Welcome to JHS – Day 5

1. Welcome to JHS – Day 5 Mrs. K. brown

2. August 22, 20141st Period • Objective: Students will be able to recognize situations in school where their honesty could be tested and how these decisions affect others.

3. Bell Work • Answer the following questions: • How honest are your classmates? • Do you trust your classmates? Why or why not? • What types of dishonest things have you been a victim of at the school?

4. Classwork(Split the Class into 2 groups) • Group #1: Cheating on Homework and/or Tests • Why do students cheat? • How is cheating on a test or homework being dishonest? • What are the disadvantages to cheating on homework or tests? • How do you think cheating should be punished? • What alternatives do you have to cheating?

5. Classwork(Split the Class into 2 groups) • grOup#2: Stealing Money, Cellphone, or other property from classmates • 1. write down what they believe the two most commonly stolen items are on school campus. • 2. group #2 - answer the following questions: • Have you ever had anything stolen while at school? • What can you do to prevent yourself from being a victim of theft? • What are the effects of stealing on the students and the school? • What are the possible consequences of stealing? • Would you steal from your family? Remember - JHS is your family away from home. • How can you encourage someone who steals to stop?

6. reflection • Reflection: • Have students create either an ANTI-CHEATING or ANTI-STEALING slogan. Students can write the slogans on construction paper to make “quote bubbles” that can be displayed in the classroom. • Have students read the following pledge aloud. (Get a volunteer to create a sign of this honesty pledge that can be posted in the class.)"On my honor, I will maintain the highest standards of honesty, integrity and personal responsibility. This means I will not lie, cheat, or steal and as a member of this academic community, I am committed to creating an environment of respect and mutual trust."(from Christopher Newport University).

7. August 22, 20143rd Period • Objective: Students will be able to identify how making excuses limits their choices.

8. rationale • It’s common for kids to try to avoid taking responsibility for their actions, especially when the outcome is a negative one. Often kids believe that if they project blame onto someone or something else, this relieves them of the need to admit a mistake, as well as the need to solve the problem. But instead, making excuses takes power away from kids because it keeps them from owning problems and finding solutions.

9. Bell work • Explain how we use excuses to try to deny responsibility for our actions and what is happening in our lives. • Have a discussion based on their responses. • Emphasize that we often try to project blame onto others, in an attempt to also deny our responsibility in fixing the situation. Discuss how repeatedly making these excuses can lead us to feeling helpless.

10. classwork 1. On the board, write the following six examples of “excuses”. Ask students (in groups) to generate ideas for how these can be re-stated in a way that reflects taking responsibility for both the problem and the solution. Use the suggestions for changes listed below as a guide.

11. Suggestion list • EXCUSE: It broke. • TAKING RESPONSIBILITY: I broke it. How can I fix it? • EXCUSE: I can’t find it • TAKING RESPONSIBILITY: I haven’t found it yet. I need to look harder. • EXCUSE: He started it. • TAKING RESPONSIBILITY: I chose to get involved in something I should have stayed out of. • EXCUSE: You made me do it. • TAKING RESPONSIBILITY: I caved in to peer pressure, and I shouldn’t have. • EXCUSE: She was doing it, so I did it, too. • TAKING RESPONSIBILITY: I won’t do it. • EXCUSE: I can’t do it. • TAKING RESPONSIBILITY: I choose not to do it. I need help to do it.

12. Classwork continued… 2. Discuss the clip with your class. You may want them to write down their favorite quote/idea from the clip, as a starter. You could also ask questions like the following (could be discussed in groups): • Do you see people blaming others for their own mistakes? • In what ways have you seen this? • In what areas do you play the “blame-game”? • Do you agree or disagree with this statement: “A person’s success in life is in their hands completely.” • What is your definition of a coward? How can you choose to not become one?

13. Classwork continued… • Ask students to think of three “excuses” they have used recently and write each one down. When all have finished, ask them to rewrite each one. Share some of the statements and their rewrites with the class. • Discuss how each choice has consequences and how people are responsible for the consequences of their choices. If time allows, have students work in small groups to complete the following statements. Have students brainstorm the various consequences that different responses might bring about. • When I get angry at my friend, I • When I am picked on, I • When I can’t have my way, I • When I get in trouble, I • When my parents won’t listen to me, I

14. reflection • As a group, process the following discussion questions: • Why do we use excuses? • When you use a responsible statement, who is in control? • Tell about a time that you made an excuse to avoid a negative consequence. What happened? • Is it easier to make excuses or responsible statements? Why? • Is it better to take responsibility and accept consequences or make an excuse to avoid consequences? Why? • How can accepting responsibility help improve your schoolwork or your relationship with your friends?

15. August 22, 20144th Period • Objective: Students will be able to identify and assess “responsible” behavior in school settings in order to better adhere to the Student Code of Conduct.

16. bellwork • What are some ways people show that they are NOT responsible? • List at least 3. • Ask students to share out.

17. classwork • Discuss what responsible students look like and sound like. Chart on board or doc cam using a T-chart. • Distribute the story (Responsibility story & questions) and allow students to work in pairs. Read the story and respond to the prompt at the bottom of the page (minimum of 7 sentences). Discuss student responses.

18. reflection • Distribute “Can you see responsible behavior” worksheet. • Allow student about 3 minutes to complete. • Wrap-up by reminding students to show responsible behaviors in all of their classes this school year.

19. August 22, 20145thPeriod • Objective: Students will be able to differentiate between rights and responsibilities.

20. Bell work • Define the words “right” and “responsibility” using your own words. Share out.

21. classwork • Ask students to list on paper what they believe are their academic responsibilities. • Share their ideas with the entire class. • Read the following: • What are our rights? • Our rights are what every human being deserves, no matter who they are or where they live, so that we can live in a world that is fair and just.

22. Some of our rights… • Everyone has the right to have: • safety • education • shelter (somewhere to live) • warmth • food • clothing • personal space • freedom of speech • to be different • to feel comfortable • equal opportunities (given the chance to be what you want to be whether you are rich or poor, whatever religion or race). • Of course since these rights are for everybody, that means we all have to take on responsibility too.

23. What is a responsibility? • A responsibility is something that is your job to do something about, or to think about. It is something that affects our lives and other people's lives.

24. Some of our responsibilities… • to follow the rules at home, at school and in the community - after all they are there for our safety and to protect our rights and the rights of others  • to stand up for our rights and the rights of others as much as we can • to be the best person that we can be • to take care of our own bodies as best we can • to respect the rights of others • to look after our own belongings and respect the belongings of others • to learn as well as we can • to care about others who are not as strong in some ways as we are.

25. Responsibility continued… • Can you think of other responsibilities that you might have? • What happens when people don't accept responsibility?

26. When people don't take on their responsibilities... • Other people lose their rights, for example...people could be bullied, treated unfairly, abused or feel unsafe. • It's unfair because other people have to do a job that is another person's responsibility. • There could be consequences at home, at school or in the community, for example…people might be punished or harmed in some way. • People could become less successful and happy than they might have been, for example…they might give up trying or keep away from people. • People could feel unsafe or unhappy, for example…they could be hurt or teased.

27. When people don't take on their responsibilities... • People could be selfish and uncaring. They might not ever know the good feeling that people get when they share and care about others. • People won’t care about their belongings or those of others, for example…they could steal things or damage them. • People could find it hard to learn as well as they might.They could find it hard to stay on task because others were disrupting the class. • People won’t care about each other’s rights, for example…they might leave people out, not let them have a chance to speak, or bully them or hurt their feelings.

28. Without responsibility… We would live in a very frightening world where people would be fighting each other to get what they wanted, and no-one would feel safe.

29. Follow up questions • What is the difference between a right and a responsibility? • What rights do you have? • How do you define responsibility? • What are some of your academic responsibilities? • What are some of your non-academic responsibilities? • How do you think we learn about our rights and responsibilities?

30. reflection • What do you think about the following statement? • As a student, you have a right to a free public education, but it is your responsibility to get to school on time, do your work, be prepared, respect others and complete all graduation requirements.

31. August 22, 20146thPeriod • Students will understand the implications of bullying behavior.

32. bellwork • Have students complete the following true/false quiz. • (Put quiz up on the overhead)

33. True/false quiz • Nearly one-third of American teens are involved in bullying. (True) (False) • Less than 10% of American teens admit to bullying others. (True) (False) • Students who are bullied in school are usually attentive students with good attendance. (True) (False) • Most students who bully are insecure. (True) (False) • Contrary to stereotypes, male bullies are not usually bigger and physically stronger than their peers (True) (False). • Students who witness bullying often refuse to remain friends with the victim and feel guilty for not reporting the incident. (True) (False) • Bullies have trouble making friends. (True) (False) • Bullies do poorly in school compared to others who do not bully. (True) (False) • Most bullies discontinue violent or aggressive behavior in adulthood. (True) (False) • If you are being bullied it’s best to handle it alone. (True) (False)

34. classwork • Review quiz and involve students in a discussion using the questions.

35. Answers for the true/false quiz • True: In a recent survey, 13% admit to bullying, 11% admit to being bullied, and 6% have been bullied and also bully others. • False: See above • False: Students targeted by bullies sometimes avoid school or have trouble concentrating. They can also develop personality disorders like depression and anxiety. • False: Studies show that most bullies have confidence and high self-esteem. • False: Male bullies are usually bigger and stronger than their victims. • True: Witnessing an act of bullying has negative consequences even if you are not directly involved. • False: Bullies seem to make friends easily, particularly with other students who are aggressive and may join them in bullying. • True: The problem behaviors associated with bullying include impulsiveness, disliking school and getting in trouble often. • False: 60% of bullies have at least one criminal conviction because the behavior carries over into adulthood. • False: Putting an end to bullying requires a commitment from everyone in a school, including teachers, custodians, students, administrators, cafeteria workers and crossing guards. You should seek adult intervention and try to stay among friends if you are being bullied.

36. reflection • Would you intervene if you witnessed someone being bullied? To what adults would you report a bullying situation?

37. August 22, 20147thPeriod • Objective: Students will analyze their own character to determine a personal improvement plan.

38. bellwork • Read the quote by Maya Angelou. Do you agree/disagree? Explain your response. “Do the best you can until you know better. Then when you know better, do better.” - Maya Angelou

39. Bell work continued… • have the students read the quote aloud. • Have students “share out” their analysis of the quote. • Ask the students: • Think about the mistakes that you realize you have made over the years and you know you won’t make again as you mature into a respectful, responsible young person.

40. classwork • Write a letter to yourself about one of your main character flaws that you would like to work on and how you plan to accomplish this development. • Provide them with the following sentence starters: • Dear __________ at times you can be (irresponsible, disrespectful, dishonest, inpatient, etc.) or • Dear __________ at times you lack (commitment, diligence, perseverance, determination, etc.)

41. Teacher collects letters to store in student portfolios. • Students will revisit the letter at the beginning of each 9 weeks to check on their progress (add or revise). • At the end of the school year, students will read the letter and self-assess their overall progress.

42. reflection • At the top of chart paper/butcher paper, write “I am _______________.” • One at a time, students will write one word (in the open space of the paper) that “completes” the blank describing who they are as a result of the week’s lessons. • Provide students with colored markers so that they could be creative in developing this classroom collage that could be a reminder of those qualities/traits that are significant to building and fostering character education.