Day 3

1. Day 3 Mrs. Brown

2. Objective (Pd. 1) • Students will be able to develop an understanding of the concept of respect.

3. Bellwork • A line of the song R-E-S-P-E-C-T by the world renowned singer Aretha Franklin goes something like this: R-ES-P-E-C-T, find out what it means to me R-E-S-P-E-C-T…..all I need is just a little respect! • Ponder on the idea and the word “respect”. Elaborate on what it means to you.

4. Classwork • Look for demonstrations of respect or lack thereof. • http://www.wingclips.com/movie-clips/not-easily-broken/human-race

5. Classwork • Showing respect for others is one of the most important values in the world. It means showing care for another person or thing, like the environment. Without respect, everything around you would be less peaceful. There would be more wars, more problems and less happiness.

6. Classwork • You show respect in many ways every day that you may not even realize. Identify at least five waysin which you can show respect to others as well as five ways in which you can demonstrate respect towards your environment.

7. Vocabulary • Respect, Disrespect, Intolerance, Prejudice, Discrimination • Define each of the key concept terms in your own words.

8. Reflection • “Respect yourself and others will respect you” - Confucius • Reflect on the quote and explain what it means to you.

9. Objective (Pd. 2) • Students will be able to identify respectful behaviors and the impact of such behaviors

10. Introduction to Lesson • Introduction: Throughout this lesson, you will find a copy of a commentary by Michael Josephson and directions for reading and responding to that commentary. You are expected to read and follow the directions for both the comprehension and the analysis portions of this assignment. Write each response using complete sentences.

11. Bellwork • Write a Prediction: The title of this article is “R-E-S-P-E-C-T.” Given this title, predict what aspect of respect might be the focus of this article

12. Classwork • Clarify Unfamiliar Terms: Below you will find words listed which might create confusion for you as you read the article. (These words are listed in the order they appear in the article.) In addition, add any words not identified for you. Follow the process outlined below to help you clarify the meaning of each term. (Some definitions are provided for you.) Repeat for each word: • Look up the word in a dictionary. • Locate the word in the article and read the sentence in which it is found. (The words are underlined in the article so that it is easy for you to identify them.) • Use the words around the word (its context) to help you identify the correct dictionary definition. • Choose the appropriate dictionary definition and write that definition on the line provided.

13. Words to Define • incivility: • contempt: lack of respect or reverence for someone; the act of regarding someone as inferior • distinction: • esteem: • diminish : to make or become less • integrity: the act of being honest, truthful, and consistently ethical • mud-slinging: • distinction:

14. Preparing to Read • Read the Commentary: Follow all directions listed below. • Read the commentary once. As you read, work at understanding the text. Teachers you may want to complete a Read-Aloud of the commentary below, • Identify and clarify any unfamiliar words. • Read the commentary again. Keep in mind the six pillars of character related to respect (trustworthiness, responsibility, fairness, caring and citizenship) plus good decision-making, and consider what we can learn about good character.

15. Commentary • R-E-S-P-E-C-T • R- E- S- P- E- C- T – Aretha Franklin reminded us how it’s spelled, but a lot of us need coaching on how to show it. In both personal and political relationships, the failure to treat each other with respect is generating incivility, contempt, and violence. • There’s an important distinction between respecting a person in the sense that we admire and hold that person in especially high esteem and treating others with respect. While respecting others is desirable, respectfulness is morally mandatory. Thus, people of character treat everyone with respect, even those who are not personally respect worthy. • The way we behave toward others is an expression of our values and character. Thus, we should treat others with respect, not because they have a right but because we have a moral duty to do unto others the way we want them to do unto us. Again, it’s not because they deserve it, but because doing less would diminish our own character.

16. Commentary continued… • That’s the message in an old story about a politician who caught himself being drawn into mud‑slinging and name‑calling. Once he realized he was lowering himself to his opponent’s level, he stopped and said, “Sir, I will treat you as a gentleman, not because you are one, but because I am one.” • It can take a lot of self‑control to be respectful to people who are nasty, dishonorable, or disrespectful to us. Still, our inner sense of integrity should help us resist temptations to “fight fire with fire.” As Lily Tomlin said, “The problem with the rat race is that even if you win, you’re still a rat.”

17. Analysis of Article… • Respect: Character Counts describes respect as treating others with respect; following the Golden Rule; being tolerant and accepting of differences; using good manners, not bad language; being considerate of others feelings; not hitting or hurting others; and dealing peacefully with anger, insults, and disagreements. • Being respectful means valuing each other’s points of views. It means being open to sometimes being wrong. It means accepting people as they are. It means not being rude or mean because you're having a bad day. It means being polite and kind always, because being kind to people is not negotiable. It means not gossiping about people or spreading lies.

18. Paraphrase the Text… • A paraphrase is... • Your own version of important information and ideas expressed by someone else, presented in a new form • A more detailed restatement than a summary, which focuses concisely on a single main idea. • Paraphrasing is a valuable skill because... • the mental process required for successful paraphrasing helps you to grasp the full meaning of the original ideas. • Paraphrasing this text: • Reread the original article until you understand its full meaning. Annotate the article to help your comprehension. • On your separate sheet of paper, (below your main idea explanation) write your paraphrase.

19. Write a paragraph… • Reread what you have written. On your separate sheet of paper (below your paraphrase), write a well-developed paragraph in which you identify the message of the article and explain why you agree or disagree with that message.

20. Reflection • Write a statement which identifies the main idea of the commentary read in class today.

21. Objective (Pd. 3) • Students will be able to evaluate their own beliefs regarding respect.

22. Bellwork • How do you cooperate with someone you don’t trust?

23. Classwork: Getting to Know You • Film: Remember the Titans • There are many kinds of pioneers. This movie tells the tale of one such pioneer and the football players whose lives he helped transform. Based on a true story in the 1970s, an African-American coach at a newly integrated high school must help his players not only win but, more importantly, look beyond appearances and see each other in new ways.

24. Questions to Ponder… • Teaser Question: How can you teach people to respect each other? • Going Deeper: What divisions do you see around you on a daily basis: black/white, in-crowd/out-crowd etc.? How can you overcome those divisions? • Making Choices: You are hanging out with a group of friends and one of your friends tells a racist joke. What do you do?

25. All About Color… • Making Choices: You are hanging out with a group of friends and one of your friends tells a racist joke. What do you do? • (2) View the clip form the movie Freedom Writers and allow for a brief open discussion of the views expressed by the students in the clip. • All About Color • New teacher Erica challenges her students, who value the gang-life over education, about their sense of respect and purpose • http://www.wingclips.com/movie-clips/freedom-writers/all-about-color

26. Discussion • Divide the class into pairs. In the” Pair-Share exchange” each student should contribute to answering and responding to the questions for the lesson. After the students have paired and shared, each group needs to share out their responses. • Why is outwardly demonstrating respect important? • In any given situation, who is affected by respect? Is the person demonstrating respect more affected than the person being respected? Explain. • What is the difference between respecting someone or something and fearing someone or something? • When have you felt like someone disrespected you, someone you care about or something you care about? What were the circumstances involved? What were the effects it had on you and the other people involved?

27. Reflection • “Do unto others as you would have them do unto you.” —The Golden Rule • Reflect on the Golden Rule and express your feelings about it.

28. Objective (4th Pd.) • Students will be able to identify respectful behaviors and the impact of such behaviors.

29. Bellwork • I'm not concerned with your liking or disliking me... All I ask is that you respect me as a human being. -Jackie Robinson • What a powerful quote by Jackie Robinson! Describe your thoughts about this quote.

30. Classwork • Introduction: Below you will find a copy of a commentary by Michael Josephson and directions for reading and responding to that commentary. You are expected to read and follow the directions for both the comprehension and the analysis portions of this assignment. Write each response using complete sentences.

31. Comprehension • Write a Prediction: The title of this article is “Tennis State Title Forfeited Over Fan Behavior.” Given this title, predict what you think the fans might have done in order to cause someone a State Championship? • Clarify Terms: Below you will find words listed which you need to think about before reading the article. While the definitions of these words are in the dictionary, your job here is to write your own definition and provide an example.

32. amicable: characterized by or done in friendliness, without anger or bad feelings example: • etiquette example: • respect example: • forfeit example: • bullying: example: • hostile environment: example:

33. Reading the Commentary • Follow all directions listed below. • Read the commentary once. As you read, reflect on the ideas shared in the text. • Read the commentary again. Keep in mind the six pillars of respect (trustworthiness, responsibility, fairness, caring and citizenship) plus good decision-making, and consider the ways in which the people and/or ideas in this commentary display good character.

34. Tennis State Title Forfeited Over Fan Behavior • Tennis is supposed to be one of the more amicable sports. On-court etiquette and respect for one’s opponent are expected (notwithstanding the occasional McEnroean* screaming fit). Players customarily signal apologies to opponents after winning a lucky point. And cheering for unforced errors and double-faults is not what tennis fans do. • Apparently the crowd at a recent high school tennis match in New Hampshire didn’t get that memo. As Yahoo reports, Briana Leonard, a senior at Bishop Guertin High, forfeited her state championship because she was being heckled by the crowd. • Leonard was playing in the final against Sunday Swett from Bow High, New Hampshire. After Swett won the first set 6-4, Leonard decided she had had enough of the crowd and walked away. Leonard’s parents claimed she was heckled because she was from Massachusetts, but was playing for a team from New Hampshire. “They were bullying her,” said Karen Leonard, Brianna’s mother. • “This is a hostile environment,” Brianna’s father Tim Leonard told The Telegraph. “They are cheering for people to lose rather than win. I don’t want to take anything away from Sunday. She deserves it … it’s about the environment created here and hopefully they learn from it.”

35. But did Leonard really make the right move here in forfeiting? As her own coachsaid after the match, “In sports that’s something you have to deal with. Some people will not cheer for you. They’ll cheer for your opponent. That’s why I was trying to keep her focused.” • Of course, there is a difference between cheering and heckling. We can only guess what Leonard was hearing; for a player to give up a chance at a state championship, the comments were probably more than a little harsh. • Another question is, where were the school officials and coaches during all of this? If it was truly a hostile environment, someone needed to step up and say something to the fans. • * McEnroean: John McEnroe, a professional tennis player dominating in the 1980s, was known for confrontational on-court behavior. This behavior was deemed inappropriate and often got him in trouble with umpires and tennis authorities.

36. Analysis • Respect and Sportsmanship go hand and hand. On a separate sheet of paper, respond to each question using complete sentences. Number each response and skip lines between them. • 1. In your opinion who displayed the greatest un-sportsmanship? Briana, the fans, or the officials? Explain your reasoning. • 2. Briana’s mother stated, “They were bullying her.” In your opinion, do you feel this was a form of bullying? If so, what could be done in order to prevent such hostile environments at sporting events? • 3. What would you have done in Briana’s situation? Would you have forfeited the game or would you have finished it? Explain your reasoning. • 4. Given the traditional etiquette practiced by tennis players and fans, should someone have interceded during this high school match to address the behavior of the spectators? If so who? Why? • 5. If it was in your authority to handle the spectators’ behavior, how would you handle the situation? Be specific whether you are for or against the display of behavior that was demonstrated. • 6. What is the difference between cheering for your athlete or against his/her opponent? Which, if either, demonstrates better sportsmanship? Why?

37. Reflection • Are there any people that you feel deserve more respect in your life as opposed to others? Explain? • How has learning about RESPECT helped you in understanding the value and the importance in which this character trait holds?

38. Objectives (5th Pd.) • Students will be able to understand the significance of making wise choices.

39. Bellwork • “Decisions are a way of defining ourselves. There comes a time in life when there is nothing else to do but go your own way. Where you are headed there are no trails, no paths, just your own instincts.” • Write a definition of peer pressure.

40. Classwork • Students and teacher will read the quote and discuss. Provide examples of times when you were pressured into doing something against your beliefs, or when you pressured someone else to do something against his/her beliefs. Also discuss the different styles of pressure (calling names, threatening to beat up, etc.) used against you, or that you used against someone else. • Choose one of those personal situations and write a different outcome that represents you making a wise choice and not falling into peer pressure. (7-10 sentences) Call on a few to share out.

41. Reflection • The final line of the quote reads “where you are headed there are no trails, no paths, just your own instincts.” Discuss the importance of following your path of consciousness (listening to your gut.)

42. Objective (6th Pd.) • Students will be able to develop a plan of action when they are teased/ bullied by a peer.

43. Bellwork • Provide a definition for the word “bullying”. • Write down words that are associated with the words “bully” and “victim”.

44. Classwork • Separate students into small groups. Have them role play the following scenarios and ways of dealing with each situation: • You are walking to the cafeteria when another student hands you a cell phone and tells you to put it in your bag, as they don’t want to get caught with it. You say don’t want anything to do with it, but you the peer tells you that you have no choice and if you don’t do it, they will beat you up later. • You walk into the bathroom between classes and see one of your friends beating someone up. Your friend sees you and tells you that you have to punch the person too. You don’t want to but your friend said if you don’t, they will tell the teachers that it was you who did it.

45. Classwork Continued • You are taking a test and students sitting next to you are cheating and offer the test answers to you. • You are walking to school. Your friend, who skips school a lot, tries to get you to skip with him. • You are on your way home from school. Your best friend shows you a pack of cigarettes and says “let’s go over here behind the building and smoke one.” • Your friends decide they are mad at the teachers and are not going to study for the social studies test. They are also not going to do homework for the rest of the week

46. Reflection • Discuss different ways to respond to negative peer pressure (ignore the person and walk away, etc.) Would you risk losing a friend over something you felt strongly about? Do you feel confident that you could use the skills in your day-to-day lives?

47. Objective (7th Pd.) • Students will increase their awareness of cyber bullying.

48. Bellwork • What is cyber bullying? Lets take a look at a article that discusses cyber bullying.

49. Classwork • 1. Tell us what you think about how punishment in this case and others like it should be handled. • 2. How much is the bully to blame, and how much responsibility should he or she bear for the consequences? Why? • 3. How do you think cyber bullying like this can be prevented in the first place? • 4. Do you think education about cyber bullying is enough?

50. Reflection • Do you understand that cyber bullying is hurtful, against the law, and making our school less peaceful and unsafe? Do you agree to stop cyber bullying?