Firsthet Days 8 Level 4

Transcription

1 the First 8 Level 4 Days

2 DAY 1 Level 4 Habit 1: Be Proactive THE HABIT OF CHOICE OUTCOMES FOR DAY 1 LEADERSHIP In Habit 1: Be Proactive, students learn that they are responsible for their actions, moods, attitudes, and behaviors. Define what it means to Be Proactive. Identify proactive and reactive choices. CULTURE In Habit 1: Be Proactive, students participate in activities that teach how proactive language and focusing on things within their control show leadership. Help develop the morning routine. Greet teachers, classmates, guests, etc. properly. Develop school and classroom expectations. ACADEMICS In Habit 1: Be Proactive, students learn to take initiative and be responsible for their learning. Identify Habit 1: Be Proactive in a piece of literature. Apply understanding of Habit 1: Be Proactive through a detailed written response. Utilize leadership and quality tools to demonstrate the understanding of a topic. ACTIVITIES Morning Routine Greetings Answering Questions Habit 1: Be Proactive School Expectations Classroom Expectations Initiative Circle of Control The Emotional Environment Plus/Delta TIME 30 minutes 30 minutes 20 minutes 45 minutes 30 minutes 30 minutes 30 minutes 45 minutes 30 minutes 15 minutes Franklin Covey Co. All rights reserved. 2

3 LEVEL 4 - Habit 1: Be Proactive MORNING ROUTINE 30 MINUTES Understand how to use a Flowchart. Listen to the morning announcements. Participate in creating the morning routine. Morning announcements Morning activity Flowchart Writing paper Welcome! This year you will continue to develop your leadership skills. Working together, you will all reach your goals and move forward with your learning. Please complete the morning activity on your desk. Once the morning announcements start, please stop what you are doing and pay attention to the announcements for important information. While the morning announcements are occurring, encourage students to sit quietly and listen intently by giving positive reminders. What is the purpose of the morning announcements? How can you tell when students are being attentive during the morning announcements? Why is it important to have a routine to follow in the morning? What steps do you think are important to include in the morning routine? After listening and/or watching the morning announcements, lead a class discussion on the purpose and importance of the morning announcements and morning routine. CLASSROOM APPLICATION: As a class, create a Flowchart for the morning routine. Introduce the Flowchart and explain that it is a tool to help organize the morning routine. Examples: - Greet teacher and/or classmates at the door. - Enter the classroom quietly. - Find your seat and prepare your work area for learning. - Unpack quickly and turn in homework. - Do the morning activity. - Watch and/or listen to the morning announcements, remaining quiet and respectful. - Wait for further directions. Franklin Covey Co. All rights reserved. 3

4 LEVEL 4 - Habit 1: Be Proactive GREETINGS 30 MINUTES Learn how to greet others properly. Understand how to use a Lotus Diagram. Interact with classmates and build relationships. Lotus Diagram for each student How do you greet someone properly? Why is important for leaders to greet others? One key part of being a leader is being able to introduce yourself and have conversations with a variety of people. Today you are going to learn what it looks like when you greet someone properly. Model how a body looks when greeting a person. - Stand still, face forward, shake hands using your right hand, grip the other person s hand firmly, shake it up and down 2-3 times, and make eye contact. - Note: Substitute with a greeting appropriate for your classroom. Have students practice greeting four or five classmates without speaking. Next, discuss what you should say when you greet others. Student A: Good Morning, how are you? Student B: Good Morning, I am doing well. How are you? Student A: I am doing great, thank you for asking. CLASSROOM APPLICATION: Give each student a Lotus Diagram. Note: Questions can be pre-written on the Lotus Diagram or the Lotus Diagram can be blank so students develop their own questions. Pre-written question examples: Have you traveled to another country? Is math your favorite subject? Do you like pizza? Explain that students should greet another student and ask them one of the questions. The challenge is to find a student who can say yes to one of the questions, then write his or her name in a square. Continue until all squares are full. Students will participate in a Teach to Learn activity by sharing how greetings show leadership with a partner. Franklin Covey Co. All rights reserved. 4

5 LEVEL 4 - Habit 1: Be Proactive ANSWERING QUESTIONS 20 MINUTES Learn how to answer questions properly. Understand how to listen attentively and show respect to a speaker. What is the proper routine when answering questions? Why is important to be an active speaker and listener? It is important to get the attention of your audience before you speak. One way to do that is by standing when you answer questions. Today we are going to discuss what it should look like when you are answering questions in class. Facilitate a discussion around the routine for answering questions. Example: Wait to be called upon, stand up, use a loud and clear speaking voice, and answer in complete sentences. Have students practice by answering questions about the morning news, greetings, favorite subject, etc. Remind students how to listen to the speaker. Example: sit quietly, look at the speaker, listen attentively. INDIVIDUAL APPLICATION: Have students participate in a Teach to Learn activity by reviewing the routine for answering questions with a partner. Franklin Covey Co. All rights reserved. 5

6 LEVEL 4 - Habit 1: Be Proactive HABIT 1: BE PROACTIVE 45 MINUTES Understand the difference between proactive and reactive language. Make a personal connection to Habit 1: Be Proactive. Level 4 Student Leadership Guides and Teacher Edition Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst One bottle of soda and one bottle of water Markers Blank Brainstormer What is the difference between proactive and reactive language? Why do leaders choose proactive language? Every day you make many choices what to wear, how to respond to others, which words you use, etc. Your words and actions say a lot about the type of leader you are. READ ALOUD: Read Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst CLASSROOM APPLICATION: Chose two students. Give one student a bottle of soda and one student a bottle of water. Tell students to shake the soda and water every time something bad happens to Alexander. Once you have finished reading, have students predict what might happen if you open the soda. Relate the soda to being reactive. Have students predict what will happen if you open the water. Relate the water to being proactive. LEADERSHIP GUIDE: Complete the Stop and Think lesson in the Student Leadership Guide (pages 18-19) and Teacher Edition (pages 46-49). You are proactive when you stop and think and choose proactive language. You are reactive when you do not stop and think before responding. As a leader, you choose whether you are proactive or reactive. Franklin Covey Co. All rights reserved. 6

7 LEVEL 4 - Habit 1: Be Proactive SCHOOL EXPECTATIONS 30 MINUTES Review the school expectations. Share why school expectations are necessary. Demonstrate understanding of the school expectations by applying the expectations for common areas of the school. Four Lotus Diagrams Why are school expectations necessary? Why is it important to follow the expectations in all areas of the school? School expectations help provide a positive learning environment. Today you will complete a Lotus Diagram with different ways you can demonstrate leadership in the common areas of the school. CLASSROOM APPLICATION: Divide students into four groups. Assign each group one common area of the school (hallway, bathroom, lunchroom, playground, etc.) Each group should develop a Lotus Diagram for a different area of the school. Examples: Be respectful. Model leadership. Always do your personal best. Do the right thing, even when no one is watching. Have groups share one or two ways they can show leadership in their area of the school. Remind the speaker to stand, look at the audience, speak clearly, and answer questions in complete sentences. Remind the class that being an attentive listener shows respect for the speaker. CLASSROOM APPLICATION: Choose one Lotus Diagram and have students practice the expectations for that area. Note: You may need practice the expectations numerous times for the students to understand, apply, and embrace the expectations. Franklin Covey Co. All rights reserved. 7

8 LEVEL 4 - Habit 1: Be Proactive CLASSROOM EXPECTATIONS 30 MINUTES Learn how to be a leader in the classroom. Use a Lotus Diagram to organize their ideas. Establish the classroom expectations. Lotus Diagram for each small group One large piece of paper Sticky notes or small pieces of paper and tape How can we collaborate to establish classroom expectations? Why is important to develop classroom expectations together? We are going to break up into small groups and develop a Lotus Diagram around expectations that would create a positive learning environment. Examples: be responsible, no horseplay, be respectful, do your personal best, help others, etc. CLASSROOM APPLICATION: Have small groups develop a Lotus Diagram with expectations they would like to have for a positive learning environment. Model how to set up the Lotus Diagrams: - Write Classroom Expectations in the middle box of the Lotus Diagram. - Write the expectations in the boxes of the Lotus Diagram. - Give groups a time limit. Explain that they may, or may not, fill up their entire Lotus Diagram. - Have groups collaborate and identify their classroom expectations in chronological order (#1 the most important). - Once finished, have each group share their most important expectations. - Display the answers from each group on a large piece of paper. Establish a detailed list by combining expectations from each group. Have students sign the classroom expectations poster or stamp it with his or her thumbprint. Working collaboratively encourages respect, cooperation, self-discipline and responsibility and helps create a learning environment where everyone can learn. Have the students participate in a Teach to Learn activity by discussing how the classroom expectations will allow them to achieve their personal best with a partner. Franklin Covey Co. All rights reserved. 8

9 LEVEL 4 - Habit 1: Be Proactive INITIATIVE 30 MINUTES Define the term initiative. Determine how initiative is connected to Habit 1: Be Proactive. Understand how to complete a quick write. Level 4 Student Leadership Guides and Teacher Edition Amazing Grace by Mary Hoffman What is initiative? How can you show initiative? How does initiative connect to Habit 1: Be Proactive? You learned that Habit 1: Be Proactive means to stop and think before responding and you learned the difference between proactive and reactive language. Another key part of Habit 1 is initiative. Today I am going to read a story called Amazing Grace. Would anyone like to predict what the story is about by the cover? Encourage students to share predictions about the story. This story is about a young person who demonstrates initiative. READ ALOUD: Read Amazing Grace by Mary Hoffman. Explain that taking initiative means doing things on your own, without needing someone to tell you. Making responsible choices is part of being a leader. Have students participate in a Teach to Learn activity by sharing how they take initiative with a partner. LEADERSHIP GUIDE: Complete the Taking Initiative lesson in the Student Leadership Guides (pages 20-21) and Teacher Edition (pages 50-53). WRITING: Teacher models how to format a quick write paper: - Write a title at the top of the paper. - Write your name and date at the top, right of the paper. - Have students complete a quick write in response to the prompt: Why it is important to take initiative? - Note: Quick writes should be 2-3 detailed sentences. Have volunteers share with the class. Franklin Covey Co. All rights reserved. 9

10 LEVEL 4 - Habit 1: Be Proactive CIRCLE OF CONTROL/CIRCLE OF NO CONTROL 45 MINUTES Explain why it is more effective to focus on things within your Circle of Control. Identify things within the Circle of Control. Understand how to use a Circle of Control Chart. Green and Clean video Two Circle of Control Charts Marker Level 4 Student Leadership Guides and Teacher Edition The Circle of Control Chart is a tool that allows you to think about whether something is within your control, meaning it is something you can change. Share a personal experience. As you share, complete the Circle of Control Chart by writing the things you can control in the inside circle and things you cannot control in the larger circle. Explain how focusing on what you cannot control is frustrating because you cannot change it. However, focusing on what you can control allows you to make better choices. What are some things within your Circle of Control? What are some things within your Circle of No Control? VIDEO: Watch Green and Clean (4:50). Find it at What was within the boy s Circle of Control? What was within the boy s Circle of No Control? Display a Circle of Control Chart. As a class, complete the Circle of Control Chart by answering the key questions. Examples: He can control his choices and his actions. He cannot control his neighbor s yard, the weather, or his father s schedule. INDIVIDUAL APPLICATION: Complete the Circle of Control lesson in the Student Leadership Guide (pages 22-23) and Teacher Edition (pages 54-57). When you have a problem, think about what is within your Circle of Control. Then choose one thing to try to solve the problem. Franklin Covey Co. All rights reserved. 10

11 LEVEL 4 - Habit 1: Be Proactive THE EMOTIONAL ENVIRONMENT 30 MINUTES Explain why the classroom should be a happy and inspiring place. Identify what a positive emotional environment looks like and feels like. Contribute to a positive emotional environment. Level 4 Student Leadership Guide & Teacher Edition The emotional environment is what you see, hear, and feel, every day. The classroom should be a place where everyone feels welcome and happy. How you treat others affects how you, and others, feel in the classroom. LEADERSHIP GUIDE: Complete The Emotional Environment lesson using the Level 3 Student Leadership Guide (pages 8-9) and Teacher Edition (pages 26-29). The way you, and others, feel when they walk into the classroom is important. Our goal is for everyone to feel welcome, happy, and part of our class family. Franklin Covey Co. All rights reserved. 11

12 LEVEL 4 - Habit 1: Be Proactive PLUS/DELTA 15 MINUTES Explain the use of a Plus/Delta Chart. Reflect on the day. Share what went well today. (Plus) Share what can be improved tomorrow. (Delta) Plus/Delta Chart What went well today (Plus)? What are ways to improve tomorrow (Delta)? Discuss as a class and complete the Plus/Delta Chart. Explain that things that went well go on the Plus side. Explain that things to improve go on the Delta side. CLASSROOM APPLICATION: Have students share ideas to add to the Plus/Delta Chart. Review expectations for speaking in class: - Wait to be called upon. - Stand to speak. - Use a loud, clear speaking voice. - Answer in complete sentences. Revisit the Plus/Delta Chart tomorrow so students know what they are working to improve. Franklin Covey Co. All rights reserved. 12

13 DAY 2 Level 4 Habit 2: Begin With the End in Mind THE HABIT OF VISION OUTCOMES FOR DAY 2 LEADERSHIP CULTURE In Habit 2: Begin With the End in Mind, students learn to think ahead, set goals, consider consequences, and participate in the development of expectations. Define what it means to Begin With the End in Mind. Establish goals. Develop a personal mission statement. In Habit 2: Begin With the End in Mind, students participate in activities that help them understand the impact of self-awareness, internal motivation, and personal responsibility on the achievement of goals. Review school and classroom expectations. Develop a class mission statement. Understand how to be leaders in common areas of the school. ACADEMICS In Habit 2: Begin With the End in Mind, students learn how setting goals helps improve academic performance. Identify Habit 2: Begin With the End in Mind in a piece of literature. Demonstrate understanding of Habit 2: Begin With the End in Mind through a detailed written response. Utilize leadership and quality tools to demonstrate understanding of a topic. ACTIVITIES TIME Morning Routine School and Classroom Expectations Habit 1: Be Proactive Review Habit 2: Begin With the End in Mind The Physical Environment Class Mission Statement Personal Mission Statement Expectations: Hallway Plus/Delta 30 minutes 40 minutes 20 minutes 60 minutes 30 minutes 45 minutes 45 minutes 30 minutes 15 minutes Franklin Covey Co. All rights reserved. 13

14 LEVEL 4 - Habit 2: Begin With the End in Mind MORNING ROUTINE 30 MINUTES Review and practice the morning routine (greet the teacher, put away supplies, start the morning activity, watch and/or listen to the morning announcements). Morning Flowchart Morning activity Morning announcements Writing paper What is the purpose of the morning routine? It is important to have routines so we use our time efficiently. Let s review the steps of the Flowchart. Why is it important to listen to the morning announcements attentively? Who would like to summarize the morning announcements? Construct a detailed summary of the morning announcements. Who can explain the expectations for answering questions? As we review the morning activity, remember to answer questions properly. Students will participate in a Teach to Learn activity by reviewing the morning routine steps with a partner. Morning routines help establish a positive classroom community. Each of you can contribute by following the morning routine. Franklin Covey Co. All rights reserved. 14

15 LEVEL 4 - Habit 2: Begin With the End in Mind SCHOOL AND CLASSROOM EXPECTATIONS 40 MINUTES Understand the school expectations. Recall the classroom expectations. Classroom expectations poster School expectation Lotus Diagrams from Day 1 Circle of Control Chart for each student We want our school and classroom to be a productive place where everyone can learn. When you are productive, you can achieve your personal best. In order to have a productive school and classroom, we have created expectations to help us create and maintain this environment. Why is it important to have school expectations for common areas of the school (hallway, bathroom, lunchroom, playground, etc.)? Have students participate in a Teach to Learn activity by reviewing the school expectations with a partner. HANDOUT: Pass out a copy of a Circle of Control Chart to each student. Let s review the school expectations by looking at the Lotus Diagrams we created. You know the expectations for each area, now think about what is within your Circle of Control and Cirlce of No Control when you are in the different areas. Examples: I can control whether I am influenced by others. I cannot control whether others follow the expectations. Write your ideas on the Circle of Control Chart and be prepared to explain your chart to the class. INDIVIDUAL APPLICATION: Each student will complete his or her own Fishbone Diagram. Have volunteers share with the class. Franklin Covey Co. All rights reserved. 15

16 LEVEL 4 - Habit 2: Begin With the End in Mind HABIT 1: BE PROACTIVE REVIEW 20 MINUTES Understand and apply Habit 1: Be Proactive. Demonstrate completion of a quick write. Writing paper Yesterday you learned about Habit 1: Be Proactive. When you are proactive, you are in charge of yourself. You are responsible for the words you say and the actions you take. One way young leaders can show responsibility is to stop and think before acting. Quick writes are ways for us to respond to a prompt or share our thoughts on a topic through writing. Teacher reviews how to format a quick write: - Write a title at the top of the paper. - Write your name and date at the top, right of the paper. WRITING: Students complete a quick write in response to the prompt: How can you be a proactive leader in at school and at home? Students will share their quick write responses with a partner or in a small group. Franklin Covey Co. All rights reserved. 16

17 LEVEL 4 - Habit 2: Begin With the End in Mind HABIT 2: BEGIN WITH THE END IN MIND 60 MINUTES Explain Habit 2: Begin With the End in Mind. Understand the importance of setting goals. Develop a personal goal. Amanda s Dream by Shelley Admont Brainstormer for each student Level 4 Student Leadership Guides and Teacher Edition KEY QUESTION: Why is important for leaders to set goals at school and at home? READ ALOUD: Read Amanda s Dream by Shelley Admont Invite students to discuss what they think it means to Begin With the End in Mind with a partner. Discuss how the character used Habit 2: Begin With the End in Mind in the story. Begin With the End in Mind means to begin each day, task, or project with a clear vision of your desired outcome. Leaders practice Habit 2: Begin With the End in Mind by picturing what they want in their mind first. LEADERSHIP GUIDE: Complete the Set Goals lesson in the Student Leadership Guide (pages 26-27) and Teacher Edition (pages 62-65). Teacher models how to develop a personal goal. Have volunteers share goals they hope to accomplish. INDIVIDUAL APPLICATION: Give each student a Brainstormer tool. Encourage students to write things they hope to accomplish in the circles of the Brainstormer. Have students prioritize their ideas. Model how to write their most important personal goal in an X to Y by When format. Provide an opportunity for students to write goals. Have students keep their goal somewhere safe or in their Leadership Notebook, if available. Habit 2: Begin With the End in Mind is the habit that helps you focus on your goals. Franklin Covey Co. All rights reserved. 17

18 LEVEL 4 - Habit 2: Begin With the End in Mind THE PHYSICAL ENVIRONMENT 30 MINUTES Explain why the physical environment of the classroom is important. Identify how the physical environment affects learning. Contribute to a positive physical environment. Level 4 Student Leadership Guide & Teacher Edition What we put on the walls of the classroom is a reflection of who we are as a class. The walls of the classroom should communicate the worth and potential of every person in the class. When you are inspired to learn, you are able to reach your potential. LEADERSHIP GUIDE: Complete The Physical Environment lesson using the Level 4 Student Leadership Guide (pages 10-11) and Teacher Edition (pages 30-33). How can you contribute to a positive physical environment? What could we hang on the walls that would inspire you? Students participate in a Teach to Learn activity by sharing one way they plan to contribute to a positive and inspiring classroom with a partner. Franklin Covey Co. All rights reserved. 18

19 LEVEL 4 - Habit 2: Begin With the End in Mind CLASS MISSION STATEMENT 45 MINUTES Understand the purpose of a class mission statement. Contribute to the development of a class mission statement. Level 4 Student Leadership Guides and Teacher Edition One large piece of paper Markers Habit 2: Begin With the End in Mind teaches the importance of identifying the desired outcome. A class mission statement will help us identify the type of class we hope to create. The effort of developing a class mission statement is rewarded with class purpose, direction, and unity. LEADERSHIP GUIDE: Complete the Class Mission Statement lesson in the Level 4 Student Leadership Guide (pages 12-13) and Teacher Edition (pages 34-37). Read the school mission statement. Have students share what the school mission statement means to them with a partner. Lead a discussion on why it is important to have a school mission statement. CLASSROOM APPLICATION: Have students break into small groups. Introduce the 5 Whys and explain how it will help develop your classroom mission statement. - Start with, Why are you at school? - From the answer, develop the next why question and have students answer. For example, if students answer, We want to learn, respond with, Why do you want to learn? - Go through this process five times. - Have small groups take the five answers and develop a proposed class mission statement. - Have groups bring their results to the front of the room and, as a class, look for similarities. From the similarities, develop the class mission statement. Rewrite the class mission statement on a large piece of paper. Invite students to sign the paper or add their thumbprint as a symbol of their commitment to the class mission statement. Display the class mission statement in a visible location Franklin Covey Co. All rights reserved. 19

20 LEVEL 4 - Habit 2: Begin With the End in Mind PERSONAL MISSION STATEMENT 45 MINUTES Create a personal mission statement. Recognize that creating a personal mission statement provides direction, allows you to live personal values, and helps to identify goals. Personal mission statement examples Level 4 Student Leadership Guides and Teacher Edition Brainstormer for each student Earlier today, we developed a classroom mission statement. Habit 2: Begin With the End in Mind encourages personal mission statements too. A personal mission statement provides a clear understanding of your personal values and goals. A personal mission statement helps you stay focused on your end in mind and develop a good foundation. LEADERSHIP GUIDE: Complete the What Matters Most lesson in the Student Leadership Guide (pages 24-25) and Teacher Edition (pages 58-61). Writing a personal mission statement takes time. It is important to think about the qualities you have, and who you want to become in the future. Take a few minutes to think about what you hope to accomplish and how you want to be remembered. To get started, think about your answer to the question, If you could do anything in the future, what would you do? First, use a Brainstormer tool to organize your thoughts. Then circle the words that have the most meaning for you. Now that you have had time to dream and reflect, you are going to create your personal mission statement! INDIVIDUAL APPLICATION: Have students complete his or her Brainstormer independently. Have students draft their personal mission statement. Franklin Covey Co. All rights reserved. 20

21 LEVEL 4 - Habit 2: Begin With the End in Mind EXPECTATIONS: HALLWAY 30 MINUTES Students will: Review expectations for walking in the hallways. Practice and demonstrate hallway expectations. Hallway Lotus Diagram from Day 1 It is important to be leaders in many places, not just in the classroom. You should display leadership skills everywhere you go in the school. What are the expectations for standing in line and walking in the hallway? Review the Lotus Diagram for hallway expectations from Day 1. Teacher models examples and non-examples of hallway expectations. Have students discuss with one another ways to improve hallway behavior if a non-example is modeled. INDIVIDUAL APPLICATION: Students participate in a Teach to Learn activity by reviewing hallway expectations with a partner. CLASSROOM APPLICATION: Give students the opportunity to practice and demonstrate understanding of hallway expectations. Franklin Covey Co. All rights reserved. 21

22 LEVEL 4 - Habit 2: Begin With the End in Mind PLUS/DELTA 15 MINUTES Reflect on the day. Share what went well today. (Plus) Share ways to improve tomorrow. (Delta) One large Plus/Delta Chart Marker Plus/Delta Chart for each student Leaders reflect on their day and think about ways to improve. What went well today? (Plus) What can be improved tomorrow? (Delta) Review expectations for speaking in class: - Wait to be called upon. - Stand to speak. - Use a loud, clear speaking voice. - Answer in complete sentences. Have students share ideas to add to the Plus/Delta Chart. Revisit the Plus/Delta Chart the next day so students know what they are working to improve. INDIVIDUAL APPLICATION: Have student complete a personal Plus/Delta Chart. Franklin Covey Co. All rights reserved. 22

23 DAY 3 Level 4 Habit 3: Put First Things First THE HABIT OF INTEGRITY AND EXECUTION OUTCOMES FOR DAY 3 LEADERSHIP In Habit 3: Put First Things First, students learn that leaders identify and prioritize their most important things. Define what it means to Put First Things First. Understand how to prioritize and organize. CULTURE In Habit 3: Put First Things First, students participate in activities that help them learn to have self-control, be empowered, and do the right thing, even when no when is watching. Review school and classroom expectations. Contribute to a classroom environment that allows everyone to achieve his or her personal best. Understand how to win the Private Victory. ACADEMICS In Habit 3: Put First Things First, students learn to organize and prioritize. Identify Habit 3: Put First Things First in a piece of literature. Demonstrate understanding of Habit 3: Put First Things First through a detailed written response. Utilize leadership and quality tools to demonstrate understanding of a topic. ACTIVITIES TIME Morning Routine School and Classroom Expectations Habits 1-2 Review Habit 3: Put First Things First The Private Victory Big Rocks The Pause Button Plus/Delta 30 minutes 30 minutes 45 minutes 45 minutes 45 minutes 30 minutes 45 minutes 15 minutes Franklin Covey Co. All rights reserved. 23

24 LEVEL 4 - Habit 3: Put First Things First MORNING ROUTINE 30 MINUTES Review and practice the morning routine Flowchart steps (greet the teacher, enter the classroom, put away supplies, do the morning activity). Watch and/or listen to the morning announcements. Morning routine Flowchart Morning activity Morning announcements Writing paper Why is it important to follow the morning routine? Morning routines help establish a positive classroom community. Each day we will use the morning routine to begin the day. The morning routine helps you use time efficiently and be ready to learn. Let s review the steps of the Flowchart. Students will participate in a Teach to Learn activity by teaching the steps of the morning Flowchart to a partner. Who would like to summarize the morning announcements? Construct a detailed summary of the morning announcements. As we go over the morning activity, remember how to answer questions. Who would like to remind us how to answer questions? Why is it important to focus on the morning announcements? The morning announcements provide information you may need to know or want to know. When you listen to the morning announcements you are better informed about what is going on in the school. Franklin Covey Co. All rights reserved. 24

25 LEVEL 4 - Habit 3: Put First Things First SCHOOL AND CLASSROOM EXPECTATIONS 30 MINUTES Review the school expectations. Recall the classroom expectations. Lotus Diagrams from Day 1 Classroom expectations poster The school and the classroom should be a place where everyone is able to achieve his or her personal best. School and classroom expectations help create a positive and productive learning environment. Let s look at the Lotus Diagrams we created on the first day. Discuss how expectations contribute to a leadership environment. Franklin Covey Co. All rights reserved. 25

26 LEVEL 4 - Habit 3: Put First Things First HABITS 1-2 REVIEW 45 MINUTES Review and apply their understanding of Habits 1-2. Understand that Habits 1-2 help them to achieve personal and academic goals. Define Habits 1-2 and demonstrate application at school and at home. Writing paper Lotus Diagram for each student You have learned how to Be Proactive and Begin With the End in Mind. - When you are proactive, you stop and think before you react. - Beginning with the end in mind helps you set goals and develop a plan. You have also learned how to use a Lotus Diagram to organize your ideas. HANDOUT: Pass out a copy of a Lotus Diagram to each student. Today you are going to complete a Lotus Diagram to review and show your understanding of Habits 1 and 2. Teacher models how to complete a Lotus Diagram. - Demonstrate how to write the main idea (Habits 1-2) in the middle of the Lotus Diagram. - Explain that students will fill the eight surrounding boxes of the Lotus Diagram with examples of Habits 1-2. Have students share their Lotus Diagram with a partner. Teacher reviews how to format a quick write paper: - Write a title at the top of the paper. - Write name and date at the top, right of the paper. INDIVIDUAL APPLICATION: Students complete a quick write in response to the prompt: How will Habits 1-2 help you achieve your personal best? Franklin Covey Co. All rights reserved. 26

27 LEVEL 4 - Habit 3: Put First Things First HABIT 3: PUT FIRST THINGS FIRST 45 MINUTES Understand the meaning of Put First Things First. Recognize how Habit 3: Put First Things First helps win the Private Victory. Level 4 Student Leadership Guides and Teacher Edition Horton Hatches an Egg by Dr. Seuss Have you ever felt like you have too much to do? Leaders think about ways to prioritize their time. How do you know when something is important? Review how important activities are those that represent your mission, values, and goals. Brainstorm a list of things that are important and things that are less important. Create a class-generated list. READ ALOUD: Horton Hatches an Egg by Dr. Seuss Which of the characters used Habit 3: Put First Things First in the story? How did using the habit help this character achieve their goals? What happened to Mazy after neglecting Habit 3? Discuss how Horton Put First Things First and achieved his goal. LEADERSHIP GUIDE: Complete the Say No to Less Important Things lesson in the Student Leadership Guide (pages 32-33) and Teacher Edition (pages 74-77). When you feel like there is too much to do, prioritize what is most important and do it first. Then move on to the next thing. Franklin Covey Co. All rights reserved. 27

28 LEVEL 4 - Habit 3: Put First Things First THE PRIVATE VICTORY 45 MINUTES Recognize that the 7 Habits help with personal and interpersonal development. Explain the Maturity Continuum. Understand that independence occurs when you win the Private Victory. Level One large piece of paper Level 4 Student Leadership Guides and Teacher Edition Let s do a short activity to gain an understanding of the term Maturity Continuum. Explain the stages of the Maturity Continuum (dependent, independent, and interdependent). - The dependent stage is when you rely on others. - The independent stage is when you are in charge of yourself. - The interdependent stage is when you collaborate with others to accomplish more. Students participate in a Teach to Learn activity by sharing where they think they are in on the Maturity Continuum with a partner. LEADERSHIP GUIDE: Complete the 7 Habits Overview lesson in the Student Leadership Guide (pages 6-7) and Teacher Edition (pages 22-25). Habits 1-3 help you learn to lead yourself. Habits 1-3 help you win the Private Victory. Habits 4-6 help you lead others. Habits 4-6 help you win the Public Victory. WRITING: Students complete a quick write in response to the prompt: Which habit (1, 2, or 3) do you most need to practice and why? Franklin Covey Co. All rights reserved. 28

29 LEVEL 4 - Habit 3: Put First Things First BIG ROCKS 30 MINUTES Students will: Understand that Big Rocks are the most important relationships, tasks, and activities. Identify how Big Rocks help you stay focused on your goals. Realize that prioritizing around Big Rocks saves time and energy. Level 4 Student Leadership Guides and Teacher Edition Big Rocks video Big Rocks is a key concept of Habit 3: Put First Things First. Scheduling Big Rocks first (most important relationships, tasks, and activities) helps you stay focused so little rocks do not use all your time. VIDEO: Watch Big Rocks video (9:44). Find it at What do you do when you feel overwhelmed? Why is it important to prioritize around your most important relationships, tasks, and activities? LEADERSHIP GUIDE: Complete the Prioritize lesson in the Student Leadership Guide (pages 30-31) and Teacher Edition (pages 70-73). Complete the Classroom application on page 72 of the Teacher Edition. Prioritizing around your Big Rocks gives you the advantage of staying focused. Once you take care of your Big Rocks, you can relax knowing your most important things are done. Try it tonight. When you get home, take care of those most important things first and see how you feel! Franklin Covey Co. All rights reserved. 29

30 LEVEL 4 - Habit 3: Put First Things First THE PAUSE BUTTON 45 MINUTES Learn what it means to push the pause button. Understand the importance of pausing. Use strategies for improving or maintaining a stress-free learning environment. Pictures of various feelings Container with calming tools such as timers, fidget tools, etc. Flowchart of guidelines for using calming tools T-Chart labeled Pause Button and No Pause Button for each pair of students Invite students to share what makes them feel frustrated, embarrassed, or angry. Examples: frustrated if you do not understand math, embarrassed if you fall, angry if you are not able to do what you want to do, etc. Have students share ideas of what to do when they feel a little out of control. Examples: smell flowers, pretend to blow out candles, count backward from five, or draw a picture. Today you are going to learn another strategy. Leaders push the pause button when needed to achieve his or her personal best. KEY QUESTION: What can you do when you want to calm down? CLASSROOM APPLICATION: Read the scenario: Sally is VERY stressed. She has a big science test tomorrow. Sally studied hard and knows the material well. Still, she is very nervous about the test. Some of her strengths include writing and drawing. When she does these things, she often feels less stressed. As a class, complete the T-Chart by discussing possible outcomes of Sally pushing the pause button or not pushing the pause button. WRITING: Students will complete a quick write in response to the prompt: How can pushing the pause button help you calm down? Franklin Covey Co. All rights reserved. 30

31 LEVEL 4 - Habit 3: Put First Things First PLUS/DELTA 15 MINUTES Reflect on the day. Share what went well today. (Plus) Share ways to improve tomorrow. (Delta) One large Plus/Delta Chart Marker Plus/Delta Chart for each student Leaders reflect on their day and think about ways to improve. What went well today? (Plus) What can be improved tomorrow? (Delta) Review expectations for speaking in class: - Wait to be called upon. - Stand to speak. - Use a loud, clear speaking voice. - Answer in complete sentences. Have students share ideas to add to the Plus/Delta Chart. Revisit the Plus/Delta Chart the next day so students know what they are working to improve. INDIVIDUAL APPLICATION: Have students complete a personal Plus/Delta Chart. Franklin Covey Co. All rights reserved. 31

32 DAY 4 Level 4 Habit 4: Think Win-Win THE HABIT OF MUTUAL BENEFIT OUTCOMES FOR DAY 4 LEADERSHIP In Habit 4: Think Win-Win, students learn to think abundantly and understand the difference between win-win and no deal. Define what it means to Think Win-Win. Identify different paradigms in relationships. CULTURE In Habit 4: Think Win-Win, students participate in activities that help them understand the impact of win-win thinking on Emotional Bank Accounts. Determine leadership opportunities in the classroom. Identify strategies for handling conflict with classmates. ACADEMICS In Habit 4: Think Win-Win, students learn to collaborate and think abundantly. Identify Habit 4: Think Win-Win in a piece of literature. Demonstrate understanding of Habit 4: Think Win-Win through a detailed written response. Utilize leadership and quality tools to demonstrate understanding of a topic. ACTIVITIES TIME Morning Routine School and Classroom Expectations Habit 1-3 Review All About Me Activity Habit 4- Think Win-Win Emotional Bank Accounts Loyal to the Absent Roles of Students, Teachers, and Families Plus/Delta 30 minutes 20 minutes 25 minutes 45 minutes 60 minutes 30 minutes 30 minutes 30 minutes 15 minutes Franklin Covey Co. All rights reserved. 32

33 LEVEL 4 - Habit 4: Think Win-Win MORNING ROUTINE 30 MINUTES LEARNING OBJECTIVES Students will: Practice following the morning routine. Model greeting the teacher, completing the morning activity, morning activity, and listening to morning announcements. Morning activity Morning announcements Writing paper Who would like to summarize the morning announcements? Construct a detailed summary of the morning announcements. As we go over the morning activity, remember how to answer questions. Who would like to remind us how to answer questions? INDIVIDUAL APPLICATION: Students will participate in a Teach to Learn activity by teaching the steps of the morning routine to a partner. Franklin Covey Co. All rights reserved. 33

34 LEVEL 4 - Habit 4: Think Win-Win SCHOOL AND CLASSROOM EXPECTATIONS 20 MINUTES LEARNING OBJECTIVES Review the school expectations. Recall the classroom expectations. Explain the importance of school and classroom expectations. Classroom expectations poster Writing paper Why is important to have school and classroom expectations? Do you think the expectations should be similar? INDIVIDUAL APPLICATION: Students participate in a Teach to Learn activity by teaching the importance of the school and classroom expectations to a partner. Franklin Covey Co. All rights reserved. 34

35 LEVEL 4 - Habit 4: Think Win-Win HABIT 1-3 REVIEW 25 MINUTES LEARNING OBJECTIVES Demonstrate an understanding of Habits 1-3. Realize that Habits 1-3 help win the Private Victory. Explain how they use Habits 1-3 at school and at home. None If you were teaching someone about Habits 1-3, what would you say? How would you suggest they use Habits 1-3? KEY QUESTION: How do Habits 1-3 help you win the Private Victory? Who would like to demonstrate the expectations for answering questions? INDIVIDUAL APPLICATION: Students participate in a Teach to Learn activity by sharing how they have used Habits 1-3 with a partner. Franklin Covey Co. All rights reserved. 35

36 LEVEL 4 - Habit 4: Think Win-Win ALL ABOUT ME 45 MINUTES LEARNING OBJECTIVES Learn more about their classmates. Develop a sense of community within the classroom. Five boxes Five items that personally represent you Brown paper bag for each student Each of you brings something special that makes the class better. It is important to build strong relationships with the people in this room. Why is important to get to know each other? How can you create strong relationships? Today you are going to get to know me better. You will know things that are special to me and what I am passionate about. CLASSROOM APPLICATION: Put one object in each of the five boxes. Divide students into five small groups. Explain that groups will work together to try to figure out what is in their box. Collect all five boxes and bring them to the front of the room. I am going to open each box. As I do, I will explain the item and why it is important to me. Tonight you will have the opportunity to gather five items that are important to you to share with the class. Examples: favorite toys, photographs, magazine cutouts, souvenirs, etc. Throughout the week, you will each have an opportunity to share with the class. The end in mind is to put items in your bag that will help us learn more about each of you. Franklin Covey Co. All rights reserved. 36

37 LEVEL 4 - Habit 4: Think Win-Win HABIT 4- THINK WIN-WIN 60 MINUTES LEARNING OBJECTIVES Define Habit 4: Think Win-Win. Understand the difference between win-win or no deal. Identify Habit 4: Think Win-Win in a piece of literature. Everest video Level 4 Student Leadership Guides and Teacher Edition Rainbow Fish by Leo Lionni Cards labeled, No Deal, Win-Lose, Lose-Win, and Lose-Lose. What do you think win-win means? What do you think no deal means? VIDEO: Watch Everest video (14:08). Find it at Discuss why this video illustrated a win-win paradigm. Invite students to give specific examples from the video. READ ALOUD: Rainbow Fish by Leo Lionni Why was the solution beneficial for everyone in the story? Win-win and no deal are two different ways of thinking in a relationship but there are others. What do you think lose-lose means? What do you think lose-win means? What do you think win-lose means? LEADERSHIP GUIDE: Complete the Win-Win or No Deal lesson in the Student Leadership Guide (pages 38-39) and Teacher Edition (pages 86-89). CLASSROOM APPLICATION: With students in small groups, give each group a relationship card (No Deal, Win-Lose, Lose-Win, and Lose-Lose). Have groups develop an alternate ending to Rainbow Fish using the type of relationship on the card. Groups should include characters, plot, setting, and key vocabulary. Have groups share their ending with the class. Franklin Covey Co. All rights reserved. 37

38 LEVEL 4 - Habit 4: Think Win-Win EMOTIONAL BANK ACCOUNTS 30 MINUTES LEARNING OBJECTIVES Understand the importance of Emotional Bank Accounts. Identify deposits and withdrawals. Create an individual Emotional Bank Account. Paper bag One piece of paper for each student Tape Define deposits and withdrawals. Discuss examples of deposits and withdrawals. Explain that it takes many deposits to make up for one withdrawal. CLASSROOM APPLICATION: Illustrate deposits and withdrawals using a paper bag. Have students share withdrawals, without using names. For every withdrawal, crumple the paper bag. After five or six examples, have two students try to smooth out the paper bag. Explain that once you say something, you can never take it back or make it the same, just like the paper bag. What do you consider deposits and withdrawals in your Emotional Bank Account? INDIVIDUAL APPLICATION: Students participate in a Teach to Learn activity by sharing personal deposits and withdrawals to their Emotional Bank Account with a partner. Franklin Covey Co. All rights reserved. 38

39 LEVEL 4 - Habit 4: Think Win-Win LOYAL TO THE ABSENT 30 MINUTES LEARNING OBJECTIVES Understand why trust is essential in a strong relationship. Explain why being loyal to the absent is a deposit in an Emotional Bank Account. Level 4 Student Leadership Guides and Teacher Edition If you were to define the term, trust, what would you say? If you were to define the term, loyalty, what would you say? Why do you think trust and loyalty are important in a relationship? Today you learned about Emotional Bank Accounts. Now you are going to develop an understanding of what it means to be loyal to the absent. LEADERSHIP GUIDE: Complete the Loyal to the Absent lesson in the Student Leadership Guides (pages 42-43) and Teacher Edition (94-97). Have students share responses with a partner or in a small group. Franklin Covey Co. All rights reserved. 39

40 LEVEL 4 - Habit 4: Think Win-Win ROLES OF STUDENTS, TEACHERS, AND FAMILIES 30 MINUTES LEARNING OBJECTIVES Identify how Habit 4: Think Win-Win can create a successful school year. Recognize how to use an Affinity Diagram. One large Affinity Diagram Markers Sticky notes or small pieces of paper and tape for each student How many people does it take to Think Win-Win? Why? You only need one person to Think Win-Win. If the other person cannot or will not, you can always say, No deal. No deal is better than lose-win or win-lose. What is my role in contributing a successful school year? What is my teacher s role in contributing to a successful school year? What is the role of my family in contributing to a successful school year? An Affinity Diagram is a tool to organize thoughts. Today, we will be using an Affinity Diagram to discuss the roles of students, teachers, and families. CLASSROOM APPLICATION: On a large piece of paper, create three columns titled: Student, Teacher, and Families. Have students think about each person or people and how they can help them succeed. Examples: Student pays attention in class; Teacher gives us new information; Families support us at home. When finished, have students place their sticky notes under the appropriate column. Lead a discussion that will organize similar responses into categories (homework, agenda, test prep, get adequate sleep, healthy meals, prioritize, plan, etc.) Notice on the chart that you, your teachers, and your families have several similar roles. That is because we all have the same goal to help you be successful. Franklin Covey Co. All rights reserved. 40

41 LEVEL 4 - Habit 4: Think Win-Win PLUS/DELTA 15 MINUTES LEARNING OBJECTIVES Reflect on the day. Share what went well today. (Plus) Share ways to improve tomorrow. (Delta) One large Plus/Delta Chart Marker Plus/Delta Chart for each student Leaders reflect on their day and think about ways to improve. What went well today? (Plus) What can be improved tomorrow? (Delta) Review expectations for speaking in class: - Wait until you are called upon. - Stand to speak. - Use a loud, clear speaking voice. - Answer in complete sentences. Have students share ideas to add to the Plus/Delta Chart. Revisit the Plus/Delta Chart the next day so students know what they are working to improve. INDIVIDUAL APPLICATION: Have student complete a personal Plus/Delta Chart. Franklin Covey Co. All rights reserved. 41

42 DAY 5 Level 4 Habit 5: Seek First to Understand, Then to Be Understood THE HABIT OF EMPATHETIC COMMUNICATION OUTCOMES FOR DAY 5 LEADERSHIP In Habit 5: Seek First to Understand, Then to Be Understood, students learn to build trust, communicate effectively, listen intently, and respond confidently. Define what it means to Seek First to Understand, Then to Be Understood. Identify how to become an empathic listener. CULTURE In Habit 5: Seek First to Understand, Then to Be Understood, students participate in activities that help them build relationships by understanding other points of view. Understand why listening first builds relationships. Identify the use of a Talking Stick. Apply public speaking skills. ACADEMICS In Habit 5: Seek First to Understand, Then to Be Understood, students learn to actively listen and participate in their learning. Identify Habit 5: Seek First to Understand, Then to Be Understood in a piece of literature. Demonstrate understanding of Habit 5: Seek First to Understand, Then to Be Understood through a detailed written response. Utilize leadership and quality tools to demonstrate understanding of a topic. ACTIVITIES TIME Morning Routine School and Classroom Expectations Habit 1-4 Review Habit 5: Seek First to Understand, Then to Be Understood Listen With Eyes, Ears, and Heart Public Speaking Learning Styles Plus/Delta 30 minutes 20 minutes 20 minutes 60 minutes 45 minutes 45 minutes 30 minutes 15 minutes Franklin Covey Co. All rights reserved. 42

43 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood MORNING ROUTINE 30 MINUTES Review and practice the morning routine (greeting the teacher, entering the classroom, putting away supplies, starting the morning activity). Listen to and/or watch the morning announcements. Complete the morning activity. Review the morning activity as a class. Practice the proper way to answer questions: stand, make eye contact, use a loud and clear speaking voice, and answer in complete sentences. Morning activity Morning announcements Writing paper Who would like to summarize the morning announcements? Construct a detailed summary with the most important points from the morning announcements. As we go over the morning activity, remember to answer questions the proper way. Who would like to explain the expectations for answering questions? Discuss the important details from the morning announcements. Discuss and practice expectations for answering questions. Franklin Covey Co. All rights reserved. 43

44 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood SCHOOL AND CLASSROOM EXPECTATIONS 20 MINUTES Review the school expectations. Review the classroom expectations. Participate in a discussion of the importance of the school and classroom expectations. Classroom expectations poster Why is important to have school and classroom expectations? Do you think the expectations should be similar? Why? Students will participate in a Teach to Learn activity by sharing why they think school and classroom expectations are necessary. Franklin Covey Co. All rights reserved. 44

45 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood HABIT 1-4 REVIEW 20 MINUTES Discuss how Habits 1-4 can be used to achieve your personal best. Use Habits 1-4 to establish personal and academic goals. Demonstrate leadership skills through the application of Habits Habits Lotus Diagram example Habits 1-3 help us achieve the Private victory. Yesterday we discussed Habit 4 and the paradigm that win-win is the best result. How have Habits 1, 2, and 3 helped you be a leader? How has Habit 4 helped to develop a leadership culture in the classroom? Discuss the key questions as a class. Have volunteers share how they use Habits 1-4 in and out of school. Franklin Covey Co. All rights reserved. 45

46 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood HABIT 5: SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD Define Habit 5: Seek First to Understand, Then to Be Understood. Understand the importance of seeing other points of view. Use a Venn Diagram to compare and contrast different points of view in a story. 60 MINUTES Level 4 Student Leadership Guides and Teacher Edition Stone Soup by Marcia Brown What is a paradigm? Can paradigms be different? Can paradigms change? READ ALOUD: Stone Soup by Marcia Brown After reading the story, discuss how the villagers and the travelers had different points of view. The villagers and the travelers had different points of view, or paradigms. Neither was incorrect, just different. If you do not try to understand others points of view, it often ends in a misunderstanding. Habit 5: Seek First to Understand, Then to Be Understood reminds you to listen first, then talk. LEADERSHIP GUIDE: Complete the Seek First to Understand lesson in the Student Leadership Guide (pages 44-45) and Teacher Edition (pages ). INDIVIDUAL APPLICATION: With a partner, students participate in a Teach to Learn activity by sharing why it is important to realize that people may see things differently than you. Franklin Covey Co. All rights reserved. 46

47 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood LISTEN WITH EYES, EARS, AND HEART 45 MINUTES Explain the importance of using your eyes, ears, and heart to listen. Recognize good listening skills. Understand how listening strengthens relationships. Level 4 Student Leadership Guides and Teacher Edition What is the difference between hearing and really listening? How do you think listening affects relationships? Effective leaders listen with their eyes, ears, and hearts. What do you think it looks like to listen with your eyes? Heart? Why do you think it is important to listen with your eyes, ears, and heart? LEADERSHIP GUIDE: Complete the Listen With Eyes, Ears, and Heart lesson in the Student Leadership Guide (pages 46-47) and Teacher Edition (pages ). Today you are going to use a Talking Stick to remind you to listen with your eyes, ears, and hearts. With your partner, discuss why listening strengthens relationships. CLASSROOM APPLICATION: Students will practice using the Talking Stick. Student A holds the Talking Stick and shares his or her thoughts. Student B listens carefully and then summarizes what Student A said in his or her own words. Students repeat the activity with Student B speaking and Student A listening. INDIVIDUAL APPLICATION: Students complete a quick write in response to the prompt: How does listening strengthen relationships? Have volunteers share with the class. Franklin Covey Co. All rights reserved. 47

48 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood PUBLIC SPEAKING 45 MINUTES Understand the second part of Habit 5: Then to Be Understood. Recognize why public speaking is a leadership skill. Define components of a good speaker. Alenna Lewis: Everyday Leaders video Level 4 Student Leadership Guides and Teacher Edition Teacher models poor public speaking skills: no eye contact, mumble, speak very fast, speak quietly, etc. Discuss problems with the presentation. Discuss ways to improve. Teacher models good public speaking skills: make eye contact, speak in a clear, loud speaking voice, etc. Discuss the difference between the first and second presentation. We are going to watch a video. As you watch, look for why this video is an example of good public speaking skills. Watch Alenna Lewis: Everyday Leaders video (2:50). Find it at Discuss what students noticed about the presentation: - Which public speaking skills did she use? - Did the speech seemed organized and well thought-out? Why? - How did Aleena connect with the audience? CLASSROOM APPLICATION: Complete the Public Speaking lesson in the Student Leadership Guide (pages 50-51) and Teacher Edition (pages ). INDIVIDUAL APPLICATION: Have students prepare a response to the question: If you asked to give a speech about something you care deeply about, what would be your topic and why? Have volunteers share with the class. Franklin Covey Co. All rights reserved. 48

49 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood LEARNING STYLES 40 MINUTES Acknowledge that people learn in different ways. Discover their preferred learning style. Understand role of learning styles. Markers One large piece of paper Does everyone learn things in the same way? Is there any connection between Habit 5: Seek First to Understand, Then to Be Understood and people learning differently? Why is it import for the teacher to understand that everyone learns differently? Introduce four learning styles: visual, auditory, reading/writing, and kinesthetic. Visual learners learn by seeing the information. Auditory learners learn by hearing the information. Reading/Writing learners learn by reading and writing the information. Kinesthetic learners learn through a hands-on approach. Have the students participate in a Teach to Learn activity and discuss which way they think they learn the best and why. Divide the students into groups based on their preferred learning style. Have groups use the Talking Stick to discuss why they think this is their learning style. Ask groups to create a short presentation explaining their learning style to others. It is very helpful to realize that everyone learns differently. It is important to know here is no right way or wrong way to learn. When you work in teams, this will be important to remember. Franklin Covey Co. All rights reserved. 49

50 LEVEL 4 - Habit 5: Seek First to Understand, Then to Be Understood PLUS/DELTA 15 MINUTES Reflect on the day. Share what went well today. (Plus) Share ways to improve tomorrow. (Delta) One large Plus/Delta Chart Marker Plus/Delta Chart for each student Leaders reflect on their day and think about ways to improve. What went well today? (Plus) What can be improved tomorrow? (Delta) Review expectations for speaking in class: - Wait until you are called upon. - Stand to speak. - Use a loud, clear speaking voice. - Answer in complete sentences. Have students share ideas to add to the Plus/Delta Chart. Revisit the Plus/Delta Chart the next day so students know what they are working to improve. INDIVIDUAL APPLICATION: Have students complete a personal Plus/Delta Chart. Franklin Covey Co. All rights reserved. 50

51 DAY 6 Level 4 Habit 6: Synergize THE HABIT OF CREATIVE COOPERATION OUTCOMES FOR DAY 6 LEADERSHIP In Habit 6: Synergize, students learn to celebrate differences and demonstrate humility and teamwork. Define what Habit 6: Synergize means. Recognize what it means to be a humble leader. CULTURE In Habit 6: Synergize, students participate in activities that help them learn to celebrate and recognize others strengths and contributions. Practice using teamwork to reach a common goal. Identify why it is important to celebrate differences. ACADEMICS In Habit 6: Synergize, students learn to incorporate others ideas to reach a common goal. Identify Habit 6: Synergize in a piece of literature. Demonstrate understanding of Habit 6: Synergize through a detailed written response. Utilize leadership and quality tools to demonstrate understanding of a topic. ACTIVITIES TIME Morning Routine 30 minutes School and Classroom Expectations 20 minutes Habit 1-5 Review 30 minutes Habit 6: Synergize 60 minutes Teamwork 45 minutes Humility 25 minutes 7 Habits Overview 30 minutes Plus/Delta 15 minutes Franklin Covey Co. All rights reserved. 51

52 LEVEL 4 - Habit 6: Synergize MORNING ROUTINE 30 MINUTES Review and practice the morning routine (greeting the teacher, entering the classroom, putting away supplies, starting the morning activity). Listen to and/or watch the morning announcements. Complete the morning activity. Review the morning activity as a class. Practice the proper way to answer questions: stand, make eye contact, use a loud and clear speaking voice, and answer in complete sentences. Morning activity Morning announcements Writing paper Who would like to summarize the morning announcements? Construct a detailed summary with the most important points from the morning announcements. As we go over the morning activity, remember to answer questions the proper way. Who would like to explain the expectations for answering questions? Discuss the important details from the morning announcements. Discuss and practice expectations for answering questions. Franklin Covey Co. All rights reserved. 52

53 LEVEL 4 - Habit 6: Synergize SCHOOL AND CLASSROOM EXPECTATIONS 20 MINUTES Review the school expectations. Review the classroom expectations. Discuss the importance of the school and classroom expectations. Classroom expectations poster Why is important to have school and classroom expectations? Do you think the expectations should be similar? Why? Students will participate in a Teach to Learn activity by sharing why school and classroom expectations are necessary. Franklin Covey Co. All rights reserved. 53

54 LEVEL 4 - Habit 6: Synergize HABIT 1-5 REVIEW 30 MINUTES Identify Habits 1-5 in real-world situations. Recognize that Habits 1-5 develop leadership qualities. Understand and apply Habits 1-5. Rethinking Leadership video Marker Let s reflect on what we have learned. What can you share about Habits 1, 2, and 3? How do these habits help you win the Private Victory? What can you share about Habits 4, 5, and 6? How do these habits help you win the Public Victory? How can Habits 1-5 help you achieve your personal best? How can Habits 1-5 help you work well with others? Everyone has the potential to be a leader. The 7 Habits help you develop your leadership. We are going to watch a video. As you watch, look for leadership being demonstrated. VIDEO: Watch Rethinking Leadership video (3:39). Find it at Invite students to reflect on how the video demonstrated leadership. Then have students participate in a Teach to Learn activity by sharing examples of leadership in the video. WRITING: Students complete a quick write in response to the prompt: How have you used Habits 1-5 at home or at school? Have volunteers share with the class. Franklin Covey Co. All rights reserved. 54

55 LEVEL 4 - Habit 6: Synergize HABIT 6: SYNERGIZE 60 MINUTES Define Habit 6: Synergize. Share why celebrating differences is the key to Habit 6: Synergize. Understand how working with others helps everyone achieve more. Level 4 Student Leadership Guides and Teacher Edition It Takes Everyone video What does synergy mean? How do groups or teams Synergize? How can you Synergize with others? When you value differences, you can build on others ideas. Synergy allows you to recognize individual strengths and work together to achieve your personal best. We are going to watch a quick video. As you watch, look what happens when not everyone uses synergy. VIDEO: Watch It Takes Everyone video (1:12). Find it at Have partners discuss how the video did, or did not, demonstrate synergy. Synergy requires involving others. The key to synergy is celebrating differences. LEADERSHIP GUIDE: Complete the Celebrate Differences lesson in the Student Leadership Guide (pages 52-53) and Teacher Edition (pages ). There are many types of team members. All team members bring different strengths to the team. Discuss why it is important to have different strengths on a team. Working together as a team creates synergy. Great teamwork happens when everyone contributes. Collaboration is the key to being more effective. Highly effective teams involve everyone. The key to winning the Public Victory is being able to involve and lead others. You cannot win the Public Victory until you win the Private Victory (Habits 1-3). Franklin Covey Co. All rights reserved. 55

56 LEVEL 4 - Habit 6: Synergize TEAMWORK 45 MINUTES Understand the importance of working with others. Identify strengths of each member of the team. Blank piece of paper Straws Marshmallows Tape Paper clips Why is communication an important part of being able to Synergize? Why is collaboration an important part of being able to Synergize? How can you use critical thinking when you synergize with your team? You are going to participate in a team-building activity. Working together and listening to everyone s ideas will be key to your success. Your team has a common goal to build a marshmallow tower. CLASSROOM APPLICATION: In small groups of 4-5, students will use different strategies to build marshmallow towers. Give students the guidelines for the activity: They may only talk during the planning stage, they can draw a blueprint, they may only use body language, etc. Students will have 10 minutes to build the tallest marshmallow tower, following the guidelines. Let each group share their tower with the class. Repeat the process giving the class a new challenge: students may talk and Synergize as they build a second marshmallow tower. Discuss the strengths each member brought to the team. Have students compare and contrast the two challenges. Identify why one challenge was more successful. Lead a discussion on the importance of communicating in different ways while using synergy. When everyone on a team contributes their strengths and talents, amazing things happen. Franklin Covey Co. All rights reserved. 56

57 LEVEL 4 - Habit 6: Synergize HUMILITY 25 MINUTES Demonstrate humility. Understand the importance of everyone achieving goals. Realize how mastering Habits 4-6 moves you from independence to interdependence. Maturity Continuum Level 4 Student Leadership Guides and Teacher Edition What does it mean to be humble? How does it make you feel when someone on your team thinks only his or her ideas are the best? What are the benefits of being a humble leader? Synergy requires humility. LEADERSHIP GUIDE: Complete the Humility lesson in the Student Leadership Guide (pages 56-57) and Teacher Edition (pages ). Have students share their responses. Discuss how leaders demonstrate humility instead of arrogance. Franklin Covey Co. All rights reserved. 57

58 LEVEL 4 - Habit 6: Synergize 7 HABITS OVERVIEW 30 MINUTES Apply their knowledge of the 7 Habits to a group project. Work together to create 7 Habits posters. Level 4 Student Leadership Guides and Teacher Edition Colored paper Marker During the first week of school, you learned how the 7 Habits can help you become an effective leader. Today you are going to Synergize in small groups and create a poster teaches others about one of the habits. How do you win the Private Victory? How do you win the Public Victory? How can you use the 7 Habits and demonstrate leadership outside of school? Discuss Habits 1-6 separately. As you do, focus on key vocabulary, application, and examples of leadership for each habit. CLASSROOM APPLICATION: Divide students into six groups. Give each group one of the first six habits. Before you start, have each student in the group share their strengths. Example: timekeeper, researcher, illustrator, writer, etc. Explain that the group challenge is to design a poster that can be used to teach the 7 Habits to others. Posters need to include: the name of the habit, a definition of the habit, real-world examples of how you would use this habit in and out of school, key vocabulary, a drawing that demonstrates the habit, and they should be neat and colorful. - Give each group their supplies. - Give groups time to collaborate and develop a plan. - Remind groups that the key to synergy is listening to all ideas. Groups will Synergize to design their posters. Once finished, have each group share their poster with the class and practice their public speaking and active listening skills. Hang the posters around the room as a refresher of the 7 Habits. Franklin Covey Co. All rights reserved. 58

59 LEVEL 4 - Habit 6: Synergize PLUS/DELTA 15 MINUTES Reflect on the day. Share what went well today. (Plus) Share ways to improve tomorrow. (Delta) One large Plus/Delta Chart Marker Plus/Delta Chart for each student Leaders reflect on their day and think about ways to improve. What went well today? (Plus) What can be improved tomorrow? (Delta) Review expectations for speaking in class: - Wait to be called upon. - Stand to speak. - Use a loud, clear speaking voice. - Answer in complete sentences. Have students share ideas to add to the Plus/Delta Chart. Revisit the Plus/Delta Chart the next day so students know what they are working to improve. INDIVIDUAL APPLICATION: Have students complete a personal Plus/Delta Chart. Franklin Covey Co. All rights reserved. 59

60 DAY 7 Level 4 Habit 7: Sharpen the Saw THE HABIT OF DAILY SELF-RENEWAL OUTCOMES FOR DAY 7 LEADERSHIP In Habit 7: Sharpen the Saw, students learn the importance of keeping the four dimensions: body, brain, heart, and soul sharp. Define what Habit 7: Sharpen the Saw means. Identify the four dimensions of Habit 7: Sharpen the Saw. CULTURE In Habit 7: Sharpen the Saw, students participate in activities that help them understand why being a good friend is a great way to sharpen the heart. Identify ways to sharpen each dimension. Understand interdependence. ACADEMICS In Habit 7: Sharpen the Saw, students learn how keeping all four dimensions sharp allows them to do everything better. Identify Habit 7: Sharpen the Saw in a piece of literature. Demonstrate understanding of Habit 7: Sharpen the Saw through a detailed written response. Utilize leadership and quality tools to demonstrate understanding of a topic. ACTIVITIES TIME Morning Routine School and Classroom Expectations Habit 1-6 Review Habit 7: Sharpen the Saw Sharpen the Saw Activity Sharpen the Body Sharpen the Soul Sharpen the Heart Plus/Delta 30 minutes 20 minutes 30 minutes 60 minutes 30 minutes 30 minutes 30 minutes 30 minutes 15 minutes Franklin Covey Co. All rights reserved. 60

61 LEVEL 4 - Habit 7: Sharpen the Saw MORNING ROUTINE 30 MINUTES Review and practice the morning routine (greeting the teacher, entering the classroom, putting away supplies, starting the morning activity). Listen to and/or watch the morning announcements. Complete the morning activity. Review the morning activity as a class. Practice the proper way to answer questions: stand, make eye contact, use a loud and clear speaking voice, and answer in complete sentences. Morning activity Morning announcements Writing paper Who would like to summarize the morning announcements? Construct a detailed summary with the most important points from the morning announcements. As we go over the morning activity, remember to answer questions the proper way. Who would like to explain the expectations for answering questions? Discuss the important details from the morning announcements. Discuss and practice expectations for answering questions. Franklin Covey Co. All rights reserved. 61

62 LEVEL 4 - Habit 7: Sharpen the Saw SCHOOL AND CLASSROOM EXPECTATIONS 20 MINUTES Review the school expectations. Review the classroom expectations. Participate in a discussion of the importance of the school and classroom expectations. Classroom expectations poster Why is important to have school and classroom expectations? Do you think the expectations should be similar? Why? Students will participate in a Teach to Learn activity by sharing why school and classroom expectations are necessary. Franklin Covey Co. All rights reserved. 62

63 LEVEL 4 - Habit 7: Sharpen the Saw HABIT 1-6 REVIEW 30 MINUTES Demonstrate understanding of Habits 1-6. Explain how to move from dependency to independency to interdependency. Marker New and Better video The 7 Habits helps you realize your worth and potential. The Private Victory comes before the Public Victory. You need to be able to lead yourself before you can lead others. Let s watch a video about how changing your paradigm may open up new possibilities for leadership. VIDEO: Watch New and Better video (1:00). Find it at How did the player s paradigm change what he did? Which habits were demonstrated in this video? CLASSROOM APPLICATION: Separate students into six groups. As a group, have students choose their role. Examples: leader, recorder, timekeeper, supplies manager, presenter, etc. Note: If you have more than five students per group, add additional roles. The challenge is for each group to create a skit, poem, or song about the habit. This is a perfect opportunity for students to practice using a Talking Stick and their public speaking and active listening skills. Assign each group a habit and then present them with the following challenge: - Develop a one-minute skit, play, or poem that demonstrates your group s habit. - Everyone needs to participate in your presentation. - Your presentation must include the habit, the meaning of the habit, how you would use this habit, and any key vocabulary you feel is relevant to your habit. - Give students time to create their presentation. Remind students as they are working to use the habits, respect others leadership roles and ideas, and Synergize to create a presentation that shows their personal best. Once all groups have finished, have each group share with the class. Franklin Covey Co. All rights reserved. 63

64 LEVEL 4 - Habit 7: Sharpen the Saw HABIT 7: SHARPEN THE SAW 60 MINUTES Understand the four dimensions of Sharpen the Saw: body, brain, heart, and soul. Realize that balance of the four dimensions increases effectiveness. Identify how taking care of oneself is part of being a leader. The Patchwork Quilt by Valerie Flournoy Markers A 10 x 10 piece of heavy paper or cardstock for each student KEY QUESTION: What do you think self-renewal means? Discuss the meaning of self-renewal. Discuss how taking care of yourself allows you to lead others. Sharpen the Saw teaches that balance is best. Habit 7: Sharpen the Saw includes four dimensions: body, brain, heart, and soul. If these dimensions are not balanced, you cannot be your personal best. At the front of the room, draw a square with four boxes of equal size. Label the boxes, Body, Brain, Heart, and Soul. Write students ideas for sharpening each dimension in the appropriate square. READ ALOUD: The Patchwork Quilt by Valerie Flournoy CLASSROOM APPLICATION: Explain that students are going to create a Sharpen the Saw quilt. Explain the directions: once you receive your square, please put your name on the back. On the front, draw a picture of one way you Sharpen the Saw. When students finish, assemble the squares into a quilt. A sharp saw allows you to win the Private Victory and move from dependence to independence. Once you win the Private Victory, you can focus on the Public Victory. The Public Victory allows you to move from independence to interdependence. Interdependence means you are able to work well with others. Franklin Covey Co. All rights reserved. 64

65 LEVEL 4 - Habit 7: Sharpen the Saw SHARPEN THE BODY 30 MINUTES Understand the four dimensions of Sharpen the Saw. Realize the need for balance. Level 4 Student Leadership Guides and Teacher Edition We are going to continue to discuss the importance of Habit 7: Sharpen the Saw. Now we are going to focus on sharpening the body. How can you sharpen the body? Have the students participate in a Teach to Learn activity by sharing what it means to have a balanced nutrition and how it helps sharpen the body. LEADERSHIP GUIDE: Complete the Sharpen the Body lesson in the Student Leadership Guide (pages 58-59) and Teacher Edition (pages ). CLASSROOM APPLICATION: Have students share the results of the activity with the class. Franklin Covey Co. All rights reserved. 65

66 LEVEL 4 - Habit 7: Sharpen the Saw SHARPEN THE SOUL 30 MINUTES Understand how doing meaningful things sharpens the soul. Apply ways to sharpen the soul to make a difference in others lives. Level 4 Student Leadership Guides and Teacher Edition One large Consensogram One sticker for each student Sharpen the Saw impacts your effectiveness through personal renewal. To sharpen the soul, you do things that are meaningful to you. Introduce a Consensogram. A Consensogram is used when you have a large group of people and want to see what they are thinking about a topic. Explain that students will place a sticker on the number from 1 (I do not sharpen my soul) to 5 (I always sharpen my soul) at the beginning of the lesson. What activities do you do to sharpen your soul? LEADERSHIP GUIDE: Complete the Sharpen the Soul lesson in the Student Leadership Guide (pages 60-61) and Teacher Edition (pages ). Pick a partner you feel would help you achieve your personal best and reach your goals. This is going to be your Accountability Partner today. Students will discuss one item they would like to improve by the end of the week with their Accountability Partner. Franklin Covey Co. All rights reserved. 66

67 LEVEL 4 - Habit 7: Sharpen the Saw SHARPEN THE HEART 30 MINUTES Identify ways to sharpen the heart. Realize that deposits in your own Emotional Bank Account sharpen the heart. Lotus Diagram for each small group Level 4 Student Leadership Guides and Teacher Edition Have You Filled a Bucket Today by Carol McCloud Markers We are going to continue discussing Habit 7: Sharpen the Saw. This lesson is going to focus on sharpening the heart. What do you think it means to sharpen the heart? How does it make you feel when you receive a compliment? READ ALOUD: Have You Filled a Bucket Today by Carol McCloud Discuss how this story demonstrates one way to sharpen the heart. Why do you think it is important to fill someone s bucket? Do you think it is possible to fill your own bucket? CLASSROOM APPLICATION: Divide students into small groups. Each group will complete a Lotus Diagram by adding deposits they can make into someone else s Emotional Bank Account. Have each group should share two or three deposits with the class. LEADERSHIP GUIDE: Complete the Sharpen the Heart lesson in the Student Leadership Guide (pages 62-63) and Teacher Edition (pages ). When finished, have students share their responses with a partner. WRITING: Students will complete a quick write in response to the prompt: Why is it important to Sharpen the Saw? Have volunteers share with the class. Franklin Covey Co. All rights reserved. 67

68 LEVEL 4 - Habit 7: Sharpen the Saw PLUS/DELTA 15 MINUTES Reflect on the day. Share what went well today. (Plus) Share ways to improve tomorrow. (Delta) One large Plus/Delta Chart Marker Plus/Delta Chart for each student Leaders reflect on their day and think about ways to improve. What went well today? (Plus) What can be improved tomorrow? (Delta) Review expectations for speaking in class: - Wait until you are called upon. - Stand to speak. - Use a loud, clear speaking voice. - Answer in complete sentences. Have students share ideas to add to the Plus/Delta Chart. Revisit the Plus/Delta Chart the next day so students know what they are working to improve. INDIVIDUAL APPLICATION: Have students complete a personal Plus/Delta Chart. Franklin Covey Co. All rights reserved. 68

69 DAY 8 Level 4 The 8th Habit: Find Your Voice and Inspire Others to Find Theirs FROM EFFECTIVENESS TO GREATNESS OUTCOMES FOR DAY 8 LEADERSHIP CULTURE ACADEMICS ACTIVITIES In the 8th Habit: Find Your Voice and Inspire Others to Find Theirs, students learn to identify their strengths, talents, passion, skills, and conscience. Define what it means to Find Your Voice and Inspire Others to Find Theirs Identify personal strengths and talents. In the 8th Habit: Find Your Voice and Inspire Others to Find Theirs, students participate in activities that help them develop empathy and respect and appreciate different viewpoints. Differentiate between a growth mindset and a fixed mindset. Discover their preferred learning style. Understand the purpose and importance of Accountability Partners. In the 8th Habit: Find Your Voice and Inspire Others to Find Theirs, students learn to be globally aware, to recognize their strengths, and to respect different cultures and traditions. Identify the 8th Habit: Find Your Voice and Inspire Others to Find Theirs in a piece of literature. Demonstrate understanding of the 8th Habit: Find Your Voice and Inspire Others to Find Theirs through a detailed written response. Utilize leadership and quality tools to demonstrate understanding of a topic. TIME Morning Routine School and Classroom Expectations Habit 1-7 Review The 8th Habit: Find Your Voice and Inspire Others to Find Theirs and Inspire Others to Find Theirs Role Models Leadership Roles Growth Mindset vs. Fixed Mindset Learning Styles Quality Work Plus/Delta 30 minutes 20 minutes 20 minutes 60 minutes 30 minutes 25 minutes 30 minutes 60 minutes 30 minutes 15 minutes Franklin Covey Co. All rights reserved. 69

70 LEVEL 4 - The 8th Habit: Find Your Voice and Inspire Others to Find Theirs MORNING ROUTINE 30 MINUTES Review and practice the morning routine (greeting the teacher, entering the classroom, putting away supplies, starting the morning activity). Listen to and/or watch the morning announcements. Complete the morning activity. Review the morning activity as a class. Practice the proper way to answer questions: stand, make eye contact, use a loud and clear speaking voice, and answer in complete sentences. Morning activity Morning announcements Writing paper Who would like to summarize the morning announcements? Construct a detailed summary with the most important points from the morning announcements. As we go over the morning activity, remember to answer questions the proper way. Who would like to explain the expectations for answering questions? Discuss the important details from the morning announcements. Discuss and practice expectations for answering questions. Franklin Covey Co. All rights reserved. 70

71 LEVEL 4 - The 8th Habit: Find Your Voice and Inspire Others to Find Theirs SCHOOL AND CLASSROOM EXPECTATIONS 20 MINUTES Review the school expectations. Review the classroom expectations. Participate in a discussion of the importance of the school and classroom expectations. Classroom expectations poster Why is important to have school and classroom expectations? Do you think the expectations should be similar? Why? Students will participate in a Teach to Learn activity by sharing why school and classroom expectations are necessary. Franklin Covey Co. All rights reserved. 71

72 LEVEL 4 - The 8th Habit: Find Your Voice and Inspire Others to Find Theirs HABIT 1-7 REVIEW 20 MINUTES Demonstrate an understanding of Habits 1-7. Explain how to move from dependency to independency to interdependency. Writing paper You have learned about Habits 1-7. Habits 1-3 help you win the Private Victory. Once you win the Private Victory, Habits 4-6 help you win the Public Victory. Sharpen the Saw is the Habit of Personal Renewal, without renewal you cannot achieve your personal best. How do the 7 Habits help you work effectively on your own, and with others? Which of the habits do you feel you apply well? Which of the habits do you feel you need to improve? WRITING: Students will complete a quick write in response to the prompt: Choose one habit you feel you need to improve and explain how you are planning to improve it. When finished, have volunteers share with the class. Today you are going to learn about the 8th Habit: Find Your Voice and Inspire Others to Find Theirs. Find Your Voice and Inspire Others to Find Theirs means to do what you are meant to do. Franklin Covey Co. All rights reserved. 72

73 LEVEL 4 - The 8th Habit: Find Your Voice and Inspire Others to Find Theirs THE 8TH HABIT: FIND YOUR VOICE AND INSPIRE OTHERS TO FIND THEIRS 60 MINUTES Understand the meaning of the 8th Habit: Find Your Voice and Inspire Others to Find Theirs. The Art of Transformation video One large Affinity Diagram One sticky note or small piece of paper and tape for each student The 8th Habit is Find Your Voice and Inspire Others to Find Theirs. The 8th Habit moves you from effectiveness to greatness because it requires you to use all of the other habits. When you align your strengths with what you are passionate about, you Find Your Voice. Once you Find Your Voice, you can Inspire Others to Find Theirs. What interests you? What are your strengths? How can you use your strengths and passion to lead others? Please write the career you would like to have in the future on a sticky note. When you are finished, bring your sticky note to the front of the room. Next, we will divide your careers into categories so everyone can see how you hope to lead in the future. CLASSROOM APPLICATION: With students help, divide careers into different categories. Display the Affinity Diagram in the classroom so students can refer back to it throughout the year. Now we are going to watch a video about an artist who found his voice. As you watch, listen for examples of the 7 Habits. VIDEO: Watch The Art of Transformation video (5:05). Find it at After watching, have students participate in a Teach to Learn activity by sharing examples of the 7 Habits in the video. WRITING: Students will complete a quick write in response to the prompt: How did the video change your paradigm about achieving goals? Franklin Covey Co. All rights reserved. 73