engage evaluate express exhibit

High School Modules engage evaluate express exhibit Module 3: Aspire to Inspire

Table of Contents ABOUT THIS MODULE 3 ACADEMIC VOCABULARY 4 REQUIRED MATERIALS 5 EVENT PLANNER 6 MONDAY: INTRODUCING ME 7 TUESDAY: BY ANY MEANS NECESSARY 14 WEDNESDAY: RECOGNIZING EFFORT 21 THURSDAY: COMMUNICATION IS THE KEY TO SUCCESS 26 FRIDAY: COMMUNITY SHARING EVENT 36 2 2 of 47

About This Module Overview In the Aspire to Inspire Module, members will have the opportunity to learn strategies that include inspiring others through leadership and sharing their experiences. How can communication barriers affect outcomes? Driving Questions How can sharing experiences affect the lives of others? What is the importance of leadership? Product of the Week Show Me How You Lead! This exhibit will display the projects that members complete during the week that addresses leadership. Community Sharing Event Members will create an elaborate display of the projects completed during the module and present them as the community views the exhibit. Introduction This module will introduce members to effective leadership. Members will participate in interactive activities that include role-playing and service learning projects. Special Notes Be sure to have the materials available for members to create their displays for the Community Sharing Event. 3 3 of 47

Academic Vocabulary Word Definition Aspire To direct someone toward achieving something Inspire To fill someone with the ability to do or feel something Perseverance To move forward with doing something despite difficulty Expulsion To force someone to leave a place Diligence To work carefully or with effort 4 4 of 47

Required Materials Note: Facilitator Resource materials and handouts are included at the end of the day, but should be printed in advance. Facilitator 1 per team Laptop computer Printer LCD projector Computer Glue Other art materials Poster boards (10) Pens Pencils Drawing paper Post-it notes Sheet protectors (10 per member) Binders (1 per member) Paper 5 5 of 47

Event Planner Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval. Type of Event on Friday Event Name Who s Invited Publicity to Use (Circle all that apply, use blank spaces for additional items) Event Location Display Area for Projects Fliers Invitations Ads Website Supplies Needed (Circle all that apply, use blank spaces for additional items) Refreshments (Try to select items that tie into the theme) Chairs Scissors Games Tables Markers Signs CD Player Tape Video Equipment Cups Napkins Task Task Task Task Task Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: 6 6 of 47

Monday: Introducing Me Monday: Introducing Me Warm-up Location: Multipurpose room or gym Estimated Time: 15 min Steps to Follow 1 2 3 4 Say: Everyone has something that is unique about them. We all have a story to tell. Today, we will be exploring one another s stories. Tell members that they will be viewing Barack Obama s speech at the 2004 DNC Convention as he told his story. (Play Barack Obama s Speech at 2004 DNC Convention that can be found on YouTube at https://www.youtube.com/watch?v=ewynt87paj0. Ask members if they were inspired by his story? (Answers may vary). Say: Everyone has a story and today you will have the opportunity to tell yours. 7 7 of 47

Monday Activity 1: This is My Story Location: Multipurpose room Estimated Time: 45 min Description: Members will tell their story to inspire others and encourage moral choice making. Objective: Members will reflect upon their life and understand how decisions can affect their life. What You Need Paper for each member Pencil/pen for each member How to Prepare Steps to Follow 1 2 3 4 5 Say: Everyone has a unique story that sums up who they are, where they came from, where they re going and/or what they stand for. Today, you are challenged to determine what your story is and write/illustrate it to inspire someone else who may be on a similar journey. Remind members there are three elements to telling a story: challenge (unexpected issue you had to give attention), choice (making an unexpected choice) and outcome (the lesson learned from the end-result of the decision made). Say: This story can be one situation or a life story, but it should be one that may inspire someone else. Ask members to consider the following questions when developing their story: Is there an issue you are passionate about? What values made you make the decision you made? What story can you tell that would show how you learned or acted on your values? Allow members the remainder of the session to write their stories and discuss them with other members. 8 8 of 47

6 After members have discussed their stories, tell them their stories are meant to inspire others. Some of their stories are triumphant and will help someone else in life and other stories are lessons learned that may assist younger Club members who may be faced with similar situations, so their stories are all important no matter how insignificant they may think they are. 9 9 of 47

Monday Activity 2: Portfolio of Excellence Location: Multipurpose room or gym Estimated Time: 30-45 min Description: In this activity, members will reflect on personal accomplishments to create a Portfolio of Excellence. Objective: By the end of this activity, members will be able to demonstrate an understanding of performance value. Binders for each member What You Need Hole puncher Sheet protectors Paper Pens, pencils and markers How to Prepare Give every member a binder and sheet protectors Steps to Follow 1 2 3 Ask members if they have any accomplishments that they are proud of whether its playing a sport, learning a craft, passing a test, being a mentor, etc. Say: Oftentimes in life we forget all of the great things we have done when something not so great happens. This activity will require you to document all of the good things you remember. We will call this documentation your Portfolio of Excellence. It will be a reflection of you. Explain to members that this portfolio is intended to remind them of all their accomplishments and a tool of motivation to add more to it. 4 Ask members to brainstorm, write down and illustrate things that can be included. 10 10 of 47

5 Ask members to begin writing goals for the next year that they would like to see added to their portfolio. 6 Tell members to bring things that can be included in this portfolio, such as pictures and certificates. 11 11 of 47

Monday Activity 3: Truth Be Told Location: Multipurpose room Estimated Time: 45 min Description: Members will understand what academic integrity is and why it is important. Objective: By the end of this activity, members will be able to define academic integrity and develop a rationale for its importance. What You Need N/A How to Prepare Secure room and materials for implementation Form a circle with members chairs Display academic integrity quotes: Don t plagiarize; cite the work of other s Complete your own assignments Be honest Complete assignments to the best of your ability Don t cheat on tests Steps to Follow 1 2 3 Say: The posted quotes all correlate with Academic Integrity. Can you give an example of real life experiences aligned to any of the quotes? (Answers will vary). Tell members that academic integrity is having morals as it relates to honesty with school work. Ask members to reflect on events from the past couple of years that have caused people to question someone s integrity. (Example: Hillary Clinton s emails being erased). 12 12 of 47

4 Say: I am about to read some scenarios. As you listen to the scenarios, consider the situations as if you were in them. What would you do based on your morals and academic integrity? You are taking an exam and you notice that someone is leaning in to copy your answer. You are not directly guilty of cheating, but the person copying your paper is. You wrote a five page paper as instructed by your Social Studies teacher. Your English teacher assigned the same type of paper a month later, but the paper should only be two pages long. Should you turn in this paper if you shorten it? You wrote a paper and used someone else s research, but you rephrased it. Should you acknowledge them? You had a discussion about an issue in class and discussed it with a friend that afternoon. The friend takes the same class the next day and wrote some of your arguments in his paper. Is he cheating? 5 Ask members if they feel that the scenarios were rightfully categorized as cheating or not cheating? Why or why not? 6 Tell members that academic integrity is very important because not being honest can be detrimental to their academic career and in some cases can cause expulsion from school. 13 13 of 47

Tuesday: By Any Means Necessary Tuesday Warm-up Location: Multipurpose room or gym Estimated Time: 15 min Steps to Follow 1 2 3 Say: In life, everyone faces adversity of some type no matter who they are. Today, we will view adversity from a different lens called perseverance. Is anyone familiar with this word? What does it mean? (Sticking to what needs to be done despite our feelings of wanting to quit.) Ask members to share some difficult tasks they have faced and obstacles that accompanied those tasks, (e.g., homework when they left their notes at school, etc.). Say: Despite the difficulties you have faced, you persevered. This module will take them through different levels of perseverance and assist them with viewing adversity from a different viewpoint. 14 14 of 47

Tuesday Activity 1: Diligence Looks Good On You! Location: Multipurpose room or gym Estimated Time: 30-45 min Description: In this activity, members will identify principles, methods and work habits that can be applied to their lives for success. Objective: By the end of this activity, members will be able to identify principles to apply to their life for success. Computer What You Need Bulletin board or poster board Arts and crafts materials for decoration Border Give each group a poster board How to Prepare Have arts and craft supplies accessible 1 Divide members into research groups. Steps to Follow 2 3 4 5 Explain to members that many great people had to possess characteristics that set them apart from others. Thomas Edison was one of these people. Have members research Thomas Edison s life and identify principles, methods and work habits that can be applied to Club members lives for success. Tell members that they will be designing a poster board or bulletin board for the Club to recognize the importance of diligence and perseverance. Give members the opportunity to conduct research and complete the activity. 15 15 of 47

6 7 After members have completed their posters, ask them to present their findings. Say: Without perseverance and diligence, some of the greatest inventions in the world, greatest sports players and most iconic people would not be what we recognize as great. I am challenging each of you to persevere through any obstacles and push others to keep moving forward even when things seem to be tough. 16 16 of 47

Tuesday Activity 2: Actions Speak Louder than Words Location: Multipurpose room Estimated Time: 45 min Description: Members will examine the role of values in leadership. Objective: By the end of this activity, members will be able to identify values that are both important and align with their Club. What You Need How to Prepare Post-It Notes for each member Pens/pencils for each member Post this quote: You can t do what you say if you don t know what you believe. And you can t do what you say if you don t believe what you re saying. 1 Ask members what the posted quote means and if they agree or disagree. Members should be prepared to share examples and experiences to support their position. 2 Allow members to share and discuss their positions. Steps to Follow 3 4 5 Explain to members that this quote is about morals, values and how things will be difficult to accomplish if their morals and values do not align to how they live their daily lives. Review Boys & Girls Clubs of America mission statement: To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. Ask members to write down three to five values they have seen represented in the organization on sticky notes. Members should post their sticky it notes on a wall. 6 Ask members to review others sticky notes. 7 Discuss the values posted using the following discussion questions: What observations can you make about the values posted? Are there any values posted that you disagree with? Are there values you notice that are not listed? 17 17 of 47

How do these values influence what you do as members? How would this organization be different if we did not have a mission? 8 Explain to members that these values and principles represent the shared values of leaders involved with Boys & Girls Clubs of America. 18 18 of 47

Tuesday Activity 3: I Walk What I Talk Location: Multipurpose area or outdoors Estimated Time: 45 min Description: Members will explore and explain leadership and how they will represent leadership through their actions and words. Objective: By the end of this activity, members will be able to articulate their understanding of modeling what they speak. What You Need How to Prepare Paper for each member Pen/pencils for each member Gather all supplies needed for easy access. Steps to Follow 1 2 3 Say: It is important as leaders that you model what you speak with your words. Leadership is the act of doing while being purposeful and consistent in your values through your actions. Remind members that leadership is not about them, but about who and what they represent. Ask members to use this time to summarize what it means to model the way in their own words. Ask them to also summarize why it is important in leadership. 4 Allow members to finish their summaries and share with the group. 19 19 of 47

Wednesday: Recognizing Effort Wednesday Warm-up Location: Computer lab Estimated Time: 15 min Steps to Follow 1 Ask members to list on paper: The five wealthiest people in the world. The last five Heisman trophy winners. The last five teams to win the Super Bowl. The last five teams to win the NBA Finals. Now ask members to list on paper: A few teachers who aided their journey through school. Three friends who have helped them through a difficult time. Five people who have taught them something worthwhile. Five people they enjoy spending time with. 2 Ask members how they did with both lists. 3 Say: No one can remember the headlines of yesterday even though people on them may be the best in their prospective fields. Their recognition and achievements are forgotten, but people who make a difference in your life are the ones that care. 20 20 of 47

Wednesday Activity 1: Leadership Is. Location: Computer lab Estimated Time: 30-45 min Description: This activity will introduce members to qualities of leadership. Objective: By the end of this activity, members will be able to discuss qualities of leadership that are most important for an effective leader. What You Need List of Leadership Qualities Integrity Vision Loyalty Empathy Motivational Character Current issues statements: Members should be required to wear uniforms in high school Members should be required to read three books during the summer Schools should be in session year-round Members should be required to complete 300 community service hours before graduating How to Prepare Post the Current Issues Statements Steps to Follow 1 2 Ask members to select one of the current issues statements and find a partner who agrees with them on the issue. After everyone has a partner, tell members to select one person to go first and give them a leadership quality to discuss. Give members one minute to share a leader who exhibits that trait, examples of the trait and a definition of the trait. Their partner is not allowed to talk, but must listen. 21 21 of 47

3 Ask members to share with the entire group any interesting things learned from their discussions. Discuss the quality and trait. 4 5 Select another trait and and current issue and have members find a new partner who agrees with their position and repeat the process until all leadership qualities have been used. Say: This activity gave you the opportunity to recognize leadership qualities and traits in leaders you are familiar with. From learning and recognizing some of their traits, you should be able to implement some in your personal life to increase your leadership qualities. 22 22 of 47

Wednesday Activity 2: Leading Through Service Location: Computer lab or multipurpose room Estimated Time: 45 min Description: This activity will introduce members to analyzing and solving problems through serving their community. Objective: By the end of this activity, members will be able to explain their understanding of leadership through service. What You Need 1 Pens and pencils for each group 2 Paper for each group How to Prepare Break members into small Service Learning groups Steps to Follow 1 2 Say: While being a leader has its moments of glamor, there are also times when you must attempt to solve issues within your community. As a leader, others will expect you to initiate change. This is a great expectation, but it also requires you to lead in a manner in which others are able to react to your actions. Hopefully, their reaction is one that entails getting involved. Say: In small groups, brainstorm issues affecting your community. They can be social, political, economic or environmental issues. After brainstorming, select one issue to address. Create a plan of action to solve this problem that includes how a leader can lead out on this initiative. 3 Remind members to evaluate the plans in terms of resources needed to implement the plan and potential benefits of the plan. 4 Give members 30 minutes to complete this activity. Use 10 minutes to allow members to share their plans. 23 23 of 47

5 Say: Your plans are excellent. Think of ways that you can actually implement them in your community. 6 Tell members that they will begin the implementation process of their plan in the next activity. 24 24 of 47

Wednesday Activity 3: Promote Change Location: Tech center, learning center multipurpose room or computer lab Estimated Time: 45 min Description: This activity involves members preparing to carry out their service learning projects that address a need within their community. Objective: By the end of this activity, members will be able to identify and address a community need. What You Need Computers with internet access and printers Poster boards Arts and craft materials Markers, pens and pencils How to Prepare Prepare a table with all supplies accessible to members Steps to Follow 1 2 Say: In your last activity, you selected a Service Learning Project to implement. Use the next 45 minutes to begin planning through your initiative. Remind members that this includes creating a Public Service Announcement, arranging community meetings to inform the community, hosting a volunteer drive and creating flyers and posters to gain exposure. 3 Give members time to work in groups to complete this task. 25 25 of 47

Thursday: Communication Is A Key To Success Thursday Warm-up Location: Multipurpose room or computer lab Estimated Time: 15 min Steps to Follow 1 2 3 Say: Communication is what we do to give and get understanding; it is the process of sending and receiving messages. Successful communication occurs when there is understanding. Communication can be verbal, using oral language to convey a message, or nonverbal, including facial expressions, body language and text or written based language. Sometimes a message s original meaning gets lost in the translation between thought and the act of communicating it. Teaching young people how to communicate effectively helps them maintain healthy relationships, resolve conflicts peacefully, excel in school and eventually get and keep jobs. Ask members how they communicate most often. Ask them how they would get people to understand them if they couldn t communicate that way anymore. Say: There are several ways in which we communicate. Sometimes its verbal and other times its nonverbal. Today, we will be exploring communication skills. 26 26 of 47

Thursday Activity 1: Breaking Communication Barriers Location: Multipurpose room or computer lab Estimated Time: 30-45 min Description: This lesson uses an interactive activity to develop communication skills through inquiry. Objective: Members will be able to understand the importance of communication through listening and asking the right questions. What You Need Paper and pencil for each member How to Prepare Pair members together 1 Say: Communicating is an integral part of being a leader. The process is more than just talking, but also entails listening and asking the right questions. Steps to Follow 2 3 Ask members to sit back to back with their partner. Tell them that one of them will be Red and the other will be Blue. Allow them to select their color. After selecting their color, ask each of them to write their letter in the top corner of a blank sheet of paper. Instruct the Reds to give a clear description of their drawings to their respective partners. Instruct Blues to listen only to their partners instructions. Each Blue will use the oral instructions to try to recreate his or her partner s drawing. Allow five minutes for this next step. Remember: The only means of communication is for each Red to provide a description of the drawing to his or her partner. Blues can only listen and draw. Partners should remain sitting back-to-back at all times during this part of the activity. At the end of five-minutes, instruct Blues to put down their 27 27 of 47

pens/pencils. 4 Allow a few minutes for partners to share their drawings and discuss the results. 5 6 Instruct partners to resume their back-to-back positions. Provide each member with a clean sheet of drawing paper and tell members that the second part of the activity will be different from the first part. Then have Blues spend three minutes drawing on their papers. Members should use the entire three minutes to draw something beyond a simple shape or two. When the three minutes are up, Blues should put down their pens/pencils. Remind all pairs to remain seated back-to-back. Instruct all Reds to prepare to draw. Tell members that this time the Reds are going to reproduce their partners drawings, but the only way they can obtain information about those drawings is by asking yes or no questions. Emphasize that only questions that can be answered yes or no are allowed! 7 Give members five minutes to complete this part of the activity. When time is up, have partners compare their drawings. 8 Take time to discuss the difficulties or successes experienced by the pairs. Ask which exercise was more difficult and why. Discuss what they learned about the need for effective communication. 9 Say: As you can see, effective communication requires cooperation, honest listening, clear instructions and respect for one another, along with clarifying questions, proper feedback and openness. Adapted From: Educationworld.com 2002 Drawing Lesson Improves Communication Skills 28 28 of 47

Thursday Activity 2: Just Stop Talking! Location: Multipurpose room or gym Estimated Time: 45 min Description: Building from the previous activity, this activity will apply the use of communication skills through role-playing. Objective: By the end of this activity, members will be able to identify and implement effective communication skills involving speaking, listening and nonverbal behavior. What You Need Projector Computer with internet access Speakers The facilitator should become familiar with various types of communication as well as communication blockers. The types and blockers can be found as a facilitator resource. Facilitator should understand how to connect communication skills to character traits such as respect and courtesy. How to Prepare The facilitator should be someone who typically demonstrates effective communication skills so to be credible and genuine. Facilitator is to become familiar with the members to address specific communication concerns. In addition, facilitator should be familiar with the members as he/she creates groups for the scenario activity. Consideration should be given to strengths and weaknesses in leadership and communication skills. Prep two students ahead of time to enter the croom using ineffective, inappropriate communication skills. Steps to Follow 1 Create starter scenarios demonstrating effective and ineffective communication in a range of settings. The starter should be given 29 29 of 47

to a group of members. The group will perform a "bad" way and a "good" way to communicate. Each group will decide on a blocker to use in the "bad" scene and which nonverbal actions to use in the "good" scene. Scene: Two members enter the room having an inappropriate conversation, talking loudly about another member after the door is closed and the session has begun. The facilitator should yell commands (sit down and be quiet). 2 The two members interrupt the facilitator by saying they do not have to listen to her. The facilitator expresses how they are wrong for entering the room the way they did. The two members accuse the facilitator of violating their right of freedom of speech. (Skit ends and members sit down). 3 4 5 Ask everyone to share his or her thoughts, feelings and questions about the scenario. What was inappropriate? How would they act differently if they were in the scene? Show the "Who's on First?" video by Abbott & Costello Reflection what effective/appropriate communication is demonstrated? What ineffective/inappropriate communication was demonstrated? Point out that both men in the video were saying the same thing, but they still did not understand each other. https://www.youtube.com/watch?v=ktcrraxv-fg Divide members into (pre-planned) groups and distribute scenario starters both effective and ineffective scenarios. Instruct members to complete the scenario. Members should determine who will play each role in the scene, and then demonstrate the scene to the group. At the end of each demonstration, the facilitator should ask the members for feedback, thoughts, comments, questions and suggestions. 30 30 of 47

Thursday Facilitator Resource: Starter Scenarios Starter Scenarios 1. Parent and member talking about setting a curfew 2. Member and younger sibling arguing about using the computer 3. Member talking to a teacher about making up a test 4. Two girls talking about each other on a social network 5. Two boys talking about liking the same girl 6. A member and a parent talking about doing chores 7. Two friends talking about what to do this weekend 8. Two friends talking about their different religious beliefs 9. A member and a parent talking about college options 10. Two classmates talking about planning a time to study together for a test 31 31 of 47

Thursday Activity 3: We Need A Resolution Location: Classroom or gym Estimated Time: 45 min Description: Members will examine choices and consequences involved in settling disagreements or tension. Objective: By the end of this activity, members will be able to identify ways to resolve conflicts peacefully. What You Need Role playing scenarios Large paper or board to write ideas How to Prepare Print copies of scenarios Steps to Follow 1 Say: Conflict resolution means working out a problem or disagreement without fighting, running away or going against your feelings. Knowing how to handle conflicts in a positive way can help people stay safe from violence, feel good about themselves, and learn to respect others. Physical violence, name-calling, threats, bullying, teasing and other forms of negative communication often escalate conflicts and lead to serious consequences, including physical injury, lowered self-esteem and punishment. Good communication involves being a good listener, considering and respecting the other person s point of view, working together to think of solutions, and learning to relax the body and calm the mind during high-tension situations. Practicing these positive communication skills can help people make responsible choices during high-tension situations and avoid violence and further problems. 32 32 of 47

2 Ask members to raise their hands if they have ever been involved in a conflict, (e.g., a disagreement or a fight with someone). Brainstorm what might cause a conflict, (e.g., bullying, teasing, gossip, jealousy, prejudice, broken friendships, broken romances, possessions, different points of view, wanting a different outcome to a problem). Ask them to brainstorm some feelings that might go along with being in a conflict, (e.g., anger, jealousy, loneliness, fear confusion, disappointment, worry, and sadness). Write these feelings on the board or large paper as the members say them. 3 Explain that when we are involved in a disagreement or any conflict, there are choices we can make. Every choice we make has a consequence. Explain that learning about conflict resolution, or learning about how to work things out peacefully without fighting, running away or going against your own beliefs, can keep your safe from violence, make you feel good about yourself and help you learn to respect others. 4 Explain the role-playing activity. For every scenario, watch the setup scene, have a volunteer come and help resolve the conflict and then brainstorm ideas together about what choices can be made and the consequences are of those choices. Demonstrate a scenario and the conflict resolution. Ask if there are any questions. 5 6 Ask for volunteers or choose members to be the actors. Read the scenario and then have participants act out the scenario (see sample scenarios below, or come up with your own). Have someone come in to help resolve the conflict. Step in as needed to give suggestions. Have the participants actually say the words of the peaceful conflict resolution to practice. 7 Have the group identify the problem, the feelings that may be involved, and then have the group come up with a list of choices and their corresponding consequences. Ask: What choices can be made to escalate this incident or make it worse? What choices can be made to resolve this conflict peacefully or make it better? What choices could have been made to avoid this incident altogether? 33 33 of 47

When is it helpful to ask someone (a teacher, a friend, a parent, a trusted adult) to mediate/step in and help solve a conflict? 8 Ask members to give examples of positive conflict resolution situations they were part of and would like to share. 34 34 of 47

Thursday Facilitator s Resource: We Need A Resolution Scenario #1: I was sitting here first (problem: stealing). Sarah was sitting in a chair. She got up to use the bathroom. When she came back, Dana was sitting in that seat. The person who was sitting there first wants their seat back and the other person does not want to give the seat up. (Choices: hit each other and get into a fight someone gets hurt, they both get in trouble, no one gets the chair OR discuss and explain calmly, both people compromise, get another chair everyone has a chair, no one gets hurt OR ask a teacher for help the teacher assists them to discuss and explain calmly, everyone gets a chair, no one gets hurt.) Scenario #2: That s mine (problem: stealing). Jolie and Carrie are sitting next to each other eating a snack. When Jolie turns to talk to another friend, Carrie grabs Jolie s snack and hides it in her lap. Jolie turns back, notices her snack is gone, and suspects that Carrie stole it. (Choices: call names, yell to give back the snack, threaten to slap her if she doesn t give it back, grab the snack back out of her lap someone gets hurt, both get in trouble, they stay mad at each other OR discuss and explain calmly or get a teacher, Jolie gives the snack back and apologizes, Carrie accepts the apology they both get to eat the snack, no one gets hurt or in trouble, they stay friends.) Scenario #3: I heard you said you didn t like me (problem: gossiping, teasing, bullying). Amina overhears a group of girls making fun of the outfit she is wearing today. She notices that Lauren, a girl who has teased her about her clothes before, is part of that group. Amina feels like crying. (Choices: go yell at the group, punch Lauren, run away and hope it doesn t happen again someone gets hurt, everyone gets in trouble, Lauren continues to tease and bully Amina, Amina continues to feel sad OR Amina walk up to the group and tells them how their comments make her feel Lauren and the group apologize, Lauren and the group continue to tease Amina OR Amina gets a teacher to help her confront the group.) Scenario #4: I thought we were friends (problem: ditching, silent treatment, leaving out). Camille and Stephanie are good friends. They have sleepovers and hang out together at recess every day. Over the summer Camille s cousin, Breanne from Los Angeles moved into Camille s family s home. Since the school year started, Camille and her cousin have been hanging out at recess together every day and Stephanie has not been invited to any sleepovers. One day at recess, Stephanie walks over to Camille and Breanne to say hi and the two girls run away from her. The next day at recess Stephanie walks over to try to say hi again and hang out with her best friend. This time instead of running away Camille and Breanne, look at each other, cross their arms, and give Stephanie the silent treatment. (Choices? Consequences?). 35 35 of 47

Friday: Community Sharing Event Friday: Show Me How You Lead! Warm-up Location: Gym or spacious area Estimated Time: 15 min 1 Ask members to form a large circle. 2 Ask members to tell the group about one thing that will help with creating an atmosphere of leadership. Steps to Follow 3 Give instructions and times for what will take place today, such as setting up for the event, rehearsal, greeting guests, display explanations and cleaning up after the event. 4 Give instructions on the time and place teams should meet before the start of the event. Tell team leaders to be responsible for gathering their members. 36 36 of 47

Friday Community Event: Set & Event Location: Gym or spacious area Estimated Time: 30-45 min Description: Members will follow directions, work together to display projects and rehearse their performances. Objective: Members will be able to display projects in an attractive manner. Team materials What You Need Tape for hanging team displays Butcher paper for creating large mountain and large TV displays Device for playing musical selection Musical selection to be played for exhibit viewing Light refreshments for community audience Table and decorations for refreshments Chairs for guests and members Use the event planner for preparation How to Prepare Designate areas of the gym for each teams display Have music and large area available for viewing Set refreshment table Steps to Follow 1 Give each team a designated area of the gym to display their materials. 37 37 of 47

2 Distribute team materials. 3 4 5 Say: Assemble your materials in a decorative display. Be as creative as possible. Have members create a catchy title for each display. Ask teams to practice explaining their displays and campaigns one last time before the event. Remind members to circulate the gym, greet guests and show their displays. 6 Community viewing of exhibits. 7 Remind team leaders to gather their teams and have them sit in the front of the gym so they can be ready to present when announced. 8 Invite members to next week s Summer Brain Gain Module. 38 38 of 47