Homeroom Advisory Curriculum
Upperclassmen Edition
Table of Contents
1. Getting to Know You
Icebreakers, Name Games
2. I Believe I Can Fly
Goal setting, Endurance,
Determination
3. Tick, Tock, On the Clock
Organization, Time Management,
Learning to prioritize
10. I Just Want to Praise You Like I
Should
Writing thank-you notes,
Thoughtfulness, Showing Appreciation
11. Under Pressure
Taking Notes and Taking Tests, HighStakes Testing, Memory, Academic
Integrity, Learning Styles
4. We Can Work It Out
Conflict Resolution
12. R-E-S-P-E-C-T
Cultural Competency, Diversity,
Stereotypes, Inclusion, Bullying
5. Goin’ Away to College
Post grad plan
13. More Money, More Problems
Finances, Loans, Budgeting
6. Come Together Right Now Over Me
Teambuilding
14. You Can’t Always Get What You
Want
Mental Health and Wellness, Stress
7. A Matter of Trust
Trust activities
8. Let Me Clear My Throat
Communication, Listening Skills,
Public Speaking
9. One Love, One Heart, Let’s Get
Together and Feel Alright
Community Service, Knights in Action,
Citizenship
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)
Pens/pencils
Index cards
Markers
Crayons
Colored pencils
Paper
Student baby pictures
LCD projector/Promethean Board
Rubber bands
Paper clips
Newspapers/magazines
IPod/radio/CDs (music)
(Copies of handouts associated with
activity)
Materials You Probably Do Not Have
In Your Classroom
Poster board
Deck of cards x 6
Hat/basket
Video camera
Flip charts/ large paper
Blindfolds
10 foot rope
3 different sized cans (soup, coffee,
paint)
10 red solo cups
String/yarn
Gummy bears/worms
Life saver gummies
Cones
Popsicle sticks
3
CHAPTER 1
Getting to Know You
1.
2.
3.
4.
5.
6.
7.
8.
Group Inventory
Change
Command Performance
All About Me
Bust a Move
Deck of Sharing
Draw Your Neighbor
Who’s that Knight?
4
Chapter Title: Getting to Know You
Activity Name: Group Inventory
What materials do I need? Copies of Group Inventory worksheet
How long will this take? 10-15 minutes
Give me the gist: In groups, students will complete the Group Inventory worksheet earning points for their life
experiences.
Helpful hints: When dividing the class into groups, try to include 2 boys and 2 girls in each group.
Step by step:
1. Divide the class into groups of 4.
2. Give each group a copy of the Group Inventory worksheet.
3. Give students 5-10 minutes to calculate their score based on the Group Inventory worksheet. (Yes…you can
use a calculator!)
4. The team with the most points in the end wins!
What did we learn? / Discussion
1. Did you enjoy this activity? What made it fun?
2. What did you learn about your team members that you did not already know?
5
GROUP INVENTORY
Category/Student Names
1
2
3
4
Total
Counting January as 1 point, February as 2
points and so on, add up the total number of
birthday points in your group.
Based on where you were born, award the
appropriate points.
In a hospital = 5 pts
Anywhere other than a hospital = 10 pts
Score = your shoe size (only one foot per
student)
Total number of hospital operations/surgeries
everyone in your group has had.
Hair color score:
Black = 2pts, Brown = 1 pt, Red = 5 pts, Blonde
= 3 pts, Anything else = 6 points
Score 5 points for each self-made article worn
by your team.
Total number of brothers and sisters each team
member has. Half siblings and step siblings
count as 2 points each.
Score 2 points for each club/team that each
team member has participated on this year.
Score 1 point for each boyfriend/girlfriend
relationship that lasted for at least 3 months
(must be high school relationships).
Score 1 point for each year of your total age.
Score 1 point for each house/apartment you
have lived in during your lifetime.
Score 2 points if you have lived in another state
for over 2 years, 5 points if you have lived in
another country for over 2 years.
TOTAL
6
Chapter Title: Getting to Know You
Activity Name: Change
What materials do I need? None
How long will this take? 10-15 minutes
Give me the gist: Students must pay attention to detail to determine what has changed about their partner.
Helpful hints: If you have an uneven number of students, form a group of 3 at the end of the lines.
Step by step:
1. Have students stand in 2 straight lines facing each other.
2. Allow 2 minutes for each person to take a good, detailed look at the person directly across from them.
3. After 2 minutes, tell students to turn around and change 3 things about their appearance. (Allow 1 minute to
change).
4. Now tell students to face each other again to see if they can point out the 3 things that have changed!
5. To play again, have students shuffle themselves to form 2 new lines facing each other and then repeat steps 2
through 4.
What did we learn? / Discussion
1. Did you enjoy this activity? What made it fun?
2. Was it difficult to figure out the changes in someone’s appearance? Why?
3. Was it difficult to come up with ways to change your own appearance?
4. Why is it important to pay attention to details when meeting/getting to know new people?
7
Chapter Title: Getting to Know You
Activity Name: Command Performance
What materials do I need? Command Performance Worksheet, Pens/Pencils, Numbered index cards
How long will this take? 10-15 minutes
Give me the gist: This activity gets everyone into action at the same time. Students will follow the Command
Performance worksheet in order to creatively meet other individuals in the room.
Helpful hints: Using a stack of index cards, number each card 1, 2, 3, etc. to the total number of students in the
room/group. Students will need to know each other’s numbers, so it may be a good idea to have students tape
the numbered cards to their chests so that everyone knows everyone else’s number.
Step by step:
1. Pass out one numbered index card and one Command Performance Worksheet to each student in the room.
2. Tell students to:
a. “take a pen and write your number on the first line of your Command Performance Worksheet.”
b. “Now, number the rest of your blanks from your number up to the highest number and then start back at 1.
(For example: if there are 25 students in the room and I am number 23, I would write me number 23 on the first
line and then continue to 24 and 25, then 1, 2, 3, 4, and so on.)”
3. “Now that you have the numbers on your page, find the people with those numbers and follow the
instructions on the sheet. Your goal is to get through all the items in approximately 5 minutes.”
What did we learn? / Discussion
1. Can you name each of the “numbered people” you met? Write their names next to their number on your
Command Performance Worksheet. How many did you get?
8
Command Performance Worksheet
Your number here_____
Politely introduce yourself to _____
Shake hands with _____
Give _____ a back rub
Compliment _____ on their shoes
Describe the ways that _____ reminds you of Albert Einstein
Get _____ to laugh
Introduce _____ to someone else in the room
Compare arm spans with _____
Tell _____ what animal is your favorite
Do a quick magic trick for _____
Lie to _____
Point your finger at _____
Maintain a straight face in front of _____ for 3 seconds
Do a high-five with _____
Sing a song to _____
Wink at _____
Sneak up behind _____
Compliment _____ on their hairstyle
Give _____ a hug
9
Chapter Title: Getting to Know You
Activity Name: All About Me (project/presentation/poster)
What materials do I need? Poster, PowerPoint, markers, crayons, colored pencils
How long will this take? 60-90 minutes (2-3 days)
Give me the gist: Students will present a poster / PowerPoint about themselves to share who they are with class.
Helpful hints: Give students at least 1 homeroom block to prepare what they want to say. Provide guiding
questions to help move the process along.
Step by step:
1. Assign the presentation and give the requirements (on paper/overhead). Make the requirements special and
specific to your students.
2. Facilitate student work time as they create an outline for their presentation. Who am I? What do I look like?
What do I want to be? Where am I from? Family? Friends? After school activities? etc..
3. Students will get 1 homeroom block to plan and the teacher will reserve 2 homeroom blocks for
presentations.
4. During presentations, have students follow along with a list of their classmates (printed from NCWise) and
identify (write down) one or two things they have in common or that interest them about the student presenting.
What did we learn? / Discussion
After all presentations are complete, students will roam around the room sharing their commonalities with each
other. After about 5-8 minutes, bring everyone back together to discuss how similar and different people are in
the class.
10
Chapter Title: Getting to Know You
Activity Name: Bust a Move
What materials do I need? None
How long will this take? 10-15 minutes
Give me the gist: A simple game in which students combine their names with motions.
Helpful hints: If the students are struggling to come up with motions, the teacher may suggest some ideas. (For
example: the student plays baseball, so he can motion “taking a swing”)
Step by step:
1. Have students sit in a circle.
2. One student starts by introducing himself and makes a motion that helps to describe who he is.
3. The next person introduces himself and makes his own motion followed by the motion of the person before
him (putting the 2 motions together as fluidly as possible to make a dance).
4. This continues until the person who started must do all of the motions for the entire group in order.
What did we learn? / Discussion
1. Did you enjoy this activity? What made it fun?
2. Was it difficult to come up with a motion for yourself? Or was it harder to remember everyone else’s motion?
11
Chapter Title: Getting to Know You
Activity Name: Deck of Sharing
What materials do I need? A deck of playing cards and a copy of the Card Questions for each group
How long will this take? 10-15 minutes
Give me the gist: Students share information about themselves based on the cards flipped over in the deck.
Helpful hints: You may want to put the Card Questions on the overhead to avoid running copies. Instead of
using playing cards, one could give 2 dice to each group and students could roll a number.
Step by step:
1. Divide class into groups of 4.
2. Hand in each group a deck of cards and ask a volunteer in each group to shuffle the deck.
3. Set the deck face down in the middle of the group and have students one by one choose a card and answer the
question that corresponds with the Card Question worksheet.
4. This game continues until the group has gone all the way through the deck or the teacher cuts off the time!
What did we learn? / Discussion
1. Did you enjoy this activity? What made it fun?
2. Was it difficult to share information with the group? Why or why not?
Ace
2
3
4
5
6
7
8
9
10
Jack
Queen
King
Card Questions
What is 1 achievement you are especially proud of?
If you could change 2 things about Ardrey Kell, what would you change?
What are 3 things that make you laugh?
What is your routine b4 you go to school in the morning?
What were you doing in 2005? Be as specific as you can?
What are your top 6 favorite movies of all time?
What is your favorite thing to buy at a convenience store like 7-Eleven?
How would you describe the perfect d8?
What is your favorite TV show on after 9PM?
Where do you see yourself 10 years from now?
What is something you “don’t know jack” about, but would like to learn?
What is your favorite song by the band Queen? Why?
If you were king of the castle (principal of AK) for a day, what would you do?
12
Chapter Title: Getting to Know You
Activity Name: Draw your Neighbor
What materials do I need? Paper, hat/basket, pencils, markers
How long will this take? 20-25 minutes
Give me the gist: This activity requires students to draw pictures of their classmates and then guess who each
picture represents.
Helpful hints: It is recommended that the teacher print off a class record sheet for his/her homeroom from
NCWise and cut each student’s name into slips of paper to put into the basket.
Step by step:
1. Write each student’s name on a piece of paper and put all names in a basket.
2. Allow students to draw 1 name from the basket. Tell students to keep their name is a secret!
3. Tell students to draw a picture of the person they picked without writing any words or phrases on the picture.
(Allow 5-10 minutes for drawing time.)
4. When the drawings are done, have students turn in their pictures. The teacher will shuffle the pictures for
added suspense.
5. Using a lined piece of paper, students will number their paper for the number of students in the class (if there
are 25 students, number the papers 1-25).
6. The teacher will show the drawings one by one. Students will try and guess who the picture represents and
who drew the picture. Tell students to write their answers on the lined paper.
7. The student with the most correct answers wins!
What did we learn? / Discussion
1. Was it difficult to draw a picture of your “neighbor”? Why or Why not?
2. Did you enjoy this activity? What made it fun?
13
Chapter Title: Getting to Know You
Activity Name: Who’s that Knight?
What materials do I need? Student baby pictures
How long will this take? 20 minutes
Give me the gist: Looking at baby pictures of each other, students will identify who is who.
Helpful hints: You could make this a week long activity and have students work on it little by little.
Step by step:
1. Ask each student to bring in a baby picture of him/herself (preferably ages 1-3). Tell students to not show off
their baby picture as to keep the identity of each baby a secret!
2. Create a collage of baby pictures on the wall or on a sheet of poster-board with a number next to each baby’s
picture.
3. Give students 10-15 minutes to guess the name of each baby on the poster-board.
4. The student with the most correct answers in the end wins!
What did we learn? / Discussion
1. Did you enjoy this activity? What made it fun?
2. What did you learn about your team members that you did not already know?
14
CHAPTER 2
I Believe I Can Fly
1. What’s Your Goal?
15
Chapter Title: I Believe I Can Fly
Activity Name: What’s Your Goal?
What materials do I need? Pen, pencil, copies of Goal Setting Worksheet
How long will this take? 20-25 minutes
Give me the gist: Students pair up and discuss the 3 questions provided. Each student’s partner creates a career
path for their classmate following the outline.
Helpful hints: The teacher may want to assign partners in this activity in order for students to work with
someone new.
Step by step:
1. Divide class into groups of 2.
2. Have students discuss each of the 3 questions from the worksheet with their partner (10 minutes).
3. After listening to their classmates interests, students will create a career path for their partner following the
outline provided.
4. Students will provide feedback on additional ways to attain their goals. Also, they will address and
brainstorm solutions for any limitations that might be present due to unspecified situations.
What did we learn? / Discussion
1. Did you enjoy this activity? What made it fun?
2. What did you learn about your partner that you did not already know?
3. How difficult was it to come up with a career plan for your partner? What made it easy/difficult?
4. What can you do with this worksheet now that you and your partner have completed it? (Start online
research; look into colleges that excel in my field, etc.)
16
Goal Setting Worksheet
Pair up with a classmate for this activity. Take a few minutes to discuss with your class mate:
1. What career path you have chosen to pursue.
2. Explain why you are interested in this career field.
3. Describe any activities/hobbies/academic programs you are currently involved in, which are in line with
this career path.
After listening to your classmates interests, create a career path for your classmate, following the outline below.
General requirements:
My peer wants to pursue this career field_____________________________________
This career field typically requires a ___________________________________ Degree. (High school,
Associates Degree, Bachelor, Master, PHD) or License (Cosmetology, Real Estate, Dental).
My peer would benefit by working part time at _________________________________ while completing the
education requirements.
My peer would benefit by an internship in _____________________________________. (Examples: As
general as in the healthcare industry, or as specific as their former pediatricians office).
Specific actions: (feel free to come up with your own answers or choose from the examples listed)
In the next six months my peer should ________________________________________
______________________________________________________________________. (Examples: Choose
five universities/colleges that offer a program (major) that is in-line with their career path, research college
costs, discuss finances with parents, research scholarships offered by community, local companies, colleges,
etc)
In the next year my peer should______________________________________________. (Examples: Apply to
schools, apply for federal loans, apply for scholarships, take standardized test for college acceptance, etc)
My peer should use this resource____________________________________________ to gain information and
insight. (Examples: Guidance counselor, individual currently in the career field, internet, magazines, Etc).
My peer should ____________________________________ in their first year of college. (Meet with a few
career counselors from their college, and choose one with whom they would like to work).
After completing your peer’s career outline, explain the steps of action and why these steps would be beneficial
to meeting their career goals. Provide feedback and brainstorm on additional ways to attain goals. Also address
any limitations that might be present due to one’s situation, and brainstorm on solutions.
17
CHAPTER 3
Tick, Tock, On the Clock
1. Planning Out My Day
2. Time Management for College Students
18
Chapter Title: Tick, Tock
Activity Name: Planning Out My Day
What materials do I need? Handouts (see homeroom advisory wiki) and Weekly Hourly Planner (attached and
available at http://www.studenthandouts.com/01-Web-Pages/Lot-01/Weekly-Hourly-Planner.html )
How long will this take? 1 – 2 class periods
Give me the gist: This activity provides students with time management strategies and helps them eliminate
time wasters.
Helpful hints:



Read through the worksheet before discussing it with the class in order to give them your own
suggestions and time saving techniques.
Remind students of this activity as exams approach.
Provide each student with the attached daily schedule for them to write in their activities hour by hour.
Step by step:
1. Students fill in typical daily schedule.
2. Students fill in what they want/NEED their day to look like.
3. Students complete the attached Time Management worksheet
What did we learn? / Discussion
1. What did you learn from this activity?
2. Do you consider yourself to be a good time manager? Why or why not?
3. How can managing your time relieve stress?
19
Chapter Title: Tick, Tock
Activity Name: Time Management for College Students
What materials do I need? Time Management for College Students Packet (see attached sheets)
How long will this take? 30 minutes
Give me the gist: This activity provides students with time management strategies and helps them eliminate
time wasters.
Helpful hints:



Read through the packet before discussing it with the class in order to give them your own suggestions
and time saving techniques.
Remind students of this activity as exams approach.
Provide each student with the attached daily schedule for them to write in their activities hour by hour.
Step by step:
1. Distribute packet to each student.
2. Allow students to work through the pack for about 10 minutes, completing each of the tasks.
3. Have students get into groups of 3 or 4 to discuss their results.
What did we learn? / Discussion
1. What did you learn from this activity?
2. Do you consider yourself to be a good time manager? Why or why not?
3. How can managing your time relieve stress?
TIME MANAGEMENT FOR COLLEGE STUDENTS
Have you ever found yourself bleary-eyed and strung out from too much coffee and too little sleep after pulling
an "all nighter" right before the big biology test?
Or did you ever want to kick yourself for putting off that history project your instructor told you about at the
beginning of the semester so that you ended up throwing together 15 pages of "garbage" just to get the report in
on time?
Or how about the time your computer crashed when you were typing your English paper the night before it was
due, and your teacher said that your reason was simply a new version of "the dog ate my paper" excuse and
gave you an "F"?
If you have done any of the things mentioned, you are like most people. We all have the ability to put off until
tomorrow the things that we know we should be working on today. It's human nature. Unfortunately, ineffective
time management doesn't help us much, in college or outside of college.
20
In "Time Management for College Students," we will give you some guidelines to help you better manage your
time. On the assumption that people who want help managing their time probably don't HAVE a lot of it; the
guidelines will be short and to the point. They aren't "magic pills" that will suddenly make you super efficient
and well organized, but if you use them gradually to improve the way you organize you time, you will probably
find that your life is a little less stressful and, with any luck, you will have time to do more of the things that you
enjoy outside of your college work.
If you are a full-time student, you have a full-time job. You may not think of school as a job but consider this.
You typically have 12-15 or more hours of class per week. In addition, you are expected to put in about 2 hours
of preparation and production outside of class for each hour in class. This means that your work week is at least
36 to 45 hours long. This is a fulltime occupation. If you have a job outside of school and/or family
responsibilities, you may feel that there aren't enough hours in the day.
When lack of time is a problem your first consideration should be the "big picture." Everyone should try to have
a balanced life. To update a popular saying, "all work and no play makes Jack and Jill dull people." If you don’t
think that your life is balanced, you may need to make some serious decisions. Should you become a part-time
student because you need the money from your full-time job? Could you cut back on your job hours since you
want to get your degree now? Whatever your decision, you should also try to allow time for family and friends
to keep that important balance.
Now that you have considered the "big picture," it is time to improve your ability to manage your time. This
really means managing yourself. Read the series of mini-lessons for information that may help you.
• Have you ever told yourself that if you ignore an assignment that's due, maybe it will go away?
• Have you ever told yourself, "I'll just watch TV (or do something else enjoyable) for just 5 minutes and then
get back to my homework?"
• Have you ever underestimated the amount of work or time an assignment was going to take?
• Have you ever done something else "very important" to avoid working on an assignment?
• Have you ever done part of an assignment, the part you were good at, and not done the part you had problems
with?
• Have you ever spent so much time deciding what to do (e.g., which topic to write about) for an assignment
that you didn't get anything done?
Answering "yes" to any or all of these questions is a good sign that you know how to procrastinate.
Procrastination means putting things off until a future time, postponing or deferring something. Most people
have procrastinated at some time in their lives. There are many reasons for procrastinating. How many of these
describe you?
• You are overwhelmed by too many things to do, and we know that we can't get them all done.
• You don't think that you have the skills or knowledge to handle the task.
• You are not clear about what is expected.
• The task seems irrelevant; it has no meaning for you.
• You are not interested the task.
• You are afraid of getting a low grade or of failing.• You give yourself unreachable goals -- you are a
perfectionist.
• You are not clear about what is expected.
• You have problems outside of school that you are having trouble dealing with.
The list seems to go on and on.
Procrastination Self-test
Read each statement and choose the word below ("never," "occasionally," "often," or "always") that best
describes your behavior. Write the corresponding number in the blank space before each statement.
21
Never Occasionally
Often
Always
1
2
3
4
1. ___ I feel I have to "cram" before an exam.
2. ___ My homework is turned in on time.
3. ___ I think I get enough sleep.
4. ___ I pull all-nighters before mid-terms and finals.
5. ___ I plan activities with friends or family for a couple of nights a week and spend the amount of time
with them that I planned.
6. ___ When I'm working on a paper, I put off writing until a few days before it's due.
7. ___ I cancel social activities because I feel I don't have enough time.
8. ___ I get my papers in on time.
9. ___ I find myself making a lot of excuses to my instructors about why my work isn't done.
10. ___ I feel comfortable about how I use time now.
11. ___ I feel that something is hanging over my head, that I'll never have enough time to do the work
assigned.
12. ___ I feel tired.
Score A: Add up the numbers for questions 1, 4, 6, 7, 9, 11, and 12.
Score B: Add up the numbers for questions 2, 3, 5, 8, and 10.
If Score A is greater than Score B, you are probably a procrastinator. If Score A is less than Score B, you
manage your time well. If the scores are equal, you may procrastinate at times, but procrastination is not a habit.
Dealing with Procrastination
There are many ways to deal with procrastination. Here is a list of suggestions or techniques for you to
consider.
• Set realistic goals. Don't try to do too much and don't try to do everything perfectly.
• Do school work when your energy level is at its highest. If you are a morning person, do school work in the
morning. If you are a night person, do school work at night.
• Break large tasks into smaller ones. You don't want to be overwhelmed by the work you need to do so create
smaller tasks from bigger ones. Then focus on completing the smaller tasks one at a time until you are finished.
• Work for realistic periods of time. If you work best at 1 hour intervals, don't try to cram in 2 hours of study. Or
if 1/2 hour at a time is best for you, then follow your own needs; do not study for long periods just because your
friends do.
• Avoid study marathons (like all-nighters).
• Mix activities. Switch subjects after a while, or try to alternate between doing things you enjoy with things
that you find challenging or boring.
• Create an effective place to do your school work. Make your work place comfortable but not TOO
comfortable. Try to keep distractions to a minimum (like phones, TV, and friends). Don't forget the importance
of good lighting and make sure that you have access to the materials and equipment you need.• Allow extra
time for unexpected things. The "unexpected" can be discovering that you really need at least 5 hours to write
your English composition when you had only planned for 3 hours. And you don't want to wait until the last
minute to do an important assignment only to get sick or have your computer crash.
• Schedule time for yourself -- for exercise, relaxation, and socializing. Don't forget that "all work and no play
makes Jack and Jill dull people," not to mention frustrated, bored, and stressed out.
• Use your free time wisely. Make effective use of the time between classes or while you are waiting -- for
buses or friends, at the doctor's office, etc.
• Reward yourself when you have finished tasks on time. Make sure that the reward is suitable for the difficulty
of the task and the time you spent on it.
• Start NOW!
22
Getting Organized
STEP 1: List Your Activities
STEP 2: Create a Week's Plan
STEP 3: When in doubt, prioritize
NOTE: Use the steps listed here to create a schedule for a typical week.
List Your Activities
Make a list of everything you need to do during a typical week. Include ALL activities (not just school
assignments).• List activities that come at fixed times and cannot be changed (e.g., classes, work
responsibilities, doctor's appointment).
• List class assignments and meetings (e.g., study groups, meeting with your advisor, etc.).
• List recreation and social activities.
Create a Week's Plan
1. Take the list you made of your activities and the day & time.
2. Write these activities down on a week's calendar.
3. Write down any related activities, for example, reading 2 chapters for history or writing a biology lab report.
Prioritize Your Activities
(Arrange in order of importance & urgency)
What do you do if you find that you have less time than you had anticipated for your activities? Should you just
not do some of the things? Or should you cut out a little time from each activity? What you need to do is
PRIORITIZE. In other words, you need to determine the importance and urgency of each activity and use this
information to revise your schedule (week's plan). In some cases, you may decide to postpone an activity that is
not urgent, or perhaps you will spend less time on an activity that is not so important.
To help you prioritize your schedule, use the numbers below. Write the appropriate number (1, 2, 3 or 4) after
each activity. [Note: "Urgent" means that the deadline or due date is coming up very soon; "Not Urgent" means
that the deadline is a while away.]
1 Important and Urgent
2 Important but not Urgent
3 Not important but Urgent
4 Not Important or Urgent
• You should focus on activities with a #1, giving them the time and attention that their importance and urgency
requires.
• You may need to make a decision about activities with a #2. If they are important but not urgent, you may be
able to spend less time on them or postpone them temporarily. But you don't want to forget about them.
• For activities with a #3, you may decide to eliminate them because, even though they are coming up very
soon, they aren't really that important.
• Finally, if you really are short on time, you will probably want to eliminate activities with a #4.
Wrap-up
Congratulations!
You have taken the first step toward getting yourself better organized and doing better in your classes. Now that
you have made a schedule and prioritized what you need to do, it would be a good idea to carry your schedule
with you. Make sure that you update your schedule as new things come along. For next week and the weeks
after that, you just need to repeat the process:
STEP 1: List Your Activities
STEP 2: Create a Week's Plan
STEP 3: When in doubt, prioritize
23
.
CHAPTER 4
We Can Work It Out
1. Conflict Self-Assessment
2. Managing Conflict
3. What Bothers You?
24
Chapter Title: We Can Work It Out
Activity Name: Conflict Self-Assessment
What materials do I need? Copy of conflict self-assessment sheet for each student
How long will this take? 25-30 minutes
Give me the gist: Students will assess their own conflict resolution methods.
Helpful Hints: This activity is perfect for the first day of a conflict resolution lesson.
Step by step:
1. Distribute worksheet to students and read aloud the paragraph at the top of the page.
2. Provide students with approximately 5-8 minutes to complete the worksheet.
3. When students are finished, divide the class into groups of 3 or 4 students. Ask groups to reflect/discuss the
information they wrote down.
4. Ask students to return to their original seats and to flip over their worksheet. On the back of the sheet they
will see a flow chart called the “Conflict Diagram”. Allow students a few minutes to look over this chart.
5. Begin a general discussion on conflict resolution. Any general thoughts on the diagram? Self-assessment?
What did we learn? / Discussion
1. How do the answers on the front of your sheet apply to the flow chart?
2. How can learning conflict resolution methods help you in your everyday life?
25
Conflict Self-Assessment
People often have many preconceived beliefs and attitudes about conflict. Some of these beliefs and attitudes
help us to resolve conflict creatively, but others act as barriers to conflict resolution. This activity is designed to
help you think critically about conflict, about your feelings when conflict is concerned, about your own conflict
mechanisms.
Answer the following questions, being as specific as possible:
1. When I think about conflict, the following words come to mind…
2. When I think about conflict, I feel…
3. When I was growing up, people in my family usually resolved conflicts by…
4. My usual method for dealing with conflict is to…
5. My _____’s usual method for dealing with conflict is to… (Fill in the blank with someone you know)
6. If staff and students in my school could more effectively use conflict resolution methods, the following
benefits would occur…
26
Conflict Diagram
Origins of Conflict
Limited Resources
Unmet Basic Needs
Different Values
Time
Belonging
Convictions
Money
Power
Priorities
Property
Freedom
Principles
Fun
Beliefs
CONFLICT
Responses to Conflict
Soft
Principled
Hard
Withdrawal
Understanding
Threats
Ignoring
Respect
Aggression
Denial
Resolution
Anger
27
Chapter Title: We Can Work It Out
Activity Name: Managing Conflict
What materials do I need? Copy of Managing Conflict worksheet for each student (see homeroom advisory
wiki page), highlighters
How long will this take? 15-20 minutes
Give me the gist: Students will read an article on conflict management and discuss.
Helpful Hints:
Step by step:
1. Distribute 1 worksheet to each student, and then read the opening paragraph to the students.
2. Allow students to read the article on their own (5 minutes) while highlighting points that stand out to them.
3. Begin a general discussion on conflict management.
What did we learn? / Discussion
1. What have you learned from reading this text?
2. Why does our society believe that conflict is something to be avoided?
3. What points in the text stood out to you? Why?
4. Of the steps to conflict resolution, which is the most difficult?
28
Chapter Title: We Can Work It Out
Activity Name: What Bothers You?
What materials do I need? Paper, pencils
How long will this take? 15-20 minutes
Give me the gist: This is an exercise that helps students think about problems. This activity leads to a long list
of problems that later can be redefined and solved.
Helpful Hints: You may want to put the Speed Bump example on an overhead to review as a class.
Step by step:
1. Ask each student to write down an answer to the question “what bothers you?” (Get students to find problems
that require solutions) – Allow 3-5 minutes for students to consider their answers.
2. Tell students they are going to learn to analyze their problems, but first, you will give them an example that
they can all work on together.
Example Problem: Speed Bumps
What Bothers You? Every working day I experience at least 14 speed bumps on my way to and from
work, and they drive me crazy!
3. Divide students into groups of 3 or 4.
4. Tell groups to identify/clarify/define (not to solve yet) the “Speed Bump Problem”.
Example: (you may want to put this up on overhead)
Driving/Traffic:
Cause Traffic Jams/backups
Slow-down traffic
Causes tailgating and other accidents
Cars drive in bike lanes to avoid them
Not convenient for bikes
Driver:
Sometimes invisible (weather conditions, reflections)
May surprise drivers
Annoying/frustrating
Bad for the body
Tall drivers may hit their heads
Causes drink spills
Rewards fast drivers (high speed cars = better shock
absorbers)
Punishes slow drivers
Environment:
More noise and pollution due to acceleration/deceleration
Animals may not like the noise of squeaking breaks
Emergency:
Slow down ambulances, fire trucks
May injure patients inside ambulances
Cost:
May be too expensive to build/maintain
Causes traffic delays when built/maintained
Car Damage:
Cause CD to skip, damage fragile items
Damage suspension, bottom of car, alignment
Wear breaks, clutch
Law Enforcement:
Slows down emergency situations
5. Now allow students to break down their own problems (without jumping to solutions/conclusions).
What did we learn? / Discussion
1. What is the benefit to breaking down a problem?
2. Why can breaking down a problem be difficult?
3. Why is it easier to solve a problem after you have examined all of its parts?
29
CHAPTER 5
Goin’ Away to College
1.
2.
3.
4.
5.
6.
7.
8.
If I’d only known…
Interviewing Practice
Navigate a College Website
What colleges are looking for…
My Dream University
Life Lessons That you Did Not Learn in High School
Wall of Acceptance
Famous College
30
Chapter Title: Goin’ Away to College
Activity Name: If I’d only Known…
What materials do I need? Video camera OR poster board, markers, crayons, colored pencils
How long will this take? 30-60 minutes (1-2 homeroom blocks)
Give me the gist: Upperclassmen will create a video or poster board based on the phrase “If I’d Only Known”.
Homerooms will share their video/poster board with underclassmen homerooms.
Helpful Hints: Students may get silly with this – make sure that the focus stays on academics, friendships,
clubs, and school related information.
Step by step:
1. Divide class into groups of 3.
2. Groups will create a video OR poster board that includes personal stories about their high school experiences
and what they would have done differently knowing what they know now about high school and the college
prep experience.
3. ***If no video camera is available – teacher will facilitate students creating posters with phrases and visuals
to assist in the presentation of the information to a younger homeroom class. (Upperclassmen homerooms will
need to pair up with an underclassmen homeroom to share their presentations.)
What did we learn? / Discussion
Students should reflect on their classmates’ experiences as well as their own to decide what they decide “really”
matters. They will have a class discussion around how to better prepare students for what they “need” to know
when it comes to high school.
31
Chapter Title: Goin’ Away to College
Activity Name: Interviewing Practice
What materials do I need? Interviewing questions pre-written/printed
How long will this take? 15-20 minutes
Give me the gist: Students will answer interview questions in a mock interview setting.
Helpful Hints: Be prepared for students who do not want to take this activity seriously. In this event, students
will be moved, or asked to write out their answers instead of answering them orally.
Step by step:
1. Divide class into groups of 2.
2. Provide 1 group member with the interview questions sheet/cards. This student will be asking the questions
while the other student answers.
3. After students have had the chance to ask all/most of the questions, have students switch roles. (Ideally there
would be enough questions for students to be asking and answering different questions at this point.)
What did we learn? / Discussion
Students will learn valuable ways to answer the questions most commonly asked in an interview with
confidence and also get feedback from the teacher and fellow students on the appropriateness of the answer as
well as the quality of the answer. Students should become familiar with questions posed by others, not just
what their peers think are important questions.
Possible Interview Questions
1. What is your greatest strength?
2. What is your greatest weakness?
3. How do you handle stress and pressure?
4. Describe a difficult work situation / project and how you overcame it.
5. How do you evaluate success?
6. Why are you leaving or have left your job?
7. Why do you want this job?
8. Why should we hire you?
9. What are your goals for the future?
10. Tell me about yourself.
32
Chapter Title: Goin’ Away to College
Activity Name: Navigate a College Website
What materials do I need? Computers OR promethean board OR LCD projector, Copies of worksheet
How long will this take? 15-20 minutes
Give me the gist: Students will have an opportunity to navigate a college website including requirements for
admission, student life, courses offered, etc.
Helpful Hints: Be sure to navigate the website prior to trying it with your students. You need to be familiar
with the school – maybe pick the school you graduated from as you know it best! If possible, find a school that
has an online video tour!
Step by step:
1. Distribute copies of the Navigate a College Website worksheet and allow students time to complete Activity
#1 by themselves.
2. Teachers will lead students to the college website of his/her choice. Ask students to direct their attention to
Activity #2.
3. Teacher will navigate to the admissions page, academic page, athletics page, campus/student life page while
students answer questions on the worksheet.
What did we learn? / Discussion
1. What makes a college/university appealing?
2. What did you learn about the college/university we studied today that you did not already know?
Feel free to further discuss any of the questions that students have on their worksheet.
33
Homeroom Activity: Navigate a College Website
Activity #1: Questions to ask yourself that can help with choosing the right college include:
 What do I want to major in?
 Am I 100% certain about my major choice, or is there a possibility that I might change majors?
 Will I be benefit from starting out in a two-year college?
 Will I be comfortable at a small/large university?
 Is a faith-based college a good choice for me?
 Is a private college a good choice for me?
 How much can I afford to spend on college?
 What are my options for paying for college?
 Do I plan to work while attending college?
 What geographic area do I prefer?
 Will I live on campus, with my parents, or in an off-campus apartment?
 Will I be happier at a co-ed or a single gender campus?
 What are my primary reasons for attending college?
 What type of work would I like to do after college?
 Is it likely that I will pursue graduate study after completing my undergraduate program?
Activity #2: See if you can answer these questions while your teacher guides you through a sample college
website.
Admissions Page
What are the deadlines for applications?
What are the GPA requirements?
Are there are study abroad opportunities?
Academics Page
What are some majors and minors available at this college/university?
Does this college offer Masters Degree programs?
Is this college known for a particular type of major? (For example: medical, pharmaceutical, education, music)
Athletics Page
Does this school have a football team?
How many people does their arena hold?
What level are the sports competing at? Division 1, 2, 3?
Campus/Student Life Page
What activities are available on campus for students?
What programs are in place?
Does it look like they offer many events on the weekends?
What types of campus housing is offered?
What types of meal plans are offered?
34
Chapter Title: Goin’ Away to College
Activity Name: What Colleges Are Looking For…
What materials do I need? Computers OR promethean board OR LCD projector, banner paper, markers
How long will this take? 30-90 minutes (1-3 homeroom blocks)
Give me the gist: Watch these you-tube videos to talk about what colleges are looking for as far as academics,
extracurriculars, student profiles, and the overall package.
Helpful Hints: Talk with students after each video to make sure they understand some of the more difficult
terminology and that they are following the speaker.
Step by step:
1. Tell students that you will be watching a series of videos that help to explain what colleges are looking for in
their applicants. Encourage students to take notes or come up with 2 questions about what they have heard for
clarification or requesting further information.
2. Play video #1 (2:43 minutes): What colleges are looking for (Part 1)
http://www.youtube.com/watch?v=EeuQuK1VvnY&feature=related
3. Play video #2 (4:15 minutes): What colleges are looking for (Part 2)
http://www.youtube.com/watch?v=PlImsxPz5Lw
4. Play video #3 (3:15 minutes): What colleges are looking for (Part 3)
http://www.youtube.com/watch?v=D3OdPMhVGt8&feature=related
5. Give students the opportunity to create charts on banner paper to discuss what they learned from the videos.
They will highlight the critical information presented in the videos and discuss with their classmate what they
have learned.
What did we learn? / Discussion
1. Was this activity helpful? Why or why not?
2. What did you learn from this activity that you did not already know?
3. Is there anything you will change about your college planning after watching these videos?
35
Chapter Title: Goin’ Away to College
Activity Name: My Dream University Pennant
What materials do I need? Poster board (oak tag), pictures, colored pencils, crayons, markers, blown-up copies
of pennant worksheet
How long will this take? 30 minutes
Give me the gist: Students will make banners to share their “dream” colleges.
Helpful Hints: Have students pre-select the college they would like to do. Tell students about the project in
advance so that they can bring in materials to use in their collage. Make sure students are aware that they will
not get the pictures/decals back until after the banner has been discussed and displayed.
Step by step:
1. Tell students to use the college banner worksheet to create a collage of their future/dream college as well as
the job or major they would like to pursue (tell them you will be hanging these up in the room!).
2. You can extend this activity by one homeroom block by having students present their banners to their
classmates.
36
Chapter Title: Goin’ Away to College
Activity Name: Life Lessons That You Did Not Learn in High School
What materials do I need? Copies/overhead of speeches, articles, etc. (see homeroom advisory wiki)
How long will this take? 10-15 minutes
Give me the gist: Students will read/discuss speeches, articles, etc. that reflect on life lessons.
Helpful Hints: This activity is perfect for seniors in their spring semester!
Step by step:
1. Provide each student with a copy of the speech, article, etc. and/or put the speech on your overhead.
2. Ask each student to read the speech, article, etc. (Allow about 2-3 minutes)
3. After students have had the chance to read, begin some group discussion.
What did we learn? / Discussion
1. What do you think of the text?
2. Have you learned some of these lessons already? How? When?
3. What have you gained from reading this text? What will you take away?
37
BILL GATES' SPEECH TO MT. WHITNEY HIGH SCHOOL in Visalia, California.
Love him or hate him, he sure hits the nail on the head with this!
To anyone with kids of any age, here's some advice. Bill Gates recently gave a speech at a High School about
11 things they did not and will not learn in school. He talks about how feel-good, politically correct teachings
created a generation of kids with no concept of reality and how this concept set them up for failure in the real
world.
Rule 1: Life is not fair -- get used to it!
Rule 2: The world won't care about your self-esteem. The world will expect you to accomplish something
BEFORE you feel good about yourself.
Rule 3: You will NOT make $60,000 a year right out of high school. You won't be a vice-president with a car
phone until you earn both.
Rule 4: If you think your teacher is tough, wait till you get a boss.
Rule 5: Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger
flipping -- they called it opportunity.
Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.
Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying
your bills, cleaning your clothes and listening to you talk about how cool you thought you are. So before you
save the rain forest from the parasites of your parent's generation, try delousing the closet in your own room.
Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools they
have abolished failing grades and they'll give you as MANY TIMES as you want to get the right answer. This
doesn't bear the slightest resemblance to ANYTHING in real life.
Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in
helping you FIND YOURSELF. Do that on your own time.
Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.
Rule 11: Be nice to nerds. Chances are you'll end up working for one.
38
Chapter Title: Goin’ Away to College
Activity Name: Wall of Acceptance
What materials do I need? Copies of Wall of Acceptance sheets
How long will this take? (Continuous)
Give me the gist: Students will bring in their college acceptance letters to be recognized on the Wall of
Acceptance.
Helpful Hints: This activity is targeted for seniors.
Step by step:
1. At the beginning of the school year, tell students that you will be creating a wall of acceptance. Explain that
this wall will show all of the “acceptances” our homeroom has achieved.
2. Tell students that each time they receive an acceptance letter from a college/university they should bring it in
to share with their teacher/homeroom.
3. Once the teacher has seen the acceptance letter, he/she will make a Wall of Acceptance sheet for that
particular university and hang it on the wall. Any time any other homeroom student is accepted to that same
university, a sticker is added to the bottom of the sheet (to represent total number of acceptances to that
university).
What did we learn? / Discussion
1. What did you like about this activity?
2. Is there anything you would change?
WALL OF ACCEPTANCE
I have been accepted to:
________________________________________________________________________________________
Others who have been accepted here:
39
Chapter Title: Post Grad
Activity Name: Famous College
What materials do I need? Pencil, paper, computers
How long will this take? 30 minutes
Give me the gist: Students will research famous people and find out what level of education they have.
Helpful Hints: Ideally each student would have their own computer. (This could be something they do at home
and bring back to share with the class.)
Step by step:
1. Tell students that they will be researching the level of education of a variety of famous people.
2. Allow each student to choose 2 or 3 famous people (avoid overlap between students).
3. Tell students that they will have 20 minutes to use a computer to find out the highest level of education each
of their famous people received. When they have found the information they need, ask students to write down
the name of the famous person and their level of education. Students can further their research by figuring out
the major in which their famous people focused and the colleges/universities they attended.
4. Allow students to share their findings.
What did we learn? / Discussion
1. Did you come across any information that surprised you?
2. What does this activity teach you about the significance of a college degree in today’s world?
40
CHAPTER 6
Come Together, Right Now, Over Me
1.
2.
3.
4.
5.
6.
7.
8.
9.
Scavenger Hunt
Blind Polygon
Pass the Can
Anything you can do I can do better
Try, Try and Try Again!
Solo Stack
Save Sammy
Gimme A Leg to Stand On
Two by Four
41
Chapter Title: Come Together
Activity Name: Scavenger Hunt
What materials do I need? Copies of Scavenger Hunt Sheet (make your own!)
How long will this take? 30 minutes
Give me the gist: Students will find specific people or parts of the school and have to race to see who can find
them all first.
Helpful hints: Let Admin. Know before you let kids run loose. Make sure to sign agendas before students
leave. You can adjust the scavenger hunt so that students must bring you evidence before you give them the
next clue.
Step by step:
1. Divide class into groups of 4.
2. Tell students you are going to do a scavenger hunt.
3. Distribute teacher made scavenger hunt sheets.
4. Allow students to find items within the 20 minute time frame. (Set a time for all students to return to the
classroom whether they are done or not.)
What did we learn? / Discussion
1. How well did you work as a group?
2. What challenges were presented to you?
3. How did it feel to be successful/unsuccessful?
42
Chapter Title: Come Together
Activity Name: Blind Polygon
What materials do I need? A circle of rope large enough for each group, blindfolds
How long will this take? 15 minutes
Give me the gist: The group will form different shapes that the instructor announces, without the use of their
eyes. (Geometry practice!)
Helpful hints: This is a perfect outside activity.
Step by step:
1. Divide the class into 2 groups and provide each group with a rope and enough blindfolds for every person in
the group.
2. The teacher will call out a shape and the group must make the shape with the rope.
3. Group members must have both hands on the rope at all times.
4. Once the entire group is satisfied with the shape, have them set the rope on the ground in that shape and take
off their blindfolds.
5. ***A variation of this activity would be to have one person in the group that can see but can not talk, without
the group knowing it.
What did we learn? / Discussion
1. How well did you work as a group?
2. What challenges were presented to you?
3. How did it feel to be successful/unsuccessful?
43
Chapter Title: Come Together
Activity Name: Pass the Can
What materials do I need? 3 cans of different sizes (example: soup can, coffee can, paint can)
How long will this take? 10-20 minutes
Give me the gist: Students must use cooperation and communication to pass the can around the circle.
Helpful hints:
Step by step:
1. Have students stand in a circle facing inward. Tell students that the goal of the game is to pass the can
around the circle without letting it touch the ground. If the can touches the ground, the can must be returned to
the stat of the circle.
2. Starting with the largest can, ask students to pass the can around the circle using both hands.
3. Next, ask students to pass the same can around the circle using only their forearms or wrists.
4. The third time, students should pass the same can using their elbows.
5. The fourth time, students should pass the can using their knees, legs or feet.
6. Once the group has successfully completed step 5, switch to the medium sized can and start again with step 2.
What did we learn? / Discussion
1. How well did you work as a group?
2. What did you learn about cooperation? Persistence?
3. How did it feel to be successful/unsuccessful?
44
Chapter Title: Come Together
Activity Name: Anything you can do I can do better
What materials do I need? None
How long will this take? 10-15 minutes
Give me the gist: Students work in groups to come up with a skill that the team can do together that no other
group can do.
Helpful Hints: Try not to give students ideas! Let them come up with something on their own!
Step by step:
1. Divide group into teams of 3 or 4 students.
2. Tell students that the goal is for your team to come up with something that your team can do collectively that
no other team in the room can do.
3. Give students 5-8 minutes to come up with an idea and practice their talent.
4. When the time is up, go around the room and ask each group to demonstrate their talent for the group. Allow
the other groups an opportunity to “challenge” by proving that they can do that same talent.
5. The team that can demonstrate a talent that no other group can successfully challenge wins.
What did we learn? / Discussion
1. Did the team reach consensus on a plan of action? What process did the team go through to reach the
consensus?
2. How do you feel your team communicated during this activity?
3. Was it difficult to come up with a team skill? Why or why not?
4. Did you have to reveal any embarrassing secret talents in order to come up with something? How did that
feel?
45
Chapter Title: Come Together
Activity Name: Try, Try and Try again!
What materials do I need? Paper, envelope, newspaper, rubber band
How long will this take? 5-10 minutes
Give me the gist: When each student is giving a physical handicap, students must work together to complete
common tasks.
Helpful Hints:
Step by step:
1. Have each student get one partner to create teams of two.
2. Tell students to put one arm behind their backs.
3. As a pair, students must complete the following tasks as quickly as possibly only using their one available
hand/arm.
TASKS:
1. Tie a shoe lace.
2. Roll some paper up (newspaper) and put a rubber band on it.
3. Make a paper airplane.
4. Stuff an envelope with a piece of paper and seal it.
What did we learn? / Discussion
1. Did this activity frustrate you? Why or why not?
2. How well did you work with your partner?
3. Did working with your partner become easier as the tasks continued?
4. What does this activity teach you about having a physical handicap?
46
Chapter Title: Come Together
Activity Name: Solo Stack
What materials do I need? 10 red solo cups per group, 1 rubber band per group, small pieces (6 inches) of
string or yarn (one for each student in the group)
How long will this take? 10-15 minutes
Give me the gist: Using string tied to elastic bands students must stack solo cups into a pyramid shape.
Helpful Hints: It may be easier to set this activity up in “stations” ahead of time. Each station should have a
stack of 10 solo cups facing downward, 1 rubber band, 5-6 pieces of string.
Step by step:
1. Organize students into groups of 5-6 people.
2. Have students tie their piece of string to the group’s rubber band. (5-6 strings per rubber band)
3. Tell students that each group member must tie their piece of string to the rubber band.
4. Explain that each student in the group should grab one end of his/her string, and the students must work
together to pull and stretch the rubber band to get the rubber band around the solo cups. Once students have
removed a cup from the stack they must begin to build a solo cup pyramid.
5. To make this activity more difficult: tell students that they are not allowed to talk during the activity!
What did we learn? / Discussion
1. What did you enjoy about this activity? What did you not like about it?
2. How well did you work with your group?
3. (If not talking…) how did it feel to not be able to communicate with your group?
47
Chapter Title: Come Together
Activity Name: Save Sammy
What materials do I need? Gummy Bears or Worms, Life Saver Gummies, a paper cup, paper clips
How long will this take? 20-25 minutes
Give me the gist: Sammy’s boat has capsized and students must work together to save him.
Helpful Hints: Set-up stations in your classroom before students arrive in order to speed up this activity. At
each station set up the following:




Sam (the gummy bear or worm) sits on top of the inverted cup.
The cup (the boat) sits covering the life preserver (life saver gummy) on the tabletop.
No real water is involved.
Place one paper clip per student in the group on the table.
Step by step:
1. Organize students into groups of 3-4 people.
2. Tell students “Same has been spending his summer boating on the great lakes. However, he’s not too bright.
He’s never learned how to swim, and he never wears his life preserver. The worst has happened! His boat has
capsized and he’s stuck! Fortunately, his life preserver is in the boat, but unfortunately he does not know how
to reach it without falling off and drowning.
3. “Work with your partners to Save Sam. The rules are as follows:


Sam, the boat, and the life preserver can be touched only with the paper clips. NO HANDS!
Goal: Put the life preserver around Sam without Sam falling off the top of the boat.
What did we learn? / Discussion
1. What did you enjoy about this activity? What did you not like about it?
2. How well did you work with your group?
3. What was the hardest part of this activity? Why?
48
Chapter Title: Come Together
Activity Name: Gimme’ a Leg to Stand On
What materials do I need? None
How long will this take? 15 minutes
Give me the gist: The goal of this activity is to get your group to have the fewest number of contact points with
the ground while maintaining balance.
Helpful hints: Before starting this activity, make sure that students have plenty of room to practice (move desks,
tables, and chairs out of the way.) This activity is perfect for the rec. fields!
Step by step:
1. Divide the class into groups of 4.
2. Tell each group that they must find out how few legs and arms must be used to maintain balance for 5
seconds.
3. Allow students 5 minutes to come up with and practice their balance plan.
4. After 5 minutes have students execute their balance plan while all other groups count to 5.
5. The group that can successfully balance for 5 seconds with the fewest number of contact points wins!
6. If the groups are successful, combine groups (to make a larger group) and have students try again.
What did we learn? / Discussion
1. What strategies did you use in executing your balance plan?
2. How well did you work as a group?
3. What challenges were presented to you as your group began to plan?
4. How did it feel to be successful/unsuccessful?
49
Chapter Title: Come Together
Activity Name: Two by Four
What materials do I need? None
How long will this take? 30 minutes
Give me the gist: The object of this game is to get all females on one end of the line and all males on the other
by solving the problem in the fewest possible moves.
Helpful hints: This activity is great for upper level students who enjoy critical thinking and problem solving.
Step by step:
1. Have 8 people line up should to shoulder, alternating male and female, with everyone facing the same
direction. (If you prefer you can use some other identification to distinguish alternate people.)
2. Tell students the object of this game is to get all females on one end of the line and all males on the other.
Here are the rules of the game:
a. First, the goal is to solve the problem in the fewest possible moves.
b. Second, all moves are made in pairs. (A pair is you and anyone standing next to you)
c. Third, when a pair moves out of the middle of the group, the empty spot they left must be
by another pair.
filled
d. Fourth, pairs may not pivot or turn around.
e. Fifth, there should be no gaps in the solution of the problem.
3. Allow students 15 minutes to come up with and practice their plan.
4. To make this activity more challenging, set the maximum number of possible moves to 4.
What did we learn? / Discussion
1. What strategies did you use in executing your plan?
2. How well did you work as a group?
3. What challenges were presented to you as your group began to plan?
4. How did it feel to be successful/unsuccessful?
50
CHAPTER 7
A Matter of Trust
1.
2.
3.
4.
5.
6.
Blind Walk
Zig Zag Circle
Mine Field
Slice ‘N’ Dice
Willow in the Wind
Blindfold Relay
51
Chapter Title: A Matter of Trust
Activity Name: Blind Walk
What materials do I need? Blind folds, chart paper, marker
How long will this take? 10 -15 minutes
Give me the gist: Students will take a tour of the school, blindfolded.
Helpful Hints: Be sure to let the main office know that you will be leaving the classroom!
Step by step:
1. Divide students into groups of 2.
2. Inform students that they will be going on a blind walk. One student will be the guide and the other student
will be blindfolded. Give each group of 2 a blindfold.
3. Stress to the students that their number one priority is to keep their partners safe.
4. The teacher becomes the leader, guiding the entire group in a line through a “blind tour” of the school. (Try
to take students in a variety of surfaces, through a variety of challenges).
5. Once the group reaches the farthest most point of the tour, have students switch roles, so that the other
partner has the chance to be blind (do not return the same way you came – new surfaces and new challenges!).
What did we learn? / Discussion
1. How did it feel to be blind?
2. Do you think you know the path you took around campus? Why or why not?
3. How did it feel to be the “guider”?
4. How did it feel to be the person doing the pose?
52
Chapter Title: A Matter of Trust
Activity Name: Zig Zag Circle
What materials do I need? None (option to use a rope knotted together)
How long will this take? 15 -20 minutes
Give me the gist: Students alternate falling backwards and forwards in a circle.
Helpful Hints: Be sure to let the main office know if you will be leaving the classroom!
Step by step:
1. Have students stand in a circle facing inward holding hands.
2. Have students count off by twos while remaining in the circle.
3. When the teacher counts to 3 all of the “ONEs” lean forward while all of the “TWOs” lean backward. Each
player should balance out the players on either side of him.
4. Ask players to return to an upright standing position and then to switch directions (if you leaned backward,
now you will lean forward.) Keep in mind that your feet should remain in a standing position and not move!
What did we learn? / Discussion
1. Did you trust that the balance would work?
2. What made this activity difficult?
3. Why was it so important to keep your feet in one place?
4. Why is “trust” an important factor of this activity?
53
Chapter Title: A Matter of Trust
Activity Name: Mine Field
What materials do I need? Cones or rope to indicate the boundaries (rectangular field), various soft objects to
be used as mines, blindfolds
How long will this take? 30 minutes
Give me the gist: Objects are scattered across the playing field representing mines. IN pairs, one person
verbally guides his blindfolded partner through the “mine field”.
Helpful Hints: This can be an indoor or an outdoor activity. Trust requires a serious atmosphere; establish a
caring tone for concentrating.
Step by step:
1. Distribute “mines” in a defined area.
2. Allow students to choose a partner. One person will be blindfolded and cannot talk. The other person can
see and talk, but cannot enter the mine field or touch his/her partner.
3. Tell students that the challenge is for each blindfolded person to walk from one side of the field to the other
avoiding the “mines” by listening to the verbal instructions of his/her partner.
4. Tell students that there will be a penalty for hitting the mines (decide on a restart or time penalty).
5. When finished, allow partners to switch roles, move the mines and start again!
What did we learn? / Discussion
1. How much did you trust your partner at the beginning of this activity? At the end?
2. What could your partner have done to make you feel more safe/secure?
3. Why is “trust” an important factor of this activity?
54
Chapter Title: A Matter of Trust
Activity Name: Slice ‘N’ Dice
What materials do I need? Large, safe space
How long will this take? 20-25 minutes
Give me the gist: Group forms a gauntlet, arms out in front. As a person walks down the gauntlet, people raise
their arms. Build up to people running the gauntlet through a sea of chopping arms.
Helpful Hints: This is a great outdoor activity!
Step by step:
1. Ask the group to form 2 lines, facing one another, creating a corridor. Ask one person to step aside as the
“volunteer” (or the “first victim”!)
2. Tell students to put their arms out straight in front of them. Arms should I intersect, overlapping by about a
hand length with arms of opposite people.
3. Tell the volunteer to walk down the corridor (through the arms). In order to let the person pass, players raise
and then lower their arms creating a wave effect, a ripple through which a person is walking.
4. Ask for a second volunteer (first volunteer should take the second volunteer’s place in line) to walk through
the corridor. Continue this process until several students have had an opportunity to walk the corridor. As the
group gets more confident, invite people to walk fast, run, and then sprint.
5. When finished, allow partners to switch roles, move the mines and start again!
What did we learn? / Discussion
1. How did you feel as you increased your speed?
2. What was your greatest fear? Why?
3. Why is “trust” an important factor of this activity?
4. What did the group do to make you feel safe/secure?
55
Chapter Title: A Matter of Trust
Activity Name: Willow in the Wind
What materials do I need? None
How long will this take? 15 minutes
Give me the gist: A student will stand in the middle of their peers and be physically moved by their peers inside
of a circle.
Helpful Hints: Make sure students take this activity seriously to ensure that no one gets hurt.
Step by step:
1. Divide the class into 2 groups and ask each group to stand in a very tight circle (shoulder to shoulder) facing
inward. Ask one person from the group to stand in the middle of the circle.
2. Ask the person in the middle of each group to close their eyes and cross their arms across their chest so that
their fingertips are touching their shoulders. Tell this student to keep their body stiff and their feet planted.
3. Tell the rest of the group to stand in “spotter position”. With one leg slightly in front of the other and their
hands ready to “catch” in front of them.
4. Tell the student in the middle to slowly fall into their peers while the other participants gently move him/her
about the circle. (This should last about 30 seconds.)
5. When finished, allow the student in the middle of the circle to trade places with someone outside of the circle
and start again!
What did we learn? / Discussion
1. How did it feel to be the “willow”/ “faller”?
2. How did it feel to be the “wind”/”catcher”?
3. What made the “willow” feel more secure”?
56
Chapter Title: A Matter of Trust
Activity Name: Blindfold Relays
What materials do I need? Relay Race materials (your choice), blindfolds
How long will this take? 20 minutes
Give me the gist: Students work in pairs, one blindfolded, race to get through a relay course.
Helpful Hints: Allow more then one group to tackle (safely) a challenge at the same time so that “callers” are
competing with other “callers” to give instructions to their partners.
Step by step:
1. Form pairs and blindfold 1 person in each pair. The other team member will be the caller. The caller will
give directions to the blindfolded person to get him/her to the goal.
2. Tell students to trust their partners! Don’t get angry when someone needs to be told more than once what to
do. Listen to YOUR partner only!
What did we learn? / Discussion
1. What hazards were in the way of your goal?
2. What made it difficult to receive your instructions?
3. What made it difficult to efficiently lead your blindfolded partner?
4. What tactics did you use to be more successful?
57
CHAPTER 8
Let Me Clear My Throat
1.
2.
3.
4.
Yoga Pose
Key Punch
3-2-1 Contact
Drawing Fun
58
Chapter Title: Let Me Clear My Throat
Activity Name: Yoga Pose
What materials do I need? None
How long will this take? 10 -15 minutes
Give me the gist: Students describe a picture of a yoga pose to their partner as their partner attempts to do the
pose being described to them.
Helpful Hints: Make sure that the person doing the pose is physically able to do so! Visit:
http://www.yogaworkouthq.com/yoga-pose-posters/ for a list of yoga poses.
Step by step:
1. Divide students into groups of 2.
2. Give one group member a picture of a yoga pose.
3. Tell group members that the person holding the picture is to describe, without using any motions, the yoga
pose to their partner while their partner attempts to do the pose.
4. After 2-3 minutes, have partners switch roles and give each group a new picture.
What did we learn? / Discussion
1. How did it feel to be successful / unsuccessful?
2. What was most frustrating about this activity?
3. How did it feel to be the person describing the pose?
4. How did it feel to be the person doing the pose?
59
Chapter Title: Let Me Clear My Throat
Activity Name: Key Punch
What materials do I need? 20 numbered discs or cones, boundary markers
How long will this take? 30 minutes
Give me the gist: Participants must touch the randomly placed numbers, in sequence, within a given time frame
in multiple attempts. This is a powerful exercise for learning how to work together, communicate, and seek to
improve performance in medium sized groups.
Helpful Hints: This is an outdoor activity!
Step by step:
1. Randomly lay out 20 numbered cones in a set area. This forms the “keypad”.
2. Create a start/finish point up to 10 yards beyond the “keypad” – the group must assemble here (hence they do
not have a clear view of the keypad either before the 1st attempt or between attempts).
3. Tell group members that the group must touch all the numbered spots as fast as they can. The team is given 5
attempts. The group is penalized when a number is touched out of order and if more than 1 person is inside the
boundary of the keypad at one time. (The penalty may be that the group must start the attempt again but the
time keeps ticking for that attempt.)
4. Give the team 5 minutes to plan, and then allow them to start their 1st attempt. Time each attempt separately
as this is ultimately a race against the clock.
5. ***The group will eventually arrive at a variety of solutions such as: Give each member of the team a
number (or several numbers) to hit on in a sequence as they run though the key pad. After several attempts this
“ordering” will become more fluid.
What did we learn? / Discussion
1. What was the initial reaction of the group?
2. How well did the group cope with this challenge?
3. What creative solutions were suggested and how were they received?
60
Chapter Title: Let Me Clear My Throat
Activity Name: “3-2-1 Contact”
What materials do I need? Paper, pens/pencils
How long will this take? 10 -15 minutes
Give me the gist: What must be present in order for people to communicate? (Sender and receiver)
Helpful Hints: Do NOT tell students the point of the game at the beginning!
Step by step:
1. Instruct each student to individually write 10 words/phrases, so that if all other words were eliminated out of
language, these would be the ten you would keep. (Give students 3 minutes)
2. Tell students to narrow the list to the top 3 (give students 3 minutes).
3. Count off by sixes, and tell the 1s to get in a group, 2s to get in a group, etc. Bring your list with you!
4. Tell groups to hold a conversation with each student only using the top 3 words / phrases from their list.
5. After 3 minutes, tell group to subdivide into two groups, continue conversation.
6. After 2 minutes, tell group to subdivide into pairs, continue conversation.
7. After 1 minute, allow pairs to use all 10 words/phrases on their list for 1 minute, continue conversation.
What did we learn? / Discussion
1. Are there phrases in your daily life that you depend on? (For example: conversations with a firefighter
revolve around firefighting)
2. Were you able to communicate beyond words? How?
(Students should realize that 10 words are no better than 3 as long as the receiver of the message actually gets
the message from the sender)
61
Chapter Title: Let Me Clear my Throat
Activity Name: Drawing Fun
What materials do I need? Whiteboards or paper and markers for each student
How long will this take? 10-20 minutes
Give me the gist: A leader will describe a picture and students attempt to draw what they hear.
Helpful hints: Start by describing an existing picture and then choose more abstract pictures.
Step by step:
1. Pass out whiteboards and markers.
2. Have students draw the picture one step at a time, i.e.: “draw a square, draw a circle...”
3. Compare pictures to the original picture and the verbal instructions.
What did we learn? / Discussion
Who found the drawing difficult?
Who found it easy to visualize the picture?
Who noticed that they missed some of the details?
62
CHAPTER 9
One Love, One Heart,
Let’s Get Together and Feel Alright
1.
2.
3.
4.
Your Place in the Community – Values and Beliefs
Loyola High Community Service Outreach
Followership
Group Action
63
Chapter Title: One Love
Activity Name: Your Place in the Community – Values and Beliefs
What materials do I need? (See homeroom advisory wiki page for handouts)


Sample surveys displayed/passed out (see Handout 3)
2 surveys (see Handouts 1 and 2)
How long will this take? 1-2 class periods
Give me the gist: Students study teen surveys, talk about what they value as individuals, as a community and as
a generation.
Step by step:
As students enter the room, have a variety of teen oriented survey results displayed in the room. Ask students to
take a few moments to look at the surveys.

Write “Value” on the board and ask the students what the word means to them. Then use this definition for
the day’s lesson: Value: (n) The quality or worth of something that makes it valuable; material worth; a
principal regarded as worthwhile or desirable - Value (v) to estimate the value or worth of; to regard very
highly; to rate according to importance, worth or usefulness, valueless (adj)

Pass out Attachment One: Survey of Self Values and explain the ranking system. Students complete the
survey to keep.

Pass out Attachment Two: Peer Survey (explain that they are to indicate what they think might be the
collective ranking their peers would give to each value.)

As a group, compare/contrast the results of the two completed survey rankings for each value.

Using a scale of 0-5, have them rate their conclusion 0 = very different, 2-3 somewhat different/somewhat
the same, and 5 = very much the same located on the last page of Attachment Two.

Have students share his/her personal rating of their conclusion and keep tally on the board.

Write “community” on the board and define it as: a group of people living in the same area and under the
same government; a class or group having common interests and likes.
What did we learn? / Discussion
1. Discuss how people who live in a community might also share similar values as well as common
interests and likes. What do/don’t they share?
2. How might being involved in the community reflect my personal values?
3. What might be the positive results of working with my peers for the benefit of the community?
4. How might working with peers for the common good of the community reflect shared values?
What values might be evident?
Source: http://learningtogive.org/lessons/unit324/lesson1.html
64
Chapter Title: One Love
Activity Name: Loyola High Community Service Outreach
What materials do I need? LA Times article – (see worksheet)
http://articles.latimes.com/2012/apr/08/sports/la-sp-0409-sondheimer-column-20120409
How long will this take? 1 class period – to be continued throughout the year.
Give me the gist: students read article, discuss in small groups, MAKE A PLAN as a class and EXECUTE!
Helpful hints:
1. In regards to the 2nd discussion question – set a deadline for each one of your goals. Example: By the end of
September we will have contacted a local animal shelter about volunteering as a class or making a donation.
2. SHARE your ideas with other homerooms/administrators.
3. Dedicate a small “COMMUNITY SERVICE” section of your wall. Feature your students who have gone
above and beyond in their community as well as the progress your class is making toward your goals. Don’t
forget to share with students any helpful articles, etc. about other teens who are making a difference in their
community.
Step by step:
1. Have students read article individually, highlighting/noting things that stood out to them.
2. Have students get in groups of 3-4 to discuss opportunities where they have served.
3. Share testimonies of successful community service projects similar to article.
4. Share areas of service about which YOU and your students are excited/already involved.
5. Brainstorm ideas that you as a class/grade level could implement around the community to reach out to
those in need.
What did we learn? / Discussion
1. How could you be serving your local community as an individual? If you can’t think of anything – think
about how you would want to appear to a child like those in the article.
2. What are some things we could be doing as a class to serve our local community?
What about around NC? The US? The world?
3. What are some practical steps we could take to start putting our ideas into action?
65
High schoolers give and learn lessons through community service. Loyola High seniors teach economics
to junior high students at a Pasadena-based center that helps educate youths who were abused or need
special attention.
April 08, 2012|Eric Sondheimer
There was a shy seventh-grade boy sitting at his desk in the far back of the classroom, head down, looking
bored and uninterested.
Then Loyola High kicker Conrad Ukropina walked through the door. Suddenly, it was as if darkness turned to
light and the boy became energized.
"Your hair is longer," he told Ukropina, remembering him from a visit in January.
For 30 minutes, Ukropina and another Loyola football player, Eamon McOsker, gave an economics lesson to a
small group of students at Hillsides, a Pasadena-based center that helps educate youths who were abused or
need special attention. In another classroom was Stanford-bound shot-putter Nick Budincich and Michiganbound student Joe Gaule.
Going out into the community and volunteering is a requirement every Loyola senior must fulfill, but this
project is a pilot program run by economics teacher Brian Held in an attempt to teach his own advanced
placement economics students lessons while also passing along ideas to schools with fewer resources. Of the 84
students in his class, about three-quarters go back to a school site.
"You're guaranteeing yourself a life of poverty if you drop out of high school," Held said. "I thought our guys
could take what they're learning in economics and teach lessons to schools. They have enthusiasm and the
connection with kids. They are reinforcing economic ideas they learn in class."
Ukropina, a straight-A student headed to Stanford to become a punter and entrepreneur, lives not far from
Hillsides but didn't know it existed until he volunteered as part of a community service project. He returned last
month to offer an economic lesson in "opportunity cost."
The kids were excited to see him. There were high-fives and smiles.
Most important, there was real interaction between Ukropina, his fellow teenage teachers and the students. They
seemed to listen and understand the lesson.
"If there's one thing to take away from today's lesson in opportunity cost, it's there's no such thing as a free
lunch, meaning every single cost has an alternative, and with each choice you make, you want to make the best
decision possible for you, because by taking one choice, choice A, you're missing out on choice B," Ukropina
said.
66
The players brought props, footballs and toys and made the lesson fun. I had to wonder why economics couldn't
be this interesting when I went to high school.
"This experience has been incredible," Ukropina said. "It makes you appreciate teachers and everything they do
connecting with the kids."
Lots of schools have imposed community service requirements for graduation. But the key is actually getting
the students to learn from their experience, taking them out of their comfort zone and giving them an
opportunity to see how to make a difference.
Some of these athletes weren't comfortable standing in front of a class of junior high students they didn't know
and teaching a lesson. But once they saw how the students were listening and wanting to learn, their instincts
and leadership skills took over.
"Whenever you can help somebody out, it's a great thing to do," said McOsker, who's headed to Notre Dame.
Ukropina seemed a natural in getting the kids to react and listen. He looked into their eyes, gave them positive
reinforcement and was genuine in his commitment to help.
He spent three weeks at Hillsides during his first visit.
"Some of the kids started crying on my last day," he said. "It was touching. It's something I've never
experienced. It was eye-opening to see."
Even athletes who perform under pressure in front of hundreds of people can learn something new by being
thrust into an environment they've never encountered. That's the point of community service, and it can have a
lasting affect on everyone involved.
Copyright 2012 Los Angeles Times
67
Chapter Title: One Love
Activity Name: Followership
What materials do I need? Copies of Followership handout
How long will this take? 20 minutes
Give me the gist: Group discussion on the idea that leadership can be enhanced when one learns how to work
as a follower, collaborator, or group member.
Helpful Hints:
Step by step:
1. Ask students to discuss times in which they have been members of a group that did not function well. Have
you experienced difficulty working with others or witnessed others who have difficulty in that role? Explain.
2. Distribute copies of the Followership handout and allow students 5-10 minutes to read and make notes.
3. Begin discussion on followership and teamwork.
What did we learn? / Discussion
1. Based on the text, what are some suggestions on how to be a better follower?
2. How does one’s inability to work in groups affect the outcome of the group’s work?
3. Why is important to be a “team player” in school? Work? Life?
University of Oregon
Holden Leadership Center
Followership
Followership: If you have never heard the term before or never thought twice about it, you are not alone. It
usually appears as a "non-word" when documents are spellchecked on the computer. Is it a new concept? Not
really; just one that is often overlooked or forgotten.
And just why followership is overlooked and forgotten is an intriguing question. Without followers, would there
be leaders? Who would they lead? Who would become leaders if they were not first followers?
Leadership is an interactive activity: leaders depend on followers and vice versa.
Team efforts are valued highly in today's workforce and such efforts require active followers. Followers set the
levels of acceptance for leadership. And in many ways, it is more important for leaders to understand followers
than for followers to understand leaders.
Followership can be defined as the willingness to cooperate in working towards the accomplishment of the
group mission, to demonstrate a high degree of teamwork and to build cohesion among the group. Sounds pretty
similar to leadership, doesn't it? Effective followership is an excellent building block to effective leadership.
There are numerous sources to which one can turn to find helpful information on effective leadership,
leadership practices and on becoming the best leader one can be. Fewer such sources exist on guiding one to be
68
an effective follower, though there are some. Take a look at the following behaviors, which have been identified
as those comprising effective followership:







Volunteering to handle tasks or help accomplish goals
Willingly accepting assignments
Exhibiting loyalty to the group
Voicing differences of opinions, but supporting the group's decisions
Offering suggestions
Maintaining a positive attitude, even in confusing or trying times
Working effectively as a team member
As a follower, it is often easy to criticize the tactics, styles or ideas of a leader. This is especially true when one
has been "beat out" for a leadership position and feels resentment, bitterness or jealousy. It is difficult to be an
effective follower with such feelings lingering.
Sometimes it helps to critically evaluate our own views towards leadership, the organization and ourselves as
followers in order to get a better understanding of the situation. Through this we can learn how to create change
in ourselves, how to deal with difficulties and how to become productive and happy followers. We might also
learn that being a leader is not as easy as it may sometimes appear! Take some time to ask yourself the
following questions - and don't be alarmed if some of them are a bit difficult to answer:






Am I truly pursuing the mission and goals of the group while balancing my self-interests?
What ideas, purpose or values do I share with the leader? The group?
Should I be taking more initiative?
What particular pressures and challenges does the leader face?
If I and/or the group provided more support to the leader, might it improve her/his behavior?
The leader must have some redeeming skills, qualities and abilities that helped get her or him into this
position of leadership. What are they? How can I help draw these out? How can I help change the
environment so these skills and abilities can be demonstrated?
Although changing ourselves is usually not an easy task, most would agree it is easier than changing others. If
you are experiencing frustrations or misunderstandings with your organization leader, take a step back and view
the situation from the outside. Instead of asking how you can get the leader out of her or his position, ask how
you can help her or him improve.
Even if you are perfectly satisfied with your leadership, it is necessary for you - just as it is for a leader - to
evaluate your role as a follower/collaborator/group member to determine if you are performing in this role at the
highest level possible.
Remember, effective leadership requires effective followership. Do your best to make your group the best it can
be!
Reference:
Student Leadership Development Approaches, Methods, and Models. Boatman, S. A. (1997)
Moral Leadership and Business Ethics. Gini, A. (1997)
69
Chapter Title: One Love
Activity Name: Group Action
What materials do I need? (Will depend on the community service project chosen)
How long will this take? (Continuous)
Give me the gist: Students will form smaller groups within their homerooms to complete community service
projects.
Helpful Hints: Decide whether you want students to choose their own groups, or if you want to assign groups.
Students will need to work together over the course of the school year.
Step by step:
1. Tell students that one of our homeroom goals this year is to do some community service projects together as
a homeroom. Allow students to come up with a goal of how many projects they will do this year (Between 1
and 3 seems reasonable).
2. Allow students to work together to brainstorm ideas for different community service projects. As well as
formulate a list of contacts they can use to solidify these projects. (For example: My mom works at a nursing
home and may be able to help us set up some hours there…).
Some ideas may include:




Visiting a nursing home (making holiday cards, doing arts and crafts, etc.)
Visiting a day care center (doing arts and crafts, playing games)
Cleaning a park or playground
Setting up a tutoring program between the homeroom and an elementary school class
3. Allow students to form smaller committees in order to further research any potential community service
project.
4. Tell groups to keep the homeroom updated with any progress made on each community service project.
What did we learn? / Discussion
1. How difficult was it to come up with a community service activity?
2. What contacts were needed in order to complete this project?
3. How does it feel to be finished? Was it worth it? Is this project something you would do again?
70
CHAPTER 10
I Just Want to Praise You Like I Should
1. Strength Bombardment
71
Chapter Title: I Just Want to Praise You Like I Should
Activity Name: Strength Bombardment
What materials do I need? None
How long will this take? 10 minutes
Give me the gist: This exercise is designed to let you express the positive feelings you have for each other by
pointing out the strengths you see in others.
Helpful hints: This activity is best done after students have had an opportunity to get to know each other fairly
well.
Step by step:
1. Ask for a volunteer to come to the front of the room and ask him/her to remain silent.
2. Tell the rest of the class to concentrate on this person and bombard him/her with all the things that you like
about him/her or see as a strength. Keep bombarding this volunteer with positive feelings until you run out of
words.
3. Repeat steps 1 and 2 with another member of the group until everyone has had a chance to be “bombarded”.
What did we learn? / Discussion
1. How did you feel when you were the focus of the “bombardment”?
2. How did you feel about the feedback given to you?
3. How did you feel about giving feedback to others?
72
CHAPTER 11
Under Pressure
1. Keeping Your Memory Sharp
2. Are You A Person of Integrity? Part 1
3. Are You A Person of Integrity? Part 2
73
Chapter Title: Under Pressure
Activity Name: Keeping your Memory Sharp
What materials do I need? Copies of the article for each student, LCD projector OR Promethean board
How long will this take? 20 minutes
Give me the gist: Interesting article on memory and how to help increase memory as you age followed by
activities to test your memory.
Helpful hints:
Step by step:
1. Ask students: “Have you ever forgotten something? Do you find that there is something you always forget?”
2. Distribute copies of the handout and allow students 5-10 minutes to read the article.
3. Begin a discussion on memory based on the handout.
4. Go to http://www.exploratorium.edu/memory/dont_forget/index.html and allow student to test their
memories.
What did we learn? / Discussion
1. How does this information relate to training?
2. What ways have you learned for improving your memory?
3. When will these suggestions for bettering your memory be most helpful?
74
Chapter Title: Under Pressure
Activity Name: “Are You a Person of Integrity” - Part 1
What materials do I need? Self-evaluation survey, discussion questions.
How long will this take? 15-20 minutes
Give me the gist: Discuss with the students what it means to have “integrity”. Follow the discussion questions
provided. You can either discuss in small groups, and have the students share what they learned, or as a class.
Also, you may pick from the discussion questions and have the students write a brief essay on it.
Helpful Hints: Have students write responses on the board (or the teacher can), so that the others will have a
visual aid.
Step by step:
1. Hand each student a self-evaluation to complete
2. Allow them to use the rest of the page (and the back) to take notes (jot down thoughts) in regard to the
discussion questions.
3. Pose the discussion questions to the students. Allow them time to think and generate responses.
What did we learn? / Discussion
1. What did you learn about yourself from completing this activity?
75
Are You a Person of Integrity?
(Take this self-evaluation and decide for yourself.)
True
False
[ ]
[ ]
[ ]
[ ]
I am true to my very best self
[ ]
[ ]
I live up to the highest ethical standards
[ ]
[ ]
I don’t compromise my values by giving in to temptation
I always try to do what is right, even when it is costly or
difficult
I think I am / am not a person of integrity because:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________.
“You can not hope to build a better world without improving individuals”
- Marie Curie
- Discussion Questions 1. What does the word “integrity” mean to you?
2. Is being thought of as someone with integrity important to you? Why, or why not? How would you feel if
someone accused you of not having integrity?
3. Have you ever heard the phrase “Let your life speak”? What doe you think that means?
4. Does thinking about how you want to be remembered tell you anything about how you should live your life?
5. What does the expression “walk your talk” mean? Do you know people who walk their talk? What do you
think of them? Do you know people who don’t walk their talk? What do you think of them? How do you feel
when you hear people say one thing and do another?
6. Have you ever taken a stand that was unpopular and had to pay the price for that? What did you do? What
was the outcome? How did you feel afterwards? What did you learn from the experience?
7. What does “compromising your principles” mean? Give an example. How far would you compromise your
principles in order to get ahead?
8. What do you think Gandhi meant when he said, “We must be the change we want to see?”
What does integrity have to do with your character?
Copyright Elkind+Sweet Communications/Live Wire Media. Reprinted by permission. Copied from
ww.GoodCharacter.com
76
Chapter Title: Under Pressure
Activity Name: “Are You a Person of Integrity” - Part 2
What materials do I need? Newspapers, magazines, internet articles
How long will this take? 15-20 minutes
Give me the gist: Students will bring in newspaper, magazine, internet articles about people who they think
have integrity and people who they think do not.
Helpful Hints: Assign this at the end of Part 1 or have students find the articles in class that day (provided
internet/newspaper/magazines are available)
Step by step:
1. Have students bring in newspaper, magazine, or internet articles about people who they think have integrity
and people who they think do not. (OR have students find articles during class)
2. Have them discuss (as a class or small groups) the following questions.
i. What distinguishes one from the other?
ii. Who gets more play in the media?
3. Once they have discussed, review what they defined integrity as and whether or not they feel it is important
to have integrity, why and why not.
i. If your life/decisions were publicized in the media would you still...make the same choices?
ii. ...have the same stances on certain issues?
iii. Why and/or why not?
What did we learn? / Discussion
1. What did you learn about yourself from completing this activity?
77
CHAPTER 12
R-E-S-P-E-C-T
1.
2.
3.
4.
5.
6.
7.
Fight Discrimination
New Planet
The 3 Circles
The Secret Entrance
Barnga
Getting to Know the World Today
Exploring Diversity
78
Chapter Title: R-E-S-P-E-C-T
Activity Name: Fight Discrimination
What materials do I need? 5+ pieces of banner paper, markers, questions to ask students
How long will this take? 25 minutes
Give me the gist: Students go around the room to each station to share their opinions about discrimination or
ways that students discriminate against others.
Helpful Hints: Each student should have a different writing utensil if possible (different color). Be prepared to
handle topics that might be sensitive and be ready to talk students through these issues. For more
information/ideas go to: http://remember.org/guide/History.root.stereotypes.html
Step by step:
1. Divide class into groups of 3 or 4. Start each group at a different banner/station.
2. Instruct groups that they are to write one item that goes along with the topic listed on the banner. Students
cannot re-use a word or phrase that is already on the banner.
3. Give groups 1 minute per station and then have groups rotate to the next station. Continue this process into
all groups have visited all stations.
4. Once finished, ask students to return to their seats for a discussion. Share with students the importance of
understanding what discrimination is and what it means to bully and tease people because of their specific
“clique”.
What did we learn? / Discussion
1. If you could change a label that exists in our school, what would you change?
2. What words hurt and bother you the most when you hear them spoken by others?
3. How can we fight discrimination at AK?
Possible ideas for station “banners”
1. Define “Discrimination”
2. Define “Prejudice”
3. Define “Stereotype”
4. Describe a stereotyped character from a television show or movie. Discuss how accurate the stereotype is.
5. Describe one process by which a stereotype is created.
6. Discuss how prejudice and discrimination are not only harmful to the victim but also to those who practice
them.
79
Chapter Title: R-E-S-P-E-C-T
Activity Name: New Planet
What materials do I need? Copies of worksheet (1 per student on white paper), copies of worksheet (1 per
group on colored paper)
How long will this take? 20-25 minutes
Give me the gist: Students decide which 10 of 30 people get to “survive”.
Helpful Hints:
Step by step:
1. Explain that each person will receive a list of 30 people. However, due to the air pollution, the earth’s ozone
is too thin. In a few days, the earth will be too hot for people to survive. NASA is going to send a rocket to a
new planet so humans will not become extinct. However, only 10 of the 30 people can go to the new planet.
Each person has 5 minutes to decide by themselves who will go.
2. Distribute a copy of the new planet worksheet to each person (copies on white paper).
3. After 5 minutes, divide into groups of 3-4. Give each group a copy of the new planet worksheet (copies on
colored paper). Each group has 10 minutes to come up with their list of people for the new planet. Ask each
group to pick a recorder and a reporter.
What did we learn? / Discussion
1. How did you make your decisions individually? How about in the group?
2. What were some challenges? How did you handle conflict? Did you have to compromise?
3. Did a leader emerge? What was the leader’s style? How did he/she lead?
4. What values influenced your decisions? Where do our values come from? What can happen when people
with different values get together? (Point out any stereotypes that seemed to influence decisions. Reinforce no
judgments in this group.)
80
Chapter Title: R-E-S-P-E-C-T
Activity Name: The 3 Circles
What materials do I need? None
How long will this take? 20-25 minutes
Give me the gist: This activity enables students to experience and reflect on inclusion and empowerment in a
safe environment.
Helpful hints:
Step by step:
1. Ask all group members to squat (kneel if they have knee problems) on the floor with their eyes closed.
2. Announce that they are going to play a game and that they must listen carefully to the rules.
Rules:
You are now in the third circle. You must remain sitting with your eyes closed. You cannot speak unless you
are spoken to directly.
If your shoulder is tapped, you are in the second circle. You can stand up, but you must keep your eyes closed
and you cannot speak unless you are spoken to directly.
If your arm is squeezed, you are in the first circle. You can do whatever you want. (Give examples of what they
can do, such as sit, read, get a drink, etc.)
*Ask several students to repeat the rules as you are tapping shoulders to put about 20-30% of the group in the
second circle and 10% in the first circle. As they say the rules, let them know they are close, but not exactly
correct.
3. The game ends only when someone in the first circle goes around and taps shoulders and squeezes arms to
bring everyone into the first circle. If it doesn’t seem like that is going to happen in the timeframe you allotted,
you can pick more people to go into the first circle, or drop hints. You can say, “The game is going to continue
until someone ends it” or call on a person in the second or third circle and say “Tell me what people in first
circle are allowed to do.”
What did we learn? / Discussion
1. Who was in the first/second/third circle for most of the game? How did it feel?
2. In real life, what are the first, second and third circles? How are they defined or what are some examples?
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?
81
Chapter Title: R-E-S-P-E-C-T
Activity Name: The Secret Entrance
What materials do I need? None
How long will this take? 15-20 minutes
Give me the gist: Two players don’t know the action that opens the group circle, they must figure out what
opens the circle by watching the group.
Helpful hints:
Step by step:
1. Ask the group for 2 volunteers. Ask these 2 individuals to exit the classroom and close the door.
2. Ask the rest of the group to make a circle facing inward and to think of an action which will “open the secret
entrance” (open the circle).
3. Ask the 2 volunteers to come back into the classroom and tell them that they must find out which action
“opens the circle”. For example: touching someone behind the ear or winking at someone.
4. Players creating the circle should repeat the action that opens the circle as well as other actions until the 2
players are able to guess/demonstrate the correct action to open the circle.
5. Ask for 2 more volunteers and repeat this activity with a new secret action.
What did we learn? / Discussion
1. How did it feel to be “out of the group”?
2. What was frustrating about trying to figure out what the secret action was?
3. What would have made this activity less difficult?
4. How does this activity compare to real life?
82
Chapter Title: R-E-S-P-E-C-T
Activity Name: Barnga
What materials do I need? 1 deck of cards per group, 1 set of rules per group
How long will this take? 25 - 30 minutes
Give me the gist: This is a card game to help participants experience and understand change, frustration,
inclusive and exclusive behaviors, disassociation and discomfort in a game setting.
Helpful Hints: You may want to paste the rules onto index cards in advance. You must set up your classroom in
stations. Follow the map below:
Station 1: Hearts/Ace high
Station 3: Hearts/ Ace high
Station 5: Clubs / Ace high
Station 7: Spades / Ace high
Step by step:
Station 2: Hearts/ Ace low
Station 4: Clubs/Ace low
Station 6: Clubs/ Ace low
Station 8: Spades/ Ace low
1. Divide class into groups of 4.
2. Distribute a copy of the rules of the game (one to each group). Follow the above chart. Allow time to read
the instructions and to play a practice hand. (While students are playing the practice round – collect all rules
sheets.)
3. Establish the rules: NO talking, NO hand signals, No writing, and NO lip-reading!
4. Tell students “The goal is to win as many hands as possible and collect as many cards as possible in the
allotted time. Prizes will be awarded!”
5. Begin play – after 4 minutes call time. Direct the group to count their cards to determine the winner and the
loser.
6. Direct the winner to move clockwise to the next group, and the loser to move counterclockwise to the next
group. Leave your cards behind! Remember: NO TALKING! (Repeat steps 5 and 6 at least 3 more times)
7. Award a “prize” to the entire group for surviving!
What did we learn? / Discussion
1. What just happened? How did it feel to be winning/losing?
2. How successful were you? How did you feel after completing the first round?
3. What were some challenges? How did you handle conflict?
4. How did it feel to not know the rules of the game? What does this teach us about inclusion and exclusion?
83
BARNGA RULES: STATION 1
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the highest card in each suit.
Trump
The heart suit is trump. If you have no cards of the original suit played, you can play a trump card and win
the trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
-------------------------------------------------------------------------------------------------------------------------BARNGA RULES: STATION 2
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the lowest card in each suit.
Trump
The heart suit is trump. If you have no cards of the original suit played, you can play a trump card and win
the trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
------------------------------------------------------------------------------------------------------------------------BARNGA RULES: STATION 3
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the highest card in each suit.
Trump
The heart suit is trump. If you have no cards of the original suit played, you can play a trump card and win
the trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
---------------------------------------------------------------------------------------------------------------------------------------
84
BARNGA RULES: STATION 4
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the lowest card in each suit.
Trump
The club suit is trump. If you have no cards of the original suit played, you can play a trump card and win the
trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
---------------------------------------------------------------------------------------------------------------------------------------
BARNGA RULES: STATION 5
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the highest card in each suit.
Trump
The club suit is trump. If you have no cards of the original suit played, you can play a trump card and win the
trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
--------------------------------------------------------------------------------------------------------------------------------------------------BARNGA RULES: STATION 6
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the lowest card in each suit.
Trump
The club suit is trump. If you have no cards of the original suit played, you can play a trump card and win the
trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
--------------------------------------------------------------------------------------------------------------------------------------------------85
BARNGA RULES: STATION 7
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the highest card in each suit.
Trump
The spade suit is trump. If you have no cards of the original suit played, you can play a trump card and win
the trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
--------------------------------------------------------------------------------------------------------------------------------------------------BARNGA RULES: STATION 8
Dealer is oldest person in group. Shuffle cards and deal face-down, one at a time around the group. Some will
Deal
get fewer cards than others. The Scorer is the person to the dealer's right - he marks down each trick won.
Start
Player to dealer's left starts by playing any card. Each person around the group plays a card in turn. This is
one trick.
Playing
The first card played in a trick can be any suit. Each player must play a card of the same suit if one is in his
Suit
hand. If he has no card of that suit, only then can he play a card of a different suit.
Ace
The Ace is the lowest card in each suit.
Trump
The spade suit is trump. If you have no cards of the original suit played, you can play a trump card and win
the trick. Even a 2 of trump will beat a 7 of the original suit.
Winning
The highest card played wins the trick. The winner of the trick gathers all the cards and places them face
Tricks
down in front of himself.
A Round The winner of a trick plays the first card of the next trick. As soon as one player is out of cards, the Round is
finished.
86
Chapter Title: R-E-S-P-E-C-T
Activity Name: Getting to Know the World Today
What materials do I need? LCD Projector/Promethean Board
How long will this take? 20-25 minutes
Give me the gist: Students will discuss current events.
Helpful Hints: You can make this into a 2 day activity by learning about the event on 1 day and then having a
class debate on the second day.
Step by step:
1. Find a video clip or article from CNN.com, NPR.org, Youtube.com, or other website.
2. Show students the video clip, or allow time for students to read the article. (Encourage students to take notes,
and/or jot down opinions or questions.)
3. After 5 minutes, have students discuss their feelings on the topic.
What did we learn? / Discussion
1. How did this article/video make you feel?
2. Did the article/video teach you anything new?
3. Why is it important to follow current events?
87
Chapter Title: R.E.S.P.E.C.T.
Activity Name: Exploring Diversity
What materials do I need? Students will need paper and pencil
How long will this take? 10-20 minutes
Give me the gist: Students are encouraged to think of stereotypes they currently believe. Then they are to
consider how they came to hold these beliefs and which ones are false.
Helpful hints: Provide students with quotes from people in the public eye which contain stereotypical comments
in order to show how powerful and lasting words can be.
Step by step:
1. Have students think of five common stereotypes they believe or biases they have. If they can’t think of
any have them try the “free association” technique.
a. Across the top of their papers have them write the names of two different groups such as
“Texans” and “Football players”.
b. Have them add “all” or “always” to the name of each group.
c. Underneath each name, have them write the first three things that come to mind. Don’t stop to
think, just write.
2. Encourage students to reflect on the people groups that came to mind and what caused them to choose
that group.
3. Proceed to discussion questions.
What did we learn? / Discussion
1. Where do you think you learned your stereotypes?
2. Do you have classmates, relatives or friends who think and feel the same way?
3. How do TV, movies and the news often portray these people?
4. Do you know (personally) any people who are in the groups you chose?
5. Think of someone you know and respect who is often stereotyped. Think of how negative stereotypes can
affect them. Remember this the next time you’re tempted to talk about people using stereotypes or the next time
you hear someone making prejudiced comments.
88
CHAPTER 13
More Money, More Problems
1.
2.
3.
4.
5.
6.
7.
8.
9.
Personal Finance Vocabulary Cloze
Identify Your Financial Goals
Managing Your Money
Financial Management
Financial Literacy Program Part 1
Financial Literacy Program Part 2
Financial Literacy Program Part 3
College Graduates Face Record-High Debt
Cars and Loans
89
Chapter Title: More Money
Activity Name: Personal Finance Vocabulary Cloze
What materials do I need? Copies of handout for each student (see homeroom advisory wiki page)
How long will this take? 15 minutes
Give me the gist: Students will be introduced to financial terms.
Helpful Hints: Use this activity to help students learn the value of money and financial responsibility.
Step by step:
1. Distribute worksheets to students.
2. Ask students if they are able to define any of the word in the word bank before they begin the activity.
3. Allow 5 – 10 minutes for students to complete the worksheet.
4. Distribute articles on being credit card savvy. Allow a few minutes for students to read the articles.
5. Begin a discussion based on credit cards and mortgages.
What did we learn? / Discussion
1. Why do people use credit cards? How can someone use a credit card without getting into too much debt?
2. What is a mortgage? How does it work?
Personal Finance Vocabulary Cloze: Answer Key
Credit Cards
1. purchase
2. funds
3. cash advance
4. debt
5. afford
6. interest
7. pay back
8. default
9. limit
Mortgages
1. savings
2. mortgage
3. credit evaluation
4. afford
5. credit risk
6. co-sign
7. default
90
Chapter Title: More Money
Activity Name: Identify Your Financial Goals
What materials do I need? Copies of handout for each student (see the homeroom advisory wiki)
How long will this take? 20 minutes
Give me the gist: This activity will introduce the importance of setting financial goals and thinking about where
one wants and needs to spend money.
Helpful Hints: Use this activity to help students learn the value of money and financial responsibility.
Step by step:
1. Distribute worksheets to students.
2. Tell students that they can set financial goals just like all other types of goals.
3. Allow 10 – 15 minutes for students to complete the worksheet on their own. Later, have students get into
small groups or pairs to discuss their goals.
4. Begin a discussion based on financial goals.
What did we learn? / Discussion
1. Why do people set financial goals?
2. What is the importance of putting your goals into “priority order”?
3. What obstacles might you face while reaching for your goals?
91
Chapter Title: More Money
Activity Name: Determine Your Saving Style
What materials do I need? Copies of handout for each student (see the homeroom advisory wiki)
How long will this take? 15 minutes
Give me the gist: This activity will help students analyze and examine the importance of saving money.
Helpful Hints: Use this activity to help students learn the value saving money.
Step by step:
1. Distribute worksheets to students.
2. Tell students that they can learn a lot about themselves based on how and why they save money.
3. Allow 10 – 15 minutes for students to complete the worksheet on their own. Later, have students get into
small groups or pairs to discuss their results.
4. Begin a discussion based on saving money.
What did we learn? / Discussion
1. What are the advantages/disadvantages of your saving style?
2. How do you think your saving style would affect your ability to keep a budget?
3. If you are dissatisfied with your saving style, how might you be able to change it?
92
Chapter Title: More Money
Activity Name: Financial Football
What materials do I need? LCD projector OR Promethean Board OR Computers
How long will this take? 20-25 minutes
Give me the gist: Play Financial Football and test your financial skills!
Helpful Hints: Follow the instructions on the website. Play as a class or let students take turns.
Step by step:
1. Go to: http://www.capitalone.practicalmoneyskills.com/games/trainingcamp/ff/
Visa's Financial Football is a fast-paced, sports-themed game, but it's also a learning tool. Make it a part
of your classroom curriculum with these integral lesson modules. Each lesson module is structured as a
comprehensive teaching tool for easy integration into your own classroom curriculum. Students of all ages learn
key concepts about saving and spending, budgeting and the wise use of credit in preparation for game play. Pick
an age level of Rookie , Pro or Hall of Fame in the box (at right) and download the modules. Here's what each
one includes:
OVERVIEW Each module begins with a narrative overview of the concepts to be taught. This short synopsis
will give the educator and students a quick idea of the material to follow.
TEACHING GOALS AND OBJECTIVES Goals and objectives briefly describe the expected learning
outcomes of the module.
TEACHING NOTES The Teaching Notes feature the primary material on which module concepts are based.
Educators may use the teaching notes as-is or adapt them to their own teaching style.
DISCUSSION In this section, students and educators practice applying learned concepts through the discussion
of concrete examples.
ACTIVITY The Activity section can be used as a group exercise or as an assessment of student learning. In
this section, students answer several questions to test their knowledge of learned concepts.
What did we learn? / Discussion
1. What did you learn by playing this game?
2. How do you think your thoughts on finances have changed since playing this game?
93
Chapter Title: More Money
Activity Name: Financial Literacy Program Part 1
What materials do I need? Copies of handout (see the homeroom advisory wiki)
How long will this take? 30 minutes
Give me the gist: This activity will take the student through the decision making process of making buying,
saving and investing choices.
Helpful Hints: These are activities that parents and students can do together. Encourage students to take copies
of these sheets home to share with their parents.
Step by step:
1. Distribute worksheets to students.
2. Allow time for students to read the article (3-5 minutes).
3. Explore website with students. Visit: www.parentfurther.com/webinars/kids-and-money
4. Begin a discussion based on buying, saving, and investing.
What did we learn? / Discussion
1. What did you learn from the webinar that you did not already know?
94
Chapter Title: More Money
Activity Name: Financial Literacy Program Part 2
What materials do I need? Copies of handout (see the homeroom advisory wiki)
How long will this take? 30 minutes
Give me the gist: This activity will take the student through the decision making process of making buying,
saving and investing choices.
Helpful Hints: Take a look at the various activities and resources available before doing this activity with
students. Civics and Economics classes will be doing a lot of this in the financial portion of the curriculum but
there is so much on the site that you can use.
Step by step:
1. Distribute worksheets to students.
2. Allow time for students to read the article (3-5 minutes).
3. Explore website with students. Visit: http://www.bankit.com/leaders
4. Begin a discussion based on buying, saving, and investing.
What did we learn? / Discussion
1. What did you learn from the website that you did not already know?
95
Chapter Title: More Money
Activity Name: Financial Literacy Program Part 3
What materials do I need? Copies of handout (see the homeroom advisory wiki) OR Computers
How long will this take? 30 minutes
Give me the gist: This activity will teach the student to understand money and cost of living, the importance of
saving and spending within your means.
Helpful Hints: Take a look at the various activities and resources available before doing this activity with
students. Civics and Economics classes will be doing a lot of this in the financial portion of the curriculum but
there is so much on the site that you can use.
Step by step:
1. Visit: http://www.capitalone.com/financial-education/
Click on “Register” to have your students play games with “Capital One/Junior Achievement Finance Park” and
“Financial Scholars Program”
2. Distribute worksheets to students.
3. Allow time for students to read the article (3-5 minutes).
4. Explore website with students or allow students to work in pairs on their own computers.
5. Begin a discussion based on buying, saving, and investing.
What did we learn? / Discussion
1. What did you learn from the website that you did not already know?
96
Chapter Title: More Money
Activity Name: College Graduates Face Record-High Debt
What materials do I need? Copies of handout (see the homeroom advisory wiki)
How long will this take? 30 minutes
Give me the gist: This article discusses the rising cost of college tuition and student loans. There is useful
information for seniors and parents to discuss.
Helpful Hints: You can pull the article up on your LCD or promethean board to avoid making copies for all
students. Visit: http://moneyland.time.com/2011/11/04/college-graduates-face-record-high-debt-in-the-age-ofrecord-high-unemployment/#ixzz1sbiYJEHS
Step by step:
1. Distribute worksheets to students.
2. Allow time for students to read the article (3-5 minutes).
3. Begin a discussion based on college tuitions, debt, and unemployment.
What did we learn? / Discussion
1. What did you learn from the article that you did not already know?
For a follow up article see: Student Debt: Why even the affluent struggle
http://moneyland.time.com/2012/08/10/student-debt-why-even-the-affluent-struggle/?iid=pf-article-latest
97
Chapter Title: More Money
Activity Name: Cars and Loans
What materials do I need? Copies of handout (see the homeroom advisory wiki)
How long will this take? 30 minutes
Give me the gist: This activity takes the student through the decision making, financial cost, and loan
application when buying a car.
Helpful Hints: Challenge students to work through the handouts (can be difficult at times). Have them bring in
their results and analyze as a class what they have found and completed.
Step by step:
1. Distribute worksheets to students.
2. Allow time for students to complete handouts individually or in pairs (10-15 minutes).
3. Begin discussion on loans and budgeting.
What did we learn? / Discussion
1. What did you learn from the handouts that you did not already know?
2. What did you learn from putting together a budget?
3. Was this exercise beneficial to you in any way? How? Explain?
4. What is depreciation?
98
CHAPTER 14
You Can’t Always Get What You Want
1. Rub a Dub Dub
2. Factoring Fast Food
99
Chapter Title: You Can’t Always Get What You Want
Activity Name: Rub a Dub Dub
What materials do I need? Each person needs a copy of the Rub a Dub Dub worksheet
How long will this take? 15-20 minutes
Give me the gist: Students will give and receive back rubs to reduce their stress level.
Helpful Hints: Tell students that these back rubs should be on the shoulders only and should last 10 seconds!
Step by step:
1. Provide each student with a rub a dub dub worksheet.
2. Allow students 10 minutes to complete the worksheet.
3. After 10 minutes, ask students to return to their seats. Student should total the number of points on their
sheet. The person with the most points in the end – wins!
What did we learn? / Discussion
1. Did you like this activity? Why or Why not?
2. Did this activity take you out of your comfort zone? When is it “ok” to go out of your comfort zone?
100
RUB A DUB DUB
Rules:
Everyone must GIVE as well as GET a BACKRUB.
You will receive 5 points for every backrub you give.
You will receive 2 points for every backrub you get.
No backrub is valid without the initials of the other person.
The same person may only be used twice – once giving, once getting.
If asked and qualified, you may not refuse to give or get a backrub.
Directions
1. Give to someone taller.
2. Get from someone shorter.
3. Give to someone wearing a belt.
4. Get from someone wearing a number.
5. Give to someone with blue eyes.
6. Get from someone with brown eyes.
7. Give to someone born in a different state.
8. Get from someone born in a different country.
9. Give to someone wearing an earring.
10. Get from someone wearing contacts.
11. Give to someone with an even numbered address.
12. Get from someone who plays a varsity sport.
13. Give to someone who plays a musical instrument.
14. Get from someone whose last initial is before yours in the alphabet.
15. Give to someone who was born in the same month.
16. Get from someone who lives closer to school.
RUB A DUB DUB
Rules:
Everyone must GIVE as well as GET a BACKRUB.
You will receive 5 points for every backrub you give.
You will receive 2 points for every backrub you get.
No backrub is valid without the initials of the other person.
The same person may only be used twice – once giving, once getting.
If asked and qualified, you may not refuse to give or get a backrub.
Directions
1. Give to someone taller.
2. Get from someone shorter.
3. Give to someone wearing a belt.
4. Get from someone wearing a number.
5. Give to someone with blue eyes.
6. Get from someone with brown eyes.
7. Give to someone born in a different state.
8. Get from someone born in a different country.
9. Give to someone wearing an earring.
10. Get from someone wearing contacts.
11. Give to someone with an even numbered address.
12. Get from someone who plays a varsity sport.
13. Give to someone who plays a musical instrument.
14. Get from someone whose last initial is before yours in the alphabet.
15. Give to someone who was born in the same month.
16. Get from someone who lives closer to school.
Proof
Points
5
2
5
2
5
2
5
2
5
2
5
2
5
2
5
5
Initials
Proof
Points
5
2
5
2
5
2
5
2
5
2
5
2
5
2
5
5
Initials
101
Chapter Title: You Can’t Always Get What You Want
Activity Name: Factoring Fast Food
What materials do I need? Nutrition information from local fast food restaurants. Many fast food restaurants
have brochures with nutritional information available if you request them. You can either pick of several
beforehand, or use websites like www.fast-food-nutriton.info that supply this information. Fast Food Nutrition
Chart, Food Pyramid, Health Portions, http://charactercounts.org/pdf/lesson-planbank_handouts/FastFoodCharts_2011-0215.pdf
How long will this take? 30 minutes
Give me the gist: Responsibility means taking care of oneself as well as one’s obligations, and good nutrition
is essential for a healthy and productive life. This lesson allows teens to examine some of the fast food they
regularly consume, consider its nutritional value (or lack thereof), and contemplate how to make healthier
choices and develop responsible eating habits. This lesson is also an excellent foundation for a discussion of
health risks associated with poor diet.
Helpful Hints: Tell students that these back rubs should be on the shoulders only and should last 10 seconds!
Step by step:
Part I
1. Ask students what they typically eat at their favorite fast-food restaurant. Have them write down a
typical meal or what they usually order.
2. Using the nutritional information (either that you have brought in or that is available online), have them
fill out the nutritional information for one meal. Remind them to pay attention to how a portion is
defined. (For example, nutritional information for pizza generally refers to one slice.) This part could
also be assigned as homework.
3. Once they have completed the chart, ask them to point out how their favorite meal meets or goes over
the daily recommended nutritional allowance.
Part II
1. Discuss the food pyramid and the components of a healthy diet.
2. Explain portions size, and help students practice estimating it. For example, for most vegetables, the
standard serving is ½ cup. So is a tomato on a cheeseburger a serving of vegetables? How many slices of
pizza would one have to eat to get ½ a cup of tomato sauce? Use the Healthy Portions worksheet as a
guideline.
3. Have students return to the fast-food meal and assess how many of the daily requirements it fulfills
using the “Your day In Nutrition” chart. Does it cover approximately one third of the requirements?
What did we learn? / Discussion
1. What percentage of your daily allowance of fat, sugar, and carbohydrates are in the meal you chose from
the fast-food restaurant?
2. Can fast food be part of a healthy diet?
3. Going back to the fast food nutrition information, what is one change you could make to lower the fat,
sugar, and cholesterol at your favorite fast food restaurant?
4. What are some of health problems caused by a diet high in fat, sugar, and carbohydrates?
5. How could you encourage family and friends to make healthier choices when eating at fast-food
restaurants?
102
CHAPTER 15
Man in the Mirror
1. Showing Responsibility
2. Facebook: Making the Best Decision
103
Chapter Title: Man in the Mirror
Activity Name: Showing Responsibility
What materials do I need? Copies of the Responsibility worksheet (see homeroom advisory wiki)
How long will this take? 15-20 minutes
Give me the gist: Students will discuss the responsibilities they have in their lives.
Helpful Hints: This can be an overnight activity! Pull up your own article to introduce this activity (see Day 3).
Step by step:
1. Provide each student with a Responsibility worksheet.
2. Allow students 10 minutes to complete the worksheet. (They will need a computer, or time at home to
answer some of the questions.)
3. After students have had the chance to complete the handout and find resources, begin a discussion on
personal responsibility.
What did we learn? / Discussion
1. Why is having personal responsibility an important quality?
2. Did this activity help you to see yourself in a different light? Why or why not?
104
Chapter Title: Man in the Mirror
Activity Name: Facebook: Making the Best Decision
What materials do I need? None
How long will this take? 15-20 minutes
Give me the gist: Students will discuss the responsibilities they have in their lives as they relate to social media.
Helpful Hints:
Step by step:
1. Have a show of hands of how many students have a Facebook account. Ask how many friends they have in
their account. Start in the low hundreds and work your way up. Chances are some of your students will have
over 500 friends.
2. Ask them how well they know their "friends." This means, has actually met that person or knows someone
who is friends in real life with that person. The number of real friends will probably drop dramatically. This is
fine; Facebook is about collecting friends as much as it is about sharing information.
3. Explain that the problem begins when they don't sufficiently protect what they share, especially when there
are a large number of "so-called" friends.
4. Present the class with the following scenario:
Jane posts an update to her Facebook status: "We're going to Hawaii for ten days." The next weekend her
house is broken into and swarms of kids gather there, stealing computers and other valuables while the family
is on vacation.
5. Ask: What was the first bad decision Jane made? How could she have protected her family's house? Do you
think the people who invaded her house were her friends? Why or why not?
6. Explain that our first instinct might not be to make a great decision, but to stop and think about it can really
help us avoid getting into trouble. Ask them if they've ever done something they've regretted online (no need for
details unless they want to share).
What did we learn? / Discussion
Talk to the group about the best possible result decision making model (below) and remind them to ask
themselves if what they're about to do really will have the best possible result for all involved. They might not
be able to employ this every time they make a decision, but have them apply it to Jane's decision to update her
status with information about her family's vacation.
8. Walk through the Jane's scenario using the following matrix:
A Poor Decision: is illegal, unethical, and/or ineffective
A Good Decision: is legal, ethical, and effective
A Better Decision: is legal, ethical, and effective, and does not cause unintended and/or undesirable
consequences.
The Best Decision: legally, ethically, and effectively accomplishes the best possible result while avoiding
unintended consequences and enhances the decision maker's credibility and relationships.
105
CHAPTER 16
It’s a Hard Knock Life
1.
2.
3.
4.
5.
Think You’re Ready to Go All the Way?
Never Have I Ever
Tear Yourself Away
Why or Why Not?
Possession Obsession
106
Chapter Title: Tough Stuff
Activity Name: “Think You’re Ready to Go All the Way?”
What materials do I need? Pen/pencil and copies of handout.
How long will this take? 15-20 minutes
Give me the gist: Students read through the list provided then they discuss their thoughts (small groups or
class).
Helpful Hints: This can be a tough topic to discuss with teens. Set some boundaries with students before
beginning this discussion.
Step by step:
1. Hand out the list to each student. Instruct students to read the list to themselves (5 - 10 minutes), making note
of which points they agree/disagree with.
2. After reading the list, have students reflect on the following questions.
a. Which, if any, points are “blown out of proportion”/”out-dated”?
b. What other ways could you finish the sentence?
c. Which, if any, points had you not thought of or were unaware of?
d. Do your peers think about these things? Why/Why not?
e. Are all of these points “really relative” to the topic of sex?
3. Place students in groups (3-4) and have them discuss their thoughts on the list; referencing the above
questions.
What did we learn? / Discussion
Allow 10 minutes for student discussion. If at the end any student has any questions/comments for the class,
allow them to share.
107
Think you’re ready to go all the way? Are you sure? Sexually transmitted infections, unplanned pregnancy, and
emotional doubts are all good reasons to wait! Before you go too far, take a look at this list. Or make up your
own ways to finish the sentence:
You’re not ready to have sex if...
 You think sex equals love.
 You feel pressured.
 You’re afraid to say no.
 It’s just easier to give in.
 You think everyone else is doing it. (They’re
not!)
 Your instincts tell you not to.
 You don’t know the facts about pregnancy.
 You don’t understand how birth control
works.
 You don’t think a woman can get pregnant the
first time. (She can.)
 It goes against your moral beliefs.
 It goes against your religious beliefs.
 You’ll regret it in the morning.
 You feel embarrassed or ashamed.
 You’re doing it to prove something.
 You can’t support a child.
 You can’t support yourself.
 Your idea of commitment is a Redbox movie
rental.
 You believe sex before marriage is wrong.
 You don’t know how to protect yourself from
HIV - the virus that causes AIDS.
 You don’t know the signs/symptoms of
sexually transmitted infections (STIs, also
called STDs).
 You think it will make your partner love you.
 You think it will make you love your partner.
 You think it will keep you together.
 You hope it will change your life.
 You don’t want it to change your life.
 You’re not ready for the relationship to
























change.
You’re drunk.
You wish you were drunk.
Your partner is drunk.
You expect it to be perfect.
You’ll just die if it’s not perfect.
You can’t laugh together about awkward
elbows and clumsy clothes.
You’re not ready to take off your clothes.
You think HIV and AIDS only happen to
other people.
You think you can tell who has HIV by
looking at them.
You don’t think teens get HIV. (They do.)
You don’t know that abstinence is the only
100% protection against STI’s and
pregnancy.
You haven’t talked about tomorrow.
You can’t face the thought of tomorrow.
You’d be horrified if your parents found out.
You’re doing it just so your parents will find
out.
You’re too scared to think clearly.
You think it will make you more popular.
You think you “owe it” to your partner.
You think its not OK to be a virgin.
You’re only thinking about yourself.
You’re not thinking about yourself.
You can’t wait to tell everyone about it.
You hope no one will hear about it.
You really wish the whole thing had never
come up.
It’s OK to Wait.
Excerpted from: You’re not Ready to Have Sex if… Copyright 1996 Journeyworks Publishing, Santa Cruz, CA.
Reprinted with permission.
108
Chapter Title: It’s a Hard Knock Life
Activity Name: Never Have I Ever
What materials do I need? None
How long will this take? 15-20 minutes
Give me the gist: Students will share information about themselves in the form of a risk taking game.
Helpful Hints: Tell students to be sure to share information that all members in the class would be willing to
share.
Step by step:
1. Ask students to sit in a circle facing inward.
2. Ask a volunteer to stand in the center of the circle (leaving the volunteer’s previous “seat” vacant).
3. The volunteer should say “Never have I ever _____” (and fill in the blank with something he or she,
truthfully, has never done).
4. If students have done the activity, they have to run through the circle and find another seat. The last person
without a seat has to come up with a new "Never Have I Ever".
What did we learn? / Discussion
1. Did you like this activity? Why or Why not?
2. Did this activity take you out of your comfort zone? Why or why not?
3. What did you learn from this activity that surprised you?
109
Chapter Title: It’s A Hard Knock Life
Activity Name: Tear Yourself Away
What materials do I need? For each person: 4 pieces of paper, 1 pencil/pen
How long will this take? 15-20 minutes
Give me the gist: Students will discuss peer pressure while completing a metaphorical task.
Helpful Hints: Do not tell students that the activity is about peer pressure until the end!
Step by step:
1. Tell students to take their first piece of paper. On this piece of paper students should write something your
friends have pressured you to do. Then tell students to fold the paper in half.
2. Tell students “the single fold represents one person saying ‘so it, no one will ever know’.” Now tell students
to try and tear the paper in half. Ask students “Why wasn’t it hard to tear the paper?” “Is it hard to say no to
just one person?” “Why or why not?”
3. Repeat steps two and three a few more times (students should write the SAME statement on each sheet of
paper) – each time with a fresh piece of paper. With each new round, the students should fold their papers one
extra fold. (For example: on the second sheet of the paper students will fold twice, on the third sheet of paper
they will fold 3 times, etc.)
4. Discussion: (Do you agree or disagree with this statement?) Sometimes our friends pressure us to do things
we don’t want to do. If only one or two people pressure us it may be easy to say no. However, when “everyone
is doing it”, it’s hard not to give in.
What did we learn? / Discussion
1. How can the folds in the paper represent peer pressure? (If each fold represents someone pressuring you and
your attempt to tear the paper is your ability to say no.)
2. Why is it harder to say no (tear the paper) to several friends then it is to say no to just one?
3. What makes it easier to say no?
110
Chapter Title: It’s A Hard Knock Life
Activity Name: “Why or Why Not?”
What materials do I need? Pen/pencil, paper.
How long will this take? 25-30 minutes.
Give me the gist: Ask anyone if “cheating” is right or wrong and almost everyone will say wrong. However, it
still goes on, so what’s the deal? We’re going to find out.....by asking WHY and WHY NOT.
Helpful Hints: Use the scenarios provided or create your own. Know No Limits.
Step by step:
1. Each student should take out a sheet of paper and a pen/pencil.
2. Read a scenario from the list provided (or create your own).
3. Have the students reflect on what you read and answer the following questions on their sheet of paper:
i. Why?
ii. Why not?
4. Discuss as a class the reasons the students listed or in a small group (3-4).
5. Example: “You desperately need to get a B on your Biology Test; however you did not study and aren’t
prepared for it. The student next to you has left their test uncovered and you know they are doing very well
in the class.”
Why should you copy off of their test?
Why should you not copy off of their test?
What did we learn? / Discussion
1. Do you feel that these situations really occur in and around AK?
2. If we as a society know something is “wrong” why do we still do it?
111
Why or Why Not Scenarios
2. “You desperately need to get a B on your Biology test; however you did not study and aren’t prepared for
it. The student next to you has left their test uncovered and you ‘know’ they studied.”
A. Why should you copy off their test?
B. Why should you not copy off their test?
3. “The guy/girl you are interested in is at the same party as you. Everyone is having a good time and they
walk up and start talking to you. You’re ‘hitting’ it off and the conversation is going great. They offer you a
beer to drink, and they begin to drink theirs. Decide, you’ve wanted them to notice you and know they do,
but...”
A. Why should you drink the beer?
B. Why should you not drink the beer?
4. “While talking with your friends in the hall, someone makes a mean comment about another friend of yours
(that is not in the ‘group’). The other kids start laughing and making mean comments of their own about this
kid.”
A. Why should you participate in the conversation?
B. Why should you speak up against their ‘gossip’?
1. “You have the answers to the test in Math today. You make a copy and give them to your best friend;
however, they get caught by the teacher and sent to Mr. Esposito’s office. You get called in because they said
you gave them the ‘cheat sheet’. You didn’t get caught, so it’s not your fault right?”
A. Why should you lie that you don’t have the answers?
B. Why should you be honest and confess to having the answers?
5. “You and your boyfriend/girlfriend have been dating for a while. They want to ‘take it to the next level’ and
have sex. You haven’t thought about it and aren’t sure how you feel. Their pressuring you with comments
like: ‘I thought you loved me’ and ‘Am I not good enough for you?’.”
A. Why should you have sex with your boyfriend/girlfriend?
B. Why should you not have sex with your boyfriend/girlfriend?
4. “Tonight is the ‘Party of the Year’ at your friend’s house, whose parents are out of town. Your parents say
you can’t go. ‘Not fair!’ everyone is going to be there, it’s going to be ‘epic’. They say not to go and then
they go to sleep early.”
A. Why should you go to the party (against their wishes)?
B. Why should you stay home?
112
Chapter Title: It’s A Hard Knock Life
Activity Name: Possession Obsession
What materials do I need? “Possession Obsession” Article
http://www.tolerance.org/magazine/number-41-spring-2012/possession-obsession
How long will this take? 60 minutes (2 homeroom blocks)
Give me the gist: Have students read the article regarding dating violence and discuss.
Helpful hints: This is a sensitive issue so use discretion when opening up discussion.
Step by step:
1. Distribute copies of article OR pull up article on your LCD projector or promethean board.
2. Provide time for students to read the article and make any notes (comments, questions).
3. Begin Discussion.
What did we learn? / Discussion
1. What did you learn from the article?
2. Consider talking to a counselor if you or someone you know is involved in an abusive relationship. Help is
available.
Possession Obsession
Almost one-third of teen relationships involve abuse. According to the National Center for Victims of Crime,
dating violence is controlling, abusive and aggressive behavior in a romantic relationship. It can happen in
straight or gay relationships. It can include verbal, emotional, physical, or sexual abuse, or a combination of
them.
Controlling behavior includes:
Not letting them hang out with their friends, Calling or texting frequently to find out where they are, whom
they’re with and what they’re doing, Telling them what to wear, Having to be with them all the time
Verbal and emotional abuse includes:
 Name-calling, Jealousy , Belittling them (cutting them down), Threatening to hurt them, someone in their
family or themselves if they don't do what they want
Physical abuse includes:
 Shoving, Punching, Slapping, Pinching, Hitting, Kicking, Hair-pulling, Strangling
Sexual abuse includes:
 Unwanted touching and kissing, Forcing them to have sex, Not letting them use birth control, Forcing them to
do other sexual things

Anyone can be a victim of dating violence. Both boys and girls are victims, but boys and girls abuse their
partners in different ways. Girls are more likely to yell, threaten to hurt themselves and pinch, slap, scratch or
kick. Boys injure girls more, are more likely to punch their partner and are more likely to force them to participate
in unwanted sexual activity. Some teen victims experience violence occasionally. Others are abused more often,
sometimes daily.
According to BreaktheCycle.org, nearly half of students who experience dating violence say some of the abuse
took place on school grounds. Studies indicate that teen victims of dating violence:
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


Have higher rates of truancy, more negative contact with their teachers and increased conflict with other
students
Are substantially more likely than classmates to bring guns or weapons to schools
Are three times as likely to be involved in physical fights
http://www.tolerance.org/magazine/number-41-spring-2012/possession-obsession
Lauren McBride grew up in suburban Milwaukee, the eldest of three kids of a teacher and a school social
worker. They made lots of time for their children. The proverbial “good girl,” McBride says that more than
anything she didn’t want to disappoint her parents.
She stumbled into a verbally abusive relationship her senior year of high school. It soon turned violent, but she
used lots of makeup to cover the bruises and gave her parents plausible excuses for them.
McBride says she wanted to end the relationship, but the boy threatened to show her parents’ photos of her in
underwear and let them know she’d “taken his virginity.” “I had this terrible fear of letting my parents down—it
consumed me,” she recalls. Only a choking incident that felt truly life-threatening compelled the teenager to
confide everything to her mom. And it took legal restraining orders to solve the abuse problem, says McBride,
now 25.
McBride’s experience is far from rare. In one recent national survey of teenagers who had been in relationships,
29 percent reported experiencing sexual or physical abuse or receiving threats of physical violence from
partners. About 10 percent of students in grades nine to 12 consistently say they’ve been physically hurt on
purpose by a dating partner during the past year, according to the ongoing Centers for Disease Control and
Prevention (CDC) youth risk surveys.
Kids who witness violence between their parents are at higher-than-average risk to be the abusers—and the
abused. Perhaps surprisingly, girls and boys are equally likely to turn violent with dating partners. But girls
suffer more severe injuries, says health scientist Andra Tharp of the CDC. Teens that use alcohol or drugs and
have trouble managing anger are especially likely to strike out against boyfriends or girlfriends. “But dating
violence can affect anyone at any time,” she says. “Nobody is exempt.”
The barrage of digital media—texting, tweeting, instant-messaging, Facebook posting, Skyping—keeps kids on
a shorter-than-ever leash to abusive partners. “It keeps them connected 24/7—and controlled,” says Tammy
Hall, a recently retired West Chester, Ohio, health teacher who taught dating-abuse prevention.
With awareness growing on many campuses, 11 states since 2007 have passed laws mandating that schools
teach teens about partner abuse or at least draw greater attention to the problem. The new laws and increasing
availability of curricula have prompted a surge in prevention programs over the past few years, mostly at middle
schools and for the youngest high school students.
More than 11,000 schools and agencies (such as the Girl Scouts) have requested the free Love Is Not Abuse
curriculum online in the past five years, says a Liz Claiborne Inc. spokesperson. The clothing company
partnered with the Education Development Center to create the four-lesson program.
Love Is Not Abuse uses poetry, short stories, videos and student journaling to spark awareness of the
differences between healthy and abusive dating. Kids discuss their own experiences of abuse and brainstorm
how to help friends who may be in trouble. “It’s very engaging,” says Erin O’Malley, director of guidance at
Park View High School in Sterling, Va. Digital abuse provokes the greatest passion—how to deal with
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girlfriends who text and demand answers at 4 a.m., or boyfriends who threaten to call you a slut on Facebook as
a control tactic.
Students read aloud a “was it rape?” date scenario from the girl’s and the boy’s points of view in a different
four-day program for ninth grade students at Milford High School in Milford, Ohio. “Some say she asked for
sex because she went back to his house and kissed him!” marvels teacher Kristi McKenney. The post skit
discussion sharpens awareness of the other gender’s perspective and ways to avoid sexual abuse, she says.
At the Bronx School of Science Inquiry and Investigation in New York City, games that cue students to move to
one part of the room if they think varied behaviors are OK—for example, a boyfriend hitting a girl once in a
while—provoke discussion and teachable moments, notes counselor Angelica Ferreras.
Widely publicized celebrity abuse cases also attract avid teen interest, providing the grist for real-life lessons on
healthy dating, teachers say.
Gender stereotypes are another way to raise kids’ awareness about dating abuse, says Ann Burke, who taught
health to middle schoolers for 29 years and now does free workshops on teen dating violence for Rhode Island
schools. She draws two large boxes—labeled male and female—then asks students to blurt out adjectives
describing each gender. Adjectives that aren’t stereotypes are listed under “outside the box.” Then a discussion
explores how valid the macho guy-passive girl images are. “The kids brainstorm the harmful effects of these
aggressor-victim ideas, and it’s an easy transition to teaching about dating violence,” says Burke.
In Austin, Texas, public schools, students seen as high-risk because they’ve already been involved in or
exposed to violence—at home or through relationships—meet in small groups for 24 weekly support and
education sessions. They create skits, draw cartoons about their feelings and make collages. Students learn how
to ask for consent, how to handle jealousy and how to end a relationship.
In a powerful theater game, one student acts as puppeteer, another as puppet. “They learn and discuss what it
feels like to have someone leading you around, then what it feels like to be in control, because control is so
much at the heart of dating abuse,” says program director Barri Rosenbluth, who manages Expect Respect, a
youth project based at the Safe Place agency in Austin.
Dating abuse can shatter a teen’s self-esteem, research suggests. Victims are also more prone to binge drinking,
drug use and eating disorders. Harmful effects even reverberate into adulthood: Teens entangled in violent
dating relationships are more likely than others to be involved in violent activities later on, notes Tharp of the
CDC.
Last September, the CDC launched a $7 million prevention program in Baltimore; Fort Lauderdale, Fla.;
Chicago; and the Oakland-Hayward, Calif., metropolitan area. The five-year project includes teacher training
and the testing of school curricula on dating violence. The CDC is also testing the value of a bystander “helper”
curriculum called Green Dot in 13 Kentucky high schools.
“There’s increased awareness that teen dating violence is a public-health issue,” says Tharp. “We want to learn
more about what works in prevention, and the CDC wants to see schools doing prevention work, so that youth
are safer.”
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CHAPTER 17
Let the Good Times Roll
1. NC Trivia: Mecklenburg Resolves and Halifax Resolves
2. NC Trivia: Mapping the “Lifeline of the Confederacy”
3. NC Trivia: Making a Wanted Poster
4. Game: Famous People…When they were young
5. Game: Finish That Tune
6. Game: Pop Music Singing Bee
7. Game: Name that tune
8. Game: Buzz
9. Problem Solving: Rhyme or Reason
10.
Problem Solving: Thinking Outside the Box
11.
Catch Phrases and Slogans
12.
Wuzzles
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Chapter Title: Let the Good Times Roll
Activity Name: NC Trivia: Mecklenburg Resolves and Halifax Resolves
What materials do I need? Copies of handouts (see homeroom advisory wiki), drawing paper, markers/colored
pencils, promethean board or LCD projector
How long will this take? 60 minutes (2 homeroom blocks)
Give me the gist: Students will think critically about important historical events in North Carolina.
Helpful Hints:
Step by step:
1. Tell students “There are 2 dates on the American flag. The top date is May 20, 1775 the date of the
Mecklenburg Declaration of Independence. After writing the Declaration and sending it to Philadelphia, the
citizens of Mecklenburg then wrote the Resolves. The bottom date on the flag is April 12, 1776 the date of the
Halifax Resolves.”
2. Have students read the passage from either one or both resolves. Answer any questions that students may
have. Point out to the class that he Mecklenburg Resolves not only declared an end to British rule in NC but
also established a new system of government for the former colony.
3. Tell students to create a political cartoon that makes a point about the Mecklenburg Resolves. You can
modify this idea and have students create a cartoon on Freedom. Point out to students that political cartoons use
images and symbols, and even humor to convey a message. Show samples of political cartoons on the
Promethean board if you can.
What did we learn? / Discussion
1. What is the connection between the Resolves and the dates on the flag?
Because of the Mecklenburg and Halifax Resolves, NC has 2 distinctions; the first city/township to
declare independence from Britain and the first colony to declare independence. That is why you see the phrase
FIRST IN FREEDOM on NC license plates.
2. Feel free to discuss some vocabulary words from the text if you want to spend more time on this activity.
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Chapter Title: Let the Good Times Roll
Activity Name: NC Trivia: Mapping the “Lifeline of the Confederacy”
What materials do I need? Copies of handout (see homeroom advisory wiki)
How long will this take? 30 minutes
Give me the gist: Students will think critically and use geography skills.
Helpful Hints: None needed.
Step by step:
1. Divide class into groups of 2.
2. Ask students if they have ever traveled to Wilmington, NC and/or Fort Fisher (where the NC aquarium is).
3. Distribute one handout to each group of 2.
4. Tell students to read and follow the directions to complete the handout.
What did we learn? / Discussion
1. What did you learn from this activity that you did not already know?
2. What made this activity difficult?
3. Did you enjoy this activity? Why or why not?
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Chapter Title: Let the Good Times Roll
Activity Name: NC Trivia: Making a Wanted Poster
What materials do I need? Copies of handouts (see homeroom advisory wiki), markers/colored pencils
How long will this take? 15 minutes
Give me the gist: Students will create a wanted poster for Blackbeard the Pirate. This activity teaches students
to examine and describe the significance of a notorious figure in colonial NC history.
Helpful Hints: The Queen Anne’s Revenge (Blackbeard’s boat) has been discovered off the coast of NC and
parts of it are house in the NC Maritime Museum in Beaufort, NC. You could have students go online and read
about the findings as an extension to this activity, or you can simply supply them with the information. Go to:
www.ncmaritimemuseums.com
Step by step:
1. (See attached handout for complete lesson plan)
What did we learn? / Discussion
1. Do you think Hollywood romanticizes piracy? Give examples.
2. How does Jack Sparrow compare to Blackbeard?
3. What was the pirate code? (A pirate code was a code of conduct invented for governing pirates, and first
introduced by the Portuguese buccaneer Bartolomeu Português. Generally each pirate crew had its own code
or articles, which provided rules for discipline, division of stolen goods, and compensation for injured pirates.)
4. What do the terms Jolly Roger and Davy Jones Locker mean?
Jolly Roger: (The Jolly Roger is any of various flags flown to identify a ship's crew as pirates.)
Davy Jones Locker: (Davy Jones' Locker, also Davy Jones's Locker, is an idiom for the bottom of the sea: the
state of death among drowned sailors. It is used as a euphemism for death at sea (to be sent to Davy Jones'
Locker)
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Chapter Title: Let the Good Times Roll
Activity Name: Game: Famous People…When they were young
What materials do I need? Famous people face sheet, answer sheet, (see Homeroom Advisory Wiki page)
copies for students
How long will this take? 10-15 minutes
Give me the gist: Students will try to guess famous people from their childhood/high school yearbook pictures.
Helpful Hints: Teachers should assign groups in this activity in order to have more equal opportunity for each
group.
Step by step:
1. Put students into groups of 4.
2. Move groups into locations that are away from others to create “competition space”.
3. Have the materials ready at your desk. Each group will send a runner to get their materials.
4. Students have 15 minutes to correctly identify all as many famous people as they can.
5. At the end of 15 minutes, have each group’s runner turn in all materials whether the group is finished or not.
6. Score each answer sheet and announce the winners to the class!
What did we learn? / Discussion
1. What did you think about the looks of these famous people as kids?
2. Does it surprise you that some of them are famous now based on their picture?
3. Which picture was the hardest to figure out?
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Chapter Title: Let the Good Times Roll
Activity Name: Game: Finish That Tune
What materials do I need? Copies of handout
How long will this take? 25 minutes
Give me the gist: Students will try to fill in the blanks with the correct words to the song.
Helpful Hints: If you make your own – keep in mind your age group. Be sure to use a variety of genres such as
country, rap, pop, oldies, etc. (see attached sheet for samples)
Step by step:
1. Put students into groups of 4.
2. Move groups into locations that are away from others to create “competition space”.
3. Have the materials ready at your desk. Each group will send a runner to get their materials.
4. Students have 15 minutes to correctly fill in the blanks to 5 different songs.
5. At the end of 15 minutes, have each group’s runner turn in all materials whether the group is finished or not.
6. Score each answer sheet and announce the winners to the class!
What did we learn? / Discussion
1. Do you ever feel like your memory fails you? Why do you think it does that?
2. Is it easier to remember the song lyrics when you see them or when you hear them?
3. Do you think you are an audio learner or a visual learner? Why?
Answers to Finish That Tune Sample Sheet
1. It Will Rain – Bruno Mars (pop)
2. Build Me Up Buttercup – The Foundations (oldies)
3. Payphone – Maroon 5 (pop)
4. Glory – Jay-Z (rap)
5. I’m’ still a Guy – Brad Paisley (country)
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Game: Finish That Tune
Try to fill in the blanks with the title and correct lyrics to the song.
Song #1: Title: ___________________________________________________________________________
If you ever _____ me baby,
Leave some _____ at my _____
‘Cause it _____ take a whole lot of _____
To _____ what we used to _____,
_____ don’t have it _____.
Song #2: Title: ___________________________________________________________________________
Why do you _____ me up
_____ baby just to let me down
And mess me _____
And then _____ of all
You _____ call _____
_____ you _____ you will
But I _____ you still
Song #3: Title: ___________________________________________________________________________
Yeah, I, I _____ it's hard to _____
The _____ we used to _____
It's even _____ to _____
That you're not _____ next to me
You _____ it's too late to make it
But is it too late to _____?
And in our time that you wasted, All of our bridges burned down
Song #4: Title: ___________________________________________________________________________
The most _____ feeling I feel,
Words can’t _____ what I’m feeling for _____
Baby, I paint the sky _____,
My greatest creation was _____
You, you, _____
False _____ and false starts
All made better by the sound of your heart
All the _____ of the last time
I prayed so hard it was the last _____
Song #5: Title: ___________________________________________________________________________
When you see a deer, you see _____, and I see _____ up on the _____
When you see a _____ you think _____, and I see a large _____ up under that log
You're probably thinkin' that you're gonna _____ me
In some ways, well, ______ you might
Scrub me down, _____ me up, oh, but no matter what, remember, I'm still a guy
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Chapter Title: Let the Good Times Roll
Activity Name: Game: Pop Music Singing Bee
What materials do I need? Songs to be played (CD, IPod, Pandora, Radio), song lyrics, paper, pencil/pen
How long will this take? 30 minutes
Give me the gist: Teams compete to “complete” the song lyrics once the song stops playing.
Helpful Hints: Use songs they know! Keep it clean! (make sure you pick a part of the song that allows for at
least 10 words after the music stops).
Step by step:
1. Put students into groups of 4.
2. Move groups into locations that are away from others to create “competition space”.
3. Teacher plays a song. After a few lines, turn the music off and each team has to write down the lyrics to
complete the song.
4. Team will get 1 point every time they can complete at least 10 words after the music stops.
5. Score each answer sheet and announce the winners to the class!
What did we learn? / Discussion
1. Did the music help or harm your memory?
2. Was it easy to “perform” on the spot?
3. What song was the easiest/hardest to remember?
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Chapter Title: Let the Good Times Roll
Activity Name: Game: Name that Tune
What materials do I need? Songs to be played (CD, IPod, Pandora, Radio), paper, pencil/pen
How long will this take? 20 minutes
Give me the gist: Students hear popular songs and must identify the name of the song and the artist.
Helpful Hints: Use songs they know! Keep it clean! Be sure to use a variety of genres.
Step by step:
1. Put students into groups of 4. Each group needs one sheet of notebook paper.
2. Tell students to number their paper to however many songs you want to do.
3. Play the first 20 seconds or so of a song, if the intro does not give away the song then play some more!
4. After all of the songs have been played, collect the papers with the team names on them.
5. Score each answer sheet and announce the winners to the class!
What did we learn? / Discussion
1. What do you think the biggest difference is between oldies songs and new songs? Which was more familiar
to you?
2. Was there anyone in your group that didn’t know any of the songs? New all the songs?
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Chapter Title: Let the Good Times Roll
Activity Name: Buzz
What materials do I need? None
How long will this take? 5-15 minutes
Give me the gist: Students will count off substituting the word “buzz” when a wild card number comes up in
the counting.
Helpful Hints: None needed.
Step by step:
1. Tell students to sit (or stand) in a circle facing each other.
2. The game starts with the first person saying “1” and as you move around the circle each person says the
consecutive number.
3. However, whenever anyone gets to a number including a 4 or a multiple of 4 they must say the word “buzz”
instead of the number and then the next person continues with the next number. (For example: “1, 2, 3, buzz, 4,
5, 6, buzz, 9, 10, 11, buzz, 13, buzz, 15…”
4. If a player does not insert “buzz” for a number containing 4 or for a number that is a multiple of 4, OR if a
player inserts “buzz” where it does not belong, he or she must leave the circle.
5. Want to play again? Choose a different number such as 3 or 6 (the number 2 is the most difficult).
What did we learn? / Discussion
1. Why is this game difficult?
2. What does it take to be good at this game? Why?
3. How did it feel to be out of the circle? still in the circle? the winner?
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Chapter Title: Let the Good Times Roll
Activity Name: Rhyme and Reason
What materials do I need? Copies of Rhyme and Reason worksheet
How long will this take? 10-15 minutes
Give me the gist: Students use worksheet to solve “word puzzles”.
Helpful Hints: Students can work alone, but considering the difficulty level of this exercise, it is recommended
that students work in groups of 2.
Step by step:
1. Distribute Rhyme and Reason worksheet.
2. Read aloud the directions at the top of the page so that all students are clear on what they are supposed to do.
(Allow students about 15 minutes to complete)
3. Once finished you can have students’ trade papers and correct their peer’s paper as go over the answers. Tell
students they earn 1 point for each correct answer and 1 bonus point for a sensible substitute (for example #21
could be freak geek). The person or pair that gets the most right wins a prize.
4. For closure: Tell students “The more of these rhymes you were able to come up with, the higher your creative
potential. You would also need an advanced vocabulary to score very high (For instance, what is a simian?).
Ten or more correct rhymes (10 points) would tend to show outstanding creative potential, at least in the verbal
area.
What did we learn? / Discussion
1. Why does concentration improve problem solving?
2. What would be some of the symptoms or signs of a rigid thinker?
3. How might being a perfectionist create performance problems for a team leader or team player?
RHYME AND REASON ANSWER KEY
1. fender bender
2. house louse
3. risk disc
4. crass lass
5. jet net
6. fine swine
7. ape cape
8. oak bloke
9. cheap sleep
10. clock stock
11. wife knife
12. creep leap
13. vast past
14. weak critique
15. cellar dweller
16. pie dye
17. brave slave
18. tall fall
19. weird beard
20. hacker backer
21. absurd nerd
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Rhyme and Reason
A noted creativity expert says that exercises in rhyming release creative energy; they stir imagination into
action. While doing the following exercises, remember that rhyme is frequently a matter of sound and does not
have to involve similar or identical spelling. This exercise deals with light and frivolous emotions. After each
word or phrase, write two rhyming words to describe it.
Examples:
1. Obese feline
2. Television
3. A computer command tool for the home
FAT
BOOB
HOUSE
CAT
TUBE
MOUSE
Now try these:
1. Vehicle damage
2. Domestic insect
3. Software about gambling
4. Impolite young lady
5. Profit from sale of airplane
6. Beautiful pig
7. Garment for a simian
8. Wooden Australian man
9. Slumber at the discount motel
10. Inventory of time pieces
11. Cutting instrument for a bride
12. Jump by an awful person
13. Extensive experience
14. Criticism lacking in effectiveness
15. Last place team
16. Coloring for desserts
17. Courageous person who is owned as property by another
18. Jump off a building
19. Strange hair growing on the lower part of a man’s face
20. Supporter of a computer criminal
21. A computer whiz with a ridiculous sense of humor
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Chapter Title: Let the Good Times Roll
Activity Name: Thinking Outside the Box
What materials do I need? Popsicle sticks, paper, pencils
How long will this take? 25-30 minutes
Give me the gist: The following activities help students to understand “outside the box” thinking.
Helpful Hints: Students may get frustrated quickly with these activities. You may want to put a 10 minute time
limit on each one.
Step by step:
Activity 1:
Tell students: Use 6 Popsicle sticks to make 4 equilateral triangles.
Solution: make a 3D triangle
Activity 2:
Tell students: On a piece of paper draw 3 rows of 3 dots (making a 9 dot square shape).
Students will connect all dots with 5 connected straight lines.
Students will then connect all dots with 4 connected straight lines.
Students will connect all dots with 3 connected straight lines.
Lastly, students will connect all dots with 1 straight line.
Solution: Folding the paper (adding a dimension) provides multiple solutions to the last part of the problem.
Activity 3:
Write the following numbers on the board: 2, 3, 5, 10, 24
Tell students: Using these 5 numbers and any mathematical operations you choose create an equation that
equals 120.
Solution: (there are many) (10-5)*24/ (3-2) =120
What did we learn? / Discussion
Discussion: Solutions of many problems depend on initial assumptions made by the solver of the problem.
1. Did you enjoy these activities? Why or why not?
2. What does it take to be good at these activities?
3. Why is it important to think “outside the box”?
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Chapter Title: Let the Good Times Roll
Activity Name: Catch Phrases and Slogans
What materials do I need? Copies of worksheet
How long will this take? 20-25 minutes
Give me the gist: Students must identify the company associated with the catch phrases and slogans
Helpful Hints: Students may get frustrated quickly with these activities. You may want to put a 10 minute time
limit on each one.
Step by step:
1. Divide class into groups of 4.
2. Provide each group with a Catch Phrases and Slogans worksheet.
3. Tell students that they will have 10 minutes to correctly identify as many companies as possible.
4. After 10 minutes, ask students if they would like more time. (When completely finished – review the
answers with the class.) The group with most correct answers wins!
What did we learn? / Discussion
1. Did you enjoy this activity? Why or why not?
2. What does it take to be good at this activity?
CATCH PHRASES AND SLOGANS ANSWER KEY
1. ALLSTATE
2. AVIS RENT A CAR
3. APPLE
4. NIKE
5. AUDI
6. AT&T
7. UNITED AIRLINES
8. AMERICAN EXPRESS
9. BMW
10. FED EX
11. PEPSI
12. GENERAL ELECTRIC
13. GREYHOUND BUSES
14. RICE KRISPIES
15. USPS
16. DISNEY
17. 3M
18. MCDONALDS
19. OLIVE GARDEN
20. THE NEW YORK TIMES
21. ROLAIDS
22.L’OREAL
23. FOLGERS
24. MOTEL 6
25. ARMY
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CATCH PHRASES AND SLOGANS
1. You’re in good hands.
14. Snap. Crackle. Pop.
2. We try harder.
15.We deliver for you.
3. Think different.
16.The happiest place on Earth.
4. Just do it.
17. Innovation.
5. The art of performance
18. We love to see you smile.
6. Reach out and touch someone.
19. When you’re here, you’re family.
7. Fly the friendly skies.
20. All the news that’s fit to print.
8. Don’t leave home without us.
21. How do you spell relief?
9. The ultimate driving machine.
22.Because I’m worth it.
10.Absolutely, positively overnight.
23.Best part of wakin’ up.
11.The choice of a new generation.
24.We’ll leave the light on for you.
12.We bring good things to life.
25. Be all that you can be.
13.Leave the driving to us.
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Chapter Title: Let the Good Times Roll
Activity Name: Wuzzles
What materials do I need? Copies of worksheet
How long will this take? 20-25 minutes
Give me the gist: Students must identify the message created by the wuzzle.
Helpful Hints: Students may get frustrated quickly with these activities. You may want to put a 10 minute time
limit on each one. (For answer key see the homeroom advisory wiki page.)
Step by step:
1. Divide class into groups of 4.
2. Provide each group with a Wuzzles worksheet.
3. Tell students that they will have 10 minutes to correctly identify as many companies as possible.
4. After 10 minutes, ask students if they would like more time. (When completely finished – review the
answers with the class.) The group with most correct answers wins!
What did we learn? / Discussion
1. Did you enjoy this activity? Why or why not?
2. What does it take to be good at this activity?
131
WUZZLES WORKSHEET
132