GOALS/OBJECTIVES:

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					           EDUCARE CURRICULUM
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                                                TABLE OF CONTENTS

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  COURSE MAP................................................................................................................... 3
  CLASS ONE: CREATING A PACT ....................................................................................... 4
  CLASS TWO: LIFE THROUGH ROSY GLASSES ................................................................... 7
  CLASS THREE: BEING PROACTIVE .................................................................................. 11
  CLASS FOUR: EMOTIONAL BANK ACCOUNT ................................................................. 13
  CLASS 5: PROBLEM SOLVING ........................................................................................ 15
  CLASS 6: GROUP WORK ................................................................................................ 17
  CLASS 7: BEGIN WITH THE END IN MIND...................................................................... 19
  CLASS 8: PUTTING FIRST THINGS FIRST ........................................................................ 21
  CLASS NINE:................................................................................................................... 24
  CLASS TEN: THE KEY TO SUCCESS – COMMUNICATION ............................................... 27




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                             COURSE MAP




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                             CLASS ONE: CREATING A PACT

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PREP: Post course map and print outs for 4 corners exercise

CLASS GOALS/OBJECTIVES:

   1.   Introduce yourself and class
   2.   Create a safe environment
   3.   Establish group agreements and theme
   4.   Create a sense of community within classroom (I am, Amoeba)

0:00 – 0:10 Introduction

PREP: Pass out class folders with course map and class format
GOAL: Introduce yourself to class and setup class structure

        Introduce yourself to the class
             Work/School
             Hobbies, interests
             Reason for wanting to lead this service learning club
               Teachers Tip: Be genuine, be yourself! Students are very perceptive and
               respond to enthusiasm and a positive attitude.

        Present overview of class (using course map)
            10 workshops to provide students with skills for personal and academic
               success
            Workshops follow lessons taught in Thomas Jefferson student planners,
               and are intended to reinforce these existing lessons.
            Workshops will be interactive and largely participation driven. We will
               follow the 80-20 rule: Students will speak 80% of the time, class
               facilitators will speak 20% of the time
            All students have valuable inputs to share with the class. Participate
               freely, openly, and consistently! Group agreements will be created later
               in this class to create rules for what we need to make this a safe, fun, and
               valuable classroom environment.

        Review curriculum and course map
            Course map will be reviewed at the beginning of every class, to
              summarize “where we have been” and talk about “where we are going”
            Sticky notes will be added to the course map at the end of every class

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              session to summarize key takeaways and action items from the class

       GE Bucks
           Lessons discussed in this class become valuable only when they are
             put into practice on a day-to-day basis.
           To encourage putting lessons into practice and trying out skills taught
             in this class, GE Bucks will be passed out by class facilitators during
             each workshop, and by teachers during the school week
           GE Bucks can be redeemed for great prizes at the end of every month.
              Class facilitators will ask for volunteers at the beginning of every class to
              discuss how they earned GE Bucks throughout the week (ex, I got $10 GE
              bucks for working well with my classmates during a group project)


0:10-0:20 Amoeba

GOAL: Icebreaker activity to build a feeling of “community” within classroom. Activity
should enforce the idea that everyone has unique experiences, cultures and
backgrounds that will be valuable inputs into the classroom. Activity should also help
students feel that they have things in common, making them feeler “safer” to share
during classroom discussions.

       I am from activity
             Students should begin activity by finding 1 person in the classroom they
               share something in common with, ie, I live on the same street as you,
               we went to the same middle school, we like the same neighborhood
               restaurant, etc..
             Each pair of students should then find another pair of students that they
               share something in common with (forming groups of 4)
             Each group of 4 students should then find 4 other students they have
               something in common with
             Continue until entire class has found something they all share in
               common

       Debrief Activity
           What did you learn from this activity?
           What surprised you? What didn’t surprise you?

       Takeaway
           There are several things that make us unique and that we share in
             common with each other




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              In this class, your shared and unique experiences are VERY VALUABLE.
               Sharing unique experiences (based on your unique culture, background,
               etc..) will help add a valuable perspective to our discussions.
              We also share several things in common, so don’t feel shy to share..!

0:20 – 0:40 Activity: 4 Corners

PREP: PowerPoint Slides with 4 Corners statements, Tape paper with “Strongly
Disagree”, “Disagree”, “Agree”, “Strongly Agree” in 4 corners of the room

GOAL: Discuss the process of changing our behaviors. Remaining 9 workshops will all
focus on developing new ways of thinking, acting and speaking for personal and
academic success. This activity sets the stage for getting into a proactive mindset for
self-improvement and personal change. Discussions should focus on what makes
changing our attitudes and habits easy or hard…what does it take to form a new habit or
way of thinking?

       4 Corners
           Read the statements below aloud and have students go to the corner
              that best represents how they feel (Strongly agree, disagree, etc…). Call
              on volunteers to discuss why they went to the corner they went to.

              Statements:
               1. I believe I have the power to change my attitude
               2. I believe having a strong sense of who I am and what is important to
                   me is important for my success.
               3. I believe its easy to change my habits
               4. When I set my mind to do something, I follow through 100% of the
                   time.

0:40 – 0:50 Group Agreements

PREP: Have poster board ready to write down group agreements

       Group Agreements
           Have students break into groups (4-5 students per group)
           Each group should write 3-4 rules they think will be necessary to create a
             fun, safe, productive environment for the service club.
           Have each group select one volunteer to present their “agreements” to
             the class
           Summarize agreements (no more than 5 agreements) and write down on
             poster board



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             Work as a group to discuss consequences for breaking group agreements,
              strategies for enforcing and passing on to new members
                Teachers TiP: Be creative in how you want to enforce discipline in your
          class. The goal of group agreements is to have students play an active role in
          “policing” themselves to create a fun, productive learning environment. If
          students break agreements, refer them back to the agreements “they
          created” and remind them why they chose to create this rule.

0:50 – 0:55 Wrap Up

PREP: None

      Fist to Five – Have students raise their hand and put up a fist, one finger, two
      fingers, etc…A five means students enjoyed the class and learned something new.
      A fist means the student did not learn anything and had a problem with the class
      they would like to discuss. Choose students to give feedback on the class as time
      permits.

       “Make it Stick” – Paste sticky note takeaways on course map, summarizing what
       students learned from class and what they want to implement as takeaways
       throughout the week. Exhibiting behavior on sticky notes will earn them GE
       Bucks.


                      CLASS TWO: What You See Is What You Get

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GOALS/OBJECTIVES:

   1. Understand the role our perceptions play in viewing ourselves and others
   2. Understand the role of attitude

4:00 – 4:10 Check-In Activity: Quotable Quotes

PREP: Handout quotable quotes sheet. Have a ball handy to throw around the
classroom.
GOAL: Work towards a definition of “perception” and understand how it they can help
or hurt us.

       Activity
            Preface activity by explaining quotes. All quotes on handout were made
               many years ago by “experts” in their fields. At the time they were said,


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              they sounded intelligent. Looking back today, all these quotes sound
              idiotic.
             Throw the ball to a student in the class. This students should read the
              first quote on the page.
             Once first quote has been read, this student should throw the ball to
              someone else in the class. This student should read the second quote on
              the page.
             Continue until all quotes have been read.

       Debrief Activity
           What did you learn from this activity?
           What surprised you? What didn’t surprise you?

       Takeaway
           All the quotes read were incomplete or untrue. The people who said
             them had a limited view of the world that influenced how they saw things
             around them. Today’s class is going to focus on how we view the world
             and how it can effect how we act and think.

4:10 – 4:15 Review group agreements and class map

PREP: Group agreements and class map posters.

       Go around classroom asking students explain one of the group agreements
       Recap “Make-It-Stick” notes from previous class. Ask students for examples of
       how they practiced these take-aways over the past week and if they received GE
       Bucks for it. Review where we are on the course map and where we are going
       in future meetings

4:20 – 5:10 The Paradigm Shifter

PREP: Provide each student with glasses handout (cut-out of glasses), scissors, and
multiple pieces of colored tissue paper.

       Activity
            Have students cut out glasses from handout
            Have students individually write three positive or negative “perceptions”
               they have of themselves (“I’m funny”, “I’m smart”, “I’m outgoing”) on
               tissue paper and three positive or negative perceptions they have of
               someone else on tissue paper (“My teacher is out to get me”, “She’s a
               jerk”, “My friends love me”)
            Have students tape different tissue papers onto their glasses



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              Call on volunteers to discuss how looking at the world through these
               “lenses” effects how they think or act, Ex: Student has “I’m dumb” taped
               onto glasses…will cause him to not try as much in classes, not answer
               questions for fear of getting answers wrong, etc…”

        Debrief Activity
            What did you learn from this activity?
            What surprised you? What didn’t surprise you?
            What did you like about this activity?
            Did you find perceptions you had of yourself or others that you didn’t
               know you had before?
            What role do perceptions have in our day-to-day lives?
            What perceptions do you want to hold on to? Let go?

        Takeaway
        Perceptions play a strong role in how we view ourselves and the world around
        us. Positive perceptions have the ability to uplift us and make us better, while
        negative perceptions can “taint” how we view the world. It’s important to take
        the time to think about what perceptions we have and why we have them.
        Holding a strong, positive attitude/perception can go a long way to leading to
        personal and academic success.

5:10 – 5:15 Wrap Up

PREP:
        Fist to Five
        Make It Stick
        Agenda for next week

                      Top 10 All-Time Stupid Quotes

10. “There is no reason for any individual to have a computer in their home.”




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           - Kenneth Olsen, President and founder of digital equipment corp, 1977
9. “Airplanes are interesting toys but of no military value.”

           -   Marchall Ferdinand Foch, French Military Strategist and futre world war
               I commander, in 1911

8. “Man will never reach the moon regardless of all future scientific advances.”
          - Dr. :ee De Forest, Inventor of the audion tube and father of radio, in
              1967

7. “Television won’t be able to hold on to any market it captures after the first six
   months. People will soon get tired of staring at a plywood box every night.”

           -   Darryl Zanuck, Head of 20th Century-Fox in 1946

6. ”We don’t like their sound. Groups of guitars are on the way out.”

           -   Decca records rejecting the beatles, in 1962

5. “For the majority of people, the use of tobacco has a beneficial effect.”

           -   Dr. Ian G. Macdonald, LA Surgeon, In 1969

4. “This ‘telephone’ has too many shortcomings to be seriously considered as a
   means of communication. The device is inherently of no value to us.”

           -   Western Union Internal Memo, 1876

3.”The earth is the center of the universe.”

           -   Ptolemy, 2nd Century

2.”Nothing of importance happened today”

           -   Written by King George III Of England on July 4, 1776

1.”Everything that can be invented has been invented.”

           -   Charles Duell, US Commisioner of Patents, in 1899




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           -   CLASS THREE: BEING PROACTIVE (IN-COMPLETE)

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PREP: Arrange meeting time, drivers, potential interviewees, interview handouts, digital
cameras, clipboards, snacks/drinks

GOALS/OBJECTIVES:

   1. Understand the role our perceptions play in viewing ourselves and others
   2. Understand the role of attitude

GLASSES – Write how you want to change how you view yourself on one side, how you
want to change how you view others on the other….

4:00 – 4:10 Check In - Amoeba

PREP: None

       Activity
            Points for activity
            Point 2
            Point 3

4:10 – 4:15 Review group agreements and class map

PREP: Group agreements and class map posters.

       Go around classroom asking students explain one of the group agreements
       Recap where we are on the class map and where we are going today and in
       future meetings


4:20 – 5:10 Activity

PREP: Provide poster board, tape, markers, glue, printout of pictures taken during photo
shoot

       Activity Setup
            Point 1
            Point 2

       Community Development Discussion


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              Discussion Q1
              Discussion Q2

5:10 – 5:15 Wrap Up

PREP:
        Fist to Five + Snacks
        Make It Stick
        Agenda for next week




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              CLASS FOUR: EMOTIONAL BANK ACCOUNT (IN-COMPLETE)

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PREP: Arrange meeting time, drivers, potential interviewees, interview handouts, digital
cameras, clipboards, snacks/drinks

GOALS/OBJECTIVES:

   3. Understand the role our perceptions play in viewing ourselves and others
   4. Understand the role of attitude

GLASSES – Write how you want to change how you view yourself on one side, how you
want to change how you view others on the other….

4:00 – 4:10 Check In - Amoeba

PREP: None

       Activity
            Points for activity
            Point 2
            Point 3

4:10 – 4:15 Review group agreements and class map

PREP: Group agreements and class map posters.

       Go around classroom asking students explain one of the group agreements
       Recap where we are on the class map and where we are going today and in
       future meetings


4:20 – 5:10 Activity

PREP: Provide poster board, tape, markers, glue, printout of pictures taken during photo
shoot

       Activity Setup
            Point 1
            Point 2

       Community Development Discussion


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              Discussion Q1
              Discussion Q2

5:10 – 5:15 Wrap Up

PREP:
        Fist to Five + Snacks
        Make It Stick
        Agenda for next week




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                            CLASS 5: PROBLEM SOLVING

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GOALS/OBJECTIVES:

   1. To practice skills needed to solve personal, group and interpersonal problems
   2. To learn how to think critically about the world around us


0:00 – 0:10 Check In – Know Your Community Quiz

PREP: Research community statistics on-line prior to class and prepare a list of
community quiz questions (“Which suburb has the highest graduation rate?”)
GOAL: Help students become more aware of the community they live in

       Quiz students with community questions and keep score
           Award GE Bucks to students who answer questions correctly.

0:10 – 0:15 Review group agreements and class map

PREP: Group agreements and class map posters.
GOAL: Reinforce lessons from prior weeks and help students get a “bigger picture” of
where they are in the EduCare course.

      Choose one student to read the group agreements aloud to the class.
      Recap “Make it stick” from prior weeks and preview classes to come
      Ask students if they received GE Bucks from teachers over the past week…ask
       students to explain why they did to receive GE Bucks

0:15 – 0:20 Problem Solving Presentation

PREP: PowerPoint Presentation on problem solving (NEED TO CREATE)

Present problem solving methodology

4:20 – 4:50 Mayor for The Day

PREP: Index cards, pens, pencils, tape, glue, CD cases, toilet paper tubes, cardboard,
etc…

       Have students play crash
           Split into 4 groups


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              Each group should select a “mayoral candidate”
              Each group should use problem solving methodology to identify key
               issues in the community, supporting data sources, key stakeholders. This
               information should be used to create a “platform” on which the mayor is
               going to run
              Have each mayor present his/her platform to the class, with the class
               playing the role of press conference reporters who ask the mayor
               questions about his plans for fixing the problems in a community
              Platform should include plans for improving the communities education,
               infrastructure, economy, and social problems                        -

      Debrief Questions (write key points on chart paper, blackboard)
      1. What made this activity hard?
      2. What did your group do well/do poorly?
      3. Was using a problem solving methodology helpful in coming to a conclusion?
         Why or why not?
      4. What would you do differently if you were to do this again?
      5. What kinds of day-to-day situations do you face that force you problem
         solve?(written reflection)

4:50 – 5:00 Wrap Up

PREP: Snacks

      Assign new roles
      Fist to Five + Snacks
      Agenda for next week




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                               CLASS 6: GROUP WORK

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GOALS/OBJECTIVES:

   1. Understand the elements of group work
   2. Understand what underlying principles make a group work effectively
   3. Understand how learning to work well in a group can help us in our day to day
      lives

4:00 – 4:10 Check In – Three Truths and Lie/Guess Who

PREP: Provide index cards and a hat/bowl

       Have students play three truths and lie
           Each student should write three truths and one lie about themselves on
              an index card
           All index cards should be mixed up in a bowl/hat
           Pass the bowl around the room and have students draw a card and guess
              who the card describes

4:10 – 4:15 Review group agreements and class map

PREP: Group agreements and class map posters.

       Go around classroom asking students explain one of the group agreements
       Recap where we are on the class map and where we are going today and in
       future meetings

4:15 – 4:50 Crash

PREP: Index cards, pens, pencils, tape, glue, CD cases, toilet paper tubes, cardboard,
etc…

       Have students play crash
           Divide students in teams of 3-4
           Equally distribute materials to each group
           Give groups 5 minutes to build the tallest free standing structure they can
              using only the materials provided
           Building must be able to stand on its own for 5 minutes
           After 5 minutes, measure each structure and give prizes to group that
              had the tallest freestanding structure

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        Debrief Questions (write key points on chart paper, blackboard)
   1.   What made this activity hard?
   2.   What did your group do well/do poorly?
   3.   Did everyone in the group feel included?
   4.   If you could do this activity again, what would you do differently?
   5.   Would you have been able to do this activity better by yourself? With a larger
        group? With a smaller group? Why?
   6.   How did your group decide who the leader was? Did having a leader help?
   7.   What was the winning formula for building a tall structure? Did it have anything
        to do with having a solid base? What are the “building blocks” of group dynamics
        that are needed to build a “tall structure” (good team)?
   8.   How do group dynamics come into affect with friends and family?

4:50 – 5:00 Wrap Up

PREP: Snacks

        Assign new roles
        Fist to Five + Snacks
        Agenda for next week




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                        CLASS 7: BEGIN WITH THE END IN MIND

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GOALS/OBJECTIVES:

   1. Set personal and career goals
   2. Understand path to reach goals
   3. Identify what will help us reach goals and what will prevent us from reaching
      goals

4:00 – 4:10 Check-in + Activity

PREP: Bring hat/bowl, index cards

       Scenes from a hat – from “Whose Line is it Anyway”
           Each student writes down one action scene on a sheet of paper that they
              then place into a hat
           Each student picks a scene from the hat and must act out the scene

4:10 – 4:15 Review group agreements and class map

PREP: Group agreements and class map posters.

       Go around classroom asking students explain one of the group agreements
       Recap where we are on the class map and where we are going today and in
       future meetings

4:15 – 4:50 Sharks and Rafts

PREP: Pre-printed pictures of sharks, rafts. Arrange desk in a circle with a piece of blue
tape down the center of classroom floor.

      Write 5 things that describe where you currently are in life or who you currently
       are – I am a 5th grader, I am living with my parents, I am broke, … (Min 5 things)
      Write 5 things that describe where you would like to be in 20 years in your life –
       Working in a full-time job, making lots of money, have a family, graduated from
       college, etc…
      Write 5 things that could hinder you from reaching your goals on Shark pictures


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      Write 5 thing that could help you reach your goals on Raft pictures



      Have students put current character trait papers on one side of room (line up to
       look like the bank of a river)
      Have students put future character traits on other side (line up to look like the
       bank of a river)
      Divide class into 5 teams of 5 people


   Rules:

       1. Team members can only step on rafts. If they fall in the water, or step on a
          shark, they have to start over
       2. Can use all of their rafts
       3. One person has to keep eyes closed, one person cannot speak, one person
          has to hold hands above his/her head, other two normal
       4. Teams have 5 minutes to plan their strategy
       5. On go, see who can make the journey from the bank of who we are, to the
          bank of who we want to be.

  Discussion Questions:

       1.   What did we do in this activity?
       2.   What made it hard/easy?
       3.   Was it hard to come up with these traits?
       4.   How did you figure out who you are today?
       5.   How did your rafts help?
       6.   Are we aware of this “journey” in our day-to-day lives? Is this important?
       7.   What else should we do to help us make this journey?

4:50 – 5:00 Wrap Up

PREP: Snacks

       Assign new roles
       Fist to Five + Snacks
       Agenda for next week




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                         CLASS 8: PUTTING FIRST THINGS FIRST

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GOALS/OBJECTIVES:

           1. Understand the importance of time management
           2. Learn skills to better manage our time

4:00 – 4:10 Check In – “I am” rap

PREP: None

              Students will, in turn, make a statement about themselves using the “I
               am” theme, accompanied by rap music created by the students
               themselves.
              Identify beat box(s), variation of music created with hands, feet, on
               desks, etc.
              Any number of students can produce the music

Ask students the following riddle:

           1) What flies but has no wings?

           2) This thing devours all, birds, animals, trees, flowers, gnaws iron, bites
           steel, grinds hard stones to meal, slays kings, ruins towns, and beats high
           mountains down. (Students might recognize that the last riddle is from The
           Hobbit by J. R. R. Tolkien).

Answer: Time

4:10 – 4:15 Review group agreements and class map

PREP: Group agreements and class map posters.

       Go around classroom asking students explain one of the group agreements
       Recap where we are on the class map and where we are going today and in
       future meetings


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4:15 – 4:20 Pebbles, Rocks, Sand

PREP: One large jar (pickle jar or other), several large rocks, bag full of small pebbles, jug
of water

(Perform the following demonstration for students, asking them questions as you go…)

              Put some large rocks in the jar. . Put in as many as you possibly can. Ask
               students, “does the jar look full”? (Add large rocks until students say
               “yes”)
              Okay, you’ve got a full pickle jar that you can’t fit anything else into,
               right? Now, put some pebbles in. Put as many in as you can possibly fit.
               Ask students, “does the jar look full”? (Add pebbles until students say
               “yes”)
              Now, take your full jar and add sand. Ask students, “does the jar look
               full”? (Add sand until students say “yes”)
               Now, take your full jar and add water. Ask students, “does the jar look
               full”? (Add water until students say “yes”)

Explain significance: Each of us has many large priorities in our life, represented by the
large rocks. We also have things which we enjoy doing, such as the pebbles. We have
other things we have to do, like the sand. And finally, we have things that simply clutter
up our lives and get in everywhere: water.

None of these are bad things. After all, we need the gamut of these objects—from large
priorities to times of rest—in order to feel truly fulfilled. No Time Management theory
should be without balance, and the Pickle Jar theory is all about balance. You make time
for everything, and everything simply fits well where it is supposed to fit. With proper
time management, you can do more (like how more things were added to jar), and
enjoy what you are doing more.

One way to manage time is to look at your day and figure out what the large priorities
are (rocks). These could be things like school and homework. Once these large
priorities are identified and scheduled into your day, you can then add in things you like
to do (pebbles) such as listen to music, talk to friends, or play a game of basketball.

              Have students make a detailed list of all the activities they perform in a
               typical school day
              Label each list as a rock (priority), pebble (things they like to do but don’t
               have to do), sand (things that have to be done), and finally water (things
               that you don’t really want to do or have to do).
              Create a revised daily schedule using the new technique. Schedule
               priorities (rocks first), next schedule things you have to do (sand) and
               finally schedule in things you like to do (pebbles)
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Debrief Questions (write key points on chart paper, blackboard)
   1. What made this activity hard/easy?
   2. What did you learn about how you spend your time?
   3. What other techniques work for you to manage your time more efficiently?
   4. How can you incorporate more effective time management into your life?



4:50 – 5:00 Wrap Up

PREP: Snacks

      Assign new roles
      Fist to Five + Snacks

          Agenda for next week




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                                   CLASS NINE:
                         UNDERSTANDING CULTURAL DIVERSITY

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PREP: Arrange group speaker, mini video clippings, television screen, bring cultural
diversity handout(s), draw picture of fondue set, bring sheets of paper, bring cloth for
blind-folding, fondue set, questions for Crossing the Line Game, bring class map posters

GOALS/OBJECTIVES:

   1. Understand that a community is comprised of various different cultures
   2. Understand that union of all cultures is essential for community balance
   3. To understand personal biases and perceptions of community
   4. Broaden understanding of definition of culture; there are different ways that a
   culture can be identified.

4:00 – 4:10 Check-in + Activity

“I am” Rap
                Students will, in turn, make a statement about themselves using the “I
                 am” theme, accompanied by rap music created by the students
                 themselves.
                Identify beat box(s), variation of music created with hands, feet, on
                 desks, etc.
                Any number of students can produce the music

4:10 – 4:15 Review Group Assignments and Class Map

PREP: Group agreements, class map posters

       Go around classroom asking students explain one of the group agreements
       Recap where we are on the class map and where we are going today and in
       future meetings

4:15 – 4:25 Guest Speaker/Video Clippings

PREP: Arrange guest speaker, mini video clippings

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        Option #1
        Guest Speaker
            Expert on cultural issues within a community and the importance of unity
               of all cultures within a community OR
            Victim of cultural segregation within community and effect on life)



        Option #2
        (4:15 – 4:25)
        Two-minute mini-video clippings showing integration of different cultures within
        our community

               Video Clippings:
                   Commercial clipping depicting racial variation and how it portrays
                      that particular race/culture
                   Hollywood movie with Spanish/French subtitles (accommodate to
                      language barrier)
                   Clipping from a support group (AA, domestic violence, substance
                      abuse), etc.
                   Video of ISA dance/cultural event

    Following each clipping, jot down one or two lines – about anything that you
     thought about during the clipping showing

         (4:15 – 4:25)
         Discussion:
    What did all these video clippings shared in common?
    How would you define culture?
    What are some examples of different types of cultures?
    What do you think are some barriers that prevent us from completely embracing
     another culture?
    How do you think we can overcome these barriers? (e.g., education, increased
     awareness of any cultural exclusions, learning of a language, active participant in
     cultural events)
    Why do you think understanding cultural diversity within a community is important?
    Why is it important to expand our openness towards all cultures?

        LESSON: [Encourage openness towards other cultures] A community can
        become more wholesome when it is composed of a number of different cultures.
        More cultures bring more knowledge, perspectives, opinions, and a heck of a lot
        more fun! I mean, don’t we all enjoy Italian/Mexican/Asian food, and ethnic

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       events are tons of fun – the dancing, the arts, the music, etc. A community
       becomes more colorful. A cultural openness increases our willingness to learn
       from others in our community and help others in our community, and then our
       community can achieve the proper balance.

4:25 – 4:40 The Melting Pot

PREP: Draw picture of a chocolate fondue set, bring sheets of paper

       Each student writes one thing they value about either their own culture or a
       culture from some one else in their life, and they add this as an “ingredient” to
       the drawn fondue set.

       LESSON: We may all bring something unique from our culture to a community,
       but in the end, we are all part of the same human race/or one big ‘melting pot.’
       The stuff within the melting pot only tastes good if all the ingredients mix well
       together, right?

4:40 – 4:55 Crossing the Line Game

PREP: Bring questions, bring some cloths to blindfold all the children with.

Blindfold all students.
Each time a student answers ‘yes’ to a question, they step forward.
If the student answers ‘no’ to question, they stay in place.

       LESSON: Hopefully you can all go back with greater value for your own culture
       and the cultures that serve your community. There are a number of ways to
       strive to understand or greater appreciate another culture within your
       community – language, attending cultural events, and probably most beneficial
       of all – befriending others of other cultures.

4:55 – 5:15 Wrap Up

PREP: Fondue set.

       Assign new roles
       Fist to Five
       Agenda for next week




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                 CLASS TEN: THE KEY TO SUCCESS – COMMUNICATION

_______________________________________________________________________

PREP: Hat/bowl, index cards, communication powerpoint, projector, index cards with
identity

GOALS/OBJECTIVES:



4:00 – 4:10 Check-in + Activity

PREP: Bring hat/bowl, index cards

       Scenes from a hat – from “Whose Line is it Anyway”
           Each student writes down one action scene on a sheet of paper that they
              then place into a hat
           Each student picks a scene from the hat and must act out the scene

4:10 – 4:15 Review Group Assignments and Class Map

PREP: Group agreements and class map posters.

       Go around classroom asking students explain one of the group agreements
       Recap where we are on the class map and where we are going today and in
       future meetings

4:15 – 4:30 Communication Presentation

PREP: Arrange powerpoint presentation on communication

       Communication Fundamentals
       Why is communication important? (Managing your relationships, ability to voice
       opinions with little inhibition or restraint)
       Provide examples of great leaders and their communication style (Gandhi,
       Martin Luther King Jr., Mother Theresa, Bill Clinton, Pope John Paul II,

4:30 – 4:50 The North Star

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PREP: Bring index cards with identity

PREMISE: So the Earth is about the blow up, and a recent study discovered that the
North Star of the Big Dipper (or come up with another title or name) is the only other
place in the universe that has what it needs to keep men alive. There is only one mini-
spacejet created by NASA that has the capacity to travel fast enough and that far to the
North Star. But there is a problem – it can only carry four people. You all will decide
which of the four people will be fortunate enough to travel to the North Star.

       Divide into five small groups
       Four groups in class given a role in the community (shop owner, teacher, police
       officer, student, principal, priest, doctor, engineer, chef)
       Remaining group must decide who will be entering the mini-spacejet.
       Four groups must come up with a strategy to convince voting group why they
       should enter the mini-spacejet

       LESSON:

4:50 – 5:00 Wrap Up

PREP: Snacks

       Assign new roles
       Fist to Five
       Agenda for next week




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