans, mascot]

TeAM rOleS

1. Place the Word Wall word Team roles on the board or Word Wall. Share

the following instructions with students.

On a team there are a variety of team roles the members have to fill. In

the next activity, you will select one of two situations and establish team

roles.

2. Direct students to the top half of Team Roles and Class Standards

(Student Workbook #10—top), “Forming Your Team.”

[The Team Roles can also be on a transparency or posted on chart paper.]

Have students work as partners to select either Situation A or Situation B

and determine team roles needed. [You may assign a situation to each

pair, or have each pair choose their situation.]

3. Place six sheets of chart paper around the classroom, three of which are

labeled “Team Roles—Situation A” and three labeled “Team Roles—

Situation B.”

4. Have one member of each pair use the marker to record on the

appropriate sheet the team roles decided by the pair.

5. Conduct a class discussion of roles recorded by the students, circling or

placing a check next to roles mentioned by two or more pairs. Ask: What




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conclusions can we draw about roles on a team as a result of doing this

exercise?

Aim for ideas such as:

• individuals may have to play more than one role;

• team members must communicate with other members on a regular

basis;

• team member must be ready to help another member.

6. To help students transition to the next activity, share the following

information. You have discovered that in a team there are individual

responsibilities and team responsibilities. Let’s look at a sheet that

summarizes these responsibilities.

ClASS STAndArdS

1. Have students refer to “Class Standards” on Student Workbook #10,

bottom.

Isolate the individual responsibilities of courtesy and support. Ask students the

following questions and record their responses on the board.

• Why are these responsibilities key to a team’s success?

[showing courtesy and support demonstrate respect for others

and allows each person to fulfill his or her role.]

• What skills are needed for these roles?

[listening, speaking, taking notes, cooperating.]

• How important is it to use one’s inside voice?

YOU’ve gOTTA HAve A HeArT—BUIldIng COnSenSUS

1. Remind students that up to this point, they have worked with only one

partner in Think-Pair-Share activities. For this next activity, they will first

work with their partners; then each TPS duo will join another to form a

team of four.

2. Post the Word Wall word Consensus. Explain that often, teams must

reach a consensus (a decision that might not be the first choice of all the

team members, but one that everyone can support for the good of the

team). Give a quick example of ordering a pizza or seeing a movie.

If this class were to order a pizza, what toppings should we get?

Or, if we were going to see a movie, what movie should we see?

3. Allow the class to offer suggestions and note these on the board. After a

few moments, remind them that they must agree on one choice. The

process they use to come down to one choice they can accept is called

coming to consensus.

4. Have students turn to You Gotta Have a Heart (Student Workbook #11).

Explain directions, and have students work independently to complete

Step 1.

5. Have students form teams of four, possibly by having two partner groups

work together. Instruct them to share their responses and come to a

consensus about the rankings. Remind students that each group should

have a timekeeper, a note-taker, a gatekeeper, and a reporter.




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6. After their allotted time ends, conduct a class discussion of priority

ranking, recording responses on board. Have each team’s reporter share

their #1 rankings, #2 rankings and their #5 rankings.

To conclude this activity, discuss the decisions reached by the group and ask

students about the dynamics within their groups.

• Did group leaders emerge?

• Did all groups agree easily?

• Do some group members still feel their group was wrong?

• Did one person dominate in the group or did all participate evenly?

• Did you find this decision easy to make? (Many will say yes because

the students had little vested interest in this hypothetical decision.)

• What circumstances would have changed your mind about the

candidates?

Ask students to turn to their journal and complete this thought in a few

sentences:

The team I worked with today ____________.




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__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher’s noTes

forming Your TeamDirections:

Choose either Situation A or Situation B.

Using the Think-Pair-Share strategy, determine which team roles are needed in the situation.

Jot down your ideas on a sheet of paper.

Team rolesChecker: Check for understanding and agreement.

praiser/encourager: Give praise for effort and ideas.

recorder: Record ideas and decisions of group.

Taskmaster: Keep the team focused.

gatekeeper: Make sure all participate, no one bullies, no one loafs.

reporter: Share group’s outcomes with other teams, the class, the teacher.

Class Standards

1. Individual responsibility: ”i am responsible for…”

Trying: Improvement counts.

Asking: Ask for help from teammates.

Helping: Offer help to teammates.

Courtesy: Make polite requests and show appreciation.

Support: Give praise and encouragement, with no put-downs.

2. Team responsibility: “We are responsible for…”

Solving: We try to solve our own problems.

Asking team questions: We ask teammates before we ask the teacher.

Helping: We help other teams, classmates, and the teacher.

Inside voice: We use a voice that can be heard by our teammates, but not by other teams.




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Situation A

You and some of your neighbors are disgusted with

the garbage, abandoned cars and old furniture that

have appeared in your community and you have

decided to take action.

Situation B

You and three of your friends have just graduated

from a two-year college and a computer repair school.

The four of you have opened a computer repair shop.

You are one of the members of the City Hospital’s Judicial Board and

must make a crucial decision. Five patients are on a waiting list for an

artificial heart. The Judicial Board must agree on who is first in line,

then who is second, third, fourth and fifth.

Step 1: Individual ranking: Working alone or with your TPS

partner, make a priority ranking of the five patients

waiting for an artificial heart. Make the first in line #1,

the last #5.

Step 2: Board meeting: After you and the remainder of the Judicial Board (your teammates) have

completed your individual priority rankings, you will meet to finalize the rankings. The entire

board must agree on who is first in line, second, third, fourth and fifth. This is called coming to

consensus.

Copied with permission from

Kagan, Spencer. Cooperative Learning, Kagan Publishing: San Clemente, CA, 1994. 800-WEE-CO-OP;

www.kaganonline.com




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george geppi, age 61

Occupation: suspected of criminal involvement, never convicted.

Description: married, 7 children, extremely wealthy, will donate a

very large sum to the hospital following the surgery.

1 2 3 4 5

nick Santos, age 23

Occupation: “B” average college student.

Description: single, studies hard, supports poor family, aspires to

join the police force when he graduates.

1 2 3 4 5

Mary Ann doyle, age 45

Occupation: housewife

Description: widow, supports 3 children, small income, no savings 1 2 3 4 5

John Jaberg, age 35

Occupation: Oscar-winning actor

Description: divorced, ex-wife has custody of both children,

donates money to create shelters for the homeless

1 2 3 4 5

Allen Wilkinson, age 55

Occupation: California state senator

Description: married, one child, recently elected, your political

party, financially well-off

1 2 3 4 5

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