The Great 8 - Humble Independent School District€¦ · The Great 8 Essentials for Living Optimistic Thinking Lessons Lesson 1 Optimistic Thinking – Introduction and the Dot Goal:

HUMBLE ISD STUDENT

The Great 8 Super Powers for Daily Life

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2015-2016

The Great 8

Essentials for Living

Optimistic Thinking Lessons

Lesson 1 Optimistic Thinking – Introduction and the Dot

Goal: To make students feel comfortable in the group and to teach students understand

Optimistic Thinking

Lesson 2 Optimistic Thinking – Learn about your brain: Neuroplasticity

Goal: To get students to understand that intelligence is not fixed and your brain can

change.

Lesson 3 Growth Mindset: Understanding your mindset

Goal: To get students to understand the difference between growth and fixed mindset

Lesson 4 Growth Mindset: How to change your mindset

Goal: To get students to see that mindset affects how they experience their world and

tools to use to improve your mindset.

Lesson 5 Famous Failures

Goal: To get students to understand that change takes time and is hard and gain tools to

change.

Lesson 6 Perseverance

Goal: For students to understand the power of perseverance through optimistic thinking.

Lesson 7 Overcoming failure and maintaining a Growth Mindset

Goal: For students to understand how to overcome failure and maintaining a growth

mindset

Lesson 8: How mindset affects performance: How to use your resources

Goal: For students to understand how their mindset affects performance and how to use

resources to maintain a growth mindset.

Lesson 9 Connecting the Dots

Goal: Students review all of the pieces that have been discussed throughout and how to

keep up optimistic thinking.

Optimistic Thinking

A person’s attitude of confidence, hopefulness, and positive thinking about herself/himself and her/his life situations in the past, present, and future.

Week 1: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and Developing their own academic potential Goal: To help students understand and develop Optimistic Thinking and feel comfortable in a group

Materials: YouTube video: The Dot: https://www.youtube.com/watch?v=t5mGeR4AQdM White Circular Labels (1 for each student in your class) Markers, Crayons, Colored Pencils Scissors

Attention Getter/Class Connections Time: (3 minutes)

Ask the question: When you hear the word “optimist” what are the first words that comes to mind? Pair – share – turn to your elbow partner and spend 30 seconds to brainstorm as many words as you

think of pertaining to optimism then popcorn out or whip around (1 min 30 sec) – have the children call out one word that they

came up with and say their names as well Ask the question: When you hear the word “pessimist” what are the first words that come to mind? Pair – share – turn to your elbow partner and spend 30 seconds to brainstorm as many words as you

think of pertaining to pessimist then popcorn out or whip around (1 min 30 sec) – have the children call out one word that they

came up with call out one word that they come up with and say their names as well

Learning Activity: (3 minutes):

Ask the question: When you hear the word “optimist” what are the first words that comes to mind? Pair – share – turn to your elbow partner and spend 30 seconds to brainstorm as many words as you

think of pertaining to optimism then popcorn out or whip around (1 min 30 sec) – have the children call out one word that they

came up with Ask the question: When you hear the word “pessimist” what are the first words that come to mind? Pair – share – turn to your elbow partner and spend 30 seconds to brainstorm as many words as you

think of pertaining to pessimist then popcorn out or whip around (1 min 30 sec) – have the children call out one word that they

came up with (4 minutes)

Watch the video: The Dot

https://www.youtube.com/watch?v=t5mGeR4AQdM

(7 minutes)

Process the video: See the Dot Discussion Questions (pick a few that pertain to your students and encouraging thought on Optimistic Thinking)

Discussion Questions

Fear of failure, Risk Taking Why doesn’t Vashti draw anything? Have you ever waited to start something, like an assignment, because you weren’t sure how good you could do on it? What happened? When does Vashti take her first risk? Who else took a risk during the video?

Self-confidence, Risk Taking

Vashti thinks she can’t draw. Is there anything you feel like you can’t do well? How do you feel about not being able to do something well?

Perfectionism Why did the teacher ask Vashti to sign her name on the dot and then frame it? How do you think Vashti felt to see her paper hanging in the frame? How do you feel about signing your name on something you’re not proud of?

Support System Who has seen something in you that you didn’t know was there? How do people in the video encourage others to take a risk and try something new?

Self-Awareness What did Vashti discover about herself during this movie? Why do you think I chose to show this movie in our first session?

(7 minutes)

Experiential/Art Activity: Make Your Mark: September 15th

is International Dot Day.

This day is meant to encourage everyone to “Make your mark; see where it takes you.”

Hand out a white dot to each participate. Have them design their dots and then place

them on the group’s bright poster board.

Closing:

(1 minute)

Processing the activity: Throughout the year, we will be connecting the dots,

connecting to each other, connecting to our brains, connecting to others through

various lessons and ideas. Vashti learned about what can happen when you just

make your mark and see where it takes you.

Optimistic Thinking


Week 2: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential Goal: To help students understand and develop Optimistic Thinking and feel comfortable in a group Learner Profile: Reflective

Materials: YouTube video: Neuroplasticity

https://www.youtube.com/watch?v=ELpfYCZa87g&list=PLwrHA9rJu3ybuh85eQ6CTLlC6

7iQpbY8_&index=2 Optimistic Thinking Quiz – copy for each child Sticky notes or tokens children can use to identify themselves (used at closing of activity)

Attention Getter/Class Connections Time: (3 minutes)

Reflect on how you did with Optimistic Thinking today? Give yourself a score 1-5. (Have students give a hand signal.) Turn to a neighbor and share why you gave that score. Whip around or popcorn share out why they gave themselves that number.

Learning Activity: (2 minutes)

Watch the video: Neuroplasticity (7 minutes)

Process the video: What stood out to you in this video? How does it make you think about

optimistic thinking? Have you ever thought it was possible to actually physically change the

brain? How? Do you think change is easy or hard? How long do you think it takes to create

a new habit?

(7 minutes)

Discussion:

o Take the survey on Optimistic Thinking: (You and the students) o Process the survey by telling students that their answers indicate whether they are an

optimistic thinker or not. Discuss your results and how you felt about them.

o Point out that the questions are about yourself and not how you feel about others. Do

you feel that you are more or less optimistic about others? About yourself? Why or

why not? (Pair share and popcorn out)

o Discuss what it means to be an optimistic thinker versus pessimistic – optimistic = the

predicaments that you are in are situational and can be changed whereas when you are

pessimistic the situation is fixed and there is no other option or out.

o Review some of the quotes at the bottom of the Optimistic Thinking quiz and discuss

what stands out and thoughts

https://www.youtube.com/watch?v=ELpfYCZa87g&list=PLwrHA9rJu3ybuh85eQ6CTLlC67iQpbY8_&index=2

https://www.youtube.com/watch?v=ELpfYCZa87g&list=PLwrHA9rJu3ybuh85eQ6CTLlC67iQpbY8_&index=2

Closing/Class Connections:

(5 minutes)

Processing the activity: Today we talked about our brains and our intellect. Any closing

comments or questions? What is one thing that you learned today? Place your dot/sticky

note/etc. under whether or not you feel you are in a more optimistic or pessimistic mode of

thinking. Share with a partner why you placed your dot/sticky note in that place. Ask the

children to give 1 word answers and whip around before leaving Extension:

Talk about a time that you as a teacher weren’t optimistic and how it affected you Give personal anecdotes about a time that you were optimistic even though it was hard and

what happened Discuss the quotes at the bottom of the quiz – particularly the one pertaining to optimistic

teens make more money and have the students talk about what that makes them think of

Attention Getter/Class Connections Time:

(3 minutes) Fill in the blank of the quote on the board. Fill in the words missing.

o Have the children share with one another the words that they chose and why o Share out with the group – pass the token or whip around

Learning Activity:

(10 minutes) Briefly discuss the difference between growth vs. fixed mindset using the PowerPoint. Watch the video: Yoda Process the video

o What kind of mindset did Luke have? How do you know? What kind of mindset does Yoda have? How do you know? What is Luke’s reaction when he realizes that what he thought was impossible was actually possible? What is Yoda’s? What do you think Yoda said to Luke afterward?

(10 minutes)

Discussion: Discuss and explain the differences between Growth and Fixed mindset. After reading through each of the posters ask the children mention what stands out to them.

Relate growth mindset back to Optimistic thinking and neuroplasticity. Have them rate themselves – 1-5 – are you in a growth or fixed mindset? Why did you choose that number? Is it possible to be in a growth and fixed mindset at the same time? How? Have the children answer and guide the conversation to discuss how you can be in different aspects of your life.

Optimistic Thinking


Week 3: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential Goal: To help students understand Growth and Fixed Mindset and how to move from Fixed to Growth mindset Learner Profile: Open-Minded Materials: Video: YODA (1 min)– Growth Mindset Optional: growth mindset handout

Growth vs. Fixed mindset posters – Darth Vader vs. Yoda

Growth vs. Fixed Mindset poster – side by side Lesson PowerPoint

(i.e. fixed mindset about math ability and growth about losing weight). If possible use your own experiences with growth vs. fixed and how you felt when you first heard about this. What are ways to move from fixed to growth mindset? Discuss the use of self-talk. Talk about how you speak to yourself in your head and think about things affects your own success. Go over the self-talk that can be said.

Tell the children that there will be a poster competition that we will be working on the past 2 weeks. The people who win will be able to paint their posters on windows and have pieces placed around the school.

Today we are going to work on part 1: Activity – Have the children write down or come up with ideas of something that they could say to themselves to help move from a fixed to growth mindset. Use the poster to help.

If time – can draw it out a little more. Can give the children a copy of the side by side growth vs. fixed mindset


(3-5 minutes)

Processing: Now that we have gone over it more – Overall – Rate yourself 1-5 on a growth vs. fixed

mindset? Is your number the same or different? Share with a partner – why and if your number

changed and why. Share out using pass the token.


(3 minutes) o “Too often we give children answers to remember rather than problems to

solve.” ~Roger Lewin Is this a fixed or growth mindset? (1 – fixed and 2 – growth – show

finger responses) Why did you pick that? (turn and talk and then share out) If you chose fixed, how would you change this person’s quote to be

more optimistic? (volunteer) Learning Activity:

(3 minutes) o Use the Chart on the ppt and remind the children that we have now talked

about what it means to have a growth mindset (slide 2) (7 minutes)

o Process the Chart: Ask them what they think that it means to have a growth mindset. Now that they know what can they do to build it? Go through the chart. Then have the children write down or share out 1 thing that they will do to build their growth mindset. Share out or have them post the items on a board or chart. (save these because they will be something we will use next week)

(15 minutes)

Optimistic Thinking


Week 4: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential Goal: To help students understand Growth and Fixed Mindset and how to move from Fixed to Growth – How to respond to a situation in a growth mindset Learner Profile: Thinkers Materials: week 4 ppt scenarios for each group

small pieces of paper for each child (can be scrap paper that they have or you provide) If time – poster materials (markers, crayons, etc.)

Activity: Scenarios – have the children divide into small groups. Assign each group one of the

scenarios.

Once the children have divided tell them they need to assign roles/jobs. There

will be 4 jobs. 3 readers (fixed, growth and change) and 1 recorder.

Once they have chosen their roles. Give them their scenarios and have the

children read and answer the questions on each scenario. (walk throughout and

provide support)

Once children have answered the questions have each group share out

o Use the discussion questions below after each scenario and allow the

children to process and discuss each

Discussion Questions to ask with scenarios: Have you ever faced a situation like this? If so, how did you handle it and what was the outcome?

If time – finish posters begun last week – if there is no time use next week to do so – Let your students know that they will have time to finish them next week.


(3-5 minutes)

Processing: Use the final discussion questions on slide 5 – have children call out and process

through a fixed vs. growth mindset using these answers.


(3 minutes) Name a time that you failed at something at first but kept trying. What was it? How

many times until you mastered it? o Share with a partner and then share out – popcorn or whip around (remember

to allow them to pass if they need to) Learning Activity:

(3 minutes) Watch the video – Famous Failures

(4 minutes) Process the video: (pause the video at intervals – Ask the children if they would have

kept going? What would have motivated them to continue?) o Did you know that all of these people failed before succeeding? What do you

think kept them trying even after they failed? Why didn’t they stop? What kept them in a growth mindset vs. being in a fixed mindset?

o You talked about a time that you failed earlier. What made you keep trying? What caused you not to give up?

(10 minutes)

Discussion: Discuss how changing your mindset is difficult and takes a lot of time and practice. It doesn’t happen overnight. Discuss how beliefs, memory and experience is tied to emotion and memories that are stronger are typically tied to an emotion. Those beliefs and experiences will be hardest to change and take the most time and practice.

Optimistic Thinking


Week 5: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential Goal: To help students understand Growth and Fixed Mindset and how to move from Fixed to Growth – overcoming failure and maintaining a growth mindset Learner Profile: Thinkers, Reflective and Caring Materials: Video: Famous Failures (3 min)-- https://www.youtube.com/watch?v=zLYECIjmnQs Blank piece of computer paper for each child optional: large butcher paper

Art materials (crayons, pencils, markers, etc.)

https://www.youtube.com/watch?v=zLYECIjmnQs

Discuss how research encourages a growth mindset: “positive memories contain more contextual details (which, in turn, helps memory…” – Dr. McPherson; “Those with a growth mindset outperform those with a fixed mindset” (Blackwell et al., 2007) Improved standardized testing scores and grades (Aronson et al., 2002)

How do you change? Last week we discussed a self-talk as a way to move from fixed to growth mindset. Review some of the self-talk pieces that were used last week. In order to encourage ourselves to remain in a growth mindset it is first important to know where we are going and what we hope to achieve.

Activity: On a sticky note/colored sheet of paper or on own paper – write down a goal you have for

yourself – can be a few months from now, can be at the end of the year can be for your career (i.e. get ____ to go out with me; pass the STAAR test; pass all of my classes; be a doctor, be a football player, etc.)

Make sure that they put their names and grades on them Have them hang on to them and finish creating their ‘posters’ – see below:

Finish posters: Tell the children that there will be a poster competition that we will be working on the past 2 weeks. The people who win will be able to paint their posters on windows and have pieces placed around the school.

Today we are going to work on part 2: Part 1: Have the children write down or come up with ideas of something that they could say to themselves to help move from a fixed to growth mindset. Use the poster to help. Part 2: Give back the sayings that they created. Give them a blank piece of white paper and allow them to create a positive self-talk poster with a saying that will help them move from a growth to fixed mindset. Have them turn them in to you and remind them that they are competing to have their posters displayed.


(3-5 minutes)

Processing: Whip around – tell your goal out loud and then have them turn their goal in to you, the

teacher.

If you want, you can have them place the goal on a large piece of posterboard or butcher paper

and create a mural out of them. Process – We all have goals. In order to achieve those goals you have be optimistic thinkers. If you don’t believe that things can change or that you can do things you will stop trying to reach your goal. With a growth mindset you will learn from your setbacks and it will make you stronger.


(3 minutes) What is one time that you were in a fixed mindset this week and how did you move to a

growth mindset? o Share with one another and then

Learning Activity: (3 minutes)

Watch the video – Will Smith – Perseverance -- https://www.youtube.com/watch?v=IJKIgtCpwvg&feature=related (1.26) or https://www.youtube.com/watch?v=OTyN0upf8Ws (3.43)

(4 minutes) Process the video: Have the children define the word – perseverance – What did it

mean to Will Smith? What does it mean to them? Have them put it into their own words and discuss it with one another.

Why is perseverance important? How does it help you? How does perseverance relate to a growth mindset, neuroplasticity and optimistic thinking?

(10 minutes)

Discussion: Pass back or have each child remember the goal that they wrote last week. Discuss

how you are going to achieve this goal.

Remind them that having a growth mindset is the only way to continue to persevere to

achieve your dream. Remind them and discuss how you can use self-talk to persevere

Optimistic Thinking


Week 6: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential

Goal: For students to understand the power of perseverance through optimistic thinking. Learner Profile: Caring Reflective Materials: Video – Will Smith Perseverance

small slip of paper (1/2 sheet) – to write down encouraging words Game plan worksheet – one for each child

Goals that the children wrote down last week

https://www.youtube.com/watch?v=IJKIgtCpwvg&feature=related

https://www.youtube.com/watch?v=OTyN0upf8Ws

and achieve your goals. Optimistic thinking doesn’t mean that bad things don’t happen

but that you understand that it will and can get better and that things change.

Activity – have the children think of 1 thing that someone said to them that encouraged them not

to give up

Write it down on a piece of paper

o Take those up/have them turn them in and return them to a box in Ms.

Casteneda’s office

When trying to reach your goal you can use, discuss and review the idea of backward

planning. Now that you know your goal it is important to think about the steps that you

need to get there. Activity:

Activity – fill out the game plan with the children – have them put thought into each

of the pieces and put down sincere answers.

Allow them to draw their answers if that is more comfortable for them with a

sentence explaining the art.

At the bottom have the children set one small goal for school that is observable,

measurable and achievable (I will say hi to all of my teachers. vs. I will be

respectful.) – this is the goal that you will be talking about for the next few weeks in

class

Allow the students to decorate or personalize their game plan if there is time.


(3-5 minutes)

Processing: Whip around – Have them share one thing about or on their game plan that they wrote

down.


(3 minutes) Read the quote together:

o “Just beyond frustration comes learning.” o Share with one another and then share out – what is one thing that this makes

you think of?

Learning Activity:

(3 minutes) Watch the video – (Pick one of the three videos to watch with your children. Choose the

one that you think is best for your audience. ) -- allow to see the print out of lyrics as well as see the video

o Bruno Mars – Don’t give up -- https://www.youtube.com/watch?v=pWp6kkz-pnQ

o Brave by Sara Bareilles -- https://www.youtube.com/watch?v=nXMGhiy7S4s o Try by Pink -- https://www.youtube.com/watch?v=yTCDVfMz15M

(4 minutes) Process the video: (10 minutes)

o Discuss what did the song make you think of/feel? o What are some other songs that make you think/feel the same way?

Have the children create a list of songs that make them feel the same way the others did.

Have them share out and talk about why

Optimistic Thinking


Week 7: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential Goal: To help students understand Growth and Fixed Mindset and how to move from Fixed to Growth – overcoming failure and maintaining a growth mindset Learner Profile: Risk Taker, reflective, caring Materials: music video Game plan children created last week

https://www.youtube.com/watch?v=pWp6kkz-pnQ

https://www.youtube.com/watch?v=pWp6kkz-pnQ

https://www.youtube.com/watch?v=nXMGhiy7S4s

https://www.youtube.com/watch?v=yTCDVfMz15M

Compile all of the songs in one location that can be given to Myra C

Discussion: Discuss progress on goal – reference the 1 small goal that all of the children set

for themselves – how did they do 1-5 (show on fingers) and turn to neighbor –

why give self that number – share through pass the token

Discuss progress on the goal – Why were there some set backs? It is OK not to

do great the first time. Remind that it is hard to keep trying and to change your

mindset. What are some hurdles that get in your way? How can you overcome

those hurdles? Review self-talk.

Discuss the importance of how others can help you overcome obstacles. How can

others help you if they know what your goal is? Why is it important to share your

growth mindset with others? Activity:

Activity – Write down things that you can say to others to help encourage them Discuss the difference between growth mindset encouragement/optimistic thinking

encouragement and pessimistic encouragement


(3-5 minutes)

Processing: Circle Up: (Make sure you ask questions that apply to you so that there is always

someone in the circle. Ask a few children why they answered yes or no.)

Questions: favorite color

Lived in more than 1 place

Are an optimistic thinker

Overcame an obstacle

Feel proud of yourself


(3 minutes) o “Train your mind to see the good in everything.”

-- anonymous What does this mean to you? (using volunteer) Do you think this is easy (1) or hard (5) to do? (show on hands) Why? (pass the token)

Learning Activity: (5-10 minutes) Discussion – last week we set a small goal (pass back their game plan). How did you do on that goal? (show hands 1-5) Why did you do well or why was achieving the goal challenging? What were some things that got in your way? How did you remind yourself to have a growth mindset? Discuss how it is OK to have challenges and that re-training your brain to be optimistic takes time and practice. It is Ok to have setbacks on goals too. Ask them to talk about what, if anything, they learned from a set back on their goal. Activity – ( 5-10 minutes)Using the PowerPoint – The children will do a series of brain teasers – allow only 30s -1 m for them to complete the puzzles.

Use the process questions throughout (on the ppt).

The purpose of this is for them to realize that their mindset affects their goals,

academic achievement and future performance.

Optimistic Thinking


Week 8: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential Goal: To help students understand how their own goals/performance are affected by Optimistic thinking and a growth mindset Learner Profile: Materials: Lesson 8 ppt (construction paper or art materials optional) Scratch pieces of paper

Processing the Activity: (3-5 minutes) Did you do better the first time or the second time? Did

you feel like you failed because you didn’t get them all right? Why not? What did you do

differently the second time? Did you use others in the room? Other resources? Did others

encourage you and remind you to have a growth mindset?

Discuss how it is important to also encourage those around us to have more optimistic thinking.

Discuss how achieving your goal sometimes takes others to encourage you. How can others help

you to achieve your goals? How does accountability (telling others about your goals) help you to

make sure that you remain optimistic? What are things others can say to you throughout to help

you to remain on track?

Activity: Turn to a partner in this room and share you r goal. Talk to one another and come up with things you can say and ways you can encourage one another to stay positive.

Closing/Class Connections: (3-5 minutes)

Challenge – Think of one thing that you can do for someone in your community/school or life

to encourage them to have a more optimistic outlook. Share with the group.


(3 minutes) Last week we set a challenge of a time that you could encourage others to be optimistic.

How did you do with that? (1-5 on fingers) Why did you give yourself that score

Learning Activity: (3-5 minutes)

What does optimistic thinking mean to you? Review the meaning of optimistic thinking. Have the children reflect on 1 way optimistic thinking has impacted you this 9 weeks.

(3-5 minutes) Progress on goal: – last week we talked about the small goal (pass back their game plan). How did you do on that goal? (show hands 1-5) Why did you do well or why was achieving the goal challenging? What were some things that got in your way? How did you remind yourself to have a growth mindset? Did you do better this week than you did last week? Why do you think that is?

(10 minutes)

Discussion: This is our last week to talk about Optimistic Thinking. This quarter we have all

done a lot of work to change our outlook. Go through and talk about/review each piece that we

have talked about:

Optimistic Thinking


Week 9: Optimistic Thinking Objective: Students will understand what Optimistic Thinking is and how it can affect their learning and outcomes in school Content Area/Skill: Motivation to achieve, Understand Optimistic Thinking and developing their own academic potential Goal: For students to put all of the pieces together and come up with strategies to keep an optimistic outlook Learner Profile: Caring Reflective Thinkers Materials: small notes or scratch paper for the students to write on

Optimistic Thinking vs. Pessimism

Neuroplasticity

Fixed vs. Growth Mindset

Positive Self-talk

Goal setting

Sharing goals

Activity: Have the children think of strategies that they are going to use to continue to be optimistic thinkers.

- 3 things that they will do – small, measurable, observable and attainable.

- Share with one another in group and out with whole group and discuss

- Talk about the progress that you have seen them make. How proud you are of them and

the changes that you have seen. Use own personal anecdotes of things that you have

learned throughout this process.

Extension: What is one thing that has stuck out to you or made you think differently throughout these lessons? How has that affected you? (if possible, have them put this on a piece of paper that is colored - construction paper- or that they have time to decorate.)

Fill in and turn in to Myra C.


(3-5 minutes)

Processing: Circle Up: – use questions to review for optimistic thinking

End by saying that you are proud of their progress and next we will be talking about self-

management and you can’t wait to see the progress that they will continue to make.

Throughout each piece have the children write down 1 thing that they remember from each discussion. Have the children, as much as possible, explain the pieces to one another. How did this part of the discussion impact you.

Class Connections Optimistic Thinking:

Pick one of these three activities this week to use in your class connections time. 1 time for 5 minutes at the beginning of the week and one time for up to 5 minutes on Friday.

Week 1:

Brain research has shown that the trait of optimism is more a learned behavior than

genetic. We can train our brains to have a more optimistic perspective. Here is what we

know about children who are generally optimistic: they have better physical health, have

more success at school, flourish in relationships, and are more equipped to handle stress in

their lives.

- See more at: http://brainchildblog.com/mindup-week-11-choosing-

optimism/#sthash.ywiS0Lnu.dpuf

Option 1: Monday: Have the children take the optimistic thinking quiz and then discuss it (see attached). Talk about the meaning of optimistic thinking: attitude of confidence, hopefulness, and positive thinking. :::establish rules/norms for using “whip around”:::

(Whip around) Name one way that being optimistic helps you in life, school, work, etc. Friday: :::reminder of rules/norms for using “whip around:::

(whip around) What is 1 way that you were optimistic in your thinking this week?

Option 2: Monday: Show the video clip: https://www.youtube.com/watch?v=0Hkn-LSh7es (Dori from Finding Nemo – Just keep swimming)

Discuss the meaning of optimistic thinking (attitude of confidence, hopefulness, and positive thinking) and the power of pushing on even when you feel like giving up.

:::establish rules/norms for using “whip around”::: Using “whip around” ask the children, “What is one thing that they felt like giving up on but didn’t and were able to accomplish even when they thought they wouldn’t.”

o (i.e. riding a bike, climbing something, beating a level in a video game) Friday: :::establish rules/norms for using “whip around”::: Using “whip around” ask the children, “what is one time this week that you felt like giving up but didn’t?”

http://brainchildblog.com/mindup-week-11-choosing-optimism/#sthash.ywiS0Lnu.dpuf

http://brainchildblog.com/mindup-week-11-choosing-optimism/#sthash.ywiS0Lnu.dpuf

https://www.youtube.com/watch?v=0Hkn-LSh7es

Option 3: Using either the picture or the quote (in the Friday section):

Monday: Discuss the difference between optimism and pessimism. (You can utilize “turn and talk” and allow 30sec for them to discuss with their neighbor before sharing out) Discuss the meaning of

optimistic thinking: attitude of confidence, hopefulness, and positive thinking.

::: establish rules/norms for using “whip around”::: Using whip around: Is optimism the best way to see life? How does it help you? How can being pessimistic hurt you?

Friday: Using this quote: I am a pessimist because of

intelligence, but an optimist because of will. ~Antonio

Gramsci – (You can also use this quote on Monday if you would

prefer in place of the picture.)

::: establish rules/norms for using “whip around”::: (you can also allow the students 30sec to turn and talk to their neighbor about the first two questions.) What does this quote mean to you? How can you will yourself to be an optimist?

Using “whip around” Name a time that you were optimistic and accomplished something that you didn’t think you were able to do?


Pick one of these three activities this week to use in your class connections time. 1 time for 5 minutes at the beginning of the week and one time for up to 5 minutes on Friday.

Week 2: “A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every

difficulty.” ― Winston S. Churchill

** Make sure to review your Class Connections norms and expectations before beginning.

Option 1: Monday: Listen to the song “Try” by Pink. Talk about the song – Discussion questions: The song asks the question: “are you just getting by?” What do you think that means? How would you answer that question? Extend to ask: “why is it important to get up and try?” Have students turn and talk and then popcorn share out. The lyrics to discuss are as follows:

http://www.goodreads.com/author/show/14033.Winston_S_Churchill

Where there is desire

There is gonna be a flame

Where there is a flame

Someone's bound to get burned

But just because it burns

Doesn't mean you're gonna die

You've gotta get up and try try try

Gotta get up and try try try

You gotta get up and try try try

Ever worried that it might be ruined

And does it make you wanna cry?

When you're out there doing what you're doing

Are you just getting by?

Tell me are you just getting by by by

Source:http://www.directlyrics.com/pink-try-lyrics.html

Friday: :::reminder of rules/norms for using “whip around:::

(whip around) What is 1 way that you tried this week even when you wanted to give up? Turn and talk to friends -- Why didn’t you give up? Popcorn share out one reason you didn’t give up.

Option 2: Monday: Watch the Growth Mindset video – (2 mins) and discuss https://www.pinterest.com/pin/384283780679230604/

What stood out to you about the video? (use pass the token) Discuss the difference between a growth and fixed mindset. Use 1-5 – do you think you are in a growth or fixed mindset – then have them share with one another why they gave themselves the number.

Friday: Review growth vs. fixed mindset and refer to the video. Ask the children to reflect on a sheet of paper a time that they were in a fixed mindset and a growth mindset (1 sentence or short statement). Have the children share with one another and then popcorn share out.

http://www.directlyrics.com/pink-try-lyrics.html

https://www.pinterest.com/pin/384283780679230604/

Option 3: Monday: https://mjbromleyblog.files.wordpress.com/2014/07/growth-mindset-graphic-from-matt-bromleys-blog.jpg Use the Growth Mindset chart with Yoda – Discuss what it means to have a Growth Mindset vs. a Fixed mindset – use Yoda side by side with Darth Vader if need be (https://teacherpaulp.files.wordpress.com/2014/07/darkside1.png) What do you think it means to have a growth vs. fixed mindset? Have them put it in their own words. How can it help to have a growth mindset? (use whip around or pass the token) Friday: Review Growth vs. Fixed mindset. Have the children come up with their own Growth Mindset saying. Whip around and have them share out.

Class Connections

Optimistic Thinking:

Pick one of these three activities this week to use in your class connections time. 1 time for 5 minutes at

the beginning of the week and one time for up to 5 minutes on Friday. (learner profile: caring and reflective)

Week 3: “It’s not that I’m so smart; it’s just that I stay with problems longer.” ~Albert Einstein


Option 1: Monday: On a scale of 1 to 5, 1 being very bad and 5 being excellent, how good do you think

you are at _________________ ? Why did you give yourself that number? Set 1 goal for yourself this week. The goal should be about something that you want to try this week or try harder at. Tell 2 people your goal and write it down on a sticky note.

Friday: :::reminder of rules/norms for using “whip around::: (whip around) Remember your goal that you set? (if need be give them

their goal) On a scale of 1 to 5, 1 being very bad and 5 being excellent, how well do you think you did on your goal? Why did you give yourself that number?

If time talk about growth vs. fixed mindset and how you can change your mindset with self-talk.

Option 2: Monday: What is something that someone said to encourage you try harder? Why did you believe them? Did it work? Did it work later?

Discuss how powerful someone else can be in helping change your mindset. Sometimes we are harder on ourselves than others are. How can others help improve your mindset?

https://mjbromleyblog.files.wordpress.com/2014/07/growth-mindset-graphic-from-matt-bromleys-blog.jpg

https://mjbromleyblog.files.wordpress.com/2014/07/growth-mindset-graphic-from-matt-bromleys-blog.jpg

https://teacherpaulp.files.wordpress.com/2014/07/darkside1.png

Set a goal – encourage ___ number of people and have the children write things that they can say on sticky notes. Share with 2 people

Friday: How did you do encouraging others ? What did you say to others? How did they receive it? How did it feel? Did it feel weird/good/exhilarating? Why or why not?

Remind them that it takes practice to encourage others in a way that they believe it. Encourage the ones that tried hard and discuss strategies for the ones that struggled.

Option 3: Monday: Think of something that you aren’t as good at as you would like to be. On a scale of 1 to 5, 1 being no way and 5 being for sure, how likely is it that you could get better at _______________?

How did you arrive at that number? (share with partner) Whip around and share with one another Set school goal – name 1 thing that you want to get better at this week (i.e. saying

nice things, doing what someone asks, turning in work, getting started on work.). Make it small and measurable.

Write it down on a sticky note and share with a partner and share out if desired/time

Friday: Remember that goal? (If not, pass back the sticky notes or have them ask their partner to remind them.) On a scale of 1 to 5, 1 being no way and 5 being for sure, how did you do making an effort to get better on that goal? Why or why not? Did something stand in your way? If so, what? If not, how did you overcome obstacles?



the beginning of the week and one time for up to 5 minutes on Friday. (learner profile: thinkers and reflective)

Week 4:

“Every positive thought propels you in the right direction.” ~Unknown


Option 1: Monday: “Just beyond frustration comes learning.” – What does this mean to you? What does the word “frustration” mean? What do you look like when you are frustrated? What do you do? In class, on a scale of 1-5, 1 being never and 5 being always, how often do you give

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIGht_qvicgCFcKZgAodc88Bjg&url=http://thelearninglair.weebly.com/class-blog/growth-mindset-in-56s&psig=AFQjCNF-a5fSa6anpncj4A6lts5QHVd0Rg&ust=1442967755119785

up when you become frustrated? Why did you give yourself that number?

Discuss their answers

Have them determine 1 way that they can talk to themselves and use positive self-talk to change their mindset so that they keep trying.

o Write it down (can create posters with these if you like)

o Share with someone else

o If can’t think of anything – write down some “fixed mindset” items and have them change to growth (see last page for larger version) teacher do/write one too!!

Friday: :::reminder of rules/norms for using “whip around::: (whip around) How did you do with your positive statement? On a scale of 1-

5, 1 being never and 5 being always, How did you do with your positive statement to overcome frustration and keep trying? Why did you give yourself

that number? Did it help you to keep trying? How did you remember it? o Discuss the answers

Option 2: Monday: https://www.youtube.com/watch?v=zLYECIjmnQs watch the video “Famous Failures”

What stood out to you? What kind of mindset did these people have? Why did they keep trying even though they failed? What makes you keep trying even when you fail?

o If possible share a personal story or thought.

Friday: “Every positive thought propels you in the right direction.” What does this mean to you? How does this affect you? What types of positive thoughts do you have/use to encourage yourself to keep going?

Option 3: Monday: Use this chart to ask the children what they think that it means to have a growth mindset. Now that they know what can they do to build it? Go through the chart. Then have the children write down or share out 1 thing that they will do

to build their growth mindset. Share out or have them post the items on a board or chart. Friday: Review the strategy they came up with and have the children share how they progressed using the strategy they identified.

o How did it go? Was it hard to remember to use it? If they did use it, did it work? Why or why not? Will they continue to use it? Is there another strategy that could be more effective?

https://www.youtube.com/watch?v=zLYECIjmnQs



the beginning of the week and one time for up to 5 minutes on Friday. (learner profile: thinkers ) Week 5:

“Just beyond frustration comes learning. ~Unknown

** Make sure to review your Class Connections norms and expectations before beginning. ** Remind the children that optimistic thinking is the power to see beyond your current

circumstances and realize that things can and will change. Your job is to create a plan so that you are taking an active role to ensure that things are changing in the way that you want them to.

Option 1: Monday: https://www.pinterest.com/pin/128845239314700226/ Dori – Just keep swimming

Dori continues to believe that good things are going to happen and not to give up just because obstacles block your path

What is a time that you “just kept swimming” even when it was hard to believe that things would work out

Friday: :::reminder of rules/norms for using “whip around::: (whip around)

o What is one time this week that you “just kept swimming” this week even when you thought it was hard or you didn’t think that you could? Why did you keep going? What kept you trying?

Option 2: Monday: What do you think the word perseverance mean? Share with a friend? https://www.pinterest.com/pin/163325923956260651/ watch the video

Now what do you think perseverance means? Did you definition change? Why or why not?

Tell about a time that you persevered? How does being an optimistic thinker help with perseverance?

Friday: Tell about a time this week that you persevered even though you felt like giving up? How did having a growth mindset help you with that?

Option 3: Monday: On board – On a sacle of 1-5 (1 being nothing and 5 being everything), do you believe that anyone can learn anything? Why or why not? Watch video https://www.youtube.com/watch?v=JC82Il2cjqA video You can learn anything

This video reminds us how much we’ve learned so far. Do you believe that you can learn anything? Did your number change?



https://www.youtube.com/watch?v=JC82Il2cjqA

Friday: What is one thing that you learned this week that was harder than you thought it would be? What kept you trying? ** Remind the children that change is hard and takes time and energy. Remind them that their mindset will not change overnight. It is OK to struggle and have set backs. That we learn from failure more than we learn from success.



the beginning of the week and one time for up to 5 minutes on Friday. (learner profile: thinkers, reflective)

Week 6: “Almost every successful person begins with two beliefs: the future can be better than the present, and I

have the power to make it so.” -- Unknown



Option 1: Monday: “Too often we give children answers to remember rather than problems to solve.” ~Roger Lewin

What does this mean to you? How often do you believe that you can solve your own problems? On a scale of 1-5 (1 being never and 5 being always) how often do you solve your own problems vs. waiting on someone else to tell you what to do? Why did you give yourself that number?

o What is one thing that you can do differently this week to be more optimistic that you can solve your own problem?

o What can you say instead of “I don’t know” or “I need help” when you feel stuck and don’t feel like you can solve your own problem.

Friday: :::reminder of rules/norms for using “whip around::: (whip around) “Too often we give children answers to remember rather than problems to solve.” ~Roger Lewin

What is one thing you did differently this week? Did you use your phrase? How did others respond? How did it feel?

Did you solve your own problem even though it was hard? How did that feel? How did you know you had solved it?

Option 2:

Monday: Paper Airplane – You have 1 minute to make a paper airplane – when I say launch you have 1 minute to get it into the trash can – you can try as many times as you like within that one minute – the person who gets it into the trashcan the most wins

Debrief – how many people got it in? What did you do? How many times did you have to try before getting it in? How many of you didn’t get it in? Did you give up or keep trying? What would have helped you make it in? (more time, hints, time to re-do airplane, more time to make airplane, trashcan closer)

Talk about growth mindset Relate it to airplane – Would you try again? Would you make

another airplane and try to get it in again? What would you do differently this time? What did you learn from your mistakes last time? Would you keep trying until you get it or would you give up? And discuss and relate back to optimistic thinking

Friday: Let’s try Monday’s activity again – remind them of the rules -- Paper Airplane – You have 1 minute to make a paper airplane – when I say launch you have 1 minute to get it into the trash can – you can try as many times as you like within that one minute – the person who gets it into the trashcan the most wins

Did you do better or worse this time? Why? What did you change? How did you learn from your experiences?

Another word for mistake is experience. It isn’t failure but experience. Experience allows you to try harder, do better and see things in a different way. Mistakes are simply experiences that help you improve.

Option 3: Monday: https://www.youtube.com/watch?v=UFatVn1hP3o “In Summer” – Olaf play as children are coming in. Does Olaf have an unrealistic goal? Has someone ever told you that you can’t do something? Did you believe them? How did that affect you? At the end of the movie is Olaf able to experience summer? Sometimes we can’t see how things are going to happen or we don’t believe that we can do something. Your brain changes when you try new things. What is something that someone told you that you couldn’t do but you did anyway? Friday: (Need – sticky notes and large paper to put it on) Dream Chart -- In the song Olaf says “when life gets hard I like to hold onto my dream”. What is a dream that you hold onto when things get difficult? Write it down on a sticky note and place it on the chart up front.

** Remind the children that change is hard and takes time and energy. Remind them that their mindset will not change overnight. It is OK to struggle and have set backs. That we learn from failure more than we learn from success.

https://www.youtube.com/watch?v=UFatVn1hP3o



the beginning of the week and one time for up to 5 minutes on Friday. (learner profile: thinkers, reflective, caring)

Week 7: “Almost every successful person begins with two beliefs: the future can be better than the present, and I

have the power to make it so.” -- Unknown



Option 1: Monday: Snowball fight – Have the children write down 1 goal that they have set for themselves this week and some steps to make sure that they stick to it and are optimistic that it will happen. Have them think about how they are not going to allow pessimistic thoughts to get in the way of their goal. Ball it up and throw it at one another. Have them grab one and throw again. Then have them pick up one item, that is not their own, and find the person to discuss it. Give the children one minute to discuss their own and one minute to discuss the other person’s (you will have to give them time to switch.) Friday: At the end of the week have the children find their partners from the snowball fight and check in to see if they were able to accomplish their goal. What things did they do to stay positive and make sure that they completed their goal? Were there ever pessimistic thoughts and how did they overcome those? Option 2: Monday: Use this to have the children write on a sticky note what was difficult for them and what they did to grow their mind or themselves. Hang up a chart or have a section of the board that they can look at and review the growth that they have made.

- This can be done several times throughout the quarter and encourage students to write down “mindset moments” whenever they have overcome something or felt that they had one. You can then celebrate as a class. It is OK if not all children have one to share at the time.

It is important to share and learn from each

other’s mindset moments. The children

can understand how they can go to each

other for help and talk and learn from each

other’s experiences.

Extension – have the children mark

their growth as they learn and grow

throughout the quarter or even the

year.

Friday: Have the children fill out the mindset moment statement and

share with a small group. How has optimistic thinking changed the

“now I can” portion of this statement?




Week 8: “I’m thankful for my struggle because without it, I wouldn’t have stumbled across my strength.” ~Alex

Elle



Option 1:

Monday: Show the picture. Ask the students to write down the first thing that they thought of when looking at this picture. Why did you write that down? How could you use this picture? Could you use it this week? Friday: How did your week go (celebrations)? What is one way that you used Optimistic thinking this week? (Circle up or whip around) Option 2: Monday: Grade check – remind the children that next week is the end of the 9 weeks. Talk to them about if they have checked their current grades? If not, how they can do that. If so, what are they passing/failing? Give each a grade management sheet (if appropriate) -- see below for attachment -- Talk about their plan to pass – are they missing work? Are they not going? What is impeding their progress and what is 1 thing that they can do this week to improve it?

Friday: Ask them if they did that 1 thing that they agreed to. If grade management sheet given,

ask them to get it out and review the goals that they set and progress on that goal. Remind them

that their situation is not fixed and that they still have time to fix it. In order to fix it they have to

set a plan and stick to it. To believe that things can change. Praise those who did and were able

to change things. Even small things should be praised.




Week 9: “Train your mind to see the good in everything.” -- Unknown


**This is your last week to discuss. Review the definition of Optimistic Thinking. Show how proud you are of their progress. Share personal stories of things that you have seen or progress you have

seen. Encourage them to keep an optimistic outlook.

Option 1: Monday: Put on board – Pass the token – What does Optimism mean to you? What does it mean use optimistic thinking? What is one way you have done so this quarter? Briefly discuss the poster and how that applies Friday: Circle up: Have the children circle around the classroom. Teacher will provide a series of questions and have the children step into the circle as they hear something that applies to them. (Make sure that you, as the teacher, step into the circle each time so that there is always someone in the circle.)

My favorite color is ________ I have moved around ____ number of times. I failed a class in school. I have kept trying on something that I didn’t think I would

accomplish. I have used self-talk to encourage myself to keep trying. I have encouraged others to keep trying and have a growth mindset. I have learned something or changed something I didn’t think would

happen. I will continue to use strategies and encourage myself to be an

optimistic thinker. Share how you are proud of them and how you are excited to see them connect the dots moving forward and continue their improvement.

Option 2:

Monday: “Train your mind to see the good in everything.” Place the quote on the board. On a scale of 1-5, 1 being terrible and 5 being awesome, how well do you think you have done with training your mind to see the good or possibility in things? Why did you give yourself that score? Use whip around.

Discuss how optimism simply means understanding that things can change.

Friday: Circle up: Have the children circle around the classroom. Teacher will provide a series of questions and have the children step into the circle as they hear something that applies to them. (Make sure that you, as the teacher, step into the circle each time so that there is always someone in the circle.)

My favorite color is ________ I have moved around ____ number of times. I failed a class in school. I have kept trying on something that I didn’t think I would

accomplish. I have used self-talk to encourage myself to keep trying. I have encouraged others to keep trying and have a growth mindset. I have learned something or changed something I didn’t think would

happen. I will continue to use strategies and encourage myself to be an

optimistic thinker. Share how you are proud of them and how you are excited to see them connect the dots moving forward and continue their improvement.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIGht_qvicgCFcKZgAodc88Bjg&url=http://thelearninglair.weebly.com/class-blog/growth-mindset-in-56s&psig=AFQjCNF-a5fSa6anpncj4A6lts5QHVd0Rg&ust=1442967755119785

The Great 8: Super Powers for Living Self-Management Lessons

Lesson 1: Introduction to Self-Management

Goal: Students will understand the concept of self-management and why it is important

both socially and academically

Lesson 2: The Circle of Control: We can only control ourselves.

Goal: Students will understand why it’s important to focus their energy on things in their

lives that they can control.

Lesson 3: The 5 Basic Needs

Goal: Students will describe how the 5 Basic Needs motivate behavior.

Lesson 4: The Quality World

Goal: Students will create an image of the pictures in their Quality Worlds.

Lesson 5: The Behavioral Filing Cabinet

Goal: Students will understand that behavior comes from our thoughts, perceptions, and

values, and that behavior is a choice.

Lesson 6: The Flood Zone

Goal: Students will understand what happens when they are in the flood zone and how

to use coping strategies to get out of the flood zone.

Lesson 7: The 5 Point Scale

Goal: Students will understand how the brain and body work together during stressful

times and how to use the 5 Point Scale to identify and quantify their emotions.

Lesson 8: Coping Skills

Goal: Students will identify healthy ways to manage emotions.

Lesson 9: Review of Self-Management

Goal: Students will review self-management and how they can help one another moving

forward to continue to manage emotions.

Lesson: 1 : Self-Management Overview

Objective: Students will develop a mental model for self-management

Content Area/Skill: Motivation to achieve: Develop their own academic potential

Goal: Students will understand the concept of self-management and why it is important both

socially and academically

Materials: Police Dog Picture:

Youtube video on Self-Control:

https://www.youtube.com/watch?v=nOi4FR2UruA

(7minutes)

Self-management student assessment (one for each student)

Chart or blank paper Markers

Attention-getter / Warm-ups / Police Dog Picture 1. What comes to mind when you see this picture?

2. Do you think it’s possible for a dog to learn self-management? Why would that be

especially important for a police dog or service animal?

Learning Activity: 1. Play the video: Self-Control is another term for Self-Management.

Self-Control: https://www.youtube.com/watch?v=nOi4FR2UruA

2. Process the video: (5 mins) What did you hear about self-control that you thought was

important? (list these on the board or chart paper) Did you hear anything that you disagree with?

Do you have any questions about what you heard?

3. Take the quiz: Have the students take the quiz. Discuss their ratings. 1 = challenge and 5 =

strength (keep these in a safe place to use in lesson 9)

4. Mental Model: Have triads of students create a mental model (visual representation) of self-

management.



5. Have triads share their models.

Class Connections: Fist to 5: Show me by using your right hand how important you think it is for

people to learn self-management. A fist means you don’t think it’s important at all, and a 5 means you

think it’s extremely important. Have students defend their answers. (using whip around)

The Great 8 Skill #2:

Self-Management

Test Yourself: The purpose of this exercise is to see how positively you think about yourself and

your life. Answer the following questions by asking yourself how often in the last month have

you….

Skill Never

1

Rarely

2

Occasionally

3

Frequently

4

Very

Frequently

5

Pay attention

Wait your turn

Focus on a task despite a problem or

distraction

Act comfortable in a new situation

Perform the steps of a task in order

Think before you acted

Pass up something you wanted or do

something you did not like, to get

something better in the future

Accept another choice when your first

choice was unavailable

Stay calm when faced with a challenge

Adjust well to changes in plans

Adjust well when going from one

setting to another

Total:_________/ 11 = ________

Being a Self-Manager…doesn't mean you don't get upset when bad things happen—it's

normal to get upset! But self-managers look for healthy and safe options when they feel

annoyed, agitated, nervous, or stressful.

Self-Management: Being in control of our emotions and behaviors so that

we can accomplish tasks and succeed in new and challenging situations.

Self-Manager Key Concepts:

I can only control myself.

My behavior is a choice based on my perceptions about what happens in the outside world.

Emotions come and go, and I can recognize and manage them.

My mind, body, and spirit work together.

My brain can grow new pathways that will allow me to do things differently.

Movement helps me manage my emotions.

Lesson: 2 : The Circle of Control: We can only control ourselves.

Objective: Students will describe the Circle of Control and identify where items belong in the

Circle.

Content Area/Skill: Problem Solving, Manage their Own Feelings

Goal: Students will understand why it’s important to focus their energy on things in their lives

that they can control.

Materials:

YouTube video Death Crawl: https://www.youtube.com/watch?v=-sUKoKQlEC4 (5 ½

minutes)

YouTube video Circle of Control: https://www.youtube.com/watch?v=AWa9twK1Cno

(5 minutes)

Circle of Control on the Board, drawn or projected

One sticky note per student with information that might be in each circle (ie: friends,

teachers, parents,

the dress code, the amount of homework you have, your grades, whether or not your

chosen for a team,

your thoughts, your feelings, your behavior, your health, your mindset, your height, etc.)

Attention-getter / Warm-ups :

1. Watch the YouTube clip on “The Death Crawl” scene from Facing the Giants.

2. Process the clip with questioning: What stands out to you about this clip? Have you had

an experience where you thought you couldn’t do something but then you ended up

succeeding? What does this clip say about mindset?

3. Today we’re going to learn about Our Circle of Control. We’re going to learn about what

things we actually have control over. What do you think you have complete control

over? Listen to this teen as she describes our circle of control.

Learning Activity:

1. Watch this teen describe the circle of control

https://www.youtube.com/watch?v=AWa9twK1Cno

2. Each of you has something written on a sticky note. Come to the board and place it in the

Circle where you think it belongs.

3. Let’s look at what we placed in each circle. Are there any items you disagree with? If

so, come up and place them in the circle you think they belong in and defend your

answer. Are there any items you have a question about?

Share Time:

1. What will you do to help manage yourself so that you focus on the things you can

control?

https://www.youtube.com/watch?v=-sUKoKQlEC4



2. Identify something in your Circle of No Control that you always worry about. What

is it? Decide now to drop it. How are you going to do that?

Class Connections:

1. Identify something in your Circle of Control that bothers you that you have been

blaming on someone else. What is something you could do in the next 24 hours that

would make it better?

Lesson: 3: Self-Management: Be the Driver of Your Own Car

Objective: Students will describe the 5 Basic Needs, describe how these needs motivate

behavior, and evaluate behavior choices used to satisfy needs.

Content Area/Skill: Motivation to Achieve, Problem Solving, Responsible Behavior

Goal: Students will describe how the 5 Basic Needs motivate behavior.

Materials:

Pictures of cars

Basic Needs Diagram


1. Have students choose a picture of a car

2. Give each student a few minutes to explain why they chose their car

3. Show the video Mission Possible https://www.youtube.com/watch?v=0FtispgDDxY

(2 minutes)

4. Reality Ride Picture

Learning Activity:

1. Give each student a picture of the Basic Needs car.

2. Explain that our behavioral car is driven by 5 needs. This is what fuels the car and

motivates our car to get out on the road each day.

3. Using the picture, describe the basic needs and ask students for examples of people,

places, things, or experiences that satisfy each of needs.

4. The behaviors or things we use to meet our needs can be healthy or unhealthy. Make a

T-chart on the board with the words “Healthy” and “Unhealthy.” Ask students what

would make a behavioral choice either healthy or unhealthy?

5. Have students work through the following example. When a student is bored in class and

needs to have fun, what are some behavioral choices he/she could make? Do the “Huddle

Up” activity in groups of 5. Have each group think of a healthy and an unhealthy

behavioral choice that would satisfy the fun need. Have groups share out their choices

and have the rest of the class identify whether the choice is healthy or unhealthy based on

our T-chart definition.

6. What happens when we make a behavioral choice that is healthy? What happens when

we make an unhealthy behavioral choice?

7. In triads, have students develop a list of healthy ways to satisfy each of their basic needs.

8. Have triads share their lists.

Class Connections:

1. Your Quality World is the pictures you have in your brain of things that satisfy your

needs. It’s your picture of your perfect world.

2. What are some of the pictures in your Quality World?

https://www.youtube.com/watch?v=0FtispgDDxY

Lesson 4: The Quality World

Objective: Students will define the Quality World and describe how the images in their Quality

World are affecting their behavioral choices.

Content Area/Skill: Making healthy choices

Goal: Students will create an image of the pictures in their Quality Worlds.

Materials: A bag of some sort

Objects for your bag activity

Old magazines

Glue

Markers

Blank paper

OR computer access for creating a digital collage


1. Tell students that you are going to pull out items from your bag. Ask students to give

you a thumbs up if they have a positive reaction to the item; a thumb downs if they

have a negative reaction to the item, and a thumbs sideways if the item doesn’t cause

any reaction.

2. Pull out 5 or 6 items (suggestions: cell phone, football, book, something that’s

personal to you, a key, candy, apple, etc.) one at a time and ask for the thumbs. Each

time, ask students if they would like to explain their reactions.

3. Ask students why everyone in the room had different responses to each of the

inanimate objects.

Learning Activity:

1. Last time we talked about our basic needs and a little bit about our Quality world.

2. Think back to last week. Who remembers what the basic needs are?

3. Who remembers what the Quality World is?

4. How does our Quality World affect our choices and our satisfaction with life? For

example, what if you have a picture of a certain boy or girl in your Quality World, but

that person doesn’t know you’re alive?

5. What happens when you can’t get the pictures you have in your Quality World? What

would happen in our previous example if you were dating that special person and they

broke up with you? Would you change your Quality World or would you continue to

keep that picture?

6. Your Quality World pictures will change throughout your entire life. Who can tell me

something that was in your Quality World as a child that is no longer there? Who can tell

me something that was in your Quality World as a child that is still there?

7. It’s important for you to understand the pictures in your Quality World because it’s

important for you to know what you want especially when what you want is good for

you.

8. Today, we’re going to create a collage of pictures that represent your Quality World.

Class Connections:

1. Have volunteers share their Quality World pictures.

Lesson 5: The Behavioral Filing Cabinet

Objective: Students will gain an understanding of their behavioral filing cabinet

Content Area/Skill: We make our own decisions: Increase the meaning decision making

Goal: Student will understand that behavior comes from our thoughts, perceptions, and values,

and that behavior is a choice.

Materials: Copies of choice theory map for each student

Large pictures of each scenario

3-5 scenarios cut into strips, folded, and placed in a cup

Video from Finding Nemo: https://www.youtube.com/watch?v=1x9W70LJKVw

Attention-getter:

1. Watch the You Tube video https://www.youtube.com/watch?v=1x9W70LJKVw (2

minutes)

2. What was the original motto of the sharks in the video?

3. What happened that changed that motto?

4. Do you have any triggers that often lead you to make an unhealthy behavioral choice?

5. What two needs of Bruce conflicted with each other?

6. Has that ever happened to you?

Learning Activity:

1. Before the students arrive, post the numbered scenarios around the room on the walls.

As a group, draw a scenario out of the cup. Use the scenario to teach The Choice

Theory Chart to the whole class.

2. After you have gone through one scenario as a group, number the students 1-5. Ask

the students to go stand at the scenario that correlates with their number.

3. While at their designated number, ask one student from each group to read the

scenario aloud. Allow 30 seconds of silence while each student considers what their

thought process would be at each step of the Choice Theory chart. Then, as a group,

students will go through the Choice Theory chart explaining what could be happening

at each place on the chart. They will have a couple of minutes to talk in just their

groups.

https://www.youtube.com/watch?v=1x9W70LJKVw

https://www.youtube.com/watch?v=1x9W70LJKVw

4. Next students will find a partner from another group. Each partner will have one

minute to share what their scenarios were and how their group processed the scenario

using the Choice Theory Chart. Discuss with your partner if you agree or disagree

with the way their group processed the scenario and why.

5. The correlation to tie it all together is that what one person in the group was thinking

may have differed from the others. What the group was thinking may have differed

from what you were individually thinking. That’s the point. We all process

situations through a different lens. Neither of our thought processes are right nor

wrong they’re just different.

Class Connections/ Share Time:

1. What was the biggest “Aha!” in today’s lesson?

Scenarios for the group:

Scenario #1: For Valentine’s Day, your significant other brings you a flower they picked from

their mother’s garden at home.

Scenario #2: For the spring dance, your date decided not to get you the traditional

garter/corsage.

Scenario #3: Friday night, after the football game, a small group of your friends went to

Denny’s, but you were not invited.

Scenario # 4: Your birthday is today and your friend other made you a card and brought it to you

at school.

Scenario #5: At lunch, a friend who sits at your table brought candy. They handed it out to most

of the people around you, but didn’t have any left to share with you.

Scenario #6: You hear a rumor that your best friend’s significant other is cheating on him/her.

Step by Step Explanation of Choice Theory Chart: Tell the children to close their eyes and picture the classroom in their minds. Now tell them to imagine that you, the teacher, walk up to a child in the classroom (name a child) and slapped him/her across the face. Ask the children if they can imagine it? Picture it in their minds. Open your eyes. Walk through the scenario using the Choice Theory Chart projected on the board. Step 1: Information comes in: Students see the teacher slap the other child. Step 2: Filter the event: When the slap occurred, you immediately processed the event through what you knew about the teacher, the student and other things that you know. You then processed the slap through what you value; whether you value violence or non-violence or physical aggression or peace. After that you processed through your idea of the perceived world or the way that you understand the world to be: In this case you may have thought about the fact that teachers are not supposed to slap students. Teachers are supposed to protect students. Step 3: Needs: You then process the event based on your 5 basic needs (reflect back on the previous needs lesson). Step 4: Quality World: Once you have processed those items you then think about what your quality (perfect) world or image is of the classroom. For example: In your quality world, the classroom is safe, all students are learning, the lesson is interesting and you can trust that no one will hurt one another. Step 5: Comparison: You then begin to compare your quality world to the event that you just witnessed. Do they match? Let’s say they don’t. This creates frustration.

Step 6: Behavioral Choices and Patterns: That frustration leads us to make a behavioral choice. We have two filing cabinets (healthy and unhealthy choices – refer back to the previous lesson on choices) from which to choose behaviors. We choose a behavior to use, a way to react to this situation. Step 7: Total Behavior: Once a behavior has been chosen you then control how you think and act. You can’t control your feelings (i.e. feeling upset/scared/angry) and physiological responses (i.e. stomach upset, tense shoulders, etc.) to the situation. When an event occurs we process that event. Often times we do it using these steps. This thought process happens within a matter of seconds. Often we are not even aware of these things taking place.

Lesson 6: The Motivation Formula: Getting Out of the Flood Zone

Objective: Students will learn to challenge negative emotions into positive energy.

Content Area/Skill: Healthy Emotional Development

Goal: To get students to see that their challenges and negative emotions can be channeled into

the positive energy they need to move forward.

Materials:

Piece of string or yarn with a lifesaver tied to the end for each student.

The Motivation Formula ppt

Coping skills chart

Video: Jessica’s Affirmations https://www.youtube.com/watch?v=H0ifIQNwXBE

OR Pep Talk https://www.youtube.com/watch?v=l-gQLqv9f4o

Attention-getter / Warm-ups : 1. Do the Mind Over Matter Activity (Directions and Process Questions Attached)

Learning Activity:

1. Play the Motivation Formula ppt and used the attached guide to process the analogy with

students. Spend some time talking to students about how the flood zone feels to their

bodies (stomach hurts, shoulders hurt, etc.). Ask them how they get themselves out of

the flood zone. (Use coping skills chart as options if needed.)


1. Watch Jessica’s Affirmations or Kid President Pep Talk

2. Triad Activity: Share something positive you’re going to do to get out of the Flood Zone.

https://www.youtube.com/watch?v=H0ifIQNwXBE

https://www.youtube.com/watch?v=l-gQLqv9f4o

The Motivation Formula Introduction

Key Concepts:

We can channel the challenges we face at home, at school, and with peers in a positive

direction.

When we channel our emotional energy in a negative direction, we end up in the flood

zone.

Positive self-talk, character and heart, a passion, purpose, or interest, and positive support

systems can

help us remain motivated.

After the experiential activity, Mind Over Matter, show the power point and ask students about

the various uses of water. Explain that water can provide life and energy, but it can also be

devastating. Begin walking through slide 2. Use each question in the ppt to talk to students about

the visual analogy:

Lesson: 7: The Incredible Five Point Scale

Objective: Students will learn to identify their flood zones by using a Five Point Scale

Content Area/Skill: Emotional Regulation

Goal: To get students to use a Five Point Scale as a tool to talk about and regulate emotions

Materials: Numbers 1-5

Copy of Example 5 Point Scale for Every Student

Copy of blank Five Point Scale for every student video https://www.youtube.com/watch?v=_MC3XuMvsDI (2 minutes)

Attention-getter / Warm-ups:

1. Today, we’re going to learn about a tool for managing emotions so that you can get out of

the Flood Zone and channel your emotional energy.

2. Show the video clip from Inside Out. What’s going on in this clip? What are the

different thoughts and emotions of each character? What is the problem?

Learning Activity:

1. Last time we talked about the Flood Zone. Let’s review. What are some thoughts you

may have in the Flood Zone? What emotions can put you in the flood zone? How does

your body feel?

2. One tool we can use to recognize and describe our emotions or problems is called the

Five Point Scale.

3. Ask for 5 volunteers and give each one a number. Have the class pick an emotion

(example: attraction), then have each student describe thoughts, how their bodies feel,

and what their behavior might be at each level.

4. Repeat this process with a different group but use a social or school situation.

5. Give each student a five point scale handout. Ask them to pick an emotion that they may

struggle with and follow the process for themselves.


1. Ask students to share their scales.

https://www.youtube.com/watch?v=_MC3XuMvsDI

Name: _____________________________________ Emotion or Situation: __________________________

Number What does your body feel like? What can you do?

5

4

3

2

1

Lesson 8: Coping Skills

Objective: Students will define coping strategies and generate a list of healthy coping strategies

they may use.

Content Area/Skill: Dealing with emotions.

Goal: To get students to identify healthy ways for managing emotions.

Materials: Bubbles

WDHP worksheet for each student

Coping Strategies sheets – can be given out in groups for students to reference.

Bubbles of Self-control shout outs to be given out to students who showed good self-

control throughout

this activity and next week https://www.youtube.com/watch?v=SMCsXl9SGgY Karate Kid – Daniel learns wax on/wax off

https://www.youtube.com/watch?v=O-qesAt92Jw Karate Kid – Daniel learns that lessons Mr. Miyagi was teaching was Karate

http://www.wingclips.com/movie-clips/the-karate-kid-1984/karate-is-not-for-fighting Karate Kid – Karate is not for fighting


1. Self-control bubbles – blow bubbles to your class and allow them to pop as many as they

like and run around to pop

2. Now tell them that you are going to blow bubbles once more but that they must practice

self-control and that they can’t touch or break any of the bubbles this time.

3. Discuss—How hard was it to sit and not touch any bubbles (give yourself a number on a

scale 1-5 – 1 was hard and 5 was easy). Turn and talk to a partner and tell why you gave

that number. Share out (whip around) 1 thing that you said. Popcorn share: What was a

strategy you used to help you not to touch the bubbles?

Learning Activity: Theme: Seeing the big picture – Controlling your emotions https://www.youtube.com/watch?v=SMCsXl9SGgY Karate Kid – Daniel learns wax on/wax off

If you were learning Karate for the first time, would you trust a man who made you wax cars first? How would you react? Why? Do you ever react to teachers/others negatively when you don’t understand the purpose of what you are doing? Why? What happens?

https://www.youtube.com/watch?v=O-qesAt92Jw Karate Kid – Daniel learns that lessons Mr. Miyagi was teaching was Karate

Sometimes we have to listen and pay attention and trust that someone else has the big picture – even if we are frustrated and feel yourself losing control. Is there a time that you feel that you want to react because you don’t understand the purpose of what you are doing?

http://www.wingclips.com/movie-clips/the-karate-kid-1984/karate-is-not-for-fighting Karate Kid – Karate is not for fighting

https://www.youtube.com/watch?v=SMCsXl9SGgY

https://www.youtube.com/watch?v=O-qesAt92Jw

http://www.wingclips.com/movie-clips/the-karate-kid-1984/karate-is-not-for-fighting

https://www.youtube.com/watch?v=SMCsXl9SGgY

https://www.youtube.com/watch?v=O-qesAt92Jw

http://www.wingclips.com/movie-clips/the-karate-kid-1984/karate-is-not-for-fighting

o Always scared to fight. Train emotions and train yourself to be able to avoid the fight.

How does this relate to what we are doing this quarter? How has training your emotions and finding ways to cope enabled you to be

stronger?

Activity: Fill out the WDHP worksheet and encourage students to create a road map for

your car to follow.


Have students share with a partner what they wrote. Then ask students volunteer to share out.

Lesson 9: Self-Management Review

Objective: Students will define coping strategies and generate a list of healthy coping strategies

they may use.

Content Area/Skill: Dealing with emotions.

Goal: To get students to begin to identify healthy ways for dealing with negative emotions.

Materials: Video clip from Resilience: https://www.youtube.com/watch?v=N2pH-7yb0vI (5

minutes)

Self-Management Assessment (use from lesson 1) – 1 for each student

Self-Management Assessment from lesson 1 (if possible)

Attention-getter / Warm-ups: “You can never conquer the mountain. You can only conquer yourself.” Jim Whittaker

What does this mean to you? Share with a partner. Share out with the group.

Learning Activity:

1. Show Resilience video

2. Write the word “resilience” on the board. Ask students to define the term based on the

video.

3. We’ve been talking about self-management and the flood zone. What do you think

resilience has to do with self-management?

4. Last quarter we watched Will Smith talk about perseverance in relation to Optimistic

Thinking. (Give a brief reminder of what Optimistic Thinking and what perseverance

means.)

5. How does resilience relate to Optimistic Thinking?

6. This quarter we have talked about our needs, quality world, how we process events,

Choice Theory Chart, the 5 point scale and coping skills all in relation to improving our own

self-control.

-- discuss each briefly and ask students to restate each in their own words. Also

have them share out things that they have used from each lesson.

-- Include personal anecdotes of experiences that you have in seeing the children

use these skills and the growth that you have seen in them.

Activity: Have the children take the Self-Management assessment.

Compare to their scores from the beginning of the quarter. Did they do better? Why?

Class Connections:

Whip around: What is the thing that stood out to you the most throughout the self-

management lessons this quarter?

https://www.youtube.com/watch?v=N2pH-7yb0vI

The Great 8: Super Powers for Living Relationship Skills Lessons

Lesson 1: Introduction to Relationship Skills

Goal: Students will understand the concept of relationship skills and why they are important in

virtual and real life

Lesson 2: Getting Plugged In: Who are we in relationship with?

Goal: Students will understand the value of different types of relationships

Lesson 3: First Impressions

Goal: Students will learn how to make a good first impression with others

Lesson 4: Relationship Bank Account (part 1)

Goal: Students will understand the concept of the relationship bank account


Goal: Students will understand how positive relationships have

Lesson 6: Think Win/Win

Goal: Students will understand that relationships are not a competition

Lesson 7: Seek First to Understand Through Active Listening

Goal: Students will listen and respond to others feelings

Lesson 8: Be Understood through Assertive Communication

Goal: Students will be able to communicate their needs appropriately

Lesson 9: Review of Relationship Skills

Goal: Students will review the concept of relationship skills and why they are important in


Relationship Skills: A person’s skill at promoting and maintaining positive

connections with others.

Lesson 1: Introduction to Relationship Skills

Goal: Students will understand the concept of relationship skills and why they are important in


Content Area/Skill: Interpersonal Effectiveness: Develop their own interpersonal potential

Materials:

YouTube Video https://www.youtube.com/watch?v=bsH7gE_bVWM

Chart Paper and Markers

Relationship Skills 1 page Assessment

Attention-getter / Warm-ups

3. What comes to mind when you see this picture?

4. What do you think the relationship is of these students?

Learning Activity: 6. Play the video: https://www.youtube.com/watch?v=bsH7gE_bVWM

7. Process the video: (5 mins) What did you notice about that video clip?

8. Take the quiz: Have the students take the Relationship Skills Quiz. Discuss their ratings.

1 = challenge and 5 = strength (keep these in a safe place to use in lesson 9)

9. Mental Model: Have triads of students create a mental model on chart paper (visual

representation) of Relationship Skills.

10. Have triads share their models.

https://www.youtube.com/watch?v=bsH7gE_bVWM

https://www.youtube.com/watch?v=bsH7gE_bVWM

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCLeDraDy2MgCFUKgPgodoYcOYQ&url=http://voxy.com/blog/index.php/2012/04/laughter-internet-languages/&bvm=bv.105841590,d.cWw&psig=AFQjCNHhPHd-wU17mB_hYp9teXZwGbXZow&ust=1445699965439129


people to learn relationship skills? A fist means you don’t think it’s important at all, and a 5 means you

think it’s extremely important. Have students defend their answers. (using whip around)

The Great 8 Skill: Relationship Skills

Test Yourself: The purpose of this exercise is to see where you are in relationships with others.

Answer the following questions by asking yourself how often in the last month have you….

Skill Never

1

Rarely

2

Occasionally

3

Frequently

4

Very

Frequently

5

Compliment or congratulate

somebody

Do something nice for somebody

Show appreciation of others

Greet a person in a polite way

Attract positive attention from

peers

Express concern for another

person

Attract positive attention from

adults

Make a suggestion or request in

a polite way

Offer to help somebody

Respond to another person’s

feelings

Total:_________/ 10 = ________

Relationship Skills: A person’s skill at promoting and maintaining positive

connections with others.

Having Good Relationship Skills…means we value others as individuals. We can give

and receive positive encouragement, and communicate our needs in appropriate ways.

Relationship Skills Key Concepts:

First Impressions Impact Relationships

Positive Interactions Grow Relationships

Think Win/Win

Seek First to Understand, then to be Understood

Lesson 2: Getting Plugged In: Who are we in relationship with?

Goal: Students will understand the value of different types of relationships

Content Area/Skill: Virtual and Real Life Relationships

Materials: Digital copy of the cast of “The Big Bang Theory” and a power strip

Attention-getter / Warm-ups: Show the cast photo of “The Big

Bang Theory” and have the kids share what they know about the

relationship with these individuals.

What types of relationships are they in with each other and outside of

this group?

Learning Activity:

Use a power strip to talk about what a power strip does. Once the kids talk

about you plug things in to give them power, discuss with the kids about what

types of relationships they are in (virtual, social media, PS4 or Xbox1, in

person, home, school, etc.). (Use the cartoon to help discussion.)

Who are those people in their lives and what roles do they play? Discuss with

the kids the dynamics of their relationships in relation to “The Big Bang

Theory” cast. This will help them relate without having to make it too personal

to them.

Divide the students into small groups of 4-6:

Discuss the following questions in small groups?

1. What qualities do others have that appeal to you?

2. Is that list different depending on the type of relationship you have with that

person? (i.e. in person vs. virtual)

3. How does each person contribute to the relationship?

4. Is one person more dominant in the relationship? What does that mean/look like?

Is that OK?

5. How would the relationship change if the dominant person changed?

Class Discussion: Give each question 1 at a time and share out together their answers/responses to the questions. Class Connections: Have students show fist to five: Do you have more friends in your virtual world or the real world? Turn to neighbor and tell: Why or why not?

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjmo6vhgrvJAhWFQCYKHY_SC8EQjRwIBw&url=http://moviepilot.com/posts/3279696&psig=AFQjCNFsPP-1vxmBNowssE-X9TgG9kCfzw&ust=1449071666752586

Lesson 3: First Impressions

Goal: Students will learn how to make a good first impression with others

Content Area/Skill: Interpersonal Effectiveness/Relate well with others

Materials:

YouTube video showing a first impression

https://www.youtube.com/watch?v=s3aR3yP4aKg

First Impressions Screenshot


1. What comes to mind when you see this picture?

2. Do you think we can control or influence the first impressions we

make?

Learning Activity:

1. Watch the YouTube on first impressions (stop video at 3min) https://www.youtube.com/watch?v=s3aR3yP4aKg

2. Process the clip with questioning: What stands out to you about this clip? Which actions

of his were making first impressions? Have you had an experience where your first

impression of someone wasn’t correct?

3. Today we’re going to learn about first impressions. We’re going to learn about how

quickly we make first impressions, and how to make a good first impression with others.

What do you think is important in order to make a good first impression?

4. Now let’s look at some words that describe how we make first impressions.

5. Discuss the meaning of each of these words. (see below)

6. With a partner have the students perform skits of examples and non-examples of 1 of the

following.

Cues: Grooming Eye contact Handshake Energy level Tone of voice Comfort level Facial expression Posture



Class Connections: Identify a time that you made the wrong first impression. Is there something

you could do in the next 24 hours that would make it better?


Goal: Students will understand the concept of the relationship bank account

Content Area/Skill: Understanding Positive Relationships

Materials:

https://www.youtube.com/watch?v=09bp__4Muh8 (Scrubs giving Feedback stop video at

1.40)

attached chart – 1 for each group


Show video: https://www.youtube.com/watch?v=09bp__4Muh8 (stop at 1.40)

Ask the students: What do you notice in the video?

Learning Activity: Based on Sean Covey’s 7 Habits of Highly Effective Teens Your ability to get along with others will largely influence how successful you are in college, in your career and in your personal relationships and happiness. The Relationship Bank Account (RBA) is like a checking account at a bank; you make deposits and withdrawals. When you make deposits with a person you strengthen the relationship. When you take withdrawals you weaken it. Every time you deposit something into another’s account it builds responsibility and trust for you. A strong and healthy relationship is the result of consistent deposits made over time.

1) Remember: You have a Relationship Bank Account with EVERYONE that you meet (teachers,

friends, parents, principals, adults and even people you just met).

2) Remember: Once you open a Relationship Bank Account with another person you can never

close it. That is why you can run into someone you haven’t seen in a long time and pick up

where you left off. It’s also why people hang onto grudges for years.

3) Remember: In a Relationship Bank Account, deposits tend to evaporate and withdrawals

tend to turn to stone and never leave. This means that you need to continually make

deposits into relationships just to keep them positive.

So, how can you build a rich relationship or repair a broken one? ONE DEPOIST AT A TIME. There is no quick fix. If your family was $5,000 in the hole you would need $5,001 worth of deposits to get it back in the positive.

https://www.youtube.com/watch?v=09bp__4Muh8

https://www.youtube.com/watch?v=09bp__4Muh8

When was the last time someone deposited something in your RBA? Or when was the last time you deposited into someone else’s? Every time you deposit something into another’s account it builds responsibility and trust for you. Watch the video once more – What deposits and withdrawals is Dr. Cox making with JD? Discuss as a group.

Activity: Split students into groups of 4. Use the attached chart to sort the actions into deposits

or withdrawals. Encourage the children to discuss why each is a deposit or withdrawal. Fill out

the questions at the bottom.

Share and discuss as a whole group.

Class Connections: (whip around) How many deposits do you think that you could give within

the next 24 hours? Turn to a partner and share ideas with a partner.

Examples:

Deposits:

To whom? Withdrawals:

From who?

What types of deposits will you make

today?

What changes can you make today?

Lesson 5: Relationship Bank Account

Goal: Students will understand how to have positive relationships

Content Area/Skill: Having positive relationships

Materials: paper, pencils, digital copy of Boys Town 3 steps to Accepting Compliments, a

Thank You card

Attention-getter / Warm-ups: Show a Thank You card to the class. Ask them what it is and

why you would use it? Have they ever received one? Why did they receive one?

Learning Activity: Have students pair up and discuss multiple ways to say thank you or

compliment someone. After 3-5 minutes, have the pair join another group. In the group of 4,

have the students talk about ways to accept a compliment. On the screen, put the attached 3

steps to accepting compliments (Boys Town 21 Basic Social Skills). In groups, have them

practice the skill.

Group Discussion: Share with the students that accepting and giving compliments is a way to

give attention to peers. Ask the question: “What are some ways you’ve seen people gain

attention”. After a brief discussion play the healthy/unhealthy game. Each group of 4 will have

a set of statements. They will sort the statements into healthy/unhealthy ways to gain attention.

As a whole group, discuss which went in each category and why.

Conclusion/Class Connections: To wrap-up, have the class participate in a compliment circle.

Half the kids form a small circle, the other half forms another circle around them. The inner

circle faces the outer circle. Kids will move around the circle stopping at each student and

giving them a compliment before moving on. Cut the below statements into sentence strips. Give a set of each to each group along with the attached T-chart titled Healthy vs. Unhealthy Standing up in the middle of class and telling a joke Volunteering at a pep rally to do a skit Dancing in the cafeteria to the music during lunch Screaming at the top of your lungs in the flex area Being the host for the school talent show Walking into a classroom during instruction to talk to someone Joining the school news team

Streaking at a basketball game Passing out flyers for an upcoming event you are part of Running for class officer

Healthy Unhealthy

Accepting

Compliments

Look at the person.

Use a pleasant voice.

Say, “Thank you.”

Lesson 6: Think Win/Win

Goal: Students will understand that relationships are not a competition

Content Area/Skill: Surrendering the one-up in a relationship

Materials:

Youtube video: Ferris Bueller Car Scene

https://www.youtube.com/watch?v=iSjS-iCPeW8 (stop at 1.14)

Crabs in the Pot Picture


Show the picture of Crabs in the Pot and discuss what they see and what stands out to you

Learning Activity: 1. Play the video: Ferris Bueller’s Day Off car scene.

https://www.youtube.com/watch?v=iSjS-iCPeW8 (stop at 1.14)

2. Process the video: What did you notice about Ferris and Cameron’s relationship? (list these on

the board or chart paper) What could Cameron do next and how might his actions impact his

relationship?

Activity:

Paper Rock Scissors: Choose a partner in the room, play paper-rock-scissors and then have the

students switch partners after each round as winners play winners and losers play losers.

Play as many rounds as possible for 3-5 minutes

Process the activity: As a group: Raise your hand if at one point in the game you experienced

being a winner and a loser? What did it look like when someone won/lost? Did you encourage

https://www.youtube.com/watch?v=iSjS-iCPeW8

https://www.youtube.com/watch?v=iSjS-iCPeW8

or motivate others throughout the game? Did you encourage others to lose/win? How did this

behavior affect your relationship bank account?

Class Connections/ Share Time: Popcorn out: How can you lose and still make deposits?

Lesson 7: Seek First to Understand through Active Listening

Goal: Students will listen and respond to others feelings

Content Area/Skill: Communication Skills/Express themselves and listen to others

Materials: Youtube Clip on Active Listening

https://www.youtube.com/watch?v=Qg8PIK74KO4 (The Office – Dwight Schroot)

Active Listening Picture

Attention-getter / Warm-ups: What do you think about this picture?

Learning Activity:

1. Watch the YouTube on Active Listening:

https://www.youtube.com/watch?v=Qg8PIK74KO4

2. Process the clip with questioning: How were the characters trying to have Dwight show

active listening? When Dwight was not able to actively listen, how did it impact his

relationship with the others?

3. What does active listening really mean? (use the picture below and discuss)



http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi3oKzovLvJAhUGJCYKHUrJCEUQjRwIBw&url=http://smithadevara.blogspot.com/2014/11/listening-active-process.html&psig=AFQjCNGi9fujC5akrOGFkm9yB2qCJy_3tA&ust=1449087070943100

Whole Body Listening ~ sit/stand with open shoulders and listening eyes

Parrot ~ repeat back both events and feelings to make sure you heard

correctly

Clarify ~ “This is what I think I heard, is that right?”

4. Now we’re going to practice in triads. Each triad will have a speaker, listener, and

observer.

Speaker-Within 30 seconds, describe the perfect day of school and how you

would feel

Listener-Smile, nod, and listen for 30 seconds, then repeat back everything you

heard

Observer-After the speaker and listener have shared, tell them what you observed

Now change roles

Class Connections: Answer these two questions in your head, then we will popcorn out. During

the activity, which of these are you good at? Which of these is a hurdle?”

http://jenniferclarktinker.com/tag/active-listening/

Lesson 8: Assertive Communication

Goal: Students will be able to communicate their needs appropriately.

Content Area/Skill: Communicate effectively and respectfully to get their needs met.

Materials: Visuals (1 for the class – can project on the board)

Scenario cards – extension activity if extra time or need extra practice

Video: https://www.youtube.com/watch?v=vicuZS0ChYQ&list=PLgmqX8gr0f3a-k9-

7cb8dpVrSHW-elKgq

Attention-getter/Warm-ups: https://www.youtube.com/watch?v=vicuZS0ChYQ&list=PLgmqX8gr0f3a-k9-7cb8dpVrSHW-

elKgq

Watch the video: Big Bang Theory – Body Language (2.37)

Popcorn or whip around: You can use the following questions to get conversation started.

What stood out to you about Sheldon’s body language?

Learning Activity:

Discussion: (Use visuals 1-2)

As a class, brainstorm situations in which you would need to speak up for yourself and ask for

something that you want/need (write those things on the board) – include where you are, what

you want, who would you ask –

Go over – visual charts 1-2 and talk about passive vs. assertive people.

Discuss how when you are assertive you are in control of the remote. i.e. you control

what/who pushes your buttons vs. when you are passive you allow others to push

your buttons and decide what channel you are on and how you feel. Use this analogy

as you are going through the two visuals.

What does this look like when you are asking for something that you need?

Discuss the steps to asking:

A) Use respectful language (asking please, saying excuse me, speaking in a kind tone),

B) Using open body language – (standing/sitting up straight, looking the person in the eye,

smiling or having a nice expression),

C) Being specific in your question,

D) Saying thank you after your question has been answered/need met.

Activity/Practice:

Option A: Use the scenarios identified earlier (the ones on the board) and have the students’ role

play ways that they could ask for something that they need/want in a proactive way. Divide the

class into triads. Have the students role play an appropriate and an inappropriate way to get your

needs met. Have the non-actor identify ways that one could have corrected their behavior (if

applicable)

Model first for students using the “I don’t know what to do” scenario that children

often use in class

https://www.youtube.com/watch?v=vicuZS0ChYQ&list=PLgmqX8gr0f3a-k9-7cb8dpVrSHW-elKgq




Class Connections/ Share Time: Ask the children to think about when they advocated for

themselves/ask for something that they needed/wanted. Did they act in a passive/assertive way?

What could they have done differently? (pair share and then share out) Visuals: Visual 1:

Passive Language Assertive Language

I’ll try I’ll do it

That’s just the way I am I can do better than that

There’s nothing I can do Let’s look at all our options

I have to I choose to

I can’t There’s has to be a way You ruined my day I’m not going to let your bad mood

rub off on me Visual 2:

Passive People Assertive People

Easily offended Not easily offended Blame others Take responsibility for their actions

Get angry and say/do things they later regret

Think before they act

Whine and complain but take no action to fix it

Bounce back when something bad happens

Wait for things to happen to them Always find a way to make it happen Change only when they have to or are told to

Focus on things they can do something about, and don’t worry about those things that they can’t fix

Lesson 9: Relationship Skills Review Goal: Students will review the concept of relationship skills and why they are important in virtual and

real life

Content Area/Skill: Identify and review the skills that have been discussed throughout the quarter.

Materials: 1 piece of printer paper for each group (with group topic in the middle)

Markers or colored pencils (8 colors)

Relationship Skills 1 page assessment (1 for each student)

Attention-getter / Warm-ups: (pair share and then share out)

Use one of the two cartoons: Have the children identify things that

stood out to them and things that the cartoons make them think of.

Learning Activity:

- Quickly and briefly review the last lessons that we have had regarding relationship skills.

- Have the children divide into 8 small groups. On tables have the printer sheets taped to the desk

with the topic of discussion written in the middle of it. Children will rotate through the class and

write words/phrases that they learned during each on the paper. Assign each group a different

color so that you can tell what each group has written.

Assign each group to one of the desks/lessons throughout the quarter:

a) Importance of relationship skills (lesson 1)

b) Understanding the Different Types of Relationships

c) First Impressions

d) Relationship Bank Account – what it is

e) Relationship Bank Account – how to make deposits

f) Think Win-Win

g) Seek First to Understand through Active Listening

h) Be Understood through Assertive Communication

Give the children 2-3 minutes to write words that they can think of that relate to that topic. Allow 20

seconds or so to rotate. At the conclusion of the rotations have the children sit back at their original seats.

Allow a few minutes for them to read over the things that were written. (Monitor and walk through to

make sure that the things written are appropriate). Ask each group to share out 3 things that were written

that stand out to them. Allow for a few minutes for students to rebut or respond.

Activity: Have the students take the Relationship Skills assessment.

Compare to their scores from the beginning of the quarter. Did they do better? Why or why not?

Class Connections:

Whip around: What is the something that stood out to you the most throughout the Relationship

Skills lessons this quarter? What is something that you used? Did it work/not work? Why or why not?

The Great 8: Super Powers for Living Goal Directed Behavior

Lesson 1: Introduction to Goal Directed Behavior

Goal: Students will understand the concept of goal directed behavior.

Lesson 2: Creating a Future Story

Goal: Students will identify what they want out of life.

Lesson 3: Be proactive

Goal: Students will understand that it’s up to them to get what they want.

Lesson 4: Choose your path

Goal: Students will understand and create long-term and short-term goals.

Lesson 5: Road Map

Goal: Students will create the steps to get what they want.

Lesson 6: Detours and Potholes

Goal: Students will be able to predict the possible hurdles in reaching their goals.

Lesson 7: Navigating Around Detours and Potholes

Goal: Students will create a bank of options to overcome hurdles

Lesson 8: Embrace Resistance and Seek Challenges

Goal: Students will explain how resistance and challenges build physical and mental

muscles.

Lesson 9: Review of Goal Directed Behavior

Goal: Students will review the concept of goal directed behavior and why it is important

in order to reach more opportunity, freedom and self-respect

A person’s skill at initiating and completing tasks

Lesson 1: Introduction to Goal Directed Behavior

Goal: Students will understand the concept of goal directed behavior and why it is important in

order to reach more opportunity, freedom and self-respect

Content Area/Skill: Motivation to Achieve & Goal Setting/ Develop a plan of action, Develop

academic potential

Materials: YouTube Video “The Middle, Sue Running with Crutches”

https://www.youtube.com/watch?v=qrDNwNyrCNE

Chart Paper and Markers

Goal Directed Behavior 1 page Assessment

Attention Getter/Warm-up:

Play the video: https://www.youtube.com/watch?v=qrDNwNyrCNE

Process the video: What did you notice about that video clip? Why did Sue keep going?

Learning Activity: 11. Take the quiz: Have the students take the Goal Directed Behavior Quiz. Discuss their ratings.

1 = challenge and 5 = strength (keep these in a safe place to use in lesson 9)

12. Mental Model: Have triads of students create a mental model on chart paper (visual

representation) of Goal Directed Behavior.

13. Have triads share their models with the class.


people to develop goal directed behavior? A fist means you don’t think it’s important at all, and a 5

means you think it’s extremely important. Using whip around have students defend their answers.



The Great 8 Skill #4: Goal Directed

Behavior

Test Yourself: The purpose of this exercise is to see where you are in goal directed behavior.

Answer the following questions by asking yourself how often in the last month have you….

Skill Never

1

Rarely

2

Occasionally

3

Frequently

4

Very

Frequently

5

Keep trying when unsuccessful

Take steps to achieve goals

Try to do your best

Seek out additional knowledge

or information

Take an active role in learning

Do things independently

Ask to take on additional work

or responsibilities

Show creativity in completing a

task

Seek out challenging tasks

Work hard on projects

Total:_________/ 10 = ________

Having Goal Directed Behavior Skills…means you are able to navigate the course

towards reaching goals.

Goal Directed Behavior: A person’s skill at initiating and completing tasks

Goal Directed Behavior Skills Key Concepts:

Know What You Want

Be Proactive…create a roadmap to get there

Got Grit? If not, then get it, perseverance is the key to getting there

Resistance…challenge builds physical & mental muscles

Lesson 2: Creating a Future Story

Goal: Students will identify what they want out of life.

Content Area/Skill: Students should come up with some goals and dreams regarding their futures after

high school. These goals and dreams may guide them through middle and high school.

Materials:

Computers and/or magazines

Papers, colored pencils, crayons, scissors, pens, glue

If use computers – have a printer hooked up to the student computers

Example of Dream Board including 4 basic components (best to create one your own

to share with the students about your own dreams) – write the 4 components on the

board for them to see and refer back to

o Chosen career o Dream car o Dream house o Chosen career

Attention-getter / Warm-ups: Have an example dream board on the board for large enough for

the students to see. This will set the stage to talk about what items are on there and how students

set goals of obtaining these items & meeting career aspirations. (It’s best if this example is your

own, so you can explain it during the learning activity).

Learning Activity:

(whole group) Discuss what they are doing today – Creating a dream Board. Discuss

why a Dream Board is important and how it helps (give a vision of what could happen

and see themselves within those pictures). Refer back the example Dream Board and

why you chose the items that you did and what they mean to you.

Tell the students that they will be going to their own computer and creating their own

Dream Boards. They will go into Word and find pictures (more than 1) for the four

required areas (chosen career, dream car, dream house and chosen college). They may

have difficulty getting pictures into their project (i.e. copy and paste or save as picture,

input picture into a text box so that they can move it around the page).

Release the students to their own computers to start making their own Dream Boards.

The activity should take the majority of the time. The students usually get into this and

come up with some pretty detailed and creative Dream Boards. Once the students are

finished, print their Dream Boards for them.

(whole group) At the end of the class, have any student who desire, present their

Dream Board to the rest of the class.

Class Connections: At the end of class, have each student share one thing from their dream

board.

Lesson 3: Be proactive

Goal: Students will understand that it’s up to them to get what they want

Content Area/Skill: Students will identify short term and long term goals

Materials:

Dream board (created in lesson #2)

Trophy, certificate, all A report card, or diploma (one or two of these as

examples)

Dr Seuss’s Oh the Places You’ll Go

o You can also buy the app for 3.99(you’ll need a device to play that on if

preferred).

*check your school or local library as well as the PRC (professional

resource center)

Attention-getter / Warm-ups: On the table will be a variety of items (trophy, certificate of achievement, all A report card, diploma, medal, etc.)

- Ask the participants what all these items have in common; how and why do we receive

things like this?

- Allow for answers

- Guide discussion to receiving an award for accomplishing a goal

o Can extend to discuss various medals/awards or items they have earned based on a

goal they have accomplished (even a teacher praising them for changing behavior)

- Definition of a goal = goals help us get things done, they help us decide what we should do

with our time

Learning Activity: Share the book & use the following questions throughout reading to check for understanding:

After the first few pages -- Who is this book written for? Who is the author trying to

address?

At end of page 5 – Discuss how the story is outlining how to make decisions and choose

what goals are best to set for ourselves.

At end of page 26 – Discuss how the story is talking about waiting. Why isn’t it OK to just sit

and wait for things to happen?

At end of the story – What does the main character do when he begins having a hard time

and encountering obstacles?

After reading the book, discuss with the entire class times we set goals for ourselves (practice

after school, read for 30 minutes, save up money for a special item). When we consider the

goals we set, refer back to their dream board (created in lesson #2). From their dream board,

students will pick 3 goals that stand out to them. In groups of 3-4 they will discuss the goals

they picked and why they are important to them. After the discussion, each student will pick one

goal to expand upon in lesson #4.

Class Connections: Before each student leaves, have them write their name and chosen goal on

a notecard for the next lesson. Please have them hand them in before they leave.

Lesson 4: Choose your path

Goal: Students will understand and create long-term and short-term goals.

Content Area/Skill: Students will use the goals chosen in lesson # 3 to work through the actual

steps it will take to reach their desired goal.

Materials:

Poster (see embedded)

Notecard from lesson #3

Goal sheet for each student (see attached)

Sample goal sheet

Attention-getter / Warm-ups: Show the students this poster as you review what they

did in lesson #3. It’s important for the kids to connect the pictures from their dream

board, turning the items into 3 goals they’d like to explore, then picking one to break it

down into steps.

Ask the students, what does this picture mean to you? Hand out their notecards that

have the one goal they picked from lesson #3

Learning Activity: As a class, the teacher will create an example goal sheet. They will use

something basic like saving $100 for new shoes. They will start by eating out 1 less time this

week. Then, they will still eat out 1 less time the following week, but also save $20 from their

next paycheck. They will keep a running total and do the same until they have saved up the $100

for new shoes. Then the students will complete their own goal setting sheet in pairs. Students

can share their goals with another pair of students who is across the room from them.

Class Connections: At the end of class, have the students do a fist to 5 on how likely they are to

reach their goals. How much do you believe it’s possible? 0 would be not at all, 5 would be I

completely think it’s possible.

Goal Sheet

Identified goal:___________________________ Time Frame to achieve goal: 2-4 weeks 2-4 months 4-6 months 6-12 months Action to take: Complete by:

*this is an ongoing worksheet. It does not have to all be filled out today, but can be changed and added to over time.

Evidence I have completed my goals:

Future goals I’d like to achieve:

Long term (more than 1 year) Short Term (less than 1 year)

1. 1.

2. 2.

3. 3.

Lesson 5: Create the Road Map

Goal: Students will create the steps to get what they want.

Content Area/Skill: Students will use the goals written in lesson #4 and determine steps needed

to take in order to achieve their goal.

Materials: Goal set in Lesson 4

Stair step sheet = 1 for each student or can use the road map – if more steps are needed

Index cards or small slips of paper

Colored pencils/markers or pens

Attention-getter / Warm-ups: https://www.youtube.com/watch?v=8cCiqbSJ9fg (2.30)

short cartoon/drawing video to talk about setting goals and taking things one step at a time

or

Ormie the Pig https://www.youtube.com/watch?v=EUm-vAOmV1o (3.58)

Ormie has a goal but has to figure out how to get there – cute animated short video

Discuss: What stands out to you in this video? How can you relate this to your own goal setting?

Learning Activity:

Discussion: Explain to the students that sometimes goals feel overwhelming and too big to

accomplish; however, when you break a goal down into smaller steps it seems more manageable

and possible. This activity is designed to help you make the most of your time.

Activity: Five Little Cards –

Assign an ink color to each level of priority (high, medium and low) – you may have to explain each and discuss what each level is --,

Look at your long term goal Think about the tasks needed to get started on your goal and write them down on the road

map provided Then write down a goal or a goal’s task on each index card (use as many as you need). Beginning with the highest priority, choose five cards that you know you can accomplish by

the end of the week. Keep the cards with you to remind you of what you need to accomplish, and when you have

completed the task, file the index card away, or pin it to a cork board to keep track of what you’ve done.

If you don’t complete your week’s priorities, simply shuffle them to the front. For instance, if you were able to complete 3 out of 5 tasks, roll the remaining 2 tasks over to the next week and choose 3 more index cards.

This method not only allows you to inject a little tangibility into your goal setting activities, it gives you flexibility, which is so important to the process of goal setting. It also keeps you from becoming overwhelmed, since you only have five tasks to accomplish on any given week!

https://www.youtube.com/watch?v=8cCiqbSJ9fg

Class Connections: (volunteer response) Why is it important to have flexibility in being able to

prioritize your goals? How do you think that will help you to be able to accomplish what you

want to achieve?

Have students turn in cards to you before they leave. They will need them next week.

Lesson 6: Identify Detours and Potholes

Goal: Students will be able to predict the possible hurdles in reaching their goals.

Content Area/Skill: Students will use the steps identified in lesson 5 and identify potential

challenges that they could face in trying to achieve their goal.

Materials:

Goals set from lesson 4

Road map activity – attached – for each child

Attention-getter / Warm-ups: Derrick Coleman – Seattle Seahawk – sharing his story https://www.youtube.com/watch?v=lHtauASkebY (4.25) hearing impaired NFL player talks about his “no excuses” mentality What are the detours or potholes that he was able to overcome? How did he do that? Learning Activity: Discuss how when achieving a goal we sometimes make mistakes, hit roadblocks, hurdles, pot holes or detours. Talk about the video that you watched. What were some of the pot holes or detours that he encountered/overcame? If we don’t plan for those mistakes and challenges it is easy to give up or stop trying. Can you think of a time that you set a goal but hit a roadblock? What did you do? Did you keep trying or not? If so, what kept you going? If not, do you regret stopping?

Have the students turn and talk and share with their friends and then share out.

Activity: Have the students use the attached road map and fill out/identify their steps and

potential detours that could get in the way of them accomplishing that step. Leave the

“how to handle” for lesson 7.

Class Connections/ Share Time: Goal Setting Growth Mindset (song)

https://www.youtube.com/watch?v=NG3HxrW1qZk (3.10) great song for goal setting

How does this apply to the work that we did today? Fist to five – how many of you believe in

yourself that you can achieve your goal? Turn and talk to a friend – Why did you give yourself

that number?

Have students turn in road map before leaving. They will need this in their next lesson.

https://www.youtube.com/watch?v=lHtauASkebY

https://www.youtube.com/watch?v=NG3HxrW1qZk

End goal:

Step 2:

Step 1:

Detour: Way around?

Detour: Way around?

Pothole:

Now what?

Detour:

Now what?

Pothole: Now what?

Step 4:

Step 3:

Step 5:

Bank of Options:

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjXp7Dzmv3KAhXJsIMKHffyBBEQjRwIBw&url=http://www.fotosearch.com/CSP126/k1260586/&bvm=bv.114195076,d.amc&psig=AFQjCNGd67poEz_ZYhP_7Wh5cZ7G8WfNJg&ust=1455743927213169

Lesson 7: Navigating Around Detours and Potholes

Goal: Students will create a bank of options to overcome hurdles

Content Area/Skill: Problem-solving

Materials:

Why Try Hurdles Picture

Overcoming Adversity Video: https://www.youtube.com/watch?v=1kGmjb9Qhzg

1 piece of chart paper for each group of 4-6 students


Show the picture Jumping Your Hurdles and discuss what you see.

What are some hurdles we face and how do we get over them?

Learning Activity: 3. Play the video: Overcoming Adversity

https://www.youtube.com/watch?v=1kGmjb9Qhzg

4. Process the video: What stood out to you in the video?

Activity:

Get into groups of 4-6 people and give each group a piece of chart paper. Each person

answers these questions on the paper:

What is the hardest physical thing you have ever done?

What is the hardest mental thing you have ever done?

In your group, talk to each other about which one was harder and why?

Class Connections/ Share Time: Each group share out something from their group discussion



Lesson 8: Embrace Resistance and Seek Challenges

Goal: Students will explain how resistance and challenges build physical and mental muscles.

Content Area/Skill: Understand the idea of perseverance and the importance of it

Materials: https://www.youtube.com/watch?v=1u-niluB8HI (X Ambassadors Renegade)

Interview form (one for each student) – attached form is 2 sheets on 1 page

A personal story from the teacher about setting a goal and overcoming obstacles to achieve their

goal

Attention-getter/Warm-ups: watch https://www.youtube.com/watch?v=1u-niluB8HI and

discuss in small groups and then together as a class –

What challenges did these people have to overcome? Do you think that they wanted to give up?

What do you think kept them going? How do you think other people responded when they heard

about the goal that they had (i.e. a blind person competing in a weight lifting competition)?

Learning Activity: Setting and sticking to goals isn’t easy. Most people, at one point or another,

have had to be “gritty” in order to achieve their goal. It takes a lot of perseverance or “grit” to

stick to your dream for years and achieve it. What do you think “grit” means to you? Can you

give me an example of someone you know or someone you have seen who has shown “grit”?

(You can also have them turn and talk to their neighbor here and share)

This week, your activity will be done outside of the class. Your job this week is to speak to

someone who has proven to be “gritty” and find out something BIG that they were able to

accomplish and how that goal was achieved. (i.e. opened their own restaurant, finished college,

gotten their dream job, etc.) Tell the children that they will need to interview someone who is 18

years or older, as the more life experiences the person has the richer their story will be. (Teachers

and school personnel are always great options too!)

Before we get started let’s brainstorm a list of questions (i.e. Where did you get your

inspiration? Were there any people that got in your way?, Did you ever think of giving up? How

did you overcome that feeling?) that we could ask those that we are interviewing. Write down

all answers on the board and then narrow down questions that are appropriate. (This is a good

opportunity for them to examine what makes a good question vs. what isn’t a good question and

why.)

Interview Etiquette: Take some time to review and discuss interview behavior – practice asking

if they can interview them, practice asking the questions, what is good listening behavior, what

does “taking it seriously” look like, what they should do with their phone, etc. ** Extension – have the children interview you using their questions and techniques to practice and use your story that you prepared in advance. Class Connections: Think of 1-2 people that you would like to interview and write them down.

Using whip around have each child name out 1 person that they mentioned.

https://www.youtube.com/watch?v=1u-niluB8HI

https://www.youtube.com/watch?v=1u-niluB8HI

REMIND THEM THAT THEIR HOMEWORK IS TO: Interview someone who set a goal they didn’t think that they could do and they accomplished it - how did they do it? **It is OK if they don’t write down the interview/answer to the questions for next week’s lesson. If they interviewed someone and can describe the interview they can participate in next week’s lesson. Perseverance Walk Part 1: Interview Plan Interview a person, 18 or older, about a goal that they set for themselves and how they achieved it. Remember (and this is important) this interview is to ask all you can about someone who set a far-off, difficult goal and was able to achieve it. Brainstorm: What are some questions that I could ask? Who are some people I could interview? _______________________ _________________________ Perseverance Walk Part 2: The Interview Goal your “gritty” person was aiming for: Obstacles, hurdles, road blocks that your person had to overcome and how they did that? What is their life like now that they have accomplished their “BIG” goal? Perseverance Walk Part 1: Interview Plan Interview a person, 18 or older, about a goal that they set for themselves and how they achieved it. Remember (and this is important) this interview is to ask all you can about someone who set a far-off, difficult goal and was able to achieve it. Brainstorm: What are some questions that I could ask? Who are some people I could interview? _______________________ _________________________ Perseverance Walk Part 2: The Interview

Goal your “gritty” person was aiming for: Obstacles, hurdles, road blocks that your person had to overcome and how they did that? What is their life like now that they have accomplished their “BIG” goal?

Lesson 9: Goal Directed Behavior Review

Goal: Students will review the concept of goal directed behavior and why it is important in order to reach

more opportunity, freedom and self-respect

Content Area/Skill: Identify and review the skills that have been discussed throughout the quarter.

Materials: https://www.youtube.com/watch?v=UNQhuFL6CWg Resiliency Motivational video

Construction Paper, magazines, scissors, Glue, markers, crayons, etc. – Can have a variety of materials

for their use to create their “final product”

Attention-getter / Warm-ups: https://www.youtube.com/watch?v=UNQhuFL6CWg(2 minutes)

Discuss with your neighbor – What is 1 thing that stood out to you in this video and then

share out using whip around for each pair

Learning Activity: Last week, we talked about interviewing someone that showed “gritty” behavior.

Each of you should have interviewed someone or talked to someone about a goal that they accomplished.

This week we are going to create something that shows off the amazing things that the person you

interviewed accomplished.

Students will need to create a final product that has 3 parts (can fold their paper into three parts or use 3

different pieces of paper – 1 for each part). The first part should show the goal that the person set. The

second should show any obstacles or roadblocks that the person encountered and a description of how

they overcame them. The third part should share what life is like for that person now that their goal was

achieved. (Put these three parts on the board as a visual reminder of what three parts are needed.)

**If a student did not interview someone you can a) Have them pair up with someone who did. Have that

person describe their interview to them and work together to create the final product. Make sure that both

students are working and brainstorming on how to best represent the interview vs. only the interviewer

doing the work. Or b) Have the student interview another student in the room or a nearby adult (if

available) and create a product based on that interview.

Give about 10-15 minutes for them to work.

Allow 10 minutes at the end of class for the children to present their work. Options for presentations a)

Have the children get into small groups of 4 and each present their work to those 4 b) Have the children

get into two groups and present to one another c) ask for volunteers to present to the whole class

Class Connections:

Whip around: What is the something that stood out to you the most throughout the goal directed

behavior lessons this quarter? What is something that you used? Did it work/not work? Why or why

not?

https://www.youtube.com/watch?v=UNQhuFL6CWg

https://www.youtube.com/watch?v=UNQhuFL6CWg

The Great 8 - Humble Independent School District€¦ · The Great 8 Essentials for Living Optimistic Thinking Lessons Lesson 1 Optimistic Thinking – Introduction and the Dot Goal:

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