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					                                                                           Gladys Baez

Title:              “Weather Report”

Grade Level:        7-12 grades

Domain(s):          Personal/Social Domain

Standard(s):         Standard A:
                    Standard A: Students will acquire the knowledge, attitudes and
                    interpersonal skills to help them understand and respect self and
                    others.

Competency(ies)/    Competency PSA:A1 Acquire Self-knowledge
Indicator(s):
                    PS:A1.9 Demonstrate cooperative behavior in groups

                    Competency PSA:A2 Acquire Interpersonal skills

                    PSA:A2.3 Recognize, accept, respect and appreciate individual
                    differences
                    PSA:A2.6 Use effective communication skills
                    PSA:A2.7 Know that communication involves speaking, listening
                    and nonverbal behavior
                    PSA:A2.8 Learn how to make and keep friends

Goals:              This activity can help the group to have fun, feel more comfortable
                    with each other and build a sense of teamwork.

Materials Needed:   None

Set-Up:             Everyone seated where they can see each other, possibly in a
                    circle.

Directions:         At the beginning of the meeting, ask everyone to describe their
                    current emotional state with a “weather report.”
                    -Explain that everyone will match his or her current mood with a
                    weather pattern. For example, “sunny and blue skies,”
                    “rainstorm,” “icy,” “windy,” etc.
                    -Invite each participant to also share why they are feeling that way.
                    -Let everyone know that they can pass if they really need to, but
                    you are hoping everyone will participate.
                    -Either the facilitator begins or asks for a volunteer to start and
                    then cues students to keep going clockwise around the circle.
                    -If someone doesn‟t want to share they can pass and at the end of
                    the round the facilitator can check to see if they are ready. If they
                      still do not want to check in, move into the debrief section or the
                      rest of the meeting.
Debrief:
                      -    Explain how it can be useful to name our emotions for
                          ourselves and also to share them with those who are close to
                          us. Sometimes just naming the emotion can shift it. Did
                          anyone experience that?
                      -   Also, it helps us to understand each other when we know what
                          someone is feeling. For example, if someone in my group is
                          grouchy, it can help me not to take their mood personally and
                          motivate me to find ways to support them if I can.
                      -   As a group you can come up with other ways to share your
                          moods for future meetings. Using examples of Animals,
                          Movie Stars or Sports are some possibilities.

Evaluation:
Students will discuss/explain their „weather report‟ and why they chose the one they did.
They will also discuss why it is importance and usefulness of naming our emotions to
ourselves and others.

Reference (this session is modeled after):
Community Matters (2007). Safe School Ambassadors: Family Group Facilitator’s
Guide. Version 2.1 [Manual].
                                                                          Stephanie Beaver
Title:   “Scavenger Hunt”

Grade Levels: 6-12

Domain : Personal / Social

Standards :    Standard A:
               Students will acquire the knowledge, attitudes and interpersonal skills to
               help them understand and respect self and others.

Competency / :         Competency PS:A1 Acquire Self-Knowledge
Indicators             PS:A1.1 Develop positive attitudes toward self as a unique and
                               worthy person
                       PS:A1.2 Identify values, attitudes and beliefs
                       PS:A1.5 Identify and express feelings
                       PS:A1.10 Identify personal strengths and assets
                       PS:A1.12 Identify and recognize changing family roles

                       Competency PS:A2 Acquire Interpersonal skills
                       PS:A2.1 Recognize that everyone has rights and responsibilities
                       PS:A2.2 Respect alternative points of view
                       PS:A2.3 Recognize, accept, respect and appreciate individual
                               differences
                       PS:A2.4 Recognize, accept, respect and appreciate ethnic and
                               cultural diversity
                       PS:A2.5 Recognize, and respect differences in various family
                               configurations
                       PS:A2.6 Use effective communication skills
                       PS:A2.7 Know that communication involves speaking, listening,
                                and nonverbal behavior
                       PS:A2.8 Learn how to make and keep friends

Goals: To assist the class in getting acquainted.

Materials Needed : A copy of the list of questions for each participant, pencils or pens

Specific Strategies / 1. Direct the students to use the list provided to find a student that
Activities :             fits each description, and write that persons name after
                          the category .
                      2. They are only allowed to use a persons name once.
                      3. They will have 10 minutes to complete the categories

Evaluation: Discuss what they have learned , and their thoughts on the
            differences and commonalities found.
References :   Hannaford, Mary Joe. (1991). Tools for Teachers and counselors Too.
                   Doylestown, Pa: Marco Products, Inc.
Look For A Person:

1. Whose first name starts with the same letter as yours. __________________________

2. Who enjoys watching baseball on TV. ____________________________

3. Who has never been outside the United Sates. ____________________________

4. Who was born outside the United States. __________________________

5. Whose hair color is the same as yours. ____________________________

6. Who is Taller than you. ___________________________

7. Who speaks more than one language. ____________________________

8. Whose birthday month is the same as yours. _________________________

9. Who has a dog. ___________________________

10. Who plays a sport. _________________________

11. Who does not have a middle name. _____________________________

12. Who has the same number of siblings as you. _________________________

13. Whose favorite color is purple. _________________________

14. Whose father or mother is a teacher __________________________

15. Who like to water ski. ____________________________

16. Who has the same hobby as you. ____________________________

17. Who wears the same size shoe as you. ___________________________

18. Who has the same favorite TV show as you. ____________________________

19. Who was born in the same state as you. ___________________________

20. Who plays a musical instrument. _____________________________
                                                                             Carissa Cady


Title:                 Talk Time!

Grade Level:           7th- 12th

Domain(s):             Personal/Social

Standard(s)            Standard A:
                       Students will acquire the knowledge, attitudes, and interpersonal
                       skills to help them understand and respect self and others.

Competency(ies)/
Indicator(s):          PS:A1 Acquire Self-Knowledge

                       PS:A1.1        Develop positive attitudes toward self as a unique
                                      and worthy person
                       PS:A1.2        Identify values, attitudes, and beliefs
                       PS:A1.5        Identify and express feelings
                       PS:A1.9        Demonstrate cooperative behavior in groups
                       PS:A1.10       Identify personal strengths and assets

                       PS:A2 Acquire Interpersonal Skills

                       PS:A2.6        Use effective communication skills
                       PS.A2.7        Know that communication involves speaking,
                                      listening and nonverbal behavior

Goals:                 To build community among classmates while taking turns
                       answering and sharing questions that reveal fun and interesting
                       facts about each student.

Materials Needed:      Each student will need a piece of paper and a pencil. The teacher
                        will need to have the four handout sheets to pass out to each group.
                       Crayons/markers are optional depending on how much time the
                       teacher wants to spend on the activity.

Specific Strategies:

                       1. Divide students into four different groups and have them
                          spread out around the classroom.
                       2. Once students are broken into groups have each student in the
                          group pick a number between 1-10. Make sure each student
                          picks a different number.
                      3. Once students have each chosen a number between 1-10, pass
                         out the four worksheets to each group. Make sure each group
                         has a different topic, i.e. group one has the job worksheet,
                         group two has the at home worksheet, group 3 has the spare
                         time worksheet, and group four has the school worksheet.
                      4. Once the worksheets have been passed out to each group, the
                         students can then read the questions that correspond to the
                         number they have previously chosen.
                      5. Give students about 10-15 minutes to answer their questions
                         and share them with the other members in the group.
                      6. After each student has had the opportunity to share, ask for
                         some volunteers to share what their questions were and how
                         they answered them.

Evaluation:           The teacher should observe classroom activity while evaluating
                      student responses to determine whether or not community is being
                      built among classmates.

References (this session is modeled after):

Diez, J. (n.d.) Talk Time! Retrieved January 25, 2009, from the Lesson Plans Page:
        http://www.lessonplanspage.com/LAOTalkTime-GetTalking-
        Good1stDayIdea35.htm
                             At Home Worksheet



1) Design the ideal home. Tell your classmates about it.
2) Describe your bedroom. Your classmates should be able to produce a detailed plan of
   the place, according to your description.
3) You have won 25,000 dollars in the lottery. How would you
    redecorate your living room?
4) Design a house of the future. Show the results on a poster.
5) Do you share a room with a sibling or have your own room? Switch roles and describe
   what it might be like to either share or room or have a room all to yourself.
6) Compose an advertisement to sell your house.
7) Give 3 reasons why you like/dislike your house.
8) Write a story about the coolest house or building you‟ve ever seen.
9) Do you have any family members living in your house besides your immediate family?
10) Write a list of the housework to be done in a house. Say who does each thing within
     your home.
                                  School Life Worksheet




1) List the qualities of the perfect teacher.
2) Say what your favorite school subjects are. Give reasons why.
3) Are you a "good" student? Explain why/why not.
4) Design a suitable timetable for your class. Show it to your
   classmates.
5) Do you think homework is necessary? Why or why not?
6) Plan the activities for a special "Fun Week" at your school.
7) Suggest an itinerary for an end-of-term trip.
8) What is your favorite thing about school?
9) Tell your classmates a funny story/situation that has taken place in your school.
10) If you could be teacher for the day what would you plan for the class to do?
                             Job Worksheet



1)Write a short paragraph about your present/past/future job. Share it with your
group.
2) If you didn‟t have to work when you grew up what are 5 things you would do if
you        were not forced to work?
3) Write a list of 10 machines/devices that make people's work
easier these days.
4) Tell your classmates about one job you would NOT like to do.
Explain your choice.
5) Would you work if you were a millionaire?
6) Think of 3 people you admire because of their jobs.
7) Would you like to be a policeman/policewoman? Why? Why not?
8) If you were president of the school what is the first thing you would do?
9) What do your parents do for a living? Would you want to do what they do
when you grow up?
10) How many different jobs can you name in 1 minute?
                                 Spare Time Worksheet



1) Summarize the plot of a book you have enjoyed. Can your
classmates guess its title?
2) Tell the class about the worst TV program you have ever seen.
3) Are you sports-fanatic? Briefly describe what sport of leisure activity you most enjoy
doing in your spare time.
4) If you could travel round the world, what countries would you visit?
5) Write a short paragraph about your favorite singer/band. Use about 70 words.
6) Tell your classmates about the (computer) game you like best.
7) Do you like reading comics? Which are your favorites? Why?
8) Think about your favorite TV program. Tell your group why, adding reasons why you
think s/he should watch to it.
9) When you go home what does your schedule look like? Do you do your homework
right away? Eat a snack? Take a nap? Explain.
10) Write the titles of the 4 best films you have ever seen.
                                                                           Paula Cardenas

Title:                 Grocery List

Grade Level:           4-8 grades

Domain:         Career Development

Standard:              Standard A:
                       Students will acquire the skills to investigate the world of work in
                       relation to knowledge of self and to make informed career
                       decisions.

Competency:            Competency C:A1 Develop Career Awareness
Indicator(s):          C:A1.3 Develop an awareness of personal abilities, skills, interests
                       and motivations
                       C:A1.4 Learn how to interact and work cooperatively in teams

Standard:              Standard C:
                       Students will understand the relationship between personal
                       qualities, education, training and the world of work.

Competency:           Competency C:C2 Apply Skills to Achieve Career Goals
Indicator(s):         C:C2.3 Learn to work cooperatively with others as a team member

Domain(s):      Personal/ Social

Standard(s):           Standard A:
                       Students will acquire the knowledge, attitudes and interpersonal
                       skills to help them understand and respect self and others.

Competency:            Competency PS:A2 Acquire Interpersonal Skills
Indicator(s):          PS:A2.2 Respect alternative points of view
                       PS:A2.6 Use effective communications skills
                       PS:A2.7 Know that communication involves speaking, listening
                       and nonverbal behavior

Goals:                 1.Help students become comfortable with one another.
                       2. Activity allows shy students to open up.
                       3. Team building / Team work

Materials Needed:      No equipment is needed.

Specific Strategies/Activities:
                     1. Students sit on the floor in a large circle.
                      2. Begin with one student (any student), the student must say, “I
                         went to the store, and while I was there I bought . . .”.
                      3. The student fills in the blank with their favorite food, which
                         should be only one item.
                      4. The next student to go is the one sitting to the right (then from
                         there on every student to the right goes next), and must repeat
                         the same phrase, then say the previous student‟s favorite food,
                         and then their own favorite food. The following person repeats
                         the pattern, adding to the grocery list. (i.e. 1st student: “I went
                         to the store, and while I was there I bought a pizza.” 2nd
                         student: “I went to the store, and while I was there I bought
                         pizza, and a banana (and so forth)).
                      5. Challenge students to understand that other students may have
                         the same favorite food as they have, and explain that this
                         means that they already have something in common with
                         someone else in the class, also encouraged students to help
                         other students with the list this would be only if the student
                         gets stumped.

Evaluation:

      Students will be able to identify and demonstrate commonality between each
       other.
      Students will practice team work as they help each other with the grocery list
       when a student becomes stumped.
      Students will improve memory skills and develop cooperation.

Reference (this session is modeled after):
The Ice Breaker. (n.d.). Retrieved January 23, 2009 from
       http://712educators.about.com/cs/icebreakers/a/icebreakers.htm
                                                                      Ramon Cardenas

Title:               “Ice Breakers - Circle Counting Game”

Grade Level:         6th -12th

Domain(s):           Personal/Social

Standard(s):         Standard A:
                     Students will acquire the knowledge, attitudes and interpersonal
                     skills to help them understand and respect self and others.

Competency(ies)/     Competency A1 Acquire Self-knowledge
Indicator(s):
                     PS:A1.1 Develop positive attitudes toward self as a unique and
                             worthy person
                     PS:A1.4 Understand change is part of growth
                     PS:A1.9 Demonstrate cooperative behavior in groups

                     Competency A2 Acquire Interpersonal Skills

                     PS:A2.6 Use effective communications skills
                     PS:A2.7 Know that communication involves speaking, listening
                             and nonverbal behavior
                     PS:A2.8 Learn how to make and keep friends


Goals:               Students will learn to express themselves in a group setting and at
                     the same time learn how to make friends.

Materials Needed:    Good attitude

Specific Strategies/
Activities:          1. You have ten people in your circle.
                     2. You need to count from 1 -25. But only one person can speak at
                        once.
                     3. If two people speak you have to start over.
                     4. Everyone in the group has to have one turn and you cannot say
                        two numbers in a row.
                     5. The person next to you can't speak after you speak.
                     6. You cannot use hand gestures to know who is going next.

Evaluation:          By completing the task, students will have opened themselves to
                     new experiences and hopefully made some new friends through the
                     interactions made by this activity.
Reference:   Ice Breakers Circle Counting Game. (n.d.). Retrieved January 25,
             2009, from
             http://www.campresources.co.uk/activities/Ice-Breakers/6.html
                                                                          Susan Chandler

Title:                “What Am I?”

Grade Level:          4th – 12th

Domain:               Personal/Social

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency PS:A1 Acquire Self-knowledge
Indicator(s):
                      PS:A1.9 Demonstrate cooperative behavior in groups

                      Competency PS:A2 Acquire Interpersonal Skills

                      PS:A2.6 Use effective communication skills
                      PS:A2.7 Know that communication involves speaking, listening
                      and nonverbal behavior

                      Standard B:
                      Students will make decisions, set goals and take necessary action
                      to achieve goals.

                      Competency PS:B1 Self-knowledge Application

                      PS:B1.11 Use persistence and perseverance in acquiring
                      knowledge and skills

Goals:                Students will work cooperatively and use appropriate interpersonal
                      skills to meet the objective of correctly identifying the mystery
                      noun that is displayed on their foreheads.

Materials Needed:     A post-it note and a pencil for each person in the class

Specific Strategies/
Activities:          1. Distribute a post-it note to each student in the class. Have them
                         sit in a circle.
                     2. Each student writes a noun (person, place or thing) on the note.
                     3. Each student sticks their post-it note on the forehead of the
                         person to their right, without showing it to that person. The rest
                        of the students should be able to read the noun.
                      4. Each person then gets a turn to ask the group a “yes/no”
                         question that will help them guess what it is written on their
                         note.
                      5. If they don‟t get it right, move on to the next person in the circle
                         clockwise.
                      6. Give some sort of prize to the three students that took the least
                         number of turns to guess correctly.
                      7. Have students discuss what made this task difficult or easy (the
                          types of nouns that were written, the types of questions that
                          were asked).

Evaluation:
Students will be able to follow the instructions of only asking “yes/no” questions, and ask
questions that will give them the most helpful information in order to make a correct
guess.

Reference(this session modeled after):
What Am I? (n.d.). Retrieved January 24, 2009, from
      http://www.teach-nology.com/ideas/ice_breakers/
                                                                   Alfredo Chavez

Title: Name Game

Grade Level: Appropriate for any grade level

Domain(s): Personal Social

Standard(s): (A) Students will acquire the knowledge, attitudes and interpersonal
skills to help to them understand and respect self and other.
(B) Students will make decisions, set goals and take necessary action to achieve
goals.

Competency(ies) and Indicator(s):

PS: A 1 Acquire Self-knowledge
-PS:A 1.1 Develop positive attitudes towards self as a unique and worthy person
-PS:A 1.5 Identify and express feelings
-PS:A 1.9 Demonstrate cooperative behavior in groups

PS:A 2 Acquire interpersonal skills
PS:A 2.2 Respect alternative points of view
PS:A 2.6 Use effective communication skills

Goals: The objective is to help members learn names and establish positive
feelings towards themselves and their group members.

Materials Needed: No materials are needed. I would be helpful if the class can sit
or stand in a circle.

Specific Strategies/Activities: The leader sets the tone for the game by starting in
the following manner. “My name is Alfredo Chavez.”
The second person says, “This is Alfredo Chavez and I am Susan Williams.”
The third person says, “This is Susan Williams and Alfredo Chavez, and I am
Sam Summers.”
Continue around the circle until you return to the leader.
Use the same format as above except this time the adjective must be a feeling
word describing how the participants feel now.

“My name is Happy Alfredo.”
“This is Happy Alfredo, and I am Serious Sam.”
“This is Serious Sam and Happy Alfredo and I am Tired Susan.”
Evaluation: Each student will show mastery by repeating everyone‟s names.

Reference (this session is modeled after):

Hannaford, M.J. (1991). 102 tools for teachers & counselors too.
(pp. 44). Doylestown, PA: Marco Products.
                                                                           Stacy Collins

Title:              “Feelings Cube”

Grade Level:        5-9 grades

Domain(s):          Personal/Social Development Domain

Standard(s):        Standard A:
                    Students will acquire the knowledge, attitudes and interpersonal
                    skills to help them understand and respect self and others.

Competency(ies)/    Competency PS:A1 Acquire Self-knowledge
Indicator(s):       PS:A1.2 Identify values, attitudes and beliefs
                    PS:A1.5 Identify and express feelings

                    Competency PS:A2 Acquire Interpersonal Skills
                    PS:A2.2 Respect alternative points of view
                    PS:A2.3 Recognize, accept, respect and appreciate individual
                          differences
                    PS:A2.4 Recognize, accept and appreciate ethnic and cultural
                          diversity
                    PS:A2.5 Recognize and respect differences in various family
                          configurations
                    PS:A2.6 Use effective communications skills

Standard(s):         Standard B:
                    Students will make decisions, set goals and take necessary action
                    to achieve goals.
.
                    Competency PS:B1 Self-knowledge Application
                    PS:B1.3 Identify alternative solutions to a problem
                    PS:B1.4 Develop effective coping skills for dealing with problems
                    PS:B1.7 Demonstrate a respect and appreciation for individual and
                          cultural differences

Goals:              Students will identify their feelings; students will discuss a plan to
                    improve/maintain their reactions toward each feeling; students will
                    also learn that others‟ differences cause them to react to different
                    feelings in different ways.

Materials Needed:   Empty square box like a mug would come in
                    Felt-tipped markers
                    Construction paper
                    Tape or glue
Preparation:          Cover the square box with the construction paper using either tape
                      or glue to adhere the paper to the box. If you are using glue, allow
                      the glue to dry thoroughly. Using the markers, write each of the
                      following words on different sides of the cube: frightened, happy,
                      surprised, annoyed, disappointed, and jealous.

Specific Strategies/
Activities:          1. Ask the students to form a circle.
                     2. Have each student take a turn rolling the Feelings Cube into the
                        center of the circle.
                     3. During each roll, that particular student will look at the word
                        showing on the top of the cube and describe a time they had
                        that feeling (if the student cannot think of anything to say they
                        may roll the cube again for another word).
                     4. A discussion will follow where the students will be able to
                        share how to better cope with their uncomfortable feelings in
                        the future (be sure that all students maintain respect while
                        others are sharing).

Evaluation:
Students will correctly identify/pair the feeling words to their descriptive story of the
time they had that feeling. Students will also discuss their future plans for improving
their poor reactions, noting why the way they dealt with the situation was unsuccessful.

Reference (this session is modeled after):
Kirby, B. (2005). Energizers & extras. Grab bag guidance& other small-group
       counseling topics for middle school students (pp. 23). Warminster, PA: Marco
       Products, INC.
                                                                              Juli Feller

Title:                "10-9-8-7…"

Grade Level:          High school, possibly middle school

Domain(s):            Personal/Social

Standard(s):          Standard A: Students will acquire the knowledge, attitudes and
                      skills to help them understand and respect self and others.

Competency(ies)       Competency A1 Acquire Self Knowledge
Indicator(s):
                      PS:A1.1 Develop positive attitudes toward self as a unique and
                      worthy person.
                      PS:A1.2 Identify values, attitudes and beliefs
                      PS:A1.5 Identify and express feelings

                      Competency A2 Acquire Interpersonal Skills

                      PS:A2.1 Recognize that everyone has rights and responsibilities
                      PS:A2.2 Respect alternative points of view
                      PS:A2.3 Recognize, accept, respect and appreciate individual
                      differences
                      PS:A2.6 Use effective communications skills
                      PS:A2.8 Learn how to make and keep friends

Goals:                Students will identify unique things about themselves.
                      Students will learn unique things about other students.
                      Students‟ communication with other students in class will increase.

Materials Needed: Paper and Writing Utensil OR if in a computer lab, a computer and
printer.

Specific Strategies/Activities:
1.     Have students number two sheets of paper from 1 to 10. On the first sheet,
       students must write ten unique things about themselves.
2.     When that is completed, have each student pair up with another student in the
       class. On the other sheet of paper, each student must write his or her partner's
       name next to the number.
3.     Then students share one of the ten unique things on their lists as their partners
       record the unique fact next to the student's name. As students share a fact about
       themselves, they cross off that fact on their lists.
4.     Then the students pair up with somebody new. They repeat the activity by sharing
       one of the remaining nine facts.
5.     After they have paired with ten of their classmates, they should have crossed off
       all ten of the unique things on their personal lists and have another sheet with the
       names of ten of their classmates and a fact about each of them.
6.     Then give each student an opportunity to sit in a large chair at the head of the
       class as ten of their classmates share a different unique fact about the student.

Evaluation: I will be circling the room as these activities are going on checking what
students are doing, offering suggestions and help when need be. I‟m sure there will be
shy students hesitant to participate. I will assist them by suggesting different people they
could pair up with.

Reference:
Hercsek, D. 10-9-8-7… Retrieved 1/26/09 from
      http://www.educationworld.com/a_lesson/lesson/lesson273.shtml
                                                                         Trisha Fitzgerald

Title: “Comic Strip Chaos”

Grade Level: Junior High (7th grade)

Domain(s): Personal Social

Standard(s):
Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills that
contribute to help them understand and respect self and others.

Competency(ies) and Indicator(s):
PS: A1 Acquire Self-knowledge
       PS: A1.8 Understand the need for self-control and how to practice it
       PS: A1.9 Demonstrate cooperative behavior in groups

PS: A2 Acquire Interpersonal Skills
       PS: A2.6 Use effective communication skills
       PS: A2.7 Know that communication involves speaking, listening and nonverbal
       behavior

Standard B: Students will make decisions, set goals and take necessary action to achieve
goals.

Competency(ies) and Indicator(s):
PS: B1 Self Knowledge Application
       PS: B1.3 Identify alternative solutions to a problem
       PS: B1.5 Demonstrate when, where and how to seek help for solving problems
       and making decisions
       PS: B1.7 Demonstrate a respect and appreciation for individual and cultural
       differences

Goals: The class will be divided into smaller groups and the student will interact with
classmates outside of their normal circle of friends (in culturally diverse groups) while
cooperating to achieve a task.

Materials Needed: a box, age appropriate comic strips cut into frames, copies of the
original complete comic strips, paper, and glue.

Specific Strategies/Activities:
       1. Greet students and tell them that we are going to have an activity called
           “Comic Strip Chaos.” Tell them each student is to take turns picking a comic
           frame out of the box, when everyone has a comic frame, then they are to begin
           to search for other students with the same comic strip sequence. Instruct them
           that once they have found everyone in their group, they must arrange
          themselves so that the sequence of frames are in chronological order to form
          the comic strip correctly, and let the class leader (teacher or counselor) know
          when they have finished organizing themselves in the correct order of their
          comic strip.

       2. The leader will note the order that the groups complete the task, then ask each
          group in order what their strategy was in completing the task, i.e. effective
          communication, did they choose a leader to organize the group, did they
          guess, did they ask for help from their group members, members of other
          groups or the class leader, etc.

       3. Summarize the activity by recognizing their participation efforts, discuss how
          the groups that were able to communicate effectively, were patient with one
          another, and used effective strategies were able to complete the task the most
          effectively while still having a good time getting acquainted.

Assessment/Evaluation: Students will be asked whether this activity encouraged them to
speak to classmates they didn‟t know well or who were from different cultural
backgrounds from their own.

Reference:
This lesson is modeled after Comic Strip Chaos (n.d.). Retrieved January 19, 2009 from
        http://www.residentassistant.com/games/icebreakers/comicstripchaos.htm
                                                                          Terzino Gaeta
Title:                “Ice Breaker”

Grade Level:          9-12 grades

Domain(s):            Personal/Social Domain

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency A1 Acquire Self-knowledge
Indicator(s):
                      PS:A1.1 Develop positive attitudes toward self as a unique and
                      worthy person
                      PS:A1.9 Demonstrate cooperative behavior in groups
                      PS:A1.10 Identify personal strengths and assets

                      Competency A2 Acquire Interpersonal Skills

                      PS:A2.2 Respect alternative points of view
                      PS:A2.3 Recognize, accept, respect and appreciate individual
                      differences
                      PS:A2.4 Recognize, accept and appreciate ethnic and cultural
                      diversity
                      PS:A2.5 Recognize and respect differences in various family
                      configurations
                      PS:A2.6 Use effective communications skills
                      PS:A2.7 Know that communication involves speaking, listening
                      and nonverbal behavior
                      PS:A2.8 Learn how to make and keep friends

Goals:                Students will learn how to better communicate with each other,
                      and gain new friends through mutual interests.

Materials Needed: Chalk/White Board, Pencil, Paper.

Specific Strategies/
Activities:          1. On the chalk/white board at the front of the class write the
                     following:
                                1. What is your favorite food
                                2. What is your favorite movie
                                3. What is your favorite type of music
                                4. What is your favorite sport
                                5. What is your favorite hobby
                                6. What is your favorite video game
                         7. How big is your family
                         8. What activities do you do with your family
                         9. What is your favorite subject
                         10. What do you like about school
              2. Give the students 5 minutes to answer the following questions.
              3. After the students have answered the questions, put them in
              groups of 5.
              4. Give the students 5 minutes to share their lists with each other
              in their groups.
              5. After the 5 minutes is up, have each group get together with the
              nearest group to them. The groups should each have 10 students in
              them now.
              6. Give the students 5 minutes to share their lists with the new
              members in their groups.
              7. After the time is up, have all of the students get back into their
              assigned seating.
              8. Instruct the students to seek out the rest of the other students
              that they have not shared lists with. Explain that they will have 10
              minutes to do so.
              9. Walk around the class to make sure that students are talking to
              students who were not in their prior groups, and that they are
              talking about the their lists.
              10. Have the students get back into their assigned seats and then
              share your list with the class.

Evaluation:   Through conversing with their peers, students will identify mutual
              interests and learn more about each other. Hopefully students will
              gain new friends through interests that they may have never known
              they shared.

Reference:    Gaeta, T. (2009). Personal file. California State University,
              Bakersfield.
                                                                               Russ Geer

Title:                The “Connected” Piece of Yarn Game-Ice Breaker

Grade Level:          7-12 grades

Domain(s):            Personal/Social Domain

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency A1 Improve Academic Self-Concept
Indicator(s):
                      PS:A1.1 Develop positive attitudes toward self as a unique and
                              worthy person.
                      PS:A1.2 Identify values, attitudes and beliefs.
                      PS:A1.5 Identify and express feelings.
                      PS:A1.9 Demonstrate cooperative behavior in groups.
                      PS:A1.10 Identify personal strengths and assets.

                      Competency A2 Acquire Interpersonal Skills

                      PS:A2.2 Respect alternative points of view.
                      PS:A2.3 Recognize, accept, respect and appreciate individual
                              differences.
                      PS:A2.6 Use effective communication skills.
                      PS:A2.7 Know that communication involves speaking, listening
                              and nonverbal behavior.

Goals:                Students will identify the value of teamwork within the classroom
                      setting and in life. The web visually demonstrates how we are
                      all “connected” and what we do affects others.

Materials Needed:     A ball of yarn.

Specific Strategies/
Activities:          1. Gather students in a circle on the floor.
                     2. Holding the end of a large ball of yarn, introduce yourself and
                        tell one good thing about yourself. Toss the ball of yarn to one
                        of the students within the circle.
                     3. The students each continue to introduce themselves, telling one
                        good thing about themselves and tossing the ball of yarn along
                        to another student (holding onto a piece of the yarn) until the
                        final student finishes the task and is holding onto the end of the
                        ball of the yarn.
                     4. After everyone has spoken, ask all the students to stand up
                        with you continuing to hold onto their piece of yarn.
                     5. Point out how the yarn has created a giant web that everyone is
                        connected to.
                     6. Start a discussion of how this activity relates to the idea of
                        teamwork, in that, they all had to work together to create the
                        end result in spite of the fact they are all good at something
                        different.
                     7. Ask one student to drop his/her piece of yarn demonstrating
                        how this weakens the web and will weaken the class if we all
                        don‟t work together.

Evaluation:          Students will identify and visually realize the importance of
                     teamwork and value the fact that each person brings unique talents
                     to the team to create a final project.

Reference (this session is modeled after):

                     Hopkins, G. Ice Breakers 2000: Getting to know you Activities
                     for the First Days of School. Retrieved January 15, 2009, from
                     http://education-world.com/a_lesson/lesson/lesson196.shtml
                                                                       Elvira Hernandez

Title:                “Country Time”

Grade level:          First grade and up

Domain(s):            Personal/ Social

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency A1 Acquire Self-Knowledge
Indicator(s):
                      PS:A1.1     develop positive attitudes toward self as a unique and
                                  worthy person
                      PS:A1.8     Understand the need for self-control and how to
                                  practice it
                      PS:A1.9     Demonstrate cooperative behavior in groups

                      Competency A2 Acquire Interpersonal Skills

                      PS:A2.3     Recognize, accept, respect and appreciate individual
                                  differences
                      PS:A2.6     Use effective communications skills
                      PS:A2.7     Know that communication involves speaking, listening
                                  and nonverbal behavior
                      PS:A2.8     Learn how to make and keep friends

Goals:                To build class unity, get acquainted with each other, have group
                      involvement, and practice communication and listening skills.

Materials Needed:     None

Specific Strategies/ 1. Ask the participants to stand and start a 4-beat clapping rhythm.
Activities:          2. Prepare yourself as the leader to speak to the rhythm of the
                        claping as if you were calling a square dance.
                     3. Tell the participants to follow the instructions they will hear
                        called out.
                     4. Read the following in rhythm:
                             “Find someone you do not know
                             Shake a hand and say hello.”
                             (clap clap clap clap) (clap clap clap clap)
                             (Repeat the clapping sequence.)
                             “Now everybody look alive
                             Give your partner a big high 5.”
                             (clap clap clap clap) (clap clap clap clap)
                             “Now you two go and find two more.”
                             (clap clap clap clap)
                             “I want to see that group of four.”
                             (clap clap clap clap)
                             “High 5 around your group of 4
                             Then go on out and find 4 more.”
                             (clap clap clap clap) (clap clap clap clap)
                             (Repeat the clapping sequence.)
                             “Now each group should be the same
                             Say hello and give your name.”
                             clap clap clap clap) (clap clap clap clap)
                             (Repeat clapping sequence.)
                     5. You may instruct the participants to sit with their new groups
                        for an activity.

Evaluation:          Students will use effective communication and listening skills by
                     following directions.

Reference (this session is modeled after):
Hazouri, S. P., & McLaughlin, M. S. (1993). Warm ups & wind downs: 101 activities for
      moving and motivating groups (pp.20-21). Minneapolis, MN: Educational Media.
                                                                           Angela Herrera

Title: “Sentence Circle”

Grade Level: Elementary School

Domain: PS:A2 Acquire Interpersonal Skills

Standard: Students will acquire the knowledge, attitudes, and interpersonal skills to help
them understand and respect self and others.

Competency and Indicator: PS:A2.6 Use effective communication skills, PS:A2.7
Know that communication involves speaking, listening, and non verbal behavior.

Goals: This lesson will sneak a little bit of academics into the first day of school! This
allows kids to play with language as well as work as a team, and hopefully allow students
to make new friends.

Materials Needed: Strips of paper, and pencils for each student!

Specific Strategies/Activities: Split your students into groups of five, seating in a row.
Give the first student a strip of paper, and his/her pencil and allow them to write one
word on the paper, and pass it the student to his/her left and he/she writes one word as
well and continue this until each student has wrote 1 word. After each group has wrote
their words they must read their sentence aloud. But the students are not allowed to talk
to each other. After a few rounds the students will learn that their words are being
combined and they can have fun adding their own personal touch to it!

Evaluation: Students will gain the ability to put a sentence together that makes sense as
they continue to play the “ice breaker”, the mastery comes when the sentence makes is
complete and makes sense!

Reference: Lewis,Beth (2008). www.about.com, Elementary Education, Language Arts
and Ice Breakers combine for Back to School Fun.
                                                                          Deep Khehra
Title:               “Getting to Know Each Other”

Grade Level:         6-8 grades

Domain(s):           Personal/Social

Standard(s):         Standard A:
                     Students will acquire the knowledge, attitudes and interpersonal
                     skills to help understand and respect self and others.

Competency (ies)/    Competency PS: A1 Acquire Self-Knowledge
Indicator(s):
                     PS: A1.1       Develop positive attitudes toward self as a unique
                                    and worthy person
                     PS: A1.5       Identify and express feelings
                     PS: A1.10      Identify personal strengths and assets

                     Competency PS:A2 Acquire Interpersonal Skills

                     PS: A2.2       Respect alternative points of view
                     PS: A2.3       Recognize, accept, respect and appreciate individual
                                    differences
                     PS: A2.4       Recognize, accept and appreciate ethnic and
                                    cultural diversity
                     PS: A2.6       Use effective communications skills
                     PS: A2.7       Know that communication involves speaking,
                                    listening and nonverbal behavior

Goals:               Students will share positives things about themselves that they
                     general do not share with their peers.

Materials Needed: Package of skittles or any inexpensive candy to share.
Specific Strategies/
Activities:
                     1. Tell Students to pick a piece of candy (between one and ten).
                     2. Go around the room in this fashion without giving specific
                        directions.
                     3. Tell the students no eating their candy until they have been
                        given directions.
                     4. Then disclose to them that for every piece of candy they pick,
                        they have to tell the class something about themselves that no
                        one else knows. (Make sure that they only pick between 1-10
                        pieces otherwise they‟ll be overwhelmed by how much they
                        have to tell and you‟ll run out of candy!) (Include some
                        examples that students might like to share when they get
                         “stuck.” Some examples might include, favorite foods, places
                         to travel, games they like to play, type of music they listen to,
                         musical instrument they may play or listen to, etc.)

Evaluation:
Students will disclose unknown knowledge to their peers and the instructor about
themselves.

Reference:
Braid, T. (n.d.). Getting to Know Each Other. Retrieved January 25, 2009, from
http://teachers.net/lessonplans/posts/2521.html
                                                                  Laura Killian

Title:                 “Time Capsule”

Grade Level:           K-6

Domain(s):             Personal/Social Domain

Standard(s):            Standard A:
                       Students will acquire the knowledge, attitudes, and
                       interpersonal skills to help them understand and respect
                       self and others.

Competency(ies)/       Competency A1 Acquire Self-knowledge
Indicators(s):         PS:A1.1 Develop positive attitudes toward self as a
                       unique and worthy person
                       PS:A1.2 Identify values, attitudes and beliefs
                       PS:A1.4 Understand change is a part of growth
                       PS:A1.10 Identify personal strengths and assets

                       Competency A2 Acquire Interpersonal Skills
                       PS:A2.2 Respect alternative points of view
                       PS:A2.3 Recognize, accept, respect and appreciate
                       individual difference

Goals:                 Students will be able to identify personal growth, both
                       physical and social, throughout the school year.

Materials Needed:      Time Capsule Questionnaire

Specific Strategies/
Activities:            1. Ask students to fill out the time capsule
                       questionnaire.
                       2. After the students have filled it out tie them together
                       with string and put them in a filling cabinet. Tell
                       students you will pull them out at the end of the year to
                       fill out again.
                       3. At the end of the year, pull out the time capsule
                       questionnaire and have the kids fill it out again and
                       compare answers “now” to answers “then.”
                       4. A class discussion will follow so the students can
                       share how they have grown and changed over the
                       school year.
Evaluation:                     Students will discuss with classroom how they have
                                grown since the beginning of the year.
References:
Time capsules: A time-proven year opener. (n.d.). Retrieved January 23, 2009, from
     http://www.education-world.com/a_lesson/lesson/lesson131.shtml
                                   Time Capsules

Now

  1.  What‟s your favorite TV show?
  2.  What‟s your favorite song?
  3.  What‟s your favorite book?
  4.  Who is your favorite person?
  5.  How tall are you?
  6.  What is your favorite activity?
  7.  What is your favorite color?
  8.  What do you want to be when
      you grow up?
  9. How early do you wake up?
  10. What is your favorite outfit?

Then

  11. What‟s your favorite TV show?
  12. What‟s your favorite song?
  13. What‟s your favorite book?
  14. Who is your favorite person?
  15. How tall are you?
  16. What is your favorite activity?
  17. What is your favorite color?
  18. What do you want to be when
      you grow up?
  19. How early do you wake up?
  20. What is your favorite outfit?
                                                                          Danny Means

Title:                “4 C‟s”

Grade Level:          6-12 grades

Domain(s):            Personal/Social Domain

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency A1 Acquire Self-knowledge
Indicator(s):
                      PS:A1.9 Demonstrate cooperative behavior in groups

                      Competency A2 Acquire Interpersonal Skills

                      PS:A2.2 Respect alternative points of view
                      PS:A2.3 Recognize, accept, respect and appreciate individual
                      differences
                      PS:A2.6 Use effective communications skills
                      PS:A2.7 Know that communications involves speaking, listening
                      and nonverbal behavior

Goals:                Students will acquaint themselves with one another; Students will
                      find commonalities they have with others in their class

Materials Needed:     Pen or pencil
                      Index card

Specific Strategies/
Activites:           1. Have students get into groups of 4-6
                     2. On an index card, each student is to write down their favorite
                        Color , Cuisine, Country they‟d like to visit, and Closet dream.
                     3. Shuffle the cards and have students randomly select a card.
                     4. Have students take turns reading from their card while
                        everyone makes guesses as to who wrote it.
                     5. See which student guessed the most correct responses.

Evaluation:           After all guesses have been made, see which of the students
                      guessed the most correct responses.

Reference (this session is modeled after):
Ten Ways to Break the Ice! (1997). Retrieved January 23, 2009, from
        http://www.susan-boyd.com/tenways.htm
                                                                            Freddy Medina
Title:                 “My Other Half”

Grade Level:           All grade levels

Domain(s):             Personal / Social Domain

Standard(s):            Standard A:

                       Students will acquire the knowledge, attitudes and interpersonal

                       skills to help them understand and respect self and others.

Competencies/ Indicators:

Competency PS: A1 Acquire Self Knowledge

PS: A1.1 Develop positive attitudes towards self as a unique and worthy person

PS: A1.2 Identify values, attitudes and beliefs

PS: A1.5 Identify and express feelings

PS: A1.9 Demonstrate cooperative behavior in groups

PS: A1.10 Identify personal strengths and assets

Competency PS: A2 Acquire interpersonal

PS: A2.3 Recognize, accept, respect and appreciate individual differences

PS: A2.3 Recognize, accept, respect and appreciate ethnic, and cultural diversity

PS: A2.6 Use effective communication skills

PS: A2.7 Know that communication involves speaking, listening and nonverbal behavior

Goals:

Students will find their other half/ partner; students will introduce themselves to their

partner and will then introduce their partner to their entire class.

Materials Needed: Index cards, pencils, “My Other Half” worksheet.
Specific Strategies/ Activities:

1. Place index car on the forehead of each student.

2. The students will then try to find their “Other Half” by talking to the

students regarding who they might be.

3. Students are not allowed to say the name on the card, just the words that are associated

with that person.

4. Once students find their “Other Half” they can begin the worksheet.

5. Once all questions are answered students will take turns introducing their partner to the

entire class.

Evaluation:

Students will be able to participate in the class discussion by providing information on

their partner.

Reference (this activity is modeled after):

Sticker Partners. (n.d.). Retrieved January 23, 2008 from

http://www.educationworld.com/a_lesson/lesson/lesson343.shtml



Gianna Tringal, W.E (n.d). Puzzle Piece Pairs. Retrieved January 23, 2008 from

http://www.educationworld.com/a_lesson/lesson/lesson343.shtml
                                        My Other Half



1. What is your name?

2. Where were you born?

3. What is your favorite thing to do?

4. When is your birthday?

5. What is your favorite food/color/movie/TV show?

6. What other places have you traveled to?

7. What is one thing that people may not know about you when they first meet you?

8. What do you like about yourself?

9. What is one of you bad habits?

10. What is your favorite memory?
                                                                     Becki Ornelas

Title:                 "Where do I sit”

Grade Level:           Third or Fourth grade

Domain(s):             Personal/Social Domain

Standard(s):           Standard B: Students will make decisions, set goals and
                       take necessary action to achieve goals.

Competency(ies) and Indicator(s):
                   Competency B1 Self-knowledge Application

                       PS:B1.1 Use a decision-making and problem-solving
                       model

                       PS:B1.3 Identify alternative solutions to a problem

                       PS:B1.5 Demonstrate when, where and how to seek help
                       for solving problems and making decisions

Goals: Learn seat assignment by applying problem solving skills.

Materials Needed: Scissors, red construction paper, black pen, tape

Specific Strategies/Activities: Make cutouts of apples. Cut each apple in a

zigzag, like a puzzle piece. Put the name of each child on one piece. Place the

unmarked side of the piece on each desk in the room. As the children line up to

come into the classroom, give each of them one half of an apple puzzle with their

name on it. The children find their desks by matching the piece they are holding

with the rest of the puzzle on a desk. No running. This activity has the children

sitting in desks randomly and not with friends.
Evaluation: Put a face to a name as you hand out pieces. When the child is sitting

in the correctly assigned seat, the task will be completed correctly. Links have

been formed to connect math readiness with puzzle building.


Reference (this session is modeled after):

Hayes, E., (n.d) Where Do I Sit, Retrieved on 1-21-09 from
www.educationworld.com/a_lesson/lesson/lesson073.shtml
                                                                    Noemi Rubio

Title:                "True or False?"

Grade Level:          3rd-8th grade

Domain(s):            Personal/Social Domain

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and
                      interpersonal skills to help them understand and respect self
                      and others.

Competency(ies)/
Indicator(s):         Competency PS: A1 Acquire Self-knowledge

                      PS:A1.1 Develop positive attitudes toward self as a
                      unique and worthy person
                      PS:A1.9 Demonstrate cooperative behavior in groups
                      PS:A1.10 Identify personal strengths and assets

                      Competency PS:A2 Acquire Interpersonal Skills

                      PS:A2.3 Recognize, accept, respect and appreciate
                      individual differences
                      PS:A2.4 Recognize, accept and appreciate ethnic and
                      cultural diversity
                      PS:A2.7 Know that communication involves speaking,
                      listening, and nonverbal behavior
                      PS:A2.8 Learn how to make and keep friends


Goals:                Students will learn something interesting about one
                      another.

Materials Needed:     Overhead transparency or whiteboard, paper, and pencil

Specific Strategies/
Activities:          1.Teacher writes four facts about self on an overhead
                     transparency.
                       Three of the facts are true, and one is false.
                     2. Students take true-false test.
                     3. Teacher survey students to learn the results. Teacher and
                         students go back over each question to see what they
                         thought about each statement. This gives teacher a
                         chance to tell about him/herself.
                         4. On a sheet of paper, students write three interesting
                         facts about themselves that are true and one that is false.

Evaluation: Students will recognize and appreciate individual differences.

Reference (this session is modeled after):

Hopkins,G. (n.d.). Fourteen Great Activities for the First Days of School!.
      Retrieved January 22, 2009, from
      http://www.educationworld.com/a_lesson/lesson/lesson074.shtml
                                                                         Eliseo Santillano

Title:                “Quiet Ice Breaker”

Grade Level:          10-12 grades

Domain(s):            Personal/Social Domain

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency PS:A1 Acquire Self-Knowledge
Indicator(s):
                      PS:A1.1 Develop positive attitudes toward self as a unique and
                      worthy person
                      PS:A1.9 Demonstrate cooperative behavior in groups

                      Competency PS: A2 Acquire Interpersonal Skills

                      PS: A2.3 Recognize, accept, respect, and appreciate individual
                      differences
                      PS: A2.6 Use effective communication skills.
                      PS: A2.7 Know that communication involves speaking, listening,
                      and nonverbal behavior

Goals:                Students will gain self-confidence and learn how to view
                      themselves positively. They will learn to appreciate others in group
                      and will learn to communicate in front of their peers.

Materials Needed:     You will need one marker, and 10-15 3 x 5 cards.

Specific Strategies/
Activities        1. Begin by welcoming everyone to group and briefly going over the
                     purpose/reason for the group. Be sure to introduce yourself but do
                     not give any details that may take away from your sharing during
                     the icebreaker. You may want to make a comment about how
                     icebreakers can be difficult or awkward for some group members
                     but that ultimately, most people do fine with them.

                   2. Now that this brief introductory period is over, ask the members
                      what information they think they would like to share or know
                      about each other. Ask them to give you specific themes. Offer
                      examples like family (who do they live with, do they have
                      siblings, how many etc.), work (does anyone have a job), hobbies
                       (what are their hobbies), music (what kind of music do they like),
                       birthplace (where were they born), and favorite subject.

                   3. As you select a theme, inform the group that they will only be
                      required to answer in a one-word answer. For example, let‟s say
                      you chose family as a theme. You can have each member answer
                      yes which can mean simply yes he has a family or no. Or you can
                      decide to answer this theme in terms of where your family comes
                      from. So when a member has to answer the theme, he/she might
                      answer, Chicago, Mexico, or Philippines. Remember to figure
                      this out before you move on to selecting another theme.

                   4. You can make this list very long as you have figured out by now
                      so try and keep it to no more than 10 but a minimum of 5. Let the
                      time you have allotted for group guide you in selecting the number
                      of themes you will have.

                   5. Once you have selected all the themes you will be inquiring about,
                      begin by asking a group member to shuffle the deck of cards.
                      Have the person who shuffled the deck pass it to the person next
                      to him. That person will pick a card from the top of the deck.
                      He/She will show it to the entire group but it will be the person to
                      his/her right that will begin by answering the fist theme

                   6. For example, let‟s say the first card shows siblings, when this
                      theme is selected, you will already have decided whether you will
                      be answering yes or no, how many you have or whatever the
                      group decided. If you have six in your group and you have
                      decided to answer this theme in terms of how many you have, you
                      should hear six numbers.

                   7. Before you begin the actual icebreaker, remind the group that you
                      only have to give a one-word answer. They are welcomed to add
                      more if they‟d like but they are only required to give the one-word
                      answer.

Evaluation:
Not applicable

Reference:
Santillano, E. (2008) Personal file. California State University, Bakersfield.
                                                                  Leslie Shepherd

Title:                “Getting to Know Each Other”

Grade Level:           6-8 Grades

Domain(s):            Personal/ Social

Standard(s):            Standard A: Students will acquire the knowledge, attitudes
                        and interpersonal skills to help them understand and respect
                        self and others.
                        Standard B: Students will make decisions, set goals, and
                        take necessary action to achieve goals.
Competencies and Indicator(s):
                        Competency A1: Acquire Self-knowledge
                        A1.1 Develop positive attitudes toward self as a unique and
                        worthy person
                        A1.2 Identify values, attitudes and beliefs
                        Competency A2: Acquire Interpersonal Skills
                        A2.6 Use effective communication skills
                        A2.8 Learn how to make and keep friends
                        Competency B1: Self- Knowledge Application
                        B1.9 Identify long- and short term goals
Goals:         Students will become acquainted with each other. The purpose is
               to establish a classroom atmosphere that promotes teambuilding
               and fosters cooperative student learning.
Materials Needed:
            Package of Skittles or other inexpensive candy to share
            Over head transparency of skittle color and response categories
Specific Strategies/Activities:
               Instruct the students that you will be coming around with skittles,
               and they are to choose one, and that they are not to eat it. Tell the
               students that they can chose any number of skittle but no more than
               five. When everyone in the classroom has chose they number of
               skittles, disclose to them that for every piece of candy they pick
               they have to tell the class something about themselves, in addition
               to their name. The categories are based on the colors of candy they
               took.
       RED- If you could go anywhere in the world where would it be?
       GREEN- Where was your favorite vacation?
       PURPLE- What is one hobby you enjoy?
       YELLOW- What job would you like to have when you grow up?
       ORANGE- (WILD CARD) Any fact about you!

Evaluation: Students will be asked if any others in the class share a common
            interest before sharing about themselves.
Reference: http://teachers.net/lessonplans/posts/1585.html
                                                                              Carlos Sillas

Title:                 Two-minute mixer

Grade Level:           Middle school to University grade level

Domain(s):             Personal/Social

Standard(s):           Standard A: Students will acquire the knowledge, attitudes and
                                   interpersonal skills to help them understand and
                                   respect self and others.

Competency(ies)/       Competency A1 Acquire Self-knowledge
Indicator(s):
                       PS:A1.1  Develop positive attitudes toward self as a unique and
                                worthy person.
                       PS:A1.2 Identify values, attitudes and beliefs.
                       PS:A1.5 Identify and express feelings.
                       PS:A1.7 Recognize personal boundaries, rights and privacy
                                needs
                       PS:A1.9 Demonstrate cooperative behavior in groups.
                       PS:A1.10 Identify personal strengths and assets.

                       Competency A2 Acquire Interpersonal Skills

                       PS:A2.2    Respect alternative points of view.
                       PS:A2.3    Recognize, accept, respect and appreciate individual
                                  differences.
                       PS:A2.4    Recognize, accept and appreciate ethnic and cultural
                                  diversity.
                       PS:A2.6    Use effective communication skills.
                       PS:A2.7    Know that communication involves speaking, listening
                                  and nonverbal behavior.
                       PS:A2.8    Learn how to make and keep friends.

Goals:                 Students will get to know each other and help facilitate classroom
                       participation. By students getting to know each other they will feel
                       more comfortable in contributing to classroom learning.


Materials Needed:      Stop watch

Specific Strategies/
Activities:          1. Students will be told to get in groups of two or three people.
                     Each student in the group will have two minutes to say some things
                     about themselves.
                     2. After everybody in the group has had their two minutes, each
                     student in the group will introduce a student from their group to the
                     class.

Evaluation:
Students will learn background information about their fellow classmates and promote
classroom interaction.

Reference (this session is modeled after):
Ice Breakers (n.d.). Retrieved January 26, 2009 from
http://adulted.about.com/od/icebreakers/qt/2minutemixer.htm
                                                                              Kevin Snyder

Title:         First day of school ice breaker activity.

Grade level: grades 6 – 12.

Domains:       Personal/Social and Career Development.

Standards:     Personal/Social Standard A:
               Students will acquire the knowledge, attitudes and interpersonal skills to
               help them understand and respect self and others.

               Career Development Standard B:
               Students will employ strategies to achieve future career goals with success
               and satisfaction.

Competencies and Indicators:
            PS:A1 Aquire Self Knowledge
            PS:A1.1 Develop positive attitudes toward self as a unique and worthy
            person.
            PSA1.3 Learn the goal setting process.
            PS:A1.9 Demonstrate cooperative behavior in groups.

               C:A1 Develop Career Awareness
               C:A1.3 Learn an awareness of personal abilities, skills, interests and
               motivation.
               C:A1.4 Learn how to interact and work cooperatively in teams.
               C:A1.5 Learn how to make decisions.
               C:A1.6 Learn how to set goals.

Goals:         The purpose of this first day activity is for the teacher to get to know the
               students and for the students to get to know each other. It gives the
               teacher student interests and goals to help the teacher motivate students
               through lessons that can relate to their interests. It helps students think
               about interests and career goals.

Materials Needed: Paper and pencils.

Specific Strategies/Activities:
               1. Ask students to work in pairs for about ten minutes. Each pair of
               students will interview each other. There can be a group of three if there is
               an odd number of students.
               2. Ask each student to write down the answers to the following questions
               when they interview their partner: What did you do during the summer?
               What are your interests including hobbies and sports? What are your
               academic goals? What are your career goals?
                3. Students individually report to the class what their partner told them.

Evaluation: The teacher collects the written reports from the students. Each student
writes down the name of the person they interviewed for the report and their own name.
The teacher gives credit for the students that complete the assignment. The teacher can
save these reports to help create lessons that will be of interest to the students in the class.

Reference: Snyder, K (2009). Personal File. California State University Bakersfield.
                                                                        Janthina Talbot

Title:              “Time Capsule”

Grade Level:        9th grade

Domain(s):          Personable/Sociable

Standard(s):        Standard A:
                    Students will acquire the knowledge, attitudes, and interpersonal
                    skills to help them understand and respect self and others.

Competency(ies)/    Competency A1 Self-Knowledge
Indicator(s):
                    PS:A1.1 Develop positive attitudes toward self as a unique and
                    worthy person
                    PS:A1.2 Identify values, attitudes and beliefs
                    PS:A1.4 Understand change is part of growth
                    PS:A1.5 Identify and express feelings
                    PS: A10 Identify personal strengths and assets

                    Competency A2 Acquire Interpersonal Skills
                    PS:A2.2 Respect alternative points of view
                    PS:A2.3 Recognize, accept, respect, and appreciate individual
                    differences

                    Standard B: Students will make decisions, set goals and take
                    necessary action to achieve goals

                    PS:B1.9 Identify long- and short-term goals
                    PS:B1.12 Develop an action plan to set and achieve realistic goals

Goals:              Students will write a letter to their senior selves of their goals and
                    dreams. Who they wish that they will become and memories that
                    they will want to keep. What are their strengths and weakness.
                    When they are about to graduate their senior year they will come
                    back and get their letters. This way they can see how much that
                    they have grown. What was important in 9th grade most likely will
                    not be the same as their more matured self. It will allow a lot of
                    discussion of what their future may hold. They will also include
                    what they would like to do after high school and how to achieve
                    their goals, i.e. college bound and what actions need to be taken on
                    the journey as far as classes.

Materials Needed:   Paper, writing utensils, and class discussion
Specific Strategies/
Activities:          1. Ask the students to write a letter to their senior selves. What
                     they hope that they accomplished by graduation. Their likes and
                     dislikes. How they feel entering their freshman year of high school.
                     Are they nervous or excited? What kind of person do they hope
                     they are, and anything else that they would like to include?
                     Memories that they have now that are important to them. Favorite
                     food, movies, tv shows, and songs, etc…important things about
                     themselves.
                     2. Ask each student to evaluate themselves who they are in the
                     present
                     3. Have the students brainstorm ideas, as a class, of the things that
                     they may accomplish by the end of their senior year. People who
                     they might be. How tall do they think that they will be? Do they
                     think that they will take full advantage of their high school years or
                     hang out on the side lines?
                     4. If time allows, have them begin writing their letters.
                     5. When assignment is due (end of the first week) ask if anyone
                     would like to read some of the things that they wrote.

Evaluation:
Students will identify what some of their goals may be in the future and how to go about
achieving them. They will also have to look deep inside themselves to see what their
strengths and weakness are. It will be something that will allow them to see how much
they have achieved at the end of their high school careers. It will also help them to begin
thinking about their future and how the things that they will do today will affect it. It will
lead to a diverse class discussion on hopes, dreams, and goals.

Reference (this session is modeled after):
This model is referenced after a class that I had my Freshman year in high school.
                                                                         Tegan Thacker

Title:                “Comic Strip Chaos “

Grade Level:           4-12

Domain:                Personal/Social Development Domain

Standard:              Standard A:
                       Students will acquire the knowledge, attitudes and interpersonal
                       skills to help them understand and respect self and others.

Competency/
Indicator:             Competency PS.A1 Acquire Self- knowledge
                       PS:A1.9 Demonstrate cooperative behavior in groups

                       Competency PS.A2 Acquire Interpersonal Skills
                       PS:A2.6 Use effective communications skills

Standard:              Standard B:
                       Students will make decisions, set goals and take necessary action
                       to achieve goals.

Competency/
Indicator:             Competency PS.B1 Self-knowledge Application
                       PS:B1.1 Use a decision-making and problem-solving model

Goals:                While dividing themselves into small groups, students will
                      collaborate with others to reach a common goal.

Materials Needed:     Comic strips cut frame by frame
                      A large container to hold the comic strip frames while students
                      choose them individually.

Specific Strategies/
Activities:          1. Inform the students that their goal is to find the other students
                     who have chosen pieces of the same comic strip that they have and
                     to assemble themselves in the order according to the content of the
                     comic.

                      2. Each participant takes a turn at picking a comic frame out of the
                      large container. They will keep their frame to themselves until you
                      tell them to begin searching for the others in their group.
              2. After the entire group has each chosen a comic frame, the
              participants begin to search for others with the same comic strip
              sequence.

              3. After the participants have found everyone in their group, they
              must arrange themselves so that the sequence of frames are in
              chronological order to form the comic strip correctly.

              4. Upon completion of the sequence, the newly formed group sits
              down together.

              5. Once everyone has found their group and are in sequence, allow
              each group to read their comic strip to the rest of the groups.

Evaluation:   Each student will have found a group of other students with the
              same comic strip, which will have required them to interact in a
              collaborative manner.

References:   Comic Strip Chaos. (n.d.). Retrieved January 24, 2009, from
              http://www.residentassistant.com/games/icebreakers/comicstripcha
              os.htm
                                                                              Eric Veiss

Title:               Musical Hand Shake

Grade Level:         1st-5th

Domain:              Personal Social Domain

Standard:            Standard A:
                     Students will acquire the knowledge, attitude and interpersonal
                     skills to help them understand and respect self and others.

Competencies/
Indicators:          Competency PS.A2 Acquire Interpersonal Skills

                     PS.A2.6 Use effective communication skills.
                     PS.A2.7 Know that communication involves speaking, listening,
                         and nonverbal behavior.
                     PS.A2.8 Learn how to make and keep friends.

Goals:               To have students interact with other students and to have students
                     learn information about other students that will help them build
                     friendships with class mates that can last throughout their school
                     careers.

Materials:           Music player such as a radio or CD player.

Specific Strategies/
Activities:          Step 1: While Music is playing, have kids go around the room and
                     shake other children‟s hands.

                     Step 2: After a while, stop the music abruptly (similar to musical
                     chairs).

                     Step 3: The kids should now be paired up with one other person.

                     Step 4: Ask a question that anyone can answer (Example: What is
                     your favorite TV character?).

                     Step 5: Children introduce themselves to the person whose hand
                     they were left holding. Then answer the question.

                     Step 6: Repeat, asking a different question each time the music
                     stops. The children should find someone new each time.
Assessment/
Evaluation:         At the end of the game ask what they found out about each other
                    and if anyone has anything in common with them.

Reference (this session is modeled after):
Musical Handshake. (n.d.). Retrieved January 21, 2009, from
      http://www.christiancrafters.com/games_icebreakers.html
                                                                           Shena Wright

Title:                “Classmate Bingo”

Grade Level:          10-11 grades

Domain(s):            Personal/Social

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes, and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency PS:A1 Acquire Self-Knowledge
Indicator(s):
                      PS:A1.6 Distinguish between appropriate and in-appropriate
                      behavior.
                      PS:A1.8 Understand the need for self-control and how to practice
                      it.
                      PS:A1.9 Demonstrate cooperative behavior in groups
                      competency.

                      CompetencyPS:A2 Acquire Interpersonal Skills

                      PS:A2.2 Respect alternate points of view.
                      PS:A2.3 Recognize, accept, respect, and appreciate individual
                      differences.
                      PS:A2.5 Recognize and respect differences in various family
                      configurations.
                      PS:A2.6 Use effective communications skills.
                      PS:A2.7 Know that communication involves speaking, listening,
                      and nonverbal behavior.
                      PS:A2.8 Learn how to make and keep friends.

Goals:                Students will communicate with each other to find out similarities
                      and differences.


Materials Needed:     Bingo Classmate card, (a variation of three cards should be made
                      using 30 questions).

Specific Strategies/
Activities:          1. Have each student push all desks close to the wall and stand in
                     the middle.
                     2. The objective is to get BINGO! To do this, the students must ask
                     classmates if the statement in the square is true to him/her. If it is
                     true have the classmate sign in the square.
                     3. After three students have won BINGO! Bring the class together
                     and ask each question so everyone can see who has similarities and
                     differences with him/her.

Evaluation:          Students will meet new classmates and know who likes to do the
                     same activities as him/her.

References (this session is modeled after):
Ten Ice Breakers for Teens. Retrieved January 24, 2009, from
       http://www.cplrmh.com/icebreakers.html.
                        Classmate Bingo

1. I have a brother.
2. I have a sister.
3. I like to read.
4. I like to watch movies.
5. I ride the bus to school.
6. I ride my bike to school.
7. I attended this school last year.
8. I attended a different school last year.
9. I play on the football team.
10. I play on the basketball team.
11. I participate on a different team.
12. I play in the band.
13. I am a cheerleader.
14. I like to play video games.
15. My favorite color is red.
16. My favorite color is pink.
17. I was born in California.
18. I was born in a different state.
19. I have a twin.
20. I like listening to music.
21. I have first lunch.
22. I have second lunch.
23. I am a member of a club on campus.
24. I have a boyfriend.
25. I have a girlfriend.
26. My favorite subject is Math.
27. My favorite subject is English.
28. I like squash.
29. I have a computer.
30. I have met a new friend.
                        CLASSMATE BINGO

                                                                         My
I have met a        I have a      I like squash.   My favorite         favorite
new friend.        computer.                        subject is        subject is
                                                     English            Math.

                                                                      I was born
                                                                         in a
   I have a         I have a          I am a       I play on the      different
  girlfriend.      boyfriend.       cheerleader    football team        state.




 My favorite       I attended         FREE             I am a          I play on
 color is red.     a different                       member of            the
                   school last                        a club on       basketball
                   year.                              campus.            team.



        I
   participate        I have         I attended    I like to play         I have a
       on a           second         this school   video games.             twin.
    different          lunch.         last year.
      team.



I like listening      I play in   I was born in         I have      My favorite
    to music.        the band.     California.       first lunch.   color is pink




Find a person that fits the question being asked. Have the person sign
his/her name in the box. Only sign your name once on the card, (you can
have one classmate sign twice).
                                                                       George Zadravec

Title:                “Ice Breaker”

Grade Level:          6-8

Domain(s):            Personal/Social Development

Standard(s):          Standard A:
                      Students will acquire the knowledge, attitudes and interpersonal
                      skills to help them understand and respect self and others.

Competency(ies)/      Competency PS:A1 Acquire Self-Knowledge
Indicator(s):
                      PS:A1.1 Develop positive attitudes toward self as a unique and
                      worthy person.
                      PS:A1.5 Identify and express feelings.
                      PS:A1.9 Demonstrate cooperative behavior in groups.
                      PS:A1.11 Identify and discuss changing personal and social roles.

                      Competency PS:A2 Acquire Interpersonal Skills

                      PS:A2.1 Recognize that everyone has rights and responsibilities.
                      PS:A2.2 Respect alternative points of view.
                      PS:A2.3 Recognize, accept, respect and appreciate individual
                      differences.
                      PS:A2.4 Recognize, accept, respect and appreciate ethnic and
                      cultural diversity.
                      PS:A2.6 Use effective communication skills.
                      PS:A2.7 Know that communication involves speaking, listening
                      and nonverbal behavior.

Goals:                Students will create answers, based on the exercise below, in order
                      to reveal something about themselves that the others have not yet
                      learned.

Materials Needed:     Ice breaker worksheet for group leader.

Specific Strategies/
   Activities:       1. Have the students listen to the sentences, as they are read out-
                        loud. The group leader will choose a sentence for each student,
                        or allow each student to choose to respond to a sentence as it is
                        being read.
                        Each student, in turn, will give their immediate response for
                        their sentence.
                      5. Ask each student to give an answer that best describes their
                         personality.
                      6. The other students will listen to each student‟s response.
                      7. Let the class discuss, or elaborate on each student‟s response.

Evaluation:
Students will discuss each of the other student‟s answers, which helped to break the ice,
and the group leader will determine if any ice-breaking information was revealed.

Reference (this session is modeled after):
Hannaford, M.J. (1991). 102 Tools for teachers and counselors too. Doylestown, PA:
      Marco Products Inc. p.48.
                THE FIRST TIME I - ICE BREAKER

Read the sentences out loud to the group, picking different sentences for each
participant (use as many as desired, or time allows). Instruct the participants to fill
in the blank verbally. The information they give will help to break the ice. Allow
group members to talk about each person’s response.


The first time I tried to swim I _______________.
The first time I tried to dance I _______________.
The first time I went to school I _______________.
The first time I tried to ice-skate I _______________.
The first time I tried to cook something I _______________.
The first time I tried to ride a bike I _______________.
The first time I received a present I _______________.
The first time I flew in an airplane I _______________.
The first time I got really sick I _______________.
The first time I went to the carnival to I _______________.
The first time I used a computer I _______________.

				
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