Teaching the Discovering the Real Me Series

1. Teaching the Discovering the Real Me Series Student Textbook and Teacher’s Manual 7

2. Discovering the Real Me:Student Textbook 7:Who Will I Be? • Original stories • True to life • Ages 12 to 13 years • Dilemmas, conflicts, resolutions

3. Character Education’s Goals • To know the good—head • To care about the good—heart • To do the good—hands

4. Each Story Has Cognitive, Affective, and Behavioral Goals Educating the Head, Heart, and Hands

5. Chapter 1:Who Will I Be?“Everything’s Changing! • After a fight with her parents, 13-year-old Jenny goes to a park to think • Her body and emotions are changing • It’s confusing and painful at times

6. “Everything’s Changing!” • Jenny spots a cocoon in the process of changing into a butterfly • She understands that growth into life as an adult means natural changes

7. “Everything’s Changing!” • Definition of hormones—body chemicals that “spur on” growth • Uneven physical development • Changing emotions • A time to develop character—virtues that do not change

8. “Everything’s Changing!”: Cognitive Objectives • Students will understand the hormonal basis of changes • Maturation involves the practice of virtues

9. “Everything’s Changing!”—Affective Objectives • Sympathy for themselves and others as they go through changes • Desire for a healthy lifestyle • Desire to develop internally

10. “Everything’s Changing!”—Behavioral Objectives • Students will construct a timeline of milestones • They will copy a pattern of hormones • They will chart virtues

11. “Everything’s Changing!”—Discussion Brain Gonadotropin-releasing hormone Pituitary gland Luteinizing hormone (LH) and follicle stimulating hormone (LSH) Different parts of the male or female body

12. “Everything’s Changing”Exercise: “Marking Time” First walked First school day First Team Worked for pay Timeline of Milestones

13. “Everything’s Changing!”Reflection Exercise: “My Virtues” Rate the virtues in your life (1-10) Importance + Practice • Family love _____ _____ • Respect _____ _____ • Responsibility _____ _____ • Honesty _____ _____ • Cooperation _____ _____

14. Chapter 3:Who Will I Be?“Joey’s Dare” • Joey is new at school and anxious to make friends • Some boys tell Joey to get William, a shy but smart boy, to let Joey copy his homework so they can copy it too

15. “Joey’s Dare” • Joey does, but he feels bad about it • He likes William but is afraid to go against the crowd • He decides to talk to his parents and stop using William

16. “Joey’s Dare”: Cognitive Objectives • Students will understand the idea of “peer pressure” making them do things they really don’t want to do

17. “Joey’s Dare”: Affective Objectives • Students will sympathize with Joey and William • They will feel disgust toward the false friends • They will not want to be false friends

18. “Joey’s Dare”: Behavioral Objectives • Students will differentiate between true and false friends • They will describe their own challenges with peer pressure

19. “Joey’s Dare”: Discussion • Sometimes we “mask” who we are to fit in or try on a new identity • Shakespeare: “To thine own self be true”

20. “Joey’s Dare”—Reflection Exercise: “Peer Influence and Me” • Peer pressure vulnerabilities: 1. Difficulty with parents 2. Strong influence of friends and peers 3. Lack of confidence Will you give in to peer pressure?

21. “Joey’s Dare”: Activity—True or False Friend? • Richard wants Truman to sneak into the movies with him without paying. Is Richard a true or false friend? • Susie, Carissa, and Mary are friends. Susie invites Mary to a party and says, “Don’t tell Carissa.” Is Susie a true or false friend?”

22. Conflicts in Children Ages 12-13 • Freedom versus responsibility • Old friendships versus new friendships • Fear of standing out versus integrity • Peer pressure versus the true self • Sexual attraction versus childlike feelings

23. Discovering the Real Me’sWho Will I Be?Can Help