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Secondary Lessons For Quarterly Application

Curricular Focus: Introduction to I AM Noticed Concepts & Practices  

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Lesson 1 - Belonging
Where Do We Belong

Supplies needed: Journal or paper, writing and/or drawing supplies 

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

Concept A: Self-Concept

                       B: Balancing Life Roles

                       C: Being a Contributing Member of a Diverse Global Community

At the start of this lesson the teacher will share why he/ she is excited to teach this class and class expectations (going over the schedule or additional housekeeping as necessary).

 

As a group define belonging.  You may want to have a student write the descriptions shared on the board.

 

Ask the class to self reflect on one or all of the following questions: (journal optional)

How do you know you belong somewhere?

What feelings come to mind when you think of belonging?

What are examples of places/ spaces you belong?

Why do you feel like you belong in these?

How have you helped create a sense of belonging?

After the students have reflected discuss belonging as a group. You can use the questions above to guide the conversation.

Please share the following concepts as part of this lesson: You are a gift! Be YOU! YOU belong! Invite the students to be themselves. You are a natural member of this class and school, and you belong here.

"Be here.
Be you.
Belong."

~Brene Brown

 
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Book Recomendation:

Atlas of the Heart by Brene Brown

Chapter 9 of this book is dedicated to the places we go whe we search for connection. In it Brene references the voices of 8th graders on the topic of belonging.  The chapter underscores the irreducible need that all people have for belonging.

 

True belonging doesn't require us to change who we are; it requires us to be who we are.  ~Brene Brown, Atlas of the Heart 

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Lesson 2 - Discovery
The Art of Discovery

Supplies needed: a copies of  the "Art of Discovery" worksheet and writing utensils 

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

     Concept A: Self-Concept

                     B: Balancing Life Roles

                     C: Being a Contributing Member of a Diverse Global Community

Students will connect and get to know each other by using the tool set of discovery.

 

Share with the students that the Skill Set of Discovery includes asking good questions and active listening.  

 

Using the worksheet students will practice asking discovery questions and listening to see which student matches which description.  As an added element this can be a competition to see who can learn the most about their class.  Teachers and staff in the classroom are encouraged to participate as well.

 

Please share the following concepts as part of this lesson: There is a skill set to Discovery.  It is also an art form to take the time to really connect. For example, in just a few seconds asking someone how they are doing and really listening to their answer is a game changer. 

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When we know each other we see each other differently.  When we know someone's name, a fun fact about them, or part of their story we gain appreciation, empathy, and understanding.  Getting to know one another creates connection and a sense of belonging.

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Lesson 3 - Want-To
I Want-To

Supplies needed: Journal or paper, writing and/or drawing supplies 

Big Idea 2: SE 2 Interacting with Others in Ways that Respect Individual and Group Differences

     Concept B: Respect for Self and Others

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

     Concept C: Being a Contributing Member of a Diverse Global Community

Define Want-To for your class as choosing a positive attitude.

 

Discuss how gratitude can be used when your Want-To feels stuck. For example, “I do not want to do my homework! But I am grateful I have a good school to go to and a teacher who cares about me."

 

“Prompt the students to think about how and when they can CHOOSE a want-to attitude. Encourage students to individually list ways they can and will choose their positive attitude. Then partner your students up, and have the students share their ideas. 

Please share the following concepts as part of this lesson: When we are mentally healthy we can choose our attitude.  When we are aware of a negative attitude, gratitude is a tool that can be used to help us change our perspective and choose a positive want-to attitude.

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We all have things that we'd rather not  do.  Often times our language about these things sounds like "I have-to ..."  

When we choose a want-to attitude it sounds more like "I get-to ..."  

This can make the task seem easier and quicker to complete.

 

 

There is power in "get-to"
 

Quick Tip>

Having Want-To creates a psychosomatic response.  In a study done by the University of Utah, participants who felt grateful showed a reduction in the stress hormone Cortisol, stronger cardio function, and were more resilient to emotional setbacks and negative experiences.

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Lesson 4 - Positive I AMs
Positive I AM Fortune Teller

Supplies needed: a copy of  the fortuneteller template (optional) and scissors

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

     Concept A: Self-Concept

Students will create a fortune teller per worksheet instructions.  Once students have created their fortune tellers they will pair up and use the questions to create positive dialogue.

You may want to have a group discussion prior to the students pairing up.  Sharing examples to the question in the fortune teller may be helpful.

The I AM word bank can be used for inspiration.

Please share the following concepts as part of this lesson: What you say after I AM is true for you. 

 

Often when we think about kindness, we think about how we treat other people. For this lesson we want to get the students thinking about how it is just as important to be as kind to themselves as it is to others. When we practice being kind to ourselves we get good at it.  Unfortunately, the same is true when we are not kind to ourselves.  

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According to the researchers at Mayo Clinic, positive self-talk can lead to better psychological and physical well-being, better coping skills during hardships and times of stress, and lower rates of depression & anxiety.

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Lesson 5 Noticing Goodness
Noticed Paper Chain

Supplies needed: Pre-cut Paper Chain Noticed Slips and a writing utensil 

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

     Concept C: Being a Contributing Member of a Diverse Global Community

Big Idea 2: SE 2 Interacting with Others in Ways that Respect Individual and Group Differences

     Concept B: Respect for Self and Others

Every student receives a stack of paper chain Noticed Slips equal to the amount of students and staff in the class. Have each student use the slips to Notice goodness in each person in the class. The goal is for every person to have Noticed goodness in every other person in the class.  Over the past four weeks the class has been getting to know each other.  Though compliments can be surface level it is important to encourage authenticity.

Using the completed Noticed Slips to create a paper chain to hang in your classroom.

 

You can keep a stack of blank slips in the classroom and encourage students to continue to Notice goodness in each other and/or the school throughout the quarter.  

Please share the following concepts as part of this lesson:

Noticing with a capital "N" is communicating to someone  “I SEE YOU; I HEAR YOU, and YOU MATTER to ME!”  Noticing goodness in someone takes Noticing to the next level because we get more of what we Notice.

By taking the time to authentically Notice the people in our classroom and the goodness throughout the school we are creating an even more positive school culture.

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It has been said that "we get more of what we focus on".  Neuroscience has proven that this is true.  The reticular activating system (RAS)  is a defused network of neural pathways in our brains and one of its main jobs is to help us focus.  Once we tell ourselves that we are going to be on the look out for something (like Noticing goodness) we will get more of what we're looking for thanks to the RAS.

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Lesson 6 - Receiving Goodness
Energy Circle

Supplies needed: energy stick

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

     Concept C: Being a Contributing Member of a Diverse Global Community

Big Idea 2: SE 2 Interacting with Others in Ways that Respect Individual and Group Differences

     Concept A: Quality Relationships

Demonstrate how the energy stick works. They key is connectivity. 

 

Students will form a circle. The students will use an “Energy

Stick” in the circle to see the impact one person can make.

Have the students form a circle and hold hands (some students may not feel comfortable holding hands. Students can accommodate by touching elbows or fists.) Place the energy stick in the hand of one student in the circle. Have their neighbor hold the other end of the stick. The energy stick will light up and make a noise if everyone in the circle is connecting. Try having one student let go and see how the stick will stop when they aren’t connected. (The energy stick only works when people are connected to it and each other.) Now the students can see how the energy stick works as a group. Share that the energy stick is a lot like “RECEIVING GOODNESS”. For example: If someone gets Noticed and they don't receive it, the goodness doesn't flow. 

 

Now practice Noticing and Receiving in your circle. Start by having one person give their neighbor to the right a heartfelt compliment. The neighbor will practice receiving the compliment by saying thank you. That student will then Notice their neighbor to right, repeating the cycle until everyone in the circle has been Noticed and had a chance to practice receiving that goodness. Receiving goodness keeps the goodness going. 

Feel free to do this multiple times and in multiple ways. Students may remain in the circle or they might pair up. You can try incorporating the energy stick as students receive.   

Please share the following concepts as a part of this lesson:

Noticing often starts surface level but as we build positive relationships Noticing can be more about the person and less about physical attributes. Receiving is an act of humble gratitude. We hope the students feel confident enough to receive a compliment at any level because they matter! 

 

  

receiving goodness

Scientists have discovered that receiving a compliment lights up the same part of the brain that lights up when we receive money $$ -- but only if we RECEIVE the compliment.

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Lesson 7 - Rippling
You Are The Rock In Your Ripple

Supplies needed: large sheets of paper or poster boards and markers

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Every

student

matters

Every student matters.  Data shows that teachers believe this, but students doubt it.  When it comes to communicating this simple, yet powerful message our  authenticity and the teacher/student  relationship are critical. 

Thank you for making these connections such a priority!

Quick Tip>

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

     Concept C: Being a Contributing Member of a Diverse Global Community

Big Idea 2: SE 2 Interacting with Others in Ways that Respect Individual and Group Differences

      Concept A: Quality Relationships

As a group, define what it means to ripple goodness. 
 
Then ask the students to individually come up with ideas and ways students can make a positive impact and ripple
goodness.
 
Have the students work in small groups to create a poster to express the ideas they came up with.
Please share the following concepts as part of this lesson: You matter!  Every person makes an impact, and when we come together to collaborate to make positive impact our ripples can be HUGE!

Believing You Matter and building up a healthy sense of self-efficacy can help us make a positive impact on the world around us.  Research suggests that people with a strong sense of self-efficacy:

  • develop deeper interest in the activities in which they participate

  • form a stronger sense of commitment to their interests and activities

  • recover quickly from setbacks and disappointments

  • view challenging problems as tasks to be mastered

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Lesson 8 - Confidence
Photo Booth Fun

Supplies needed: cell phone or camera for taking pictures. Optional Supplies: ring light, props (students may enjoy creating &/ or bringing items from home to use as props, back drop (any fun wall space in your classroom or the school will work great, or the students can create a custom backdrop for this project)

Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

     Concept A: Self-Concept

Big Idea 2: SE 2 Interacting with Others in Ways that Respect Individual and Group Differences

     Concept B: Respect for Self and Others

Start by asking the students to make a sign that they want to use in their photo booth pictures.  The signs should be positive, affirming or encouraging statements. For example, "Confidence is cool" or "I AM ________".
 
Have fun with this! Create a photo booth area in the classroom.  Take individual and or group pictures with the students utilizing any props that you have. 
Please share the following concepts as part of this lesson:
We take A LOT of pictures, and how we represent ourselves matters. Confidence is an internal feeling, but when we feel more confident it shows on the outside.  When we practice positive habits, like those in the I AM Noticed Cycle, that confidence is authentic and others are more likely to see it, too.

Confidence can be seen by the eye, but it is really felt by the heart.

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Lesson 9 - Confidence
IRL

Supplies needed: each student will need 8 blank notecards and markers or other writing utensil

Big Idea 3: SE 3 Applying Personal Safety Skills and Coping Strategies

          Concept A: Safe and Healthy Choices

                       C: Coping Skills

Each student will create 2 sets of notecards.
 
Set #1 Will include descriptions pertaining to the Confidence spectrum.
Card #1 - Confident  
Card #2 - Self-Destructive
Card #3 - Arrogant 

Set #2 Will include descriptions pertaining to the I AM Noticed Cycle Practices.
Want-To
Positive I AMs
Noticing Goodness
Receiving Goodness
Rippling it Out
 
Now you are ready for the activity:
Ask the students to get their Set #1 Cards ready.  Then give them scenarios and ask the students to pick the card that best describes how they would respond to that scenario.  For example, you're at your favorite ice cream shop, you order your favorite kind of ice cream, and your friends start telling you how gross that kind is. 

Now it's time to use Set#2
For the student who chose Confidence, ask them to pick which card(s) from Set #2 represents the positive habit that help them be confident.
For students who chose Self-Destruction or Arrogance, ask them to pick the card(s) from Set #2 that represents positive habits that could help them be confident in the future.

Use this process as many times as you'd like.  The ice cream example is surface level, and a great place to start.  If your class is ready for it, you may include deeper scenarios.

Please share the following concepts as part of this lesson:
This is a judgment free zone.  Confidence is something that we are always growing in.  Self-reflection and self-awareness are important skill sets, and can often feel vulnerable.  This lesson is designed to put the positive practices of the I AM Noticed Cycle together so they can be applied by the students IRL (In Real Life).
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How confident are you feeling?  That answer changes as we experience difference circumstances through out the day -- even for the most confident of people.  Practicing the I AM Noticed Cycle has proven to help students, staff, and family members to stay in and get back into the confidence zone.

Bonus Lessons

Curricular Focus: reinforcement of I AM Noticed Concepts & Practices  

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