Rise Up For Youth Fall 2022 Curriculum

August 2022 -

December 2022

Curriculum

Introduction

Get to Know You/Contracts

Week: Lesson Title:

Format:

September 5 - 9 Get to Know Your Students Discussion/Activity

Objective:

The first days of high school is full of excitement and nerves for students and mentors alike. You can put your students at ease right away by enthusiastically welcoming them to the Rise Up for Youth program and greeting them at the door with a smile, an introduction, and a handshake. The first day will inevitably involve some logistics, like going over the rules, learning the pledge, and reviewing the student contracts. However, you can make your students' introduction to your classroom stress-free and positive by adding these fun first days of high school activities.

Materials/Resources:

Note cards

Pens / pencils

Chalk / whiteboard

Bin or basket

Rise Up For Youth Commitment Contract handout

Lesson Outline:

Sign In & Welcome students to Rise Up for Youth Review contracts

Teach the RU4Y pledge

Activity 1: Would You Rather

Activity 2: Anonymous Resources

Announcements

Dismissal

Introduction Get to Know You/Contracts

Activity Details:

Activity 1: Would You Rather

Help the teens in your class relax with a fun round of "Would You Rather," the game in which you pit two choices against each other. Sometimes the choices are serious; other times they’re silly. Occasionally, neither is a good option, forcing students to choose the lesser of two evils. Get started with these Would You Rather prompts. Would you rather...

Live in the mountains or on the beach?

Be a famous author or a famous musician?

Have the ability to read minds or be invisible?

Spend the day at an amusement park or the mall?

Have a private jet or a fancy sports car?

Live somewhere that is always warm and sunny, or somewhere that is always cold and snowy?

After you ask each question, instruct students to move to one side of the room if they’d choose the first option and the other if they’d prefer the second.

Activity 2: Anonymous Resources

Create a sense of community and connection in your classroom through this activity. In advance, prepare one or two questions to ask the students. Here are some examples:

What makes you most nervous about the new school year?

What is one thing you wish everyone at school knew about you?

What is your biggest goal this school year?

Write your question(s) on the board, and pass out an index card to each student. Explain that they should write down their answers without including their name, and assure them that their responses are completely anonymous (but that they will be shared with the group). Give the class 5 minutes to complete the activity. When time is up, instruct students to fold their cards once and place them in a basket or bin at the front of the room.

Once everyone has turned in their index cards, read the responses out loud. Many students may be surprised to find out how similar they are to their classmates. To extend the activity, moderate a brief discussion about the students' reactions to hearing their classmates' responses.

Introduction Get to Know You/Contracts

Rise Up For Youth Commitment Contract:

I, agree to the following (school-year) terms as a member/mentee of Rise Up For Youth:

Attend at least 11 in-school sessions

Attend at least 1 of the college tours.

Maintain a minimum GPA of 2.0 or above in my core classes (Math, Science, English, History/Social Studies.)

Create a personal success plan with the help of my mentor

Be an example of positive decision making through my behavior, attendance, and academics.

Embrace exposure to new information and ideas to further my personal development.

Uphold confidentiality for what is said within sessions unless the information shared can or has the potential to be harmful to me or others

I, agree to the following (school-year) terms as a mentor of Rise Up For Youth:

Agree to maintain an impactful mentoring relationship for the next 9 months.

Provide, facilitate, and coordinate group mentoring sessions

Provide monthly workshops designed to empower and further educate you on topics that directly impact you.

Provide community service opportunities for the purpose of encouraging civic engagement and active giving.

Provide guidance for developing a personal success plan

Provide scholarship opportunities for members during the school year.

Provide a sense of belonging to this group that is strategically designed to see and celebrate one another's successes.

Date

Date

(Rise Up For Youth Student)

(Rise Up For Youth Mentor)

L e s s o n 1 Academic Goals

Week:

Academic Goals

Lesson Title:

Format:

September 12 - 16 Defining Academic Goals Discussion/Activity

Objective:

Students will assess where they are academically, set goals for the current academic year, and then come up with an action plan for how they will reach those goals. They may also be assigned an accountability partner from the group if you choose. This is a great time to allow the ambassadors to introduce themselves and their role.

Instruction Outline:

Sign-in Pledge Announcements

Activity 1: Self-Assessment

Each month we have different themes we will be covering. The month of September is education, so our discussions will be centered on that. Hand out the self-assessments and have the students fill them out up until they get to the “worst subject” line.

Discuss some of the student's answers and which areas they feel they need the most work on.

Activity 2: S M A R T Goals

Hand out a piece of paper and ask the questions on the S.M.A.R.T Goals sheet. As you ask the question, instruct the students to write their answers down. Note: It's a good idea to keep their responses as a point of reference and reflection.

Accountability (optional)

Discuss the importance of accountability. Group the students according to the areas they said they need to work on and set them up with an accountability partner. Discuss how they would like to be supported.

Ensure that they have exchanged numbers and have an actionable plan about how they will help each other.

Tell the students to turn their papers in afterward. These will be kept in their folders.

L e s s o n 1 Academic Goals

Activity 1 :

Student Self-Evaluation

Evaluate your performance as a student using the following statements as guidelines:

(4) I am giving my very best effort (3)I usually do what is required

(2)I put in some effort (1)I don’t give any effort

1. I come prepared for class.

2. I turn in all of my assignments on time.

3. I ask questions when I need help.

4 When working in groups, I do my part

5. I study until I “get” something; I don’t “cram”.

6. I am kind and respectful to my classmates and teachers.

7. I manage my time for homework wisely.

8. I pay attention to the teacher during class.

My best subject is

My worst subject is

What is one way I can improve myself academically this year?

Do I need an accountability partner?

How can my accountability partner support me?

Resources that can help me

L e s s o n 1 Academic Goals

Activity 2 :

S.M.A.R.T Goals:

Specific:

What do you want to accomplish?

Why do I want to accomplish this?

What are the requirements?

What are the constraints?

Measurable:

How will I measure my progress?

How will I know when the goal is accomplished?

Achievable:

How can the goal be accomplished?

What are the local steps I should take?

Relevant:

Is this a worthwhile goal?

Is this the right time?

Do I have the necessary resources to accomplish this goal?

Is this goal in line with my long-term objectives?

Time-Bound:

How long will it take to accomplish this goal?

Do I need additional support or resources to meet my deadline?

When is the completion of this goal due?

When or how often am I going to work on this goal?

L e s s o n 2 Character Development

Week:

Lesson Title:

Format:

September 19 - 23 Defining & Identifying Character Discussion/Activity

Objective:

Students will discuss what character means and brainstorm good character qualities. They will then share their strongest positive character trait and a story about a time they demonstrated that particular trait.

Materials/Resources:

25 Good Character Traits List Essential For Happiness Website

https://liveboldandbloom.com/10/relationships/good-character-traits Character Bingo Handout

Timeframe:

20 mins

Preparation:

Print out Character Bingo Handout for your students.

L e s s o n 2 Character Development

Instruction Outline:

Sign-in Group Pledge

Announcements

Character Introduction

Ask the students if they know how to define character. Character is who you are at your very core and what you do when no one is looking.

It all comes down to a person’s core values and motivations for acting as they do. Character is developed as we live and learn.

As Helen Keller said, “Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved.”

Good character traits

Have the student help you generate a list of good character traits. Be sure to address the following list as well:

Integrity – maintaining your principles, no matter what

Honest Responsibility

Compassion

Loyalty

Humility

Generosity

Have each person share one good character trait they have before starting the activity.

Character Bingo activity

Q&A

Dismiss

Activity: Character Bingo!

Rules:

1. Introduce yourself to a person

2 Get a signature from a person who satisfies the statement in the square

3. Each person may sign your sheet only once

Find

L e s s o n 3

Week:

September 26 - 30

Objective:

Time Management/ Organization

Lesson Title:

Format:

Time Management / Organization Discussion/Activity

Time management strategies involve planning your available time and being aware of the amount of time you spend on each task. Time management can have a tremendous effect on your life. With effective time management, you’ll be able to complete each task more quickly and to the required standards. It’ll increase your value to a company and can be essential in furthering your career, especially when your performance review comes around. Right now, for you that looks like being on time for class, having all your materials ready to begin, and waiting quietly in your seat for your teacher to begin class.

Time management can aid in the growth of your life personally as well as professionally, freeing up extra time to capitalize on available opportunities. However, it can be challenging to get employees to better manage their time. With different personalities responding to different methods, lecturing your students on time management may not be the best idea. Instead, involve your students in this fun and effective time management activity. There are two activities below one outdoor activity and one indoor. You only need to choose one to complete this lesson.

Materials/Resources: 25-30 mins

Indoor Activity: four decks of regular playing cards

Outdoor Activity: Tug of War rope, blind folds for all participants.

Timeframe:

L e s s o n 3 Time Management/ Organization

Instruction Outline:

What are the Benefits of Time Management? Here are three key benefits of having a firmer grasp on the management of your time:

1. Relieves stress

By employing practical time management skills, you’ll get more done during the school day. You won’t need to pull all-nighters to meet deadlines and can even steer clear of time wasters. As a result, your quality of work will gradually improve without having to stress about deadlines.

2. Improves your decision-making ability

Having solid time management skills can improve your ability to make the right decisions. This can boost your control over your life and provide opportunities to achieve your career goals.

3. Enhances your work/life balance

By completing each task more efficiently, you’ll have more time for yourself. You’ll be able to focus on your family life and personal relationships. Which, in turn, will improve your overall happiness and productivity.

Dismissal

L e s s o n 3

Instruction Outline:

Time Management/ Organization

Activity 1- Indoor: Finding the Ace of Spades

This activity is a time management activity best suited for a small group. Two individuals, one team leader, and some decks of cards are required for this activity. Here’s how it works:

Step 1: Shuffle one pack of cards so they’re random, and organize the other in ascending order.

Step 2: Give each player a pack of cards.

Step 3: Players must try to find the Ace of Spades in the deck as quickly as possible.

Step 4: The player with the organized deck will find the challenge much easier than the player with the mixed deck. This activity highlights the importance of spending a little time organizing a schedule for the day. Improving productivity by tackling priority tasks first.

Activity 2: Outdoor: The Blind Polygon

This activity is excellent for helping your students cope when working in new groups or projects. It requires one leader and several smaller groups. Here’s how it works:

Step 1: Blindfold each player and give the team a length of rope.

Step 2: Groups fold or adjust the rope into a shape specified by the leader, like a rectangle.

Step 3: The team leader should set a time limit.

Step 4: No one may remove the blindfold, and every individual must be touching the rope at all times.

Step 5: Give the groups some time to make their shape.

Step 6: Once the time is up, let the groups look at their shapes before tackling it again.

The activity is excellent for team-building and forces groups to analyze how they handle a task within a set timeframe. Initially, students might perform poorly. But once they develop the required critical thinking and analytical skills, their performance will gradually improve.

End Session with open discussion

How can you improve your time management skills going forward?

What type of things can you do now to become more organized?

What is one goal that you can set today to help you in the long run?

Announcements

Dismissal

L e s s o n 4 Hygiene

Week:

October 3 - 7

Objective:

Lesson Title:

Hygiene

Format:

Discussion

Personal hygiene practices are an important indicator of your students' self-esteem. Since our society frequently judges people on the basis of their appearance, it is important for their future success in relationships and employment that your students demonstrate appropriate skills in hygiene, grooming, and clothing choice. First impressions are important. Please note, some students may not have access to hygiene tools in their homes: fashionable, good-fitting clothing, and grooming supplies may not be available. If this is the case, work with your school nurse or principal to help students acquire essential materials. Grants from pharmacies or service clubs may be possible methods of obtaining supplies for your students.

Materials/Resources:

Hygiene mini packs for students (feel free to add items that are specific to your group of students.)

Toothbrush & Tooth Paste

Mouthwash

Razer

Lotion

Body wash

Comb & Brush

Deodorant

Floss

Washcloth

Nail file

Nail clippers

Shaving cream (optional)

Shampoo & conditioner

Pads/tampons (Sisterhood)

Baby powder

L e s s o n 4 Hygiene

Instruction Outline:

Defining Hygiene: "Being Clean"

Tell students that: "Hygiene means keeping our bodies clean and healthy"

Case Study #1 - FRED:

Describe Fred. "Fred has just returned from a camping trip. Fred has to augment case studies. been eating a lot of fish that he caught on his camping trip. If you look closely at Fred's shirt, you can see fish blood from when he was cleaning the fish. Fred has not changed his clothes in three days. Fred has not had a bath or a shower in three days. Fred's car broke down on the way home, and while he was fixing it, he spilled oil all over his clothes. Fred's hands are filthy. Fred has not used toilet paper for three days - he has been using leaves to wipe his bottom after going to the bathroom. (Fred has not shaved or washed his hair or used deodorant in three long hot summer days. Fred stinks! Fred drove into town, after his trip. He stopped at the post office to pick up his mail and saw his girlfriend, Mary. He walked over to her and tried to give Mary a big hug. Mary screamed and ran in the other direction!

Ask students: "Can you think of why Mary acted as she did? What would you do if Fred came up to you?"

Personal Responsibility for Good Hygiene. Discuss with students that Fred is responsible for Fred. Explore with your students that each individual has a responsibility to take care of him or herself. In infancy, as babies, we are cleaned and cared for by our parents, but when we are old enough to take care of keeping ourselves clean, it becomes our personal responsibility. If Fred needs supplies or help to keep clean, he can ask for them. Who could Fred ask? Where can he get them?

Handout hygiene toolkit: For each item in the tool kit, have students answer the following questions:

What the item is called?

What it is used for?

How it is used?

How frequently should it be used? (remember that values and needs differ here - be respectful of differences)

Where you can buy it?

L e s s o n 4 Hygiene

Instruction Outline Continued:

Discuss advertising campaigns that seem to suggest you'll be "sexier" if you use certain hygiene products. Be sure to point out that no specific brand of mouthwash or toothpaste or deodorant makes you any "sexier" than any other product. but that people DO find cleanliness attractive.

Cleaning Fred Up: describe Fred. "After his camping trip, Fred decides he is really dirty. He has not used good hygiene for the last three days and he smelled bad. He gathers his supplies and gets ready to make a change. After an hour or so, things are different! Fred has just had a hot shower using soap and shampoo. His hair is combed, he's shaved, he used deodorant, he trimmed and filed his nails, he is wearing clean clothes, and his teeth are brushed and flossed. Fred even gargled with mouthwash! Fred looks and smells great! Fred goes out for a walk. He runs into his girlfriend Mary. Mary says 'Hi Fred!' She smiles and gives him a great big hug."

Clothing & Hairstyle Choices: Fashions: Have students discuss current fashions. Have them look through current magazines (be sure to include ethnic and socioeconomic variation in your magazine choices) and choose clothing and hairstyles they think are appealing. Then have them look at magazine pictures from the 1960s or early 1970s. Have students compare the clothing and hairstyles and discuss the differences. Point out that shirts are shirts, hair is hair, but that type and style can make a difference in the way others view us. You may want to bring in examples of contemporary fashionable clothing, and examples of clothing that is less fashionable. Compare and contrast. Point out that if clothing is clean and mended, it will look better and be more attractive than if it is dirty and torn. Keep in mind that the affordability of new clothes may be an issue for some students.

Instruction

Health Considerations: Discuss with your students that "There are things we can do to stay clean, and there are things we can do to stay healthy. Can you think of things we do to stay healthy?"

Brainstorm a list with your students and write it on the healthy habits board. Be sure to include:

good caring habits - healthy diet exercise - physical fitness seeing a dentist regularly seeing a doctor regularly cleaning all parts of the body get enough sleep/rest using seat belts and bike helmets not using cigarettes, alcohol or illegal drugs using over-the-counter drugs (aspirin, etc.) only when provided by a trusted adult being happy with your life

End Session with Q&A

How can you tell that a person is not as clean as they should be?

What did you learn today about the effects of bad hygiene?

How might people treat others that have poor hygiene?

How do you think he or she would feel?

Why is it important to take care of your hands and skin?

16 © 2022 Rise Up For Youth, Inc All Rights Reserved

Self Care

L e s s o n 5 Self Care

Week: Lesson Title:

October 10-14

Objective:

Mindset Matters

Format:

Discussion

Students will brainstorm powerful truths to combat lies they believe about themselves and their abilities. They will then create an artistic expression of one particular truth so they can have it as a constant reminder.

Materials/Resources:

Notecards

Blank paper

Crafting materials (scissors, glue, stickers, markers, etc.)

25 Affirmations for Students handout

Preparation:

Print multiple copies of the 25 Affirmations for Students handout. You can pre-print each student’s portrait on their blank paper, if able.

L e s s o n 5 Self Care

Instruction Outline:

Sign-in Pledge Announcements

"Today we’re going to be focusing on self-talk and how it affects our mental health."

"One of the reasons the pledge is so important is that it helps us re-focus our self-talk positively. It calls out the good in us and encourages us to do better."

Go through each line of the pledge and talk about how they apply to the students in practical ways. As we say the pledge today, challenge the students to really think about what they’re saying.

Positive Self-Talk

Ask how many of the students talk aloud to themselves and why they do that. Not everyone likes to talk aloud to themselves, but we all talk to ourselves mentally.

The words we say and/or repeat to ourselves are powerful because they turn from thoughts into mindsets and can shift our view of ourselves, others and the world around us.

Ask the students if there are negative things (lies) that they tell themselves or believe about themselves. Have them write them on one side of a notecard. Ask them how these lies affect their ability to cope with life each day. Emphasize that their answers to the previous question is why they need to change their self-talk.

Direct their attention to the positive affirmations and ask them to find a statement that directly opposes one of the biggest lies they believe about themselves.

Go around the room and have the students share a positive affirmation with the group.

Give each student a blank sheet of paper and have them write their chosen affirmation in the middle of the paper.

Mini Activity - OPTIONAL

Afterward, they can decorate their paper as they would like. If there is still time, have each of the students write specific affirmations for the other students on the back of their paper.

L e s s o n 5 Self Care

Instruction Outline: Part 2

The Impact of Unforgiveness

Forgiving someone means giving up the “right” to get even with him or her, even though you were wronged. Making the choice to release all hurt and ill feelings toward the situation and person.

Ask the students why forgiveness is so hard to do.

Explain that forgiveness is important because holding onto resentment and unforgiveness will hurt you more than the person you’re refusing to forgive.

Another way to put it is “Unforgiveness is like drinking poison and waiting for your enemy to die from it”.

Ask the students whether or not they think this statement is true.

Discuss how unforgiveness actually impacts our entire health Unforgiveness can cause anxiety, stress, and depression which can lead to several health issues.

It is actually proven that suppressed anger can cause cancer because holding onto negative emotions that put your body in a constant fight-or-flight mode can suppress the entire immune system.

Try to see things from the other person’s perspective. This is not to excuse whatever they have done, but to understand why they may have done it.

Choose to let it go. No one is perfect, not even you. Don’t give the person or the situation power over your life.

Don’t force the other person to apologize or feel like you have to have a conversation with the person about the matter. In some cases, you may need to talk to them to resolve an issue, but you can also write it in your journal or share it with a friend/mentor. Just don’t focus on anyone else and what they need to do, and do what YOU need to do.

Dismissal

L e s s o n 5 Self Care

25 Affirmations for Students

I CAN DO THIS

It’s easy to get caught up in the daily things that lead us to believe we are going to fail. Sometimes, all you need to do is tell yourself that yes, you can do this. Give yourself a pep talk and believe that you can be successful.

I AM EXCITED TO LEARN SOMETHING NEW TODAY

Everything that happens to you can be turned into a learning experience. Even if you experience something negative, turn it into a positive lesson learned.

I AM CAPABLE OF BEING A GREAT

STUDENT

You know what it takes to be a great student. Show up, participate, study, etc. All you must do is implement those actions and reap the rewards.

MY ABILITY TO LEARN IS IMPROVING EVERY DAY

The more you practice learning, the more your mind will grow and absorb new information. Be open to various learning methods to enhance your abilities.

IT IS OKAY TO ASK FOR HELP

Every student can use help at one point or another. Some need academic tutoring, others need counseling. If you need help, utilize resources and get help.

I AM DOING MY BEST

In every aspect of your high school life, put forth your best effort. If you are trying to do your best, you are winning.

I AM A GOOD ROLE

MODEL

Behave in high school in a way that is positive and that encourages others to be positive. This positivity will radiate into all areas of your life.

IF I FALL, I WILL GET RIGHT BACK UP

All students in high school will have good days and bad days. It’s important you not let the bad days keep you down. Getting right back up means you will not let anything get in your way of success.

I CAN IMPROVE MY HEALTH TODAY

Good mental health is an important aspect of being successful in school. The more you tell yourself you will take care of your health, the more likely you will follow through.

I AM COURAGEOUS

Don’t be afraid to take risks. Be brave and go for it. Some risks will lead to even greater success. Others will lead to lessons being learned. Either way, you win.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

L e s s o n 5

Self Care

IRESPECTMYSELF

Don’tputyourselfinsituationsthatmaycauseyoutodisrespectyourself.Make decisionsthatwillmakeyourfeelgoodaboutyourself.

IAMWHEREINEEDTOBERIGHTNOW

Sometimesyouthinkyoushouldbeatabetterplaceinlife.Youdesiremore, youenvywhatothershave.Justbecauseyoudon’thaveitrightnow,doesn’t meanyouwon’teverhaveit.Enjoywhereyouareandhavethepatiencefor whatistocome.

EVERYTHINGISPOSSIBLE

Youneverknowwhatthedaymaybring.Believethatanythingispossible. Expectgoodthings.

IAMNOTONEWHOGIVESUP

Neverstoppursuingyourdreamsandgoals.Keeptryingandbepersistentin yourpursuits.

ICANFINDASOLUTIONTOANYOFMYPROBLEMS

Allproblemsdohavesolutions.Youcanaccessthosesolutionsatanytime.

IAMWORTHYOFFORGIVENESSFORMYMISTAKES

Allstudentsmakemistakes,someworsethanothers.Forgiveyourselfand moveforwardYouareworthyofforgiveness

BEINGDIFFERENTISAGOODTHING

Being“normal”isnotalwaysthebestthing.Showcaseallyourgreatqualities, whethertheyfitinwiththecrowdornot.

ICANHELPSOMEONETODAY

Givingbackandhelpingothersfeelsgood.Lookforopportunitiestohelp someoneinneedtoday

IDONOTWORRYOVERTHINGSOUTOFMYCONTROL

Therearethings,people,andeventsthatyoucannotcontrol.Spendingtime worryingaboutthoseisawasteoftime.Focusonthepositiveandletgoofthe stuffoutofyourcontrol.

ILOVEMYSELFENOUGHTOTAKEADVICEFROMOTHERS

Thereareopportunitiesinhighschooltomeetwithpeermentors,advisorsand counselorsIftheyofferadvicethatwillbenefityou,takeitandapplyittoyour life.

Self Care

ICANCREATEHEALTHYBALANCEINMYLIFE

It’simportantyouexperienceallthathighschoolhastooffer,inacademicsand inyoursociallife.Findawaytobalancethese,however.Learntohavefunbut notsomuchfunitinterfereswithyouracademicrequirements.

IAMGRATEFULFORALLIHAVE

Beinggratefulforthethingsyouhaveinsteadofbeingangryaboutwhatyou don’thavecanimproveyourmentalhealth.Yourthinkingwillbecomemore positiveandyouwillbehappier.

IAMATTRACTINGPOSITIVEPEOPLEINTOMYLIFE

Ifyouarepositive,youwillattractotherpositivepeople.Surroundingyourself withpositivepeoplecanberewarding.

ICANCREATECHANGE

Youcanchangeyourstoryanytimeyouwant.

IAMLOVED

Youarelovedbyfamilyandfriends.Youloveyourself.Youcanseekloving relationshipseveryday.

L e s s o n 6 Holistic Wellness

Format: Week: Lesson Title:

October 17-21

Objective:

Intro to Holistic Health

Discussion / Activity

Students will be introduced to each of the facets of holistic health (physical, mental, emotional, social, and spiritual) and perform a self-evaluation of where they are and what they may need. Encourage healthy eating habits by being a positive role model and by offering healthy foods and drinks. Teens need to consume more calories to fuel their growth. Help teens develop a more positive self-image, and encourage physical activity. Exercise helps to burn excess energy while building strong muscles.

Materials/Resources:

Holistic Wellness Assessment handout

Healthy Drinks (Water, 100% Juice, vitamin water, etc.)

Healthy snacks (pack of nuts, pretzels, fruit cups, etc.)

Activity Outline: Wink Murder

Have all players sit in a circle with their eyes closed. Choose one person to be the Murderer by tapping him lightly on the head as you go around the circle. Next, announce that the space has been transformed into a ballroom and everyone is at a big party. Tell everyone that there is a killer in their midst!

Tell players that they should mingle and make small-talk, but if the killer winks at them, they are to die. However, they must wait ten seconds before dying a very dramatic death.

If someone thinks they know who the murderer is, they may raise their hand and make a guess. If they are wrong, they are out of the game. If they are right, they get to choose the next murderer and the theme of the party!

Variation: instead of winking, the murderer can shake hands with a person and tickle the inside of their palm. In this version of the game, all of the party guests move about shaking hands with each other.

environmental

Good health by being in pleasant, stimulating environments that support well-being

Intellectual

Recognizing creative abilities and finding ways to expand knowledge and skills.

Physical

Recognizing the need for physical activity, diet, sleep, and nutrition

Emotional

Coping effectively with life and creating satisfying relationships.

Financial

Satisfaction with current and future financial situations.

Social

Developing a sense of connection, belonging, and a well-developed support system.

Spiritual

Expanding our sense of purpose and meaning in life

Occupational

Personal satisfaction and enrichment derived from one's work.

e s s o n 6

Holistic Wellness

Holistic Wellness Assessment

Review the following list and mark the appropriate response:

Aregularpart of myselfcare Have tried at least once Am willing to try Am not willing to try Does not apply

Acupressure.....................................

Aromatherapy..................................

Art Therapy.......................................

Cognitive Therapy

Counseling or psychotherapy...

Dance Therapy or Movement...

Exercise..............................................

Goal Setting......................................

Guided Imagery..............................

Humor or Laughter

Hypnosis............................................

Journal Writing...............................

Massage or Body Work................

Meditation.........................................

Music or Sound Therapy.............

Nutritional Counseling.................

Play......................................................

Prayer..................................................

Reflection..........................................

Relaxation Techniques................

Smoking Cessation.......................

Therapeutic Touch........................

Walking Meditation.......................

Weight Management....................

L e s s o n 7

Week:

October 24-28

Objective:

Holistic Wellness

Lesson Title:

Healthy Boundaries

Format:

Activity

Students will discuss the importance of setting physical boundaries for themselves and determine their boundaries for the various types of relationships in their lives.

Materials/Resources:

2 hula hoops

Healthy Boundaries Notecards handout Setting Healthy Boundaries handout

Preparation:

Print and cut copies of the Healthy Boundaries Notecards handout for students. Print copies of Setting Healthy Boundaries handout for students

L e s s o n 7 Holistic Wellness

Instruction Outline:

Sign-in Group Pledge

Announcements

Accountability Check-in

Holistic Wellness Review

Review holistic wellness (emotional, mental, spiritual, social and physical).

Ask the Students if any of them have been challenged to do something about their wellness in any of these areas.

Physical Boundaries

Ask the students to define what a boundary is. What is a physical boundary?

How much physical contact you want to have with a person. Boundaries help you protect yourself from being hurt or taken advantage of. They also help people know who you are, what you value, and how you want to be treated.

Ask for four volunteers to come up, and give two students the hula hoops. Have the Students with the hula hoops get inside them and hold them parallel to the ground.

Have their partner stand on the outside of the hula hoop and face them. Discuss the four different types of space and have each Student adjust the hula hoop to demonstrate their comfort level:

Public space – strangers/people you do not like/trust (wave)

Social space – general talking distance (shake hands, fist bump) COVID

Personal space – touchy/feely with those you’re close to (hold hands, touch when talking, whispering)

Intimate space – doesn’t have to be sexual, but it is vulnerable (kiss, hug, sex)

Briefly note the differences in how the two students with the hula hoops responded and ask the students if their boundaries looked exactly the same. Allow students to respond to this activity by sharing where they would set their physical boundaries.

Defining My Boundaries

Give each student four note cards that have each of the boundaries written on them.

Ask the students to read them discuss positive boundaries and how to set them

Communicating My Boundaries

Be clear about your boundaries. Don’t feel like you need to adjust your boundaries to make someone else happy.

You are responsible for your own feelings, just like others are responsible for their own feelings.

Think of key phrases you can use to diffuse situations

That’s not cool, I don’t like that, stop it, I’m not comfortable with that, can you give me some space please, you’re in my bubble, etc.

I’m comfortable with kissing/holding hands, but not in public

Dealing with Disrespect

Sometimes people cross your physical boundaries, whether knowingly or unknowingly.

Give some examples of each type of situation and have the students determine the appropriate response

Someone stands too close (step back, depending on the relationship you can tell them jokingly or seriously that they’re too close)

A relative enters your room without knocking

A friend is overly physical in a joking manner and likes to touch you when he/she laughs

A person makes unwanted sexual advances toward you

Dismissal

L e s s o n 8 College Prep Week

Week: Lesson Title:

Oct 31 - Nov 4 College Prep

Objective:

Format:

Discussion

High School is a great time to learn, explore, develop, and dream. When you start your freshman year, you may not know where you want to go to college or what you want to study. But there are things you can do that will move you towards being ready to select, apply, and be accepted to a great college. You need to be prepared for the challenges you will face once you arrive and start your college education. The following tips and details can help you prepare for academic success in college.

Instruction Outline :

Sign In RU4Y pledge Announcements

What does it mean to be ready for college? There are some important steps to take during high school. Here are 11 tips to help you to be prepared academically and personally for your college education.

Start Planning for College Now! Take the Right High School Classes to Prepare for College Get Involved in Extracurricular Activities Keep an Extracurricular Record

Get to Know your High School Guidance Counselor

Build Relationships with Mentors Work on College Readiness Life Skills College Visits - Schedule a College Campus Tour College Entrance Exams - Make a Plan

Create an Organization System

Apply for College Admission, Financial Aid and Scholarships

Q&A

Dismissal

L e s s o n 8 College Prep Week

Lesson Outline :

1. Start Planning for College Now!

If you are a high school student, or will soon be a high school student, now is the time to start preparing for your post-secondary education. College may seem like it’s far away, but in some ways, it will be here before you know it! Preparing for a college education takes time, effort, and dedication.

When should I start preparing for college?

High school provides many opportunities, but it is up to you to take advantage of them. You can make the most of your high school years by thinking ahead and learning how to prepare for the future. Take the first step and make up your mind that you will make the most of the coming years, knowing your diligence will pay off later!

2. Take the Right High School Classes to Prepare for College

Plan to work hard in high school. Taking the most challenging classes available (AP, IB, Dual Enrollment and Honors classes) will benefit you in multiple ways. In addition to learning the course content, such as Algebra, Chemistry, or a foreign language, college preparatory classes will also develop your skills in note-taking, studying, writing, test-taking, time management, critical thinking, and more. These important skills will prepare you for the rigor of college classes.

How do I prepare for college academically?

Many high schools offer Advanced Placement (AP) classes, and some offer International Baccalaureate (IB) courses or Dual Enrollment opportunities, which have the added benefit of allowing you to earn college credit. Dual credit for IB and AP courses is based on taking the corresponding IB Higher Level test or AP exam at the end of the course. The required score to earn dual credit will vary from college to college. Depending on your score and your intended major, the awarded college credit may allow you to waive a class, start in the next course level, or fulfill elective credits.

Some high schools will add “weight” to your Grade Point Average (GPA) for advanced classes such as AP or Honors, so taking these classes can boost your GPA. Another advantage to taking AP, IB, Dual Enrollment, or Honors level courses is that the class is listed as such on your high school transcript and colleges will know that you chose to challenge yourself academically. This motivation shows a college board that you are better prepared for the college classroom.

College Prep Week L e s s o n 8

Lesson Outline Continued:

One word of caution: These kinds of classes are difficult. Know yourself! Don’t take a class if you are not prepared to do reasonably well with hard work and effort It is especially important to take Dual Enrollment classes seriously, as these college credits and good grades will be a part of your college transcript.

There are so many choices of classes. How do I choose between them?

Develop your academic interest. Especially during your junior and senior years of high school, you can often choose courses that will prepare you for the college degree program of your choice. For example, if you are considering nursing school, it can be helpful (or even required for acceptance) to take classes such as Anatomy, Physiology or Statistics in high school. Thinking about an engineering degree? Load up on math and science courses. You don’t have to know exactly what major you will choose but taking classes in your main area of academic interest will best prepare you to build upon that knowledge in college.

3. Get Involved in Extracurricular Activities

Involvement in activities outside of schoolwork makes high school a lot more interesting and fun. These extracurricular activities also provide opportunities to gain proficiencies you couldn’t learn through textbooks and tests alone. Through extracurricular activities, you can develop important skills, such as teamwork, public speaking, creativity, leadership, and self-awareness.

What extracurricular activities should I do in high school?

The first step is to explore As you start high school, you will find you have many new opportunities sports, theater, music, art, debate, and computer science, just to name a few. While you can’t do everything, try to get involved in as many clubs, teams, and activities that you find interesting. There is not a required one-size-fitsall list of activities what matters is that you find clubs and programs that interest you!

You won’t know if you like something if you don’t try it Keep an eye out for clubs that may specifically help you prepare for a particular college major. For example, if you think you might be interested in earning a business degree, find out if your high school has a DECA chapter or similar association. If you think you’d like a career in politics, check to see if your high school has a Young Democrats or Young Republicans organization.

College Prep Week L e s s o n

Lesson Outline Continued:

While you want to appear “well-rounded,” it is important that you don’t take on too much. Allow yourself enough time to excel at the activities you care about most. It can be helpful to see freshman year as the time to try a lot of things In your sophomore year, you can begin limiting your involvement to your most important activities. This will allow you to spend more time on fewer things. Ask yourself these important questions: What is most important to you? How can you develop that area into a true passion? How can you take your involvement to the next level? How do you become an expert, a leader, or develop community awareness in that area? This is what makes you unique and allows you to shine on a college application or qualify for a scholarship. Developing an interest into a passion may also direct you towards an area of study and choice of career.

Keep a record of your extracurricular activities. You can be asked about them in a few different ways on college applications. Your high school will keep track of your classes, grades, and credits It is up to you to keep track of everything else In order to be prepared for college applications, create a document that records your involvement in sports, clubs, volunteer work, community service, and parttime employment, etc. and keep it in one place. Begin with the summer after eighth grade (you were a high school student at that point) and continue through your senior year. Keep track of the time you spent on each activity and look for trends that highlight your involvement in meaningful activities Don’t forget to document all awards, honors, and leadership positions. This list will be extremely helpful—not only when you are applying to colleges, but also for scholarship applications or building a resume. If you wait until your senior year, it is really difficult to remember everything you accomplished. As the Chinese proverb states, “Your memory is only as good as the paper you write it on.”

You likely have a high school guidance counselor assigned to you. Make an appointment with him or her! You don’t need to wait until they reach out to you. It is important to connect with your guidance counselor regularly, starting with your freshman year.

4. Keep an Extracurricular Record

5. Get to Know your High School Guidance Counselor

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Lesson Outline Continued:

Who can help me be prepared for college?

Your guidance counselor knows your school offerings and opportunities, including visits from college admissions counselors, college fairs, test prep classes, scholarships, and much more. Your guidance counselor is also a great resource for social and emotional support as well as career and college readiness. Unfortunately, most guidance counselors are extremely busy and overworked. Make their job as easy as possible. Come to your appointment with your questions ready and don’t expect to take too much time at each appointment. Thank your guidance counselor for information, help, and advice. Remember that you may need a letter of recommendation from your guidance counselor. To write a good letter, your guidance counselor needs to know your best characteristics and as what stands out about you.

It can be helpful to think of your guidance counselor as you might think about your doctor. They are busy, they care about you, they know a lot, and they give you advice. It is important to follow their advice though when in doubt, it’s always good to get a second opinion.

6. Build Relationships with Mentors

Coaches, teachers, employers, and religious leaders are all potential mentors who can provide valuable support. Look for people that make you say, “I want to be like that when I grow up!” or “I want to do that job when I graduate.” Get to know them and find out about their lives. Learn from their mistakes and their successes. Share your dreams and concerns with them and ask for advice about choosing a college and career.

Mentors can open up opportunities for you, and can help you identify your strengths (and weaknesses!). A mentor will suggest ways to improve and provide wisdom when making decisions. You can also ask your mentor to write a letter of recommendation. Building relationships with mentors is a skill you will develop throughout your life. Start now. And hopefully, you can be a mentor for someone else someday!

College Prep Week L e s s o n 8

Lesson Outline Continued:

7. Work on College Readiness Life Skills

How can I get ready for college life?

Make a list of the life skills you would like to learn, then keep adding to it. Think through the best way for you to learn about each skill. Can your dad teach you to cook your favorite meal? Can your neighbor teach you how to check your oil or change a tire? Can your mom teach you the basics of doing laundry? Can your teacher or mentor help you set short-term goals and make a plan to achieve them? What about grocery shopping, money management, and personal safety? Some things you can teach yourself, like remembering to set your alarm clock so you wake up on time. Many skills you can learn by watching a tutorial online. Depending on the number of life skills you want to learn, make a plan and set a goal such as learning and practicing one new skill every month.

8. College Visits - Schedule a College Campus Tour

Try to visit as many college campuses as possible early on during your high school years. Don’t wait to do every visit during your senior year. While it is best to visit during the school year when campus life is active, a visit in the summer is better than no visit at all, and a campus visit can be easily added to most summer vacation trips. Campus visits can range from a few hours to a whole day, but typically plan to spend an afternoon.

How do you get the most out of college visits?

To make the most of your visit, spend a little time preparing. If you are vacationing in Portland, OR and want to visit the University of Portland, contact UP Admissions to register for a campus tour. You can also attend an information session. These official offerings give potential students a lot of important information about what the school has to offer and what makes it unique. You can also make an appointment with the Office of Financial Aid. This is a great chance to ask about scholarships and learn how to apply for financial aid. You may want to learn more about a particular degree or program. For example, if you want to become a teacher, it is helpful to meet with someone in that department and possibly sit in on an education class. Keep in mind that while campus tours are a great way to gain a lot of information, be sure to walk around the college campus on your own as well. To get a true feel for the school, take some time to talk to college students and explore, using a campus map as your guide.

College Prep Week L e s s o n 8

Lesson Outline Continued:

Make no mistake, colleges and universities consider college entrance exams to be one of the most important new student benchmarks Familiarize yourself with standard college entrance exams and what is required or recommended by the colleges that interest you. U.S. schools will generally accept the ACT or the SAT, but some may prefer one over the other. Some colleges also recommend or require the optional writing portion of the exams. You will need to decide which test you will take, and some students take both standardized tests. It is best to take college entrance exams during your junior year, although some motivated high school sophomores will take the tests just see how they do and as part of their preparation.

There are no easy shortcuts. The best way to prepare for college entrance exams like the SAT or ACT is to take challenging coursework while in high school and to learn the material well. For example, the best way to prepare for the math section in the ACT or SAT is to study math! Beyond that, it is helpful to practice and learn tips to help you do your best. Ask your guidance counselor for suggestions that are specific to you and how you test. He or she may be able to recommend specific test prep classes or tutors helpful for the SAT and ACT exams. Many students need to learn strategies for pacing themselves since the tests are timed. If the first test doesn’t go as well as you hoped, don’t give up. Many students choose to take the entrance exams more than once You can use your prior results to focus your preparation for the future test. For example, if math was your lowest score, spend time reviewing for that portion of the test. Set a goal to complete your last SAT or ACT test by the summer after your junior year. That will allow you to send your test scores to the colleges at the beginning of your senior year.

9. College Entrance Exams - Make a Plan

How do I prepare to take the SAT or ACT test?

College Prep Week L e s s o n 8

Lesson Outline Continued:

10. Create an Organization System

How

to stay organized in researching colleges?

As soon as you start meeting with college reps and visiting colleges, you will gather important information you’ll need to keep organized. If you can’t visit a campus in person, you can learn a lot by “visiting” a college online and reviewing their website. Information aggregation websites like U.S. News, Niche, Chegg and others can also be used to learn about different colleges and universities. Create a document where you can record important information, so you don’t forget. If you learn about a school that offers a particular major, write it down If you hear about a Study Abroad program that sounds amazing, add this to your notes. If you had a great campus tour, be sure to record your experiences. Make a note of everything that excites you and is important to you so you don’t forget. Include notes about scholarships, internship programs, professors, research programs, outdoor opportunities, campus clubs, and more.

As you move towards your senior year, you will narrow your list of colleges that you think are the best fit for you. All the information you have gathered as well as all the self-discovery you have gained during high school will help you make the best decision.

11. Apply for College Admission, Financial Aid and Scholarships

Once you’ve made a list of your favorite colleges, create a new document (or reorganize the document you used to record important college information) to help you during the application and admissions process. Make notes of all application deadlines, guidelines, and any other requirements. If you asked teachers and mentors for letters of recommendation, create reminders to follow up and confirm the college has received them.

Plan time into your schedule during the start of your senior year so you can properly focus on your college applications, as well as pursue financial aid and scholarships. Remember that financial aid can include not only scholarships and grants (money you don’t have to repay) but also loans (that you do have to repay). If you’ll need a part-time job, you can browse university jobs to find many opportunities. This vital research will help you develop a plan to pay for college.

College Prep Week L e s s o n 8

Lesson Outline Continued:

College Readiness

The high school years provide an abundance of opportunities to develop the problem-solving skills and maturity needed for success in college Take challenging courses that allow you to expand your academic focus and build on your future education goals. Get involved in extracurricular activities, discover your passions and pursue your dreams.

What is College Readiness?

College readiness encompasses all aspects of your academic preparation, including the basic skills of note-taking, reading texts, studying for exams, and writing essays and research papers. It involves developing life skills, such as time management, goal setting, and managing money. In addition, college readiness requires a level of maturity that will allow you to successfully navigate the abundance of freedom, responsibilities, and opportunities that college life provides. Part of that is knowing yourself, your strengths and weaknesses and taking the initiative to work on areas that you need to develop This is an exciting time as you grow in understanding of your core values and main interests. Your ability to build healthy relationships will allow you to grow, collaborate and communicate effectively with others.

Ready for College?

Make every effort to meet with and learn from your guidance counselors, mentors and other role models in your life Allow these trusted and influential role models help you develop your strengths and find creative ways to work on your weaknesses. Stay organized and take notes as you research colleges and apply for admissions. Once you get to college, you will continue to grow, learn and advance in all of your academic goals. The time you put into college preparation and work you put in now will lay the foundation for academic success and a lifetime of learning

L e s s o n 9 College Prep Week

Week:

November 7 - 11

Objective:

Lesson Title:

College Sit-in

Format:

Speaker

In today's session we will be joined by different college students from our community. They will lead a discussion about their college experiences and how the choices they made in high school impacted going into college.

Materials/Resources:

Wichita college students

Instruction Outline:

Sign In

RU4Y pledge

Announcements

Introduce topic and guest speaker(s)

Allow students to ask questions. Once questions have concluded have students thank the guest for attending.

Dismissal

L e s s o n 1 0

Week:

Multi-Cultural Week

Lesson Title:

Format:

November 14-18 Cultural Celebration Activity

Objective:

This week is all about celebrating different heritages, traditions, and cultures. Encourage your students to bring food, an item, or a creation that shares their heritage or one they wish to learn about. Please let them know ahead of time so they have time to prepare.

Materials/Resources:

Students bring items (show and tell)

Your own show and tell food, item or creation.

Preparation:

Tell students to bring in items represents their culture.

Notes:

In celebration of all cultural backgrounds for the Thanksgiving holiday

Instruction Outline:

Sign-in (have students begin setting up there items 5mins.)

Group Pledge Announcements

While there are several different cultural groups today we will be discussing different ethnic backgrounds.

Ask how many of the students know where they come from?

What traditions do you practice that celebrate your heritage?

Allow students to talk about their families traditions and celebrations.

While students are discussing there stories allow them to present what they brought in celebration and share with the rest of the group.

After everyone has had a chance to share make sure you allow time to clean up Dismissal

L e s s o n 1 1

Week:

Nov 28 - Dec 2

Objective:

Substance Abuse Education

Lesson Title:

Format:

In today's session, we will be joined by the Kansas Health Department from our community. They will lead an interactive presentation about Vaping and the effects it has on our bodies. Students will identify and justify their beliefs about a series of facts and misconceptions related to vaping misuse.

Materials/Resources:

Kansas Health Department

Instruction Outline:

Sign In RU4Y pledge

Announcements

Introduce topic and guest speaker(s)

Allow students to ask questions. Once questions have concluded have students thank the guest for attending.

Dismissal

L e s s o n 1 2 Financial Literacy

Week:

December 5 - 9

Objective:

Lesson Title:

Format:

Financial Literacy Activity / Discussion

In observation of International literacy day today we discuss the importance of financial literacy to your future. What kind of lifestyle do your students want? They can explore options and expectations (what kind of income they’ll need) with this reality check tool. How does this impact their career plans? What kind of wages will they need? Be ready: Enlightening discussions ahead!

Materials/Resources:

Phones, tablets, or computers

https://www.jumpstart.org/what-we-do/support-financial-education/reality-check/

Activity Instruction:

Jumpstart this activity but asking students what type of lifestyle they want to live after graduation. (5mins)

Have students pull out their phones, tablets, or computers and use the link below.

https://www.jumpstart.org/what-we-do/support-financial-education/reality-check/ (write the link on the board for easy copying)

After students answer the questions and have seen their results ask them if they're surprised to see the cost of their lifestyle

Allow the students to ask questions based on their different results and what they would do differently

Allow the conversation to be guided by the students

L e s s o n 1 3 1st Semester RECAP

Lesson Title:

Format: Week:

December 12-16 Recap

Objective:

One-on-ones

There are no sessions this week. This lesson must be done in mentoring one-on- ones. Use this time to recap the lessons of 1st semester. Revisit anything students may still have additional questions about. We will also review grades, smart goals and our self evaluations students filled out during introductions.

Materials/Resources:

Self evaluation forms from 1st session

Smart goals from 1st semester

Smart goals for 2nd semester

Sign-in

Group Pledge Announcements

Hand out the previous smart goals for students to review lead a quick discussion about why students were successful or didn't meet the goals they set for themselves.

Have students fill out their updated question sheets of the new goals they're setting for 2nd semester as well as a self evaluation.

Use the remaining time to get feedback from the students about things they want to do or think maybe helpful next semester.

Dismissal

S.M.A.R.T Goals:

Specific:

What do you want to accomplish?

Why do I want to accomplish this?

What are the requirements?

What are the constraints?

Measurable:

How will I measure my progress?

How will I know when the goal is accomplished?

Achievable:

How can the goal be accomplished?

What are the local steps I should take?

Relevant:

Is this a worthwhile goal?

Is this the right time?

Do I have the necessary resources to accomplish this goal?

Is this goal in line with my long term objectives?

Time-Bound:

How long will it take to accomplish this goal?

Do I need additional support or resources to meet my deadline?

When is the completion of this goal due?

When or how often am I going to work on this goal?

L e s s o n 1 3 1st Semester RECAP

UPDATE

:

Student Self-Evaluation of 1st Semester

Evaluate your performance as a student using the following statements as guidelines:

(4) I always give my very best effort (3)I usually do what is required

(2)I put in some effort

1 I came prepared for class

2. I turned in all of my assignments on time.

3. I ask questions when I needed help.

4. When working in groups, I did my part.

(1)I didn't give any effort

5. I studied until I “get” something; I didn't “cram”.

6. I am kind and respectful to my classmates and teachers.

7 I managed my time for homework wisely

8. I paid attention to the teacher during class.

My best subject was

My worst subject was

What is one way I can improve myself academically this year?

Do I need an accountability partner?

How can my accountability partner support me?

Resources that can help me