Welcome to =Citizen Schools Program=

Introductions=insert personal picture for Beth=

Introductions=insert personal picture for Jen=

Add more slides if more instructors will be participating regularly.

Group Agreement

Consider

• What do you expect of yourself?

• What do you expect of others?

• What do you want to get out of this program?

Please read aloud.

I agree to follow the Group Agreement to the best of my ability during the =Citizen

Schools Program= each week.

Group Rhythm

MadlibsMY NAME IS (INSERT #1)

AND MY BAND,

THE (INSERT #2)(INSERT #3)

ARE PLAYING IN (INSERT #4)

ON (INSERT #5).

Card Draw Break♥ Hearts=jumping jacks

♦ Diamonds=sit downs, stand ups

♣ Clubs=arm circles (forward and backward)

♠ Spades=wild card, the “card drawer” gets to choose

Ace, Jack, Queen, King=10,

Jumping

Jacks

Sit downs,

Stand ups

Arm Circles

Wild Card

Take a Stand Do NOT put your name on the worksheet

Complete worksheet

When done, return to instructor

Return to your seat and quietly wait for others to finish.

Take a Stand

Agree Disagree

Let’s Discuss

Finished

Lesson Plans Explanation

The =Citizen Schools Program= was created to introduce students to community engagement. In

particular, this program encourages students to identify health issues in their communities and identify

ways they are passionate about raising awareness and promoting change. During the 10-week period

students will learn about factors that cause and effect healthy or unhealthy communities, practice

gathering information about a variety of issues, learn about ways they can improve their communities,

and create their own campaign or cause addressing a community issue they are interested in changing.

The program contains 10 lesson plans. Each lesson plan assigns roles for the primary teacher (PT) and

assistant teacher (AT) at the top. Also at the top, each lesson plan has a list of materials and any

essential preparation needed to conduct the lesson. All lesson plans have one objective and one to three

goals.

The lesson plans are formatted using a table with the columns: Time (duration), Format, Facilitator

(Tasks), Activity, and Purpose.

The Time column is merely a guestimate of time to allot for each activity, but the PT and AT should use

their best judgement and adapt according to the students interest or disinterest.

The Format column will state where the primary focus should be. For example, if the Format column

says PowerPoint, that means that there is information on power point slides that the students should be

viewing. If it says group discussion, the power point may still be on, but it is not the focus during this

activity.

Note: Activity Guides are named as follows, “lesson #_activity.” Worksheet are named as follows, “lesson #_activity WS”. See Activity & Worksheet List for all activity guide and worksheet names and their lesson number.

For the Facilitator column, the PT will be the designated facilitator for most of the activities and

discussions; however, the AT should be actively involved as well. The AT will have other tasks during

some of the activities. There are 5 symbols that signal what the AT must do.

= AT will prepare the classroom for the next activity, such as hanging sheets of paper or signs.

= AT will be responsible for taking pictures to be shown at the beginning of the next lesson.

= AT will pass out worksheets. This symbol will be followed by an “i” or “G” to indicate if all

students receives a worksheet (i) or if each group receives a worksheet (G).

= AT will pass out supplies or materials for the activity. This can include paper, coloring utensils,

etc. It will be the AT’s responsibility to determine what is needed and for which activity by looking at the

materials list at the beginning of the lesson plan.

= AT will play music. This is intended to be ambient noise to promote creative thinking and

problem solving.

The Activity column refers to activities by the name of the separate file associated with it (also bolded).

Each activity outline provides a description of the activity, a list of possible questions that could be asked

during or after the activity, and guiding points that can help encourage spontaneous questions or

discussions. These outlines are meant to be tools for conducting the lesson and not necessarily followed

verbatim. Again, see Activity & Worksheet List for all activity and worksheet names and their lesson

number.

And finally, the Purpose column provides a brief justification for this activity and helps the PT and AT

understand the connection between the activity and larger lesson goals and objectives.

There is also a Game Index that provides a list of games that can be played if the lesson is shorter than

expected or an activity was unsuccessful. However, any materials needed for these games are not

included in the lesson plans. It may be wise to take or prepare materials for one or two additional games

each week just in case they are needed.

Lesson #1 Primary Teacher (PT): ___________________________________________________________________

Assistant Teacher(s) (AT): ________________________________________________________________

Materials: PowerPoint, Digital camera/phone, Large sticky note/poster, Band MadLib WS, Take a Stand

WS, Deck of cards, 2 Signs (“Agree” and “Disagree”), Markers, Extra writing utensils

Needed Preparation: Finalize PowerPoint, Choose questions for Take a Stand WS, Print Take a Stand WS,

Create/print signs, Print Band Madlibs WS

Objective: Students practice looking at a variety of topics from their own and different perspectives.

Lesson Goals:

1. By the end of the lesson, SWBAT make an argument for an opinion about a topic regardless of their own stance.

Time (duration)

Format Facilitator (tasks)

Activity Purpose

5 min Welcome/ PowerPoint

PT/AT

Introduce teachers. Explain where you are from, a brief background of yourself, and why you are working with Citizen Schools.

Introductory purposes.

15 min Group Discussion

PT Create a Group Agreement Ask students to create their rules for the entire program. Write it on a large sticky note/poster and bring it to all subsequent lessons. Have students verbally agree to follow them.

Establish rules.

<5 min Group Activity

PT Group Rhythm Create a clap-stomp sequence.

Create an attention grabber.

25 min Sharing PT

i

Band Madlibs Student fill out WS and share their madlibs as a class.

Introductory purposes to learn names.

<5 min Group Game

PT

Card Draw Break Four cards are drawn by the students and actions are done by the group.

Physical and mental break.

5 min Individual WS i

Take a Stand Students answer questions on the worksheet

25 min Group Activity

PT

Take a Stand Students discuss different opinions as a group.

Students think critically about their own and other’s opinions.

10 min Group Process

PT Take a Stand Students discuss the concept of perspective.

Students will think critically about different opinions.

<1 min Dismissal PT Group clap-stomp 3x End the lesson.

Time permitting

Group Game

See Game Index.

Create a Group Agreement

1. Students will create a list of the rules they think they should follow for the duration of the program.

2. Once a list is created ask if they think there are any duplications or rules that can be combined. Try to

condense the list to 3-6 rules.

3. Ask them about what the consequences should be. For the first offense? For multiple offenses? For

severity of rule breaking?

4. Have the students verbally pledge together:

“I agree to follow the Group Agreement to the best of my ability during the =Citizen Schools

Program= each week.”

5. After the lesson and for PT/AT only, create a clean copy of the rules to bring to all subsequent lessons.

IDEAS from http://www.scholastic.com/teachers/article/creating-classroom-rules-together:

Treat others as you would like to be treated.

Respect other people and their property (e.g., no hitting, no stealing).

Laugh with anyone, but laugh at no one.

Be responsible for your own learning.

Come to class and hand in assignments on time.

Do not disturb people who are working.

Alternative: Provide the CORE Group Agreement Read basic ground rules. 1. CONFIDENTIAL: What others share in groups and discussions shouldn’t be shared outside the classroom. 2. OPEN: Understanding that what is said will be keep confidential will allow everyone to feel more open to sharing. We want to be as open and honest as possible about our personal experiences and perspectives. It’s very important for people to share their experiences openly so we can all learn from each other. Know that sharing can be uncomfortable and that’s ok, but also remember no one is required to disclose anything they are uncomfortable sharing with the group. Openness level is different for everyone too. 3. REPECTFUL: There are many factor involved in showing respect for others. We all know what it feels to be respected like, feeling accepted, listen to, supported, etc. Really this comes down to the Golden Rule: “Treat others how you would like to be treated.” 4. ENGAGE: If everyone participates fully we will have fun and learn at the same time. Try to engage fully in all activities and discussions. However, if you are uncomfortable participating, let an instructor know and we can help you feel more comfortable or give you an alternate assignment. Ask if students have any additional ones that would like to add. Have students verbally agree to follow them.

Group Rhythm

Allow the students to create a rhythmic pattern of claps and stomps that will be used for the duration of

the program to gain students’ attention during transitions or when the teacher is finding it difficult to

conduct the lesson due to side conversations or distractions.

An example of a clap stomp sequence would be: two claps, a stomp, and a clap.

Card Draw Break

Students are selected to draw a card from a deck. The suit of the card determined the action and the

value of the card determines the number of actions that will be performed. Make sure to provide

modifications for all exercises.

♥ Hearts=jumping jacks

♦ Diamonds=sit downs, stand ups (aka. squats in a chair)

♣ Clubs=arm circles (forward and backward)

♠ Spades=wild card, the student can decide what to do

Ace, Jack, Queen, King=10,

Take a Stand

Students fill in agree or disagree for 5-6 controversial statements. Examples:

1. UNC is better than Duke. Agree Disagree

2. Celebrities are good role models. 3. School should be all online. 4. Video games are unhealthy/Internet is unhealthy. 5. Fast food should not be served at school. 6. Soda should not be sold at school. 7. All tobacco products should be illegal. 8. Alcohol should be illegal. 9. The age to drink should be decreased. 10. The age to smoke should be decreased. 11. The age to drive should be decreased. 12. Cell phones should be banned from school. 13. Social media should be banned from school. 14. TV makes people lazy. 15. All students should be required to play a sport. 16. PE should be required every semester. 17. Traditional grading should be replaced with pass/fail. 18. Boys are better at math than girls. 19. School uniforms should be required. 20. Schools should not have a dress code. 21. The pledge of allegiance should be said each day at school. 22. Teachers don’t do enough to stop bullying. 23. Peer pressure is good. 24. Students should be allowed to take a naps during the school day

After everyone is done, they will give their papers to the facilitator. The facilitator will mix up the paper and randomly return them to the students. The room will be divided in to two sides, the “agree” side and the “disagree” side. The facilitator will read the first question aloud and the students must go to the side of the room that is indicated on the paper they received. The students in each group will get 2-3 minutes to form an argument for this opinion, whether they personally feel that way or not. One student will be chosen by the group to present the argument to the entire group. Each side will present their argument in 1 minute or less. This will be repeated for subsequent questions. Group Process:

Questions: 1. Was this a difficult activity? 2. Did you like it? 3. What did you like about it? 4. What did you dislike about it? 5. Did you feel like you changed you mind about something after hearing the argument?

Guiding Points:

It’s important to see things from different perspectives.

When you have a strong feeling about something, ask yourself why do I feel this way? Is it because it’s what other people think (family, friends, etc.)? It’s important to know why you feel strongly about a topic.

We may not always have all the information about something.

There’s not always one right answer.

It’s ok to change your mind.

Band Madlib

Students answer the following questions.

What is your name? 1.

What is your favorite thing to do on the weekend? Make this a verb ending in “ing”. Ex: sleeping

2.

What is your favorite food? Make this a plural noun ending in “s”. Ex: apples

3.

What is your favorite place or where would you like to visit?

4.

What is your favorite holiday?

5.

Then they fill in the following sentence with the answers written above.

My name is (1)_________________________________and my band, The

(2)__________________________________(3)__________________________________ are playing in

(4)_________________________________on (5)__________________________________.

Ex. My name is (1) Megan and my band, The (2) Sleeping (3) Apples are playing in (4) Durham on (5)

Christmas.

Students now share their Band Madlib with the group while pretending to play the instrument they

would want to play in this band.

Band Madlib

Please answer the following questions.

What is your name? 1.

What is your favorite thing to do on the weekend? Make this a verb ending in “ing”. Ex: sleeping

2.

What is your favorite food? Make this a plural noun ending in “s”. Ex: apples

3.

What is your favorite place or where would you like to visit?

4.

What is your favorite holiday?

5.

Fill in the following sentence with the answers written above.

My name is (1)_________________________________and my band, The

(2)__________________________________(3)__________________________________ are playing in

(4)_________________________________on (5)__________________________________.

Ex. My name is (1) Megan and my band, The (2) Sleeping (3) Apples are playing in (4) Durham on (5)

Christmas.

Game Index

This is a list of games to be played if the lesson plans do not fill the entire time allotment. There is an

explanation of how to play the game followed by key points and process questions to discuss with

students during and/or after playing different games. While all games are intended to be fun, there are

lessons that can be incorporated as well.

1. Fishbowl: Write words and phrases on separate pieces of paper and put them in a “fishbowl” (or

hat, box, etc.). To appeal to the age group, visit teen pop culture websites and check social media for

new treads in preceding days. Agree on a set of rules for this occasion (a-e). A student is chosen to

draw a piece of paper from the fishbowl and give hints to classmates using the agreed upon rules.

When someone guesses the word correctly both the hinter and the guesser get a point and the

guesser becomes the hinter. If two students are dominating the game, start selecting hinters at

random or circular fashion.

a. Pictionary: Students draw a picture of the word or phrase without speaking.

b. Charades: Students act out the word or phrase without speaking.

c. Taboo: Students can only give verbal clues for the word or phrase, but can’t say the

actual word or phrase.

d. Password: Students can only give one word clues for the word or phrase.

e. 20 Questions: Guessers ask the Hinter questions about the word or phrase and the

Hinter can only answer yes or no.

Points/Process Questions:

There is more to communicating than just verbal or spoken words. Body language plays an

important role in communication. Communicating effectively can be challenging without both

seeing and hearing someone.

Is there a most effective way to do this? Is someone better at it? What are they doing

differently?

Have you ever spoken on the phone or texted someone and they misinterpreted your message?

Or you misinterpreted someone’s message?

What are ways you can help prevent miscommunication when you are limited to just verbal or

textual messaging?

2. BYO? (note: works best with broader noun categories): Framed as if the Hinter is having a party and

everyone is invited, but they must bring their own mystery item (Ex: string instruments) Guessers

ask the Hinter a series of questions to see if they can come to the party. (Ex: The answer would be

“No” if someone asked, “If I bring a radio, can I come to your party?” and the answer would be “Yes”

if some asked, “If I bring a guitar, can I come to your party?”) Guessers must pay attention to other’s

guesses to narrow down possibilities. Play until everyone can go to the party.

Points/Process Questions:

Sometimes we exclude people from groups or activities for silly reasons.

How does it make you feel when you are trying to go to the “party”?

How do you feel after you are allowed to go to the “party”?

For those who guessed correctly very early, did you want others to guess correctly so they could

come or did you want to be the only one?

For those who were last to guess correctly, did you feel different from others? If yes, do you feel

different now, even after you can go to the “party”?

Have you ever been excluded or excluded someone? Was there a reason?

Are there places in the community that are exclusive to certain individuals? Is this fair?

3. Human Knot: Students stand in a close circle and grab hands with someone at random, but not

immediately next to them. The goal is for students to untangle the human knot without letting go of

hands.

Points/Process Questions:

Working with others to accomplish a goal requires communication and leadership.

Who were the leaders? Were they good communicators?

What makes someone a good leader? A good communicator?

Who are good leaders and communicators in your community? The state? The country?

4. Cup Game (https://www.youtube.com/watch?v=Grb1oa72kmk and

https://www.youtube.com/watch?v=eI7NRF_w9cM): Students learn the sequence individually and

then progress to moving in a circle. This can be played as an elimination game or not.

Points/Process Questions:

Learning something can be hard at first and take practice. Some things come easily to some

people and are harder for others.

In a group, did you feel pressure from the group to not mess up? Do you think that this pressure

helped you do better or worse?

Can we learn to use pressure as a positive rather than seeing it as a negative? What are some

ways to help us do this?

5. Stand Up: Students start in pairs. This can be played either facing one another and holding hands or

back to back and locking arms at the elbow. The goal is to stand up. When each pair successful

accomplishes this, they find another pair creating a group of four. They all sit down, hold hands in a

circle, and stand up. Once successful, the group of four combines another group of four and repeats

the activity. This gets more difficult with more people. Continue combining groups until the entire

class is together.

Points/Process Questions:

Working with others to accomplish a goal requires communication and cooperation (everyone

must do their small/equal part).

How did strategies change from smaller groups to bigger groups?

Was your sense of accomplishment greater with more people?

Do you think that your community is communicating and cooperating effectively to solve some of

its goals? What could your community do better?

6. Guess the Leader: The group sits/stands in a circle. One person, the guesser, leaves the room while

a leader is chosen from the remaining group. Everyone must watch the leader and imitate what they

do when the guesser comes back into the room (cross legs, cross arms, yawn, stick out their

tongue). The guesser returns to the group and stands in the middle of the circle. The guesser gets

three chances to guess who the leader is. Then find a new guesser and a new leader. You can have

the leader be the next volunteer if he is guessed or just ask for volunteers.

Points/Process Questions:

Sometimes people exclude others from a group on purpose.

How does it feel to know the secret? Be the leader?

How does it feel to be the guesser and not know the secret?

How can we help each other and our community feel more excluded and unified?

7. Body Games: Student are divided into groups of three-four.

a. Body Parts: The leader calls out a specific number of body parts (Ex. four feet, four

hands, and one elbow). Each group has one minute to have exactly the number of body

parts called out.

b. Body Language: The group is given a three-four letter word. Each group has two-three

minutes to create the word with their bodies. The groups will try to guess each other’s

words. This can be done by separating groups into different rooms and coming together

to present or done in the same room, but not allowing the groups to talk.

Points/Process Questions:

Working with others to accomplish a goal requires communication and cooperation.

What group was most effective? What were some of their strategies?

Do you think you can use any of these strategies when you are trying to communicate with

friends? Classmates? Teachers? Parents? Other adults?

8. Hand Game (https://www.youtube.com/watch?v=DHMxfA2OivI): Students are in a circle and on

their knees. Everyone will place both hands on the ground in front of them, then take their left hand

and cross it over the person’s hand next to them (the right hand). Now someone is chosen to start

slapping their hand on the ground. The next hand moving in the clockwise direction will slap the

ground and so on around the circle. When someone slaps the ground twice, the direction reverses

(now counterclockwise). When someone messes up such as slaps when it is not their turn or takes

too long to slap, that hand is removed. Play until there are just one or two people remaining.

Points/Process Questions:

You can’t always predict what others are going to do. It’s important to stay focused and not

make assumptions.

Was this difficult and did it get easier?

Why do we make assumptions?

Why do you think it is important to not make assumptions about other people and their actions

in reality?

9. Jump in, jump out? (https://www.youtube.com/watch?v=k6bHltjIYzE): This activity requires focus

and mental agility. Students will be in a circle and holding hands. The leader can say: “jump in, jump

out, jump left, jump right.”

Round 1: Students will do what the leader says and remain silent (ex. leader says jump in, students will

jump in).

Round 2: Students will do the opposite of what the leader says and remain silent (ex. leader says jump

in, students will jump out).

Round 3: Students will do what the leader says and say what the leader says (ex. leader says jump in,

students will jump in and say “jump in”).

Round 4: Students will do the opposite of what the leader says and say the opposite what the leader

says (ex. leader says jump in, students will jump out and say “jump out”).

Round 5: Students will do what the leader says, but say the opposite what the leader says (ex. leader

says jump in, students will jump in and say “jump out”).

Round 6: Students will do the opposite of what the leader says, but say what the leader says (ex. leader

says jump in, students will jump out and say “jump in”).

Points/Process Questions:

Even when everyone knows what to say and do, sometimes our habits and instincts get in the

way.

Our mind and bodies are connected.

It’s hard to think and not do and do and not think. Remember this the next time you say, “I

can’t.” Even if you are capable, you may have just paralyzed yourself.

Was this difficult and did it get easier?

Do you think this concept can be applied to situations where you don’t think you can do

something?

What are other things we can say if we are unsure if we can do something and maybe afraid to

try something new?

Activity and Worksheet List

Lesson Activity Guide file names Worksheets/Supplemental file names

1 Create a Group Agreement

*Clap Stomp Sequence

Band Madlibs Band Madlibs WS

*Card Draw Break

Take a Stand (PT and AT create prior to lesson)

2 Wellness Wheel Wellness Wheel WS

3 Community Mapping MacQueen et al., 2001_p4-12

4 Respectful Communication

Role Playing Role Playing Roles

5 Jenga

How You Can Help

Letter to a Politician

6 Create a Survey Question

7 Youth Making a Difference

--- Survey for Final Project (PT and AT update prior to lesson)

8 Tangram Tangram Puzzles

Final Group Project WS

9 (none)

10 Relaxation Techniques

Award Ideas Certificate of Achievement (PT and AT create prior to lesson)

*repeated throughout program