GUIDANCE CURRICULUM

GUIDANCE :: MIDDLE SCHOOL PERSONAL/SOCIAL DEVELOPMENT

MIDDLE SCHOOL PERSONAL/SOCIAL DEVELOPMENT

Acquire the attitudes, knowledge and interpersonal skills to help understand and respect self and others.

Competency Areas

• Acquire Self-Knowledge
• Acquire Interpersonal Skills

Make decisions, set goals, and take appropriate action to achieve goals.

Competency Areas

• Self-Knowledge Applications

Understand safety and survival skills.

Competency Areas

• Acquire Personal Safety Skills

Key Connections:
Character Education, Senate Bill 1139, 1996
Service Learning: A Goals 2000 initiative of the National Governor's Association
SCANS Foundation Skills: Personal Qualities: individual responsibility, self-esteem, sociability, self-management, and integrity
SCANS Functional Skills: Interpersonal skills: working on teams, teaching others, serving customers, leading, negotiating, and working with people from culturally diverse backgrounds
NC Education Standards and Accountability Commission Competencies: communication, problem-solving, teamwork
Safe Schools Act: Ensures a plan of safety within the School Improvement Plan.

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BENCHMARKS

Competency Area: ____Academic ____Career ____Personal/Social

Establish a benchmark for a specific student objective. In collaboration with your planning team design benchmarks that support your school
improvement/safe schools plan.

Student OBJECTIVE:	Benchmark: End of Grade 6	Benchmark: End of Grade 7	Benchmark: End of Grade 8

LESSONS

CURRICULUM: SCHOOL COUNSELING
AREA: PERSONAL/SOCIAL DEVELOPMENT

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

007.01 Develop a positive attitude toward self as a unique and worthy person.

6

Students will participate in a discussion about what makes something valuable. They will discuss how being valuable applies to human beings. Students will make a snowflake to represent how each person is unique. They will write their name on one side of the snowflake and on the other side, write one thing that makes them unique as a person.

• Lead a discussion about the following key terms and phrases: value and worth, valuing oneself, self-worth, and uniqueness. Explain to students that they will have an opportunity to do an art activity which demonstrates the quality of uniqueness.
• Distribute paper and scissors to each student.
• Give instructions for making snowflakes. (See attachment)
• Point out that each snowflake is unique Æ each is different, but equally beautiful.
• Have students write their name on one side of the snowflake and on the other side, write one thing that makes them unique as a person.
• Have students share the snowflakes and what they have written with the class.
• Collect snowflakes and make a collage or bulletin board out of them.

• Share self-esteem resources with teacher and class.
• Counsel students who have issues and concerns with their self-worth.

• Provide opportunities for child to learn new skills.
• Point out areas where child excels.
• Model healthy self-esteem

Offer recreational activities for school children.

• Students participate in discussion
• Students make snowflakes
• Students write what makes them unique and share this, and their snowflake, with the class.

HOW TO MAKE A SNOWFLAKE

1. Distribute one sheet of paper and a pair of scissors to each student.
2. Have each student fold the sheet of paper in half and cut one large circle out of it.
3. Next, have students fold the circle in half and then fold the semi-circle into three equal parts to create a wedge.
4. Have students fold the wedge in half.
5. Instruct each student to make sure that his or her paper is folded properly before cutting snow flake patterns.
6. Have the students use scissors to cut out small sections of the folded paper making designs in both sides of the folded circle, any way they prefer.
7. Have students open up their snowflakes.

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

007.02 Document change as a part of growth.

6

Students will participate in a discussion about change as a necessary part of growth.. They will complete sheets by filling in information about themselves as they were in the past, and how they have changed over the years. Students may share one or all of the changes noted on their sheets with the class. Together, the class will create a poem about how they have collectively changed.

• Lead a discussion about how change is a necessary part of growth. Include information about how pre-adolescent and adolescent periods in a student's life can sometimes be confusing and awkward because of many factors, including physical changes that students undergo, peer relations issues, peer pressure, expectations placed on students, etc.
• Remind students that though this phase may seem difficult, it does not have to be, and that growth can be positive. Ensure them that they will get through this phase.
• Distribute an information sheet to each student. (attachment 7.02)
• Instruct students to complete the information requested.
• Ask for volunteers to share information from their sheets.
• Have the class create a poem about their collective growth based on a format which you create, or a format such as the following:

When we were younger, we couldn't
But now that we are older, we can
When we were younger, we couldn't
But now that we are older, we can

• Share resources about pre-adolescent and adolescent phases of development with the teacher, students and parents.
• Counsel students who view their changes and growth negatively.
• Offer workshops about pre-adolescent or adolescent phases of development.
• Offer sharing and support sessions for parents.

• Talk to child about feelings and issues which may be encountered as child grows and develops.
• Let your child know you are interested in and supportive of him or her during difficult phases of development.

• Provide recreational activities.
• Offer workshops for parents on how to help teens through pre-adolescent development phases.

• Students participate in discussion.
• Students complete information sheets.
• Students help create poem about class's collective growth.

INFORMATION SHEET

	MY YOUNGER SELF	MY NEW SELF
PHYSICAL APPEARANCE
FAVORITE THINGS TO DO
FRIENDS
HOBBIES
FAVORITE SUBJECTS IN SCHOOL
BELIEFS
BEHAVIOR

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

007.03 Classify and appropriately express feelings.

6-8

Students will participate in a discussion about how different events- and our thoughts about those events- cause us to have various feelings. They will think about the feelings they have experienced since awakening today. Students will then view a listing of various feelings which have been printed on newsprint and posted in the classroom. They will write events/situations under the appropriate feelings. Students will then work in groups to explore appropriate ways to handle more difficult feelings such as anger and sadness.

• Write various feelings on newsprint (one feeling per sheet) and post around the classroom.
• Initiate a discussion about how different events- and our thoughts about those events- cause us to have various feelings.
• Point out that our lives are like roller coaster rides in that we are lifted up by our good feelings and pulled down by our bad feelings. And there are many stops in between with the other feelings we experience as a result of life events.
• Instruct students to think of situations/events which could cause the feelings posted.
• Have students take turns writing those situations on the appropriate sheet of newsprint.
• Discuss the fact that some of the feelings are more difficult to handle than others, eg. sadness and anger.
• Divide class into groups of students. Assign each group a difficult feeling and instruct them to explore appropriate ways to handle the difficult feeling.
• Have one or two students from each group to share with the class.

• Share appropriate resources about feelings with teacher and class.
• Offer group counseling for students who have difficulty controlling anger and for students who are experiencing loss.

• Listen to child.
• Be supportive when your child is experiencing a difficult situation.
• Share information about a time in your life when you experienced difficult situations.
• Provide opportunities for your child to engage in pleasant family activities

• Students will discuss how events affect our feelings.
• Students will list situations/events which cause us to feel a certain way.
• Students will explore ways to handle difficult feelings and share with class.

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

007.04 Distinguish between appropriate and inappropriate behaviors.

6-8

Students will listen to definitions of passive, aggressive and assertive behaviors. They will be presented with information about the characteristics of these behaviors. Students will complete a worksheet on which they indicate whether responses to certain situations are passive, aggressive, or assertive. Students will then practice responding to various situations in an assertive manner.

• Explain the characteristics of passive, aggressive and assertive behaviors.
• Explain to students the importance of being assertive. Point out that being assertive reinforces feelings of self-worth, and that assertive behavior is necessary for successfully settling conflicts and for having comfortable conversations.
• Share with students that much of the time we are passive and aggressive rather than assertive; and that assertive skills need to be practiced.
• Distribute worksheets (attachment) to students and instruct them to mark whether the responses to given situations are passive, aggressive or assertive.
• Review the correct answers with students. Allow students an opportunity to practice using assertive skills by stating a situation and calling on students to respond to the situation assertively.

• Share resources about behaviors with teacher and class.
• Offer group and individual counseling for aggressive students.

• Model assertive behavior.
• When child behaves inappropriately, ask him/her how he/she could behave in an appropriate manner.
• Discipline child who continues to be aggressive in a consistent and firm, but loving manner.

• Students will listen during discussion of behaviors.
• Student will complete behavior worksheet.
• Student will practice using assertive behaviors.

PASSIVE,AGGRESSIVE, OR ASSERTIVE?

For each situation listed below, write whether the response is passive, aggressive or assertive.

Situation # 1: Your teacher made a mistake averaging your grade.

Response:

_____________"My grade is different from what I think it should be. Would you mind averaging it again?"
_____________Do nothing about the mistake.
____________"You didn't average my grade right!"

Situation # 2: Your best friend asks you to do something that you think is wrong.

Response:

_____________"I don't feel comfortable doing that. I'd rather not."
_____________"Maybe. I'll think about it."
_____________"No way! You are crazy and you're going to get in trouble!"

Situation # 3: The cashier in the cafeteria gives you the wrong change.

Response:

_____________"You're trying to cheat me!"
_____________"Excuse me, I don't believe you gave me back the right amount of money."
_____________Say nothing about the mistake.

Situation # 4: A friend asks you to copy your homework assignment.

Response:

_____________"I don't feel comfortable doing that because I spent a lot of time on this, and I don't want to get into trouble for cheating."
_____________"No way! You shouldn't be so lazy. Do your own work."
_____________"I guess it will be all right for you to copy it."

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

007.05 Examine personal boundaries, rights and privacy needs.

6-8

Students will think about rights that we have as human beings. They will list a right on an index card and participate in a discussion about those rights.

• Discuss with the class the fact that as human beings, we all have certain rights.
• Ask students to think about the rights that we have and to write one on an index card which you distribute.
• Allow volunteers to share what they have written. Examples may include the right to learn in a safe and peaceful environment; the right to be protected from physical harm and verbal abuse; the right to have our concerns heard; the right to be treated with kindness and caring.
• Make sure to point out any important rights that students fail to mention, such as the right to privacy.
• Discuss all of the rights that are mentioned.
• Point out that along with our rights, come responsibilities and boundaries. For example, just as we have the right to be treated with respect, we have the responsibility to treat others with respect.
• Collect students' cards and display them on an area of the classroom wall under the heading, "Our Bill of Rights".

Talk with child about their rights. Allow child to have privacy.

• Students will participate in discussion about our rights.
• Students will list rights on an index card and share these with class.

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

007.06 Practice self control.

6-8

Students will participate in a discussion about self-control. They will then participate in an experiment in which they will be timed for one minute to see if they can control their behavior. After a discussion of the results of the experiment, volunteers will pick a self-control situation from a bag, read it aloud, and respond to it.

• Lead a discussion about the importance of having good self-control. Remind students that each of us is responsible for our own behavior and each of us must face the consequences for our actions. Explain that when we don't use self-control, our behavior can cause embarrassment or harm. Have students participate in a self-control experiment in which they will be timed for one minute to see if they can control themselves. Instruct them to sit very still for 60 seconds without talking, laughing, or moving.
• Write down the names of students who laugh, move or talk during the minute.
• Discuss the results of the experiment.
• Include questions such as would the experiment have gone differently if students' lives depended on them sitting still; if their grades depended on them sitting still; etc.
• Show students a bag. Tell them you have written several situations concerning self-control Æ one per sheet of paper, and placed them in the bag.
• Have student volunteers (one at a time) to pick a situation out of the bag to respond to. Example situations: You are in art class. Your teacher has instructed students to watch as she demonstrates how to fold and cut paper to make a butterfly design. You pick up your scissors before she has finished and start making cutting motions and sounds.
  1. Which behavior shows poor self-control?
  2. What might happen because of your actions?
  3. How can you show better self-control when the teacher is giving instructions and demonstrating?
• During lesson closure, remind students to work on their self-control at all times and to be aware of when they are not in control. During those times, they should try to do something positive to get it back.

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

007.06 Practice self control.

• Share self-control resources with teacher and class.
• Provide group counseling for students who need help with self-control.

• Set limits for young children so that they learn to set limits for themselves.
• Show appreciation when children practice self-control.

• Students participate in discussion.
• Students participate in experiment.
• Students choose situations from bag to respond to.
• Students demonstrate use of self-control techniques on a regular basis.

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

007.07 Demonstrate cooperative behavior.

6-8

Students will work in groups of two to complete a drawing project. When everyone has finished each group will share their drawing with the class. They will discuss the experience of working together cooperatively.

• Define "being cooperative" as the act or process of working with another or others for a common purpose; uniting in action.
• Present information about the importance of working together in a cooperative manner.
• Have students share some examples of times when they cooperated with each other.
• Tell students they will have an opportunity to practice working cooperatively with each other.
• Provide drawing paper, crayons, colored pencils, and felt pens.
• Have students select a partner, or assign partners.
• First they are to agree on what they want to draw. (Examples, a beach scene; children at play; a fruit bowl, etc.)
• Then they take turns completing the drawing with each person working for two minutes, until the drawing is complete.
• Together they decide on a title for their picture.
• When everyone has finished, students respond to questions such as the following:
  1. How did the activity make you feel?
  2. How do you feel about the finished product?
  3. What are some advantages and disadvantages of creating something with a partner?
• Collect the drawings and tape them on the wall under the title, "Cooperative Collage."

• Share resources about cooperative behavior with teacher and class.
• Model cooperative behavior.

• Show appreciation when child demonstrates cooperative behavior.
• Model cooperative behavior.

Offer recreational activities for children to become involved in so they will have opportunities to practice getting along with each other.

• Students create a drawing project with a partner.
• Students share project with class.
• Students discuss the process of working cooperatively with each other.
• Student continue to show cooperative behavior daily.

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

007.08 Document personal strengths and assets.

6-8

Students will make commercials or advertisements selling themselves. They will share the commercials and advertisements with the class.

• Lead a discussion about how each of us is unique, and while there are some things we may not be good at, each of us has something that we do well.
• Have each student think about questions such as the following:
  1. What do I like about myself?
  2. What do other people like about me?
  3. What do I do well?
  4. What things do I do to help other people?
  5. What pictures or words remind me of myself?
• Explain to student that they will have an opportunity to "sell themselves." Instruct them to make an advertisement or a one minute radio-TV commercial in which they highlight their personal strengths and assets.
• Provide poster paper, markers, pencils, scissors, glue, and old magazines.
• When students have finished, have them share their advertisements/commercials.
• Remind students to be respectful of each other's advertisements and commercials.

• Share self-esteem resources with teacher and class.
• Counsel students who have issues and concerns with their self-worth.

• Provide opportunities for student to learn new skills.
• Point out areas where child excels.
• Model healthy self-esteem.

Offer recreational activities.

• Students participate in discussion.
• Students make advertisements or commercials.
• Students share advertisements or commercials with class.

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

007.09 Anticipate changing personal, family and social roles.

6-8

Students will participate in a discussion about how we change and how our roles in family and society change. Students will brainstorm future changes that will occur.

• Discuss with students the fact that as we get older, we change, and our roles in our families and society change also. Talk with students about what it was like to be a baby. What were they capable of doing? How about when they were five years old? Ten years old? Point out to students that they are now capable of doing many things for themselves that they could not do when they were younger. Just as they have changed, their role in the family has probably changed as well.
• Someone used to have to take care of them, whereas now that they are older, they may have the responsibility of taking care of a younger sibling.
• In school they may be looked to for leadership. They may be asked to be in charge of certain activities.
• Point out that personal change and change in family and social roles is to be expected; it is part of growing up.
• Have students brainstorm future changes that may occur and list these on the board.
• Example may include graduating from middle school to high school; getting a driver's license and being able to take siblings to practice and appointments.

• Assign child tasks appropriate for his or her age or maturity level.
• Show appreciation to child when he or she is capable of accomplishing a task.

Students will brainstorm future changes that may occur.

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

007.10 Establish that everyone has rights and responsibilities.

6-8

Students will participate in a discussion about rights and responsibilities. They will complete a worksheet on which they check off the rights they have now and the ones they would like to have. They will decide how they can get the rights they would like to have.

• Lead a discussion about the fact that everyone has rights and that along with these rights come responsibilities. Give examples such as the right to a free education and the responsibility to attend school regularly, do homework, etc. Have students share other examples.
• Distribute teacher-made worksheet on which specific rights are listed. (Examples: The right to be treated with respect. The right to privacy.)
• Instruct students to complete worksheets by checking which rights they have and which ones they would like to have.
• When students have finished, read the items on the worksheet aloud and have students raise their hand if they have that right.
• Have them raise their hand if they would like to have that right.
• Have students discuss ways their classmates can get the rights they would like to have.

Share information on responsibility with teacher and class.

• Talk with child about issues he or she is concerned about: his or her feelings, need for privacy.
• Give child regular chores to help develop a sense of responsibility.

• Students will discuss rights and responsibilities.
• Students will complete rights and worksheets.
• Students will discuss how to get rights they would like to have.

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

007.11 Respect alternative points of view.

6

Students will participate in class discussion about how our different backgrounds give us different perspectives. They will respond to questions about their various backgrounds and compare their backgrounds with those of their classmates. They will discuss the need to respect different viewpoints.

• Lead a discussion about how our different backgrounds and experiences give us different perspectives. For example, someone living in the city may see pigs as "dirty" whereas someone living on a farm, in the country, may see pigs as "great."
• Point out that seeing things differently is okay; different viewpoints help us to see the whole picture.
• Distribute worksheet to each student on which a large pair of glasses is drawn.
• Explain to students that you will be asking them questions about their backgrounds.
• Instruct them to draw small designs or symbols on the lenses of their glasses in response to the questions.
  Sample questions:
  I. What is your country of birth?
  II. How many sisters and brothers do you have?
  III.Have you ever lived in a big city? On a farm?, etc.
• Have students count off by sixes and divide into groups with all the ones in a group, all the twos in a group, and so on.
• Instruct group members to compare their glasses. Are any the same? What are the differences? How do the differences cause you to see things differently?
• After they have compared, have the class discuss why it is important to respect people's different points of view.
• Instruct group members to compare their glasses. Are any the same? What are the differences? How do the differences cause you to see things differently?
• After they have compared, have the class discuss why it is important to respect people's different points of view.

• Share resources on multicultural awareness with teacher and class.
• Model tolerance

• Allow children opportunities to voice their points of view.
• Model tolerance

• Students participate in discussion.
• Students respond to questions about their background.
• Students show tolerance when comparing glasses

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

007.12 Recognize, respect, and appreciate ethnic, cultural, and individual diversity.

6-8

Students will participate in a discussion about the different cultures, languages, and heritages that make up our society. They will respond to questions about themselves on a paper leaf. Each student will share his leaf with the class. The leaves will be placed on a bulletin board under the title, "Our Classroom Tree."

• Discuss with students the wealth of different cultures, languages, and heritages which make up our society.
• Explain to students that it is this diversity which makes us strong as a nation.
• Point out that our communities and schools are made up of diverse populations as well, and that this helps to make our communities and schools strong.
• Tell students they will have an opportunity to contribute to a bulletin board which shows the diversity of ethnic backgrounds in the classroom.
• Distribute a leaf which has been cut from construction paper to each student.
• Instruct them to answer the following questions on a piece of paper and then they are to transfer the answers neatly to the leaf. Questions:
  1. Your name?
  2. Your ethnic group?
  3. Someone from your ethnic group who makes you feel proud?
  4. Something about yourself that makes you feel proud?
     (Example: Jamal, Black American; Colin Powell: A/B Honor Roll)
• Explain that their leaves will be put on a bulletin board under the title, "Our Classroom Tree."
• Have each student share his leaf with the class.
• Ask why the person they chose to write on their leaf makes them feel proud.
• Collect leaves and use them to make a bulletin board.

• Share multicultural resources with teacher and class
• Model tolerance.

Model tolerance.

• Students participate in discussion.
• Students complete leaves and share with class.

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

007.13 Account for and respect differences in various family configurations.

6-8

Students will listen to information about how what we think of as "a family" has changed over the years. Students will participate in a discussion about this topic. They will describe their families on a sheet of paper. Volunteers will share their descriptions with class.

• Talk to students about how a long time ago a typical family consisted of a mother, father and the children. Talk about different family configurations.
• Have students give examples.
• Distribute a sheet of white construction paper to each student.
• Instruct them to describe their family without actually drawing each member. For example, they may write: "Twin brothers, Josh and John" in one corner of the paper. If the twins are babies, student can draw a bottle beside words. Student should write "Me" in the center of the paper. In another corner student may write "Mom and Dad", etc.
• Have student volunteers explain their family sheets with the class, so that classmates can become aware of different kinds of families.
• Emphasize the value of family is in the caring and support of each member.

Offer group counseling to referred students in newly separated or divorced family situations.

Listen to child's concerns about any particular family configuration issues he or she may have.

• Student participates in discussion.
• Student completes family description sheet.

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

007.15 Understand that communication involves speaking, listening, and non-verbal behavior.

6- 8

Students will listen to information about how communication involves speaking, listening, and non-verbal behavior. They will listen to a message which the teacher reads to them and answer questions about the message.

• Present information to the class about the components of communication: speaking, listening and body language.
• Demonstrate how someone may convey a message with his facial expressions or body movements along.
• Inform students that they will have an opportunity to practice their listening skills by listening to a message and then answering questions about the message.
• Instruct them to listen as you read the following message with a happy voice and facial expression. Message: "You are invited to a pool party to celebrate Sharon's birthday. The party will be at 6:00 on Saturday, August 7th, at Cordea's house. Don't forget to bring your sunscreen!"
• Instruct students to write the message they heard on a sheet of paper.
• Ask for volunteers to answer the following questions about the message: Time? Place? Day? Reason? What to bring? Was the reader happy or sad about the event?
• Review the answers to the questions and tell students to give themselves one point for each right answer.
• Anyone who scores six points demonstrates excellent listening skills. Four to five points, good listening skills. Those scoring less than four points need to work on listening techniques.
• Remind students that to be effective communicators, we have to be good listeners as well as speakers.

• Model effective communication skills.
• Listen to students' concerns.

• Model effective communication skills.
• Listen to child's concerns.

• Students listen to information being communicated.
• Students listen to message and can correctly answer questions about the message.

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

007.16 Research how to make and keep friends.

6- 8

Students will participate in a discussion about friendships, including practices they use to make and keep friends. They will list (and rank) at least 10 qualities that they value in a friend.

• Lead class in a discussion about how friendships develop.
• Have students identify activities and behaviors that lead to good friendships, such as being on a team or in a club together, or offering to help someone with a difficult math problem.
• List the ideas on the board and summarize the main points.
• Distribute to each student a copy of a teacher made worksheet titled, "Qualities I want in a Friend." (The worksheet should include 25 or more qualities such as honest, happy, a good listener, dependable.)
• Have students circle at least 10 qualities and at the bottom of the sheet, list the 10 qualities in order of their importance to them.
• Have several students share with the class two or three of the most important qualities from their sheets.
• In closure, remind students to take note of the qualities that they hear repeated. These are the qualities they would want to demonstrate to be a good friend.

Offer friendship groups to students who are loners, or who continually have concerns with forming and keeping friendships.

Provide opportunities for child to participate in activities with friends away from school.

Provide recreational activities.

• Students participate in discussion.
• Students can list the qualities they value in friendships.

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

007.17 Demonstrate respect for self.

6

Students will listen to information about the importance of respecting self. They will participate in a discussion about ways they show respect for themselves. They will make a creative and colorful acrostic out of their name that shows how they respect themselves. This can support Character Education.

• Talk to students about the importance of having respect for self. Include information about when we respect ourselves, we do those things we need to do to have happy, healthy, and successful lives. This includes taking care of our bodies by getting enough sleep, having proper nutrition, and keeping ourselves clean; and, taking care of our responsibilities by doing our homework and our chores.
• Have students add ways they show respect for themselves. Explain to students that they will be able to do an art project which demonstrates how they show respect for themselves.
• Distribute construction paper, crayons, and markers.
• Instruct students to write his or her name vertically on the paper. Then, beside each letter, write something they do which begins with that letter and demonstrates self-respect. Example:
  M akes sure he gets enough sleep.
  I s on time for classes.
  K eeps up with homework assignments.
  E ats right!
• Collect acrostics and hang in hallway under title: " We Respect Ourselves".

• Share resources on respect with teacher and class.
• Counsel student who have issues and concerns with respecting themselves.

Model self-respect.

• Students participate in discussion.
• Students can complete an acrostic with positive statements.

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

007.18 Recognize the value of the educational process.

8

Students will explore how high school courses will help prepare them for educational and career opportunities.

RESOURCES: Handouts: Skills Checklist, Graduation Requirements

• Introduce students to high school course selection prior to receiving registration materials by discussing how high school courses help prepare them for their futures. Discussion: Some employers contact schools to inquire about grades, attendance and other information. Why do you think they do this? Allow time for brief discussion. Employers are very concerned about their employees' personal qualities as well as their basic thinking skills and academic skills. They want to know if you will be on time? Will you get along with your co-workers? Will you be responsible?
• Handout Skills Checklist. Tell students that these are the skills that are required to be successful life long learners. High School courses and extra-curricular activities together will address many of these skills.
• Discuss the importance of selecting the high school academic course of study that is challenging enough to prepare them for their futures. Handout the North Carolina Graduation Requirements Matrix.
• Discuss the different requirements for Career Prep, College Tech Prep, College University Prep and Occupational Prep.
• Have students think about the careers they have been exploring and tentatively decide which academic option is appropriate. Spend some extra time talking to students about the importance of ninth grade coursework in terms of their Grade Point Average (GPA).
• Discuss how the Grade Point Average is calculated. Give students an opportunity to calculate several GPA scenarios to show the impact of ninth grade.
• Discuss the North Carolina Scholars Program qualifications.
• Handout school system information on Tech Prep requirements and articulation agreements with the local community college if available.

Assist with the activity. Provide information to students, teachers, parents about high school registration. Individually counsel with eighth graders completing a four year academic plan.

Offer information sessions to parents about high school courses of study. Include parents in the four year academic plan process.

• Students will demonstrate how to calculate the Grade Point Average.
• Students will demonstrate understanding of the academic program options available in high school.

SKILLS CHECKLIST

I.Academic Skills
Language Arts
Science
Social Studies
Math
Physical Education
Electives

II. Basic Work Skills
Reading
Writing
Mathematics
Listening
Speaking

III.Thinking Skills
Creative thinking
Decision making
Problem solving
Visualization
Knowing how to learn
Reasoning

IV.Personal Quality Skills
Self-esteem
Self-management
Individual Responsibility
Integrity
Social Ability

Content Area	CAREER PREP Course of Study Requirements	COLLEGE TECH PREP** Course of Study Requirements	COLLEGE/UNIVERSITY PREP Course of Study (UNC 4-yr college)Requirements	OCCUPATIONAL*** Course of Study
English	4 Credits I, II, III, IV	4 Credits I, II, III, IV	4 Credits I, II, III, IV	4 Credits Occupational English I, II, III, IV
Mathematics	3 Credits Including Algebra I	3 Credits** Algebra I, Geometry, Algebra II, OR Algebra I, Technical Math I&II, OR Integrated Mathematics I,II,&III	4 Credits (4th credit effective for first time ninth graders in 2002-2003) Algebra I, Algebra II, Geometry, and higher level math course with Algebra II as prerequisite OR Integrated Mathematics I,II,III, and a credit beyond Algebra II	3 Credits Occupational mathematics I, II, III
Science	3 Credits A Physical Science course, Biology, Earth/Environmental Science	3 Credits A Physical Science course related to career pathway (CP), Biology, Earth/ Environmental Science	3 Credits A Physical Science course, a Life or Biological course (Biology),   Earth/ Environmental Science	2 Credits Life Skills Science I, II
Social Studies	3 Credits Government/ Economics (ELPS), US History, World Studies	3 Credits Government/ Economics (ELPS), US History, World Studies	3 Credits Government/ Economics (ELPS), US History,World Studies (2 courses to meet UNC minimum admission requirements- US History & 1 elective)	2 Credits Government/US History    Self-Advocacy/Problem Solving
Second Language	Not required	Not required**	2 Credits in the same language	Not required
Computer Skills	No specific course required, students must demonstrate proficiency through state testing (starting with graduating class of 2001)	No specific course required, students must demonstrate proficiency through state testing (starting with graduating class of 2001)	No specific course required, students must demonstrate proficiency through state testing (starting with graduating class of 2001)	Computer proficiency as specified in IEP
Health and Physical Education	1 Credit Health/Physical Education	1 Credit Health/Physical Education	1 Credit Health/Physical Education	1 Credit Health/Physical Education
Career/ Technical	4 Credits in Career/Technical Select courses appropriate for career pathway to include a second level (advanced) course OR 4 Credits in an Arts Discipline Select courses appropriate for career pathway to include an advanced course	4 Credits Select courses appropriate for career pathway to include a second level (advanced) course	Not required	4 Credits Vocational education electives
Arts Education (Dance, Music, Theatre Arts, Visual Arts)	Recommend at least one credit in an arts discipline and/or requirement by local decision (for students not taking an arts education pathway)	Recommend at least one credit in an arts discipline and/or requirement by requirement by local decision	Recommend at least one credit in an arts discipline and/or requirement by local decision	Recommend at least one credit in an arts discipline and/or local decision
Electives or other requirements	2 Elective Credits and other credits designated by LEA Proficiency on Exit Exam	2 Elective Credits and other credits designated by LEA Proficiency on Exit Exam	2 Elective Credits and other credits designated by LEA Proficiency on Exit Exam	Occupational Preparation: 6 Credits: Occupational Preparation I, II, III, IV**** Elective credits/completion of IEP objectives/Career Portfolio- required/No Exit Exam
Total	Depends on local requirements	Depends on local requirements	Depends on local requirements	Depends on local requirements

*Effective for ninth graders entering for the first time in 2000-01.
**A student pursuing a College Tech Prep course of study may meet the requirements of a College/University course of study by completing 2 credits in the same second language and one additional unit in mathematics.
***This course of study shall be made available for certain students with disabilities who have an IEP, beginning with
first time ninth graders in 2000-01. The state Board of Education approved this course of study for the APA process to begin.
****Completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment.

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008.00 Students will make decisions, set goals, and take appropriate action to achieve goals.

008.01 Understand consequences of decisions and choices.

6- 8

Students will participate in a discussion about choices and consequences. They will discuss decisions they have made, how they made the decisions, the risks involved and the consequences of the decision. Students will review the steps necessary for making a big decision. They will practice making decisions.

• Explain to the class that every day we are faced with choices. We make decisions, and certain consequences occur because of those decisions.
• Have students share some of the decisions they have made recently.
• Ask how they made a particular decision, what risks were involved, and what the consequences of the decision were. Example: Student decided to go to a ball game on a weeknight. He decided to do this because a friend begged him to go. He risked not having enough time to finish his homework and not getting enough sleep. The consequence was that he was not prepared for class the next day, and was sleepy throughout the day.
• Point out that some decisions require careful thought and others can be made very quickly with little thought.
• Review the following decision-making steps (used when making big decisions) with the class:
  1. Describe the decision that needs to be made.
  2. Gather information.
  3. List all of your choices.
  4. Study the choices, keeping probable consequences for each in mind.
  5. Decide which one is best.
  6. Put your choice into action.
• Read situations to the class that involve decisions that have to be made. Call on volunteers to share how they would decide.
• Discuss possible consequences for all of the choices. Example: Your friend asks you if he can copy your math homework. The consequences for allowing him to copy may be your getting caught and receiving a zero on the assignment. The consequences for not letting him copy may be his being upset with you for a while. Point out that our choices indicate what we value in life.
• Also point out that a true friend will not pressure you to do something you do not feel comfortable doing.

Share resources on choice and consequences with teacher and class.

Allow child opportunities to make choices and experience the consequences, when appropriate.

• Students participate in discussion.
• Students review the steps necessary for making decisions.
• Students practice making decisions.

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008.00 Students will make decisions, set goals, and take appropriate action to achieve goals.

008.02 Debate alternative solutions to a problem.

6- 8

Students will listen to information about problem-solving. They will, when presented with various conflict situations involving another person, consider the many different positive ways to solve the problem they are having with the person.

• Talk to students about how problems are a part of life. Emphasize that good problem-solving skills are important for having happy, healthy lives.
• Point out positive ways of solving problems. Include the following:
  1. I.Talk it out
  2. Take turns
  3. Compromise
  4. Get help
  5. Apologize
  6. Share
  7. Take responsibility
  8. Forgive
  9. Take a break
  10. Laugh it away
  11. Ignore it
  12. Work it out
• Let each student choose one conflict situation from a hat and talk about the best strategy for solving the conflict. Other students may debate alternative solutions.
• Include situations such as the following: My friends call me a nickname that embarrasses me; and My sister always wants to watch a different TV program than I.
• Provide closure by pointing out the good feelings and sense of self-control that come from using a positive problem-solving strategy.

Share resources on problem-solving with teacher and class.

Model using positive problem-solving strategies.

• Students listen to discussion.
• Students choose positive solutions to various conflict situations.

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008.00 Students will make decisions, set goals, and take appropriate action to achieve goals.

008.03 Develop effective coping skills for dealing with problems.

6- 8

Students will participate in a discussion about the fact that we all have problems in our lives and about the importance of learning to cope. They will brainstorm problem situations and share ways they have coped with these situations in the past.

• Lead a discussion about the fact that all of us encounter problems in our daily lives. Along with all of the happy times when things run smoothly, there are stressful times when we make mistakes, have disappointments and failures, and encounter problems in our lives.
• Point out the importance of recognizing when we are feeling stressed about a problem or situation.
• Have students brainstorm some of the situations that create stress and list them on the board. Examples include problems with grades, changes in the family, enrolling in a new school.
• Have students discuss positive ways they have coped with these problems in the past. Include coping strategies that students may fail to mention, such as writing about their feelings in a journal, talking to a trusted friend or adult, and breaking a task down into small steps.
• Stress that no matter how big a problem may appear to be, solutions can be found. Encourage students to practice different positive coping strategies until they find what works best for them.

• Share resources about coping strategies with teacher and class.
• Counsel students who have difficulty coping with problems.

Conduct parent workshops to give parents information related to stressors in children and adolescents. Include information in school publications, handouts.

Distribute information to students and families about community recreational activities that can be outlets for stress.

Students can identify positive steps to take to relieve stress.

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008.00 Students will make decisions, set goals, and take appropriate action to achieve goals.

008.04 Demonstrate when, where, and how to seek help for solving problems and making decisions.

7

By identifying feelings associated with behaviors students will have opportunity to identify appropriate response to feelings, rather than reacting negatively.

• Have students reflect in a journal after a literature assignment.
• Relate what is being learned to similar issues facing students.
• Listen for verbal and nonverbal signs of stress.

• Ask students to identify as many feeling words as they can. List on board.
• Ask "How do our feelings affect us? (behavior, physically, psychologically)"
• Ask "Does everyone have the same response? How do we react differently?"
• Ask "What happens if you don't recognize and express your feelings?"
• Ask "How does one become more aware of their feelings?" (Pay attention to yourself several times a day and note how your body is reacting).
• "Look carefully at the source to see if there is a problem that needs to be solved- do you need to act on it?"
• Remind students of ways to get help from adults.

• Consult with parents about students under stress.
• Offer seminars for parents about adolescent development issues.

Students can demonstrate ways to get help in the school.

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008.00 Students will make decisions, set goals, and take appropriate action to achieve goals.

008.04 Demonstrate when, where, and how to seek help for solving problems and making decisions.

6-8

Students will list problems that young people may have. They will discuss where they may find sources of help. Students will prepare a report on a particular helping agency, using library resources or resources made available to them.

• Ask students to list problems that young people have. Write these on the board. Examples may include problems with friends, problems with grades, parents' divorce.
• Discuss with students the fact that there are times when they may come up with solutions for handling their problems. For example, if they are having problems with grades, they may ask the teacher for extra help after school.
• Point out that when students have problems, they should think first, "What can I do to help this situation?" When they don't know what to do in a problem situation, students should seek help. Discuss with students where they might find sources of help. These include advertisements in a newspaper, friends or family, telephone directory, school counselor or teacher, or minister.
• Take students to library (this should be scheduled in advance) or make copies of information about various helping agencies. Have students prepare a report on a particular helping agency. Write the following questions on a flip chart to guide the students in their reports:
  1. What sort of help does this agency program provide?
  2. How can they be reached?
  3. Is there a fee?
  4. Is parental consent required for service?
  5. Is transportation a problem?
• Allow volunteers an opportunity to share their reports to class.

• Share information about various helping agencies with teacher and students.
• Counsel students who need help with a particular problem.

Listen to your child. Offer suggestions about ways to handle problems. See that child gets needed help.

Collect information from all available resources for students and families from helping agencies.

• Students will list problems that young people have.
• Students will discuss where they can locate sources of help in the community.
• Students will prepare a report on a helping agency.

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MORE LESSONS

 

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