Lesson Plan

Unit of Study: Character Education Concept or skill to be taught: Self-esteem Lesson Goal: Students will comprehend the idea of self-esteem Lesson Objectives: 1. Students will define self-esteem. 2. Students will distinguish between examples of high and low self-esteem in others. 3.

Students will be able to give 3 examples of self-esteem.

Accommodations: A scribe will be provided if necessary Common Core/State Standard: The following standards are from the American Association for Health Education for students in grades 6-8: 1.

Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. 2. Students will demonstrate the ability to advocate for personal, family, and community health. This lesson plan adheres to the standards set forth in the National Science Education Standards, in particular the category Science in Personal and Social Perspectives.
Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Tell the students that we are starting a unit on ways to build character. Ask students for key words that they think of when they hear self-esteem, writing their answers on the whiteboard. Instruction: Have a student look up the definition for self-esteem in the dictionary or online. Give examples of both high (positive) and low (negative) self-esteem and have the students respond as to which one they show, by showing the correctly colored post it note. Students will complete the attached inventory sheet. Guided Practice (Modeling): Arrange the students in a circle, each student receives 1 3x5 card. They will then write their name on the card, as well as something they think they are good at. They then pass the card around the circle and all of the students write something positive about each student. When the cards are back to their original student, have each student read them aloud. Independent Practice: Students will do a project, either drawing an image of themselves or writing an essay description of themselves, based on the results of their personal inventory, and the notecard activity. Closure: Help the students connect some of the results from their inventory with what that might mean for them in the decisions they make in life. And next lesson we will talk about identifying our individual strengths

10 min 15 min

Auditory, visual Auditory, visual, motor Auditory

Whole group Whole group

10 min

Whole group

10 min 5 min

Auditory, visual Auditory

Whole group Whole group

Evaluation to be accomplished by: Attached rubric Materials Needed: Whiteboard, dictionary, inventory sheet form, 3x5 cards, post-it notes.

Reference(s): Self-esteem inventory courtesy of Marilyn Fenichel, freelance writer and curriculum developer. Evaluation Rubric:

Criteria
Students define self-esteem Student distinguished between examples of high and low self-esteem in others Student gives examples of positive self-esteem in their own lives

4
Student completely defines self-esteem Student correctly distinguished 3 examples Student gives 3 examples

3
Student partially defines selfesteem Student correctly distinguished 2 examples Student gives 2 examples

2
Minimal effort put forth Student correctly distinguished 1 example Student gives 1 example

1
No effort put forth Student did not correctly distinguish any examples Student gives no examples

Mastery: 9 points

Examples: Someone is very confident in their ability as a basketball player. They have a high self-esteem Someone who never feels like they can accomplish a task given to them. They have a low self-esteem. Someone who is content with who they are as a person. They have high self-esteem. Someone who always relies on the compliments of others in order to feel good about themselves. They have low self-esteem.

Personal Inventory

School Subjects 1. I like ______________. 2. I do not like ________________. 3. I am good at __________________. 4. I am not good at _______________. 5. I am good at this subject, but I do not like it: ____________. 6. I am not good at this subject, but I like it: _______________. Activities 7. I like __________________. 8. I do not like ________________. 9. I am good at _________________. 10. I am not good at _________________. 11. I am good at this activity, but I do not like it: _________. 12. I am not good at this activity, but I like it: ____________. 13. I prefer being involved in individual activities _____ or group activities ___. (Check one.) Relationships with Friends and Adults (Check the statements that apply to you.) 14. I am generally well liked: ____________. 15. I am generally not well liked: ___________. 3 16. I have a group of friends: ________. 17. I prefer having one or two friends: _______. 18. I am a leader: ___________. 19. I am a follower: _________. 20. I prefer people who like the same things I like: ___________. 21. I prefer people who like different things: _____________. 22. I have the support of significant adults in my life: __________________. 23. I have the support of a group of peers: ______________________. Food Preferences 24. I like to eat ____________. 25. I do not like to eat __________. 26. I do ____ do not _____ eat a balanced diet. (Check one.) Relaxing 27. I relax by __________. 28. I like relaxing alone _____ or with other people ____. (Check one.) 29. After this activity, I always feel calm and peaceful. _______________.

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Identifying strengths Lesson Goal: Students will be able to comprehend their individual strengths Lesson Objectives: 1. Students will be able to identify their individual strengths. 2. Students will be able to recognize strengths in others. 3. Students will be able to interpret their strengths into possible career paths. Accommodations: Common Core/State Standard: Common Core State Standards Grade 8: This lesson is aligned with English Language Arts Writing 2d, Language 6, and Speaking and Listening 1b. Students will use precise and appropriate, domain-specific language about careers to complete a short writing exercise. They will follow rules for collegial discussions in a small group Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Last lesson we looked at building self-esteem. One part of self-esteem is knowing your own strengths, as well as areas you might want to work on. Ask for some examples of things that the students enjoy doing in their free time and write them on the board. Instruction: Teacher will divide the class into groups of 3-5 students and pass out 1 3x5 card to each student. Students will put their name on the card, and then students will pass the card around the circle, each student writing down a specific strength of the student whose name is on the card. Then students will get the card with their name on it back. Teacher will ask for some volunteers to read their strengths to the class. Guided Practice (Modeling): Teacher will model the strengths evaluation worksheet for the students, how to correctly fill out part 1. Independent Practice: Students will fill out the attached strengths evaluation worksheet (part 1). Teacher will then pass out part 2 of the worksheet and the students will interpret their responses and strengths into possible career paths. Closure: Teacher will reference the wide variety of different skills and strengths, and how certain strengths apply well to certain careers, but not exclusively. Teacher will then give a short introduction to the next lesson, self-control.

5 min

Auditory

Whole group 3-5s

10 min

Auditory, motor

2 min 10 min

Auditory, visual Motor

Whole group Whole group

5 min

Auditory`

Whole group

Evaluation to be accomplished by: See attached rubric Materials Needed: whiteboard, identifying strengths worksheet, 3x5 cards Reference(s):

Criteria
Students will be able to identify their individual strengths Students will recognize strengths in others Student will relate their individual strengths with possible career paths

4
Student fills out the strengths worksheet, identifying personal strengths Student actively participates in the small group activity Student completes part 2 of the worksheet

3
Student partially completes worksheet Student participates for 3 out of 5 classmates cards Student partially completes part 2 of the worksheet

2
Student shows minimal effort No effort

Student shows minimal effort Student shows minimal effort

No effort No effort

Mastery: 9 points

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Self-control Lesson Goal: Students will be able to analyze self-control. Lesson Objectives: 1. Students will be able to give 3 examples of self-control. 2. Students will be able to summarize self-control. 3. Students will be able to compare examples of good and bad self-control. Accommodations: Common Core/State Standard: RI.7.4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

technical meanings; analyze the impact of a specific word choice on meaning and tone. SL.7.1 (a) Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1 (b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1(c) Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. SL.7.1 (d) Acknowledge new information expressed by others and, when warranted, modify their own views.
Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Very short review of previous lesson: Identifying strengths. Students will break into groups of 3-5 and write down on 3x5 cards 2 or 3 examples per group of self-control that they have experienced. Instruction: Write some of the students examples on the attached sheet, and then lead discussion on the specific self-control expressed in the example. Explain the two facets of self-control: to not do something or to do something in order to reach a specific goal. Give an example of each and have the students respond which is which by colored post its. Guided Practice (Modeling): Divide the students into groups of 2 or 3 and lead their discussions on the different examples of self-control that they have previously come up with, both good and bad self-control. Independent Practice: Have the students brainstorm in their small groups and come up with ideas for goals that they could set that involve either doing something less than desirable or not doing something desirable. Write at least one idea from each group on the white board Closure: Brief review of the definition of self-control, and a small pep talk to encourage them to use selfcontrol. Short introduction to the next lesson: self-discipline

5 min 10 min

Auditory Auditory

3-5 per group Whole group

10 min 5 min 2 min

Auditory Auditory, visual Auditory

2-3 per group 2-3 per group Whole group

Evaluation to be accomplished by: Attached rubric

Materials Needed: Self-control examples handout, 2 colors of post it notes, whiteboard, 3x5 cards Reference(s): Learning to Give

Evaluation rubric: Criteria

Student will be able to give examples of self-control Student will be able to summarize self-control Student compares good and bad examples of self-control

4
Student gives 3 examples Student gives a clear, concise summary of self-control Student is able to point out differences and reasons why an example is a good or bad example of self-control

3
Student gives 2 examples Student gives a partial summary of self-control Student is able to distinguish between good and bad selfcontrol, but lacks the ability to point out differences in them

2
Student gives 1 example Minimal effort Minimal effort No effort No effort

1
Student gives no examples

Mastery: 9 points

Example of self-control

What specific self-control was or could be used in this situation?

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Self-discipline Lesson Goal: Student will be able to apply the practice of self-discipline Lesson Objectives: 1. Student will be able to define self-discipline, delayed gratification, and impulse control. 2. Student will be able to distinguish between examples of self-discipline, delayed gratification, and impulse control. 3. Student will be able to produce real life situations that involve the use of selfdiscipline. Accommodations: Common Core/State Standard: The following standards are from the American Association for Health Education for students in grades six through eight: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will demonstrate the ability to advocate for personal, family, and community health. This lesson plan adheres to the standards set forth in the National Science Education Standards, in particular the category Science in Personal and Social Perspectives Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Before students enter the room, place one piece of chocolate candy on each desk. As soon as the students arrive, ask them to un-wrap the candy. Tell them that they have a choice: they may eat the candy immediately, or they may leave the uneaten candy on their desks until the end of the class period, in which case they will receive a second piece of candy. This also ties back into the last lesson self-control Instruction: Students will each receive three 3x5 cards. On one card the students will write selfdiscipline, on another impulse control, and the other delayed gratification. Teacher will then read the definition of self-discipline, and the students will respond by holding up the 3x5 card that they think fits the definition. The teacher will repeat this for impulse control and delayed gratification. The students responses are unknown to their classmates, but this allows the teacher to assess the students as well. Students will be given the opportunity to defend their answers as well, if they choose. The teacher will also read the attached examples of each, and students will respond to them as well. Guided Practice (Modeling): The students will break into 3 groups. The teacher will then reread the examples of self-discipline, impulse control, and delayed gratification, with their correct answers. Independent Practice: Each group of students will be given one of the 3 terms listed above, along with a blank sheet of paper. As a group, they will brainstorm for examples of that particular term, using the given example as a guide. While the students are brainstorming, the teacher will write on the whiteboard 3 categories: self-discipline, impulse control, and delayed gratification.

2 min

Visual, auditory

Whole group

5-10 min Auditory

Whole group

2 min 10 min

Auditory Motor, auditory

3 groups 3 groups

Closure: At the end of the 10 minutes, each group will put their sheet of paper with examples on it under its designated category on the whiteboard. The teacher will ask for the students to share 1 or 2 examples from each group as a short wrap-up/review of the key terms. Teacher will briefly mention the topic of the next lesson: Teamwork Evaluation to be accomplished by: See attached rubric Materials Needed: whiteboard, paper, 3x5 cards Reference(s): Betsy Flikkema, Barbara Dillbeck, (Learning to Give)

5 min

Auditory, visual

Whole group

Criteria
Student will be able to define self-discipline, delayed gratification, and impulse control Student will be able to distinguish between examples of self-discipline, delayed gratification, and impulse control Student will be able to produce real life situations that involve the use of selfdiscipline.

4
Student correctly defines all three terms Student correctly distinguishes all three examples

3
Student correctly defines two terms Student correctly distinguishes two examples

2
Student correctly defines one term Student correctly distinguishes one example

1
Student correctly defines no terms Student correctly distinguishes no examples

Student remains engaged and contributes to the assigned group work

Student is partially engaged and contributes to the assigned group work

Student is engaged but does not contribute to the assigned group work

Student is not engaged and does not contribute to the assigned group work

Mastery: 9 points

Self-discipline: correction or regulation of oneself for the sake of improvement Impulse control: the ability to think before acting Delayed gratification: to put off immediate reward to pursue a longer term goal

Self-discipline example: Johnny is told to do his homework, and even though he would rather play outside, he decides to do his homework in order to improve his grades in school. This is an example of Impulse control example: Susans friends are talking about going to do some graffiti on the school walls, but after thinking about the possible consequences, Susan decides not to go along with them. This is an example of Delayed gratification example: Mike is given a choice of either taking this afternoon off from work, or working afternoons for the next 2 months and getting an entire week off. Mike decides to work afternoons for 2 months and take a week off later. This is an example of

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Teamwork Lesson Goal: Students will be able to apply teamwork in their own lives Lesson Objectives: 1. Students will be able to define teamwork in their own words. 2. Students will be able to generalize teamwork across different examples. 3. Students will be able to demonstrate teamwork through the assigned activity. Accommodations: Common Core/State Standard: TEAMWORK 7. All students will work cooperatively with people of diverse backgrounds and abilities, identify with the groups goals and values, learn to exercise leadership, teach others new skills, serve clients or customers, and will contribute to a group process with ideas, suggestions, and efforts. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Teacher will give a brief review of last lesson on self-discipline, an important part of teamwork as well. Students will be asked to break into groups and each group will write down the names of 3 teams that they know. Groups will then write down 2-3 things that are essential to be an effective team on sticky notes. Instruction: Have the students give at least one example per group of teams and components. Write down at least 1 example of a team and 1 essential component from each student on the whiteboard. Lead a discussion on what it is that makes a team successful (cooperation, a common goal, specific roles, trust, and respect); essentially, what a team looks like. Guided Practice (Modeling): Give a brief demonstration with a few of the students in front of class of the Blind Builders activity. Independent Practice: Students will break into groups of 3-5 and each group will appoint a leader, then hand out Blind builders materials, one packet to the appointed leader for each team. Closure: Connect the importance of teamwork in their activity to the importance of teamwork in whatever task they might take part in in their own lives. Give a brief introduction to the next lesson, on decision making, and how that goes along with teamwork as well.

10 min

Auditory

2-3 groups

7 min

Auditory, Visual Auditory, Visual Tactile, motor Auditory

Whole group

2 min 7 min 5 min

Whole group 3-5 Whole group

Evaluation to be accomplished by: See attached rubric Materials Needed: Whiteboard, construction material (paper and pencil), Blind Builders instructions Reference(s): Blind Builders (modified)

Criteria
Student is able to correctly define teamwork Student is able to generalize teamwork across different examples Student demonstrates effective teamwork in the activity

4
Student correctly defines teamwork Student generalizes teamwork across 3 examples Student demonstrates effective teamwork 4/5 times

3
Student partially defines teamwork Student generalizes teamwork across 2 examples Student demonstrates effective teamwork 3/5 times

2
Minimal effort Student generalizes teamwork across 1 example Student demonstrates effective teamwork 2/5 times No effort

1
Student generalizes teamwork across no examples Student demonstrates little or no effective teamwork

Mastery: 9 points

Blind Builders Divide the class in teams of 3 students each, with 1 leader per team. Every team gets a copy of building structure they are supposed to be drawing, along with paper and pencils. Only the leader has the access to the structure, but he cannot draw anything. All he has to do is direct his teammates in such a way that they replicate the structure on paper. This helps the class to understand the importance of giving precise instructions and executing them to the word. This is also one of the best ice breaker activities for high school students. Read more at Buzzle: http://www.buzzle.com/articles/team-building-activities-for-high-school-students.html

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Decision Making Lesson Goal: Student will be able to comprehend the aspects of decision making. Lesson Objectives: 1. Student will be able to describe in their own words, the aspects of decision making. 2. Student will be able to match 3 examples of different kinds of decision making to their labels. 3. Student will be able to demonstrate the decision making skill. Accommodations: A scribe will be provided if necessary Common Core/State Standard: Personal and Social Character Traits: 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Teacher asks the students for some examples of when they have had to make decisions in their lives (reflect on previous teamwork lesson), and writes them on the board. Teacher talks about the examples and points out some of the difficulties in making decisions based on the individual who had to make it. What may seem trivial to one person could be extremely important to another. Instruction: Teacher will define the term empowerment, as well as the 3 types of decision making: Inactive (never actually deciding anything), reactive (letting others and circumstances make decisions for you), and proactive (weighing the consequences and making a choice; empowerment). The students will be taking notes during this time as well. Guided Practice (Modeling): Teacher will instruct students to define in their own words what the skill of decision making entails, with prompts if needed, on 3x5 cards. Independent Practice: Teacher will provide various examples (attached) of decision making and the students will vote (using different colored post it notes) on which type of decision making was utilized: inactive, reactive, or proactive. Closure: A brief review of the types of decision making processes. Teacher will then allow students to decide a reward for themselves for participation (either a piece of candy or a fruit, or neither; have options for each), allowing them to take it only after they reason through the process of deciding which to take. Teacher will give a brief introduction to the next lesson: peer pressure

5 min

Auditory, visual Auditory, visual Auditory Auditory, visual Auditory, tactile

Whole group

10 min

Whole group

10 min 5 min 7 min

Whole group 2-3 groups Whole group (review), 1-1 (participation reward)

Evaluation to be accomplished by: see attached rubric Materials Needed: whiteboard, document cam or projector and power point, 3 colors of post it notes, 3x5 cards Reference(s): Bolen, Mark. "Empowered Decision making."(2008). Lesson Plan Page. Retrieved September 14, 2008 from <http://www.lessonplanapge.com

Pally, Regina. "A primary Role for Nonverbal Communication in Psychoanalysis." Retrieved September 17, 2008 from http://www.reginapally.com.

Criteria
Student describes decision making in their own words Student matches examples of the three types of decision making with the correct label Student demonstrates the decision making skill correctly

4
Student gives a complete definition of decision making Student matches at 3 examples of types of decision making with the correct label Student identifies his/her thought process involved with making a decision about a reward

3
Student gives a partial example of decision making Student matches 2 examples with correct labels Student makes a thoughtful decision, but cannot identify the process

2
Minimal effort into defining decision making Student matches 1 example with correct label Student makes a decision with little or no thought about the benefits or consequences or either choice No effort

Student matched 0 examples with correct label Student fails to make a decision

Mastery: 9 points

Examples of types of decision making: 1. Johnnys mother asks him what he would like for dinner, macaroni and cheese, or hamburger. Johnnys says he will think about it and goes into his room. Johnny soon forgets all about it and never tells his mother what he would like. This is an example of what type of decision making? (Inactive) 2. Susie is asked by her father what she would like for her birthday present. She then asks her friends what they think and she makes her decision based on their answers. This is an example of what type of decision making? (Reactive) 3. Steve wants a new bike and a new skateboard. He wants a bike because he can go farther faster, but you can carry a skateboard around a lot better than a bike. The skateboard also costs less money than the bike, so Steve decides to purchase the skateboard. This is an example of what type of decision making? (Proactive)

Guided Notes 1. __________________ is to promote the self-actualization or influence of something or someone. Proactive Empowerment Reactive Inactive

2. _____________________ decision making is when you never actually make the decision. Proactive Empowerment Reactive Inactive

3. _____________________ decision making is when you let others decide for you. Proactive Empowerment Reactive Inactive

4. _____________________decision making is when you weight the benefits and consequences of each option and make your decision based on your conclusion. Proactive Empowerment Reactive Inactive

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Peer Pressure Lesson Goal: Student will learn how to apply their knowledge of how to deal with peer pressure Lesson Objectives: 1. Students will be able to define peer pressure. 2. Student will be able to give 3 examples of peer pressure. 3. Student relates to 2 peer pressure situations and methods of solving it. Accommodations: Common Core/State Standard: Personal and Social Character Traits: 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Time (approx.) Sequence of Plan Anticipatory Set: The teacher will give a brief reflection on the past lesson on decision making. Teacher will then transition into todays lesson on peer pressure. Teacher will ask students to define peer pressure. Instruction: Teacher will relate the definition of peer pressure to everyday situations, and then go ask the students for examples of how to deal with peer pressure in general. Once students have had the chance to offer some solutions, the teacher will then compliment their list with the remaining methods (if any). See attached list. Guided Practice (Modeling): Teacher will demonstrate, from a specific situation, a method of solving peer pressure that may work, with some logical argument to defend the method. Independent Practice: Students will break into groups of 2-3 and come up with 2 examples per group of situations that show peer pressure, which they will write on 3x5 cards. Teacher will write some of the examples on the white board; students will then give some examples of methods of dealing with the specific examples on the board, either in writing or orally. Closure: Teacher will briefly recap the lesson, helping the students to apply the methods of dealing with peer pressure. The teacher will then give a short look ahead to the next lesson, which is on resolving conflicts, which also fits in with peer pressure situations.

Modality (visual, auditory, tactile, motor)

Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

7 min 10 min

Auditory Auditory, visual

2-3 students per group Whole group

3 min 10 min

Auditory Auditory, visual Auditory

Whole group Whole group

5 min

Whole group

Evaluation to be accomplished by: See attached rubric Materials Needed: Whiteboard, 3x5 cards

Reference(s):

Criteria
Students will be able to define peer pressure Student will be able to give examples of peer pressure Student relates to peer pressure situations and methods of solving it

4
Student gives a complete definition of peer pressure Student gives 3 examples of peer pressure Student relates to/ gives examples of peer pressure and 2 methods of solving it

3
Student gives a partial definition of peer pressure Student gives 2 examples of peer pressure Student relates to/ gives examples of peer pressure and 1 method of solving it

2
Student shows minimal effort

1
Student shows no effort

Student gives 1 example of peer pressure Student relates to/ gives an example of peer pressure but no method of solving it

Student gives no examples of peer pressure Student does not relate to/ give example of peer pressure or methods to solve it

Mastery: 9 points

Peer pressure: Noun: Social pressure by members of one's peer group to take a certain action, adopt certain values, or otherwise conform in order to be accepted. Discuss different ways that kids can respond to peer pressure. Say no over and over Say no and leave Change the subject Ignore the person and walk away Suggest an alternative. Suggest they do it alone. Say youre not allowed. Give a reason why you cant. Give a reason why its a dumb idea. Go hang out with someone else.

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Resolving Conflicts Lesson Goal: Students will be able to analyze conflicting situations and how to resolve them. Lesson Objectives: 1. Students will be able to give 3 examples of hurtful situations that they have experienced. 2. Students will be able to compare and contrast different situations and strategies for dealing with them. 3. Students will be able to illustrate 2 strategies for dealing with hurtful situations. Accommodations: A scribe will be provided if needed Common Core/State Standard: The following standards are from the American Association for Health Education for students in grades six through eight: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will demonstrate the ability to advocate for personal, family, and community health. This lesson plan adheres to the standards set forth in the National Science Education Standards, in particular the category Science in Personal and Social Perspectives Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Teacher will give a brief reminder of last lesson peer pressure, which leads naturally into todays lesson Resolving Conflicts. Teacher will pass out index cards and the students will each give 3 examples of hurtful situations, not very specific. Be sure that the students do not put their names on them. Teacher will collect the cards to be used later. Instruction: Teacher will identify the various types of behaviors that were listed: 1) Verbal harassment, such as name-calling regarding a physical attribute; 2) Gossip, such as spreading rumors about a person 3) Exclusion from a desirable party, group, or activity 4) Unwanted physical contact. The students will then make number cards, see below for directions. Teacher will read the examples that they came up with and they will anonymously vote on them with their number cards. Guided Practice (Modeling): Teacher will then talk about contracts being a way to try to avoid/resolve conflicting situations, having a written and signed agreement is very powerful. Teacher will lead discussion questions attached. Independent Practice: Students will break into 4 (or 2) groups, and each group will be given 1 (or 2) types of behaviors listed above, that cause conflicts. The students will then, as a group, come up with strategies to resolve those specific types of conflicts. Students will be given 3x5 cards to write on. Closure: Teacher will ask for 1 situation from each group with the accompanying strategy that they came up with. (Teacher will then collect the 3x5 cards from each group, may want to put into a chart or document to post in the classroom as a reminder for them.) Teacher will then give a brief review of the 4 types of behaviors that cause conflicts and an introduction to next lesson Time management.

5 min

Auditory,

Whole group

5 min

Auditory, visual

Whole group

10 min

Auditory,

Whole group

15 min 7 min

Auditory, motor Auditory

2 or 4 groups Whole group

Evaluation to be accomplished by: See attached rubric Materials Needed: whiteboard, 3x5 cards, Reference(s): Marilyn Fenichel, Discovery Education

Criteria
Students will be able to give 3 examples of hurtful situations that they have experienced Students will be able to compare and contrast different situations and strategies for dealing with them Students will be able to illustrate strategies for dealing with hurtful situations

4
Student gives 3 examples

3
Student gives 2 examples

2
Student gives 1 example

1
Student gives no examples

Student is engaged and participates at least 4/5 check-ins (30 sec. intervals) Student illustrates 2 situations and the appropriate strategies

Student is engaged and participates 3/5 check-ins (30 sec. intervals) Student illustrates 1 situation and the appropriate strategy

Student is engaged but nor participating

Student is neither engaged nor participating

Student illustrates 1 situation, but no strategy

Student illustrates no strategies

Mastery: 9 points Number cards will be folded in half twice, once each way, so that they look like the diagram below. 1 3 2 4

Discussion questions: 1. How could you apply the ideas in the class contract to situations that may arise at home? Do you think a contract is a useful way of dealing with conflict with your parents or siblings? 2. Think of additional categories of hurtful behavior that were not discussed in class. How would you handle these situations?

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Time management Lesson Goal: Students will be able to apply time management skills to their own lives Lesson Objectives: 1. Students will be able to list their normal daily activities in order. 2. Students will be able to estimate the approximate time needed for daily activities. 3. Students will be able to construct a daily schedule for themselves. Accommodations: Students will be given a scribe if necessary Common Core/State Standard: ORGANIZATIONAL SKILLS 6. All students will identify, organize, plan, and allocate resources (such as time, money, material, and human resources) efficiently and effectively. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Ask students to each give an example of one thing that they would like to do in a day, but dont ever seem to have time for. Tell the students that while they cannot make more time in a day, they can better organize their time in order to be more efficient. Teacher ties this in to the previous lesson by talking about how conflicting schedules need to be resolved, using better time management. Instruction: Teacher will explain that with correct and responsible time management, you might be surprised how much more you can get done than when you did not manage your time well. Responsible time management also leads to less stress and feeling more in control of our lives. Guided Practice (Modeling): Teacher and students will fill out the time budget worksheet, using doc cam if able. Independent Practice: Students will compare their time budgets with 1 or 2 classmates and discuss their schedules. Closure: A summary of the importance of time management and showing the students how to properly prioritize their schedules when conflicts arise. Teacher will briefly mention that this is the last lesson on this unit and we will finish with a review next time. Evaluation to be accomplished by: See attached rubric Materials Needed: Paper, white board, time budget worksheet, doc cam Reference(s):

5 min

Auditory

Whole group

10 min 7 min

Auditory Motor, visual, auditory Auditory, visual Auditory, visual

Whole group Whole group

10 min 10 min

3-5 per group Whole group

Evaluation Rubric: Criteria

Students will list their daily activities in order Students estimate the approx. time needed for daily activities Students will be able to construct a daily schedule for themselves

4
Student completes list of daily activities Student completes estimating time needed for daily activities Student completes daily schedule with 80% accuracy or better

3
Students partially completes list of daily activities Student partially completes estimating time needed for daily activities Student partially completes daily schedule with at least 70% accuracy

2
Minimal effort put forth Minimal effort put forth

1
No effort put forth No effort put forth

Minimal effort put forth

No effort put forth

Mastery = 9 points

Daily Schedule:

Activity 1. 3. 5. 7. 9. 11. 13.

Time

Activity 2. 4. 6. 8. 10. 12. 14.

Time

Time Budget Worksheet Have to activities 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Want to activities

Lesson Plan
Unit of Study: Character Education Concept or skill to be taught: Review of the unit Lesson Goal: Students will be able to apply key aspects of Character Education to their own lives Lesson Objectives: 1. Students will be able to identify key aspects of Character Education. 2. Students will be able to summarize 3 things that they have learned about character education. 3. Students will be able to relate 3 aspects of character education to their own lives. Accommodations: Word bank provided with guided notes Common Core/State Standard: The following standards are from the American Association for Health Education for students in grades six through eight: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will demonstrate the ability to advocate for personal, family, and community health. This lesson plan adheres to the standards set forth in the National Science Education Standards, in particular the category Science in Personal and Social Perspectives Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Teacher will have the students sit in a circle (at their desks is fine, as long as there is no one in the middle). The teacher will then distribute the attached terms, along with some key words to go along with them, one per student (if a very small class, more than one may be given out to each student). The students will then play a game of catch phrase, see attached instructions. Instruction: The teacher will touch on the main points of the 9 previous lessons, giving a brief summary of each. Students will follow along with guided notes. Guided Practice (Modeling): Students will break into groups of 2-3 and write down a list of things that they have learned throughout this unit, with the teacher giving a possible example if students need help. Students will tape their list on the wall. Independent Practice: Students will then list 3 things, individually, that they can apply to specific areas in their lives. Closure: A very brief summary of what this unit covered, as well as a short reminder of how these are all skills that are very applicable and useful in all of our lives. Evaluation to be accomplished by: see attached rubric Materials Needed: timer, tape, guided notes, catch phrase instructions and word list, Reference(s):

10 min

Auditory, motor Auditory, motor Auditory, motor Auditory, motor Auditory

Whole group

5 min 5 min

Whole group 2-3 per group

5 min 5 min

Whole group Whole group

Criteria
Students will be able to identify key aspects of Character Education Students will be able to summarize 3 things that they have learned about character education Students will be able to relate 3 aspects of character education to their own lives

4
Student participates and is engaged during the catch phrase game, identifying at least 2 terms correctly Student summarized 3 or more things learned about character education Student relates 3 or more aspects of character education to their own life

3
Student participates and is engaged during the catch phrase game, identifying 1 term correctly` Student summarized 2 things learned about character education Student relates 2 aspects of character education to their own life

2
Student participates and is engaged during the catch phrase game, but does not identify any terms correctly Student summarized 1 thing learned about character education Student relates 1 aspect of character education to their own life

1
Student does not participate and is disengaged during game Student summarized zero things learned about character education Student did not relate any aspect of character education to their own life.

Mastery: 9 points
Catch phrase instructions: Once the students are sitting in a circle, teams are decided simply by counting off by 2s. If there is an odd number of students, the teacher can also play. The teacher also has a timer which will be set for 1 minute. The idea is to get your teammates to guess the word in your hand by your descriptions of it. You cannot use any words that are in the word that you are describing, but you may use the words provided as hints. You cannot use gestures or it starts with _________ or it rhymes with ________. The student who will start the game is chosen at random and play continues clockwise. When the timer goes off, whichever team is not trying to guess a word gets one point. Play continues until all of the words have been used, and the team with the most points wins (reward optional).

Word list: Term hint words Verbal harassment name calling, abusing someone with your words Gossip spreading rumors about someone, whether true or false Exclusion leaving someone out of an activity or party Resolving conflicts fixing problems/issues between people Peer pressure when other people or friends want you to do something, you experience _______ ______________ Decision making the act of coming to a conclusion, based on information Inactive this type of decision making where you never make the decision Reactive this type of decision making where you let others make the decision for you Proactive the type of decision making where you carefully weigh the advantages and disadvantages of each option and then draw your conclusion Identifying strengths realizing the areas in your life that you are good at and enjoy doing Self-control restraint exercised over one's own impulses, emotions, or desires Self-discipline: correction or regulation of oneself for the sake of improvement Impulse control: the ability to think before acting Delayed gratification: to put off immediate reward to pursue a longer term goal High self-esteem having a positive view of your own abilities and who you are as a person Low self-esteem having a negative view of yourself and your abilities Teamwork the ability to cooperate with each other to accomplish a common goal Time management knowing how long different activities will take and making your schedule according to those estimates

Guided notes
1. Having a positive view of your own abilities and who you are as a person is ______________________________ High self-esteem Low self-esteem Self-discipline Teamwork Realizing the areas in your life that you are good at and enjoy doing is ______________________________ Low self-esteem Identifying strengths Teamwork Delayed gratification

2.

3.

Restraint exercised over one's own impulses, emotions, or desires is _________________________ Teamwork High self-esteem Self-control Self-esteem

4.

Correction or regulation of oneself for the sake of improvement is _______________________________ Self-discipline Self-control Identifying strengths Decision making

5.

The ability to cooperate with each other to accomplish a common goal is called________________________________ Teamwork Self-discipline Delayed gratification Impulse control

6.

The act of coming to a conclusion, based on information is called _______________________ Proactive Decision making Teamwork Self-control

7.

When other people or friends want you to do something, you experience ____________________________________ Time management Resolving conflicts Peer pressure Self-steem

8.

Fixing problems/issues between people is called ________________________________________ Resolving conflicts Peer pressure Time management Self-control

9.

Knowing how long different activities will take and making your schedule according to those estimates is __________________________ Time management Peer pressure Teamwork Decision making