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P o w e r e d b y

PREMIER™ FoundatIons agEnda LEsson PLansPrimary/elementary version

Premier™ Foundations Agenda Lesson PlansHelping teachers motivate and inspire students to succeed with the Premier™ Foundations Agenda.

• Hints & Tips• Lesson Plans Indexed

by Subject

• The 7 Habits®

• Premier™ Foundations Agenda Lesson Plans

L o o k In S Id e F o r :

PREMIER™ FoundatIons agEnda tEachER LEsson PLans

Hints & TipsWhat other educators are doing with their agendas

How are other educators using Premier™ Foundations Agendas in their classrooms? Share these ideas

with your staff. Communication with parents

Premier™ Foundations Agendas are a great way to keep the lines of home-school communication open. At the beginning of the school year outline your expectations around agenda use to parents. Tell parents that you will expect them to check their child’s planner daily for notices, homework assignments, and notes from you. explain that you will also be checking the agendas every day for notes from home.

Also encourage parents to read through the agenda’s monthly stories and family tips, and to complete the Learning@home section at the front of the agenda with their child.

Stimulating discussions

Use the stories on the monthly Infocus pages or the content on the weekly spreads as topics for class discussion.

Monthly themes

each month, make The 7 Habits® agenda topic the theme of your classroom. As a class, brainstorm concrete examples of what the habit might look like in action and talk about how it is related to classroom life. Then, catch students in the act of living out this habit, and reward them for it!

Reading stories

A book suggestion related to the agenda’s monthly theme is provided each week. Use these books for classroom read-alouds, to further support the character goals of your school or classroom, or to encourage student reading.

Test warmers and weekly warm-ups

Have students in older elementary grades use their agendas as the source for an “open book” test question or a Monday morning warm-up. For example, a social studies test might ask students: “What are the four oceans?” (The answer is found in the agenda’s resource section.)

Remember, www.PremierCampus.com includes a variety of further resources and support for agenda implementation, family involvement, and onTRAC planning!

Introduction to the Premier™ Foundations Agenda Lesson PlansPremier™ Foundations Agendas are more than just tools for recording homework. Infused with content

from Sean Covey’s The 7 Habits of Highly Effective Teens, and supported with the step-by-step,

easy-to-implement lesson plans that follow, the Foundations Agendas can have a profound impact on

students’ lives.

Lessons indexed by subject .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The 7 Habits of Highly Effective Teens®. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to The 7 Habits®. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Paradigms and Principles.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Private Victory®.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Be Proactive®. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Begin with the End in Mind®.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Put First Things First®. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

The Public Victory®.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Think Win-Win®. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Seek First to Understand, Then to Be Understood®.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Synergize®.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Sharpen the Saw®. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Keep Hope Alive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

The above registered trademarks are the property of FranklinCovey Co.; used herein under license.

Lessons include:

• learning outcomes

• materials needed

• agenda connection

• blackline master (if needed)

• step-by-step procedure

expected results:

Students will begin to...

• develop successful habits

• set goals

• think long-term

• build strong relationships

1


Lessons Indexed by Subject or Specialty AreaThe lessons listed underneath each heading have a strong connection to the identified subject or specialty

area, and may help you to meet curriculum expectations or support the goals of your program.

CAreer And PerSonAL PLAnnIng

Lesson 1: Habits p. 5

Lesson 2: The 7 Habits® p. 6

Lesson 3: A different Perspective p. 7

Lesson 4: Principles p. 8

Lesson 5: Being Your Best You p. 9

Lesson 6: Be Proactive p. 10

Lesson 7: Am I responsible? p. 11

Lesson 8: Goal! p. 12

Lesson 9: My Goals p. 13

Lesson 10: Put First Things First® p. 14

Lesson 11: The right order p. 15

Lesson 12: Time Test p. 16

Lesson 13: Big rocks p. 17

Lesson 14: Weekly Planning p. 18

Lesson 15: relationship Bank Account® p. 19

Lesson 16: Building Up p. 20

Lesson 17: deposits and Withdrawals p. 21

Lesson 18: Competition and Comparison p. 22

Lesson 19: rules for Win-Win Thinking p. 23

Lesson 20: Understanding others p. 24

Lesson 21: Listening Practice p. 25

Lesson 22: Identifying Feelings p. 26

Lesson 23: Then to Be Understood p. 27

Lesson 24: diversity p. 28

Lesson 25: Teamwork p. 29

Lesson 26: Sharpen the Saw® p. 30

Lesson 27: Balancing Act p. 31

Lesson 28: reflecting on My Year p. 32

CHArACTer eduCATIon


Lesson 5: Being Your Best You p. 9

Lesson 15: relationship Bank Account® p. 19








2

LAnguAge ArTS

Lesson 1: Habits p. 5

Lesson 3: A different Perspective p. 7

Lesson 10: Put First Things First® p. 14


Lesson 19: rules for Win-Win Thinking p. 23



Go to www.PremierCampus.com/Foundations to find a brief alignment of these lesson plans to various

curriculum standards.

SoCIAL SCIenCe/SoCIAL STudIeS







MATH

Lesson 12: Time Test p. 16

SCIenCe

Lesson 6: Be Proactive p. 10

HeALTH And PHySICAL eduCATIon

Lesson 26: Sharpen the Saw® p. 30 Lesson 27: Balancing Act p. 31

�


The 7 Habits of Highly effective Teens®

The principles behind The 7 Habits® content found in the Premier™ Foundations Agendas can help

students develop good habits, better grades, a positive self-image, greater responsibility, and stronger

interpersonal skills.

The 7 Habits® monthly agenda themes and definitions are as follows:

Habitsrepeated actions; they can be very powerful because you do them without thinking about them.

PrinciplesLife rules; you can’t change them, and they always have consequences.

ParadigmsThe way you see the world; paradigms influence your actions as well as your attitudes.

Habit 1

Be Proactive®

Being responsible and making things happen; being proactive is foundational to the “private victory” (self-direction and self-management).

Habit 2

Begin with the end in Mind®

Setting goals; the habit of long-term thinking and planning.

Habit 3

Put First Things First®

doing the most important things first; the habit of prioritization and figuring out what’s really important to you.

relationship Bank Account®

The amount of trust in a relationship; like any account, you can make withdrawals or deposits by your behavior.

Habit 4

Think Win-Win®

Finding a solution that works for everyone; thinking win-win is key to the “public victory” (effective interpersonal skills).

Habit 5

Seek First to understand, Then to Be understood®

Being a good listener; the skills and attitudes behind effective communication.

Habit 6

Synergize®

Working together; harnessing the power and creativity of a team.

Habit 7

Sharpen the Saw®

keeping your body, brain, heart, and soul healthy; the habit of wholeness, wellness, and personal renewal.

The above registered trademarks are the property of FranklinCovey Co.; used herein under license.�

I n T R o d u C T I o n To T h e 7 h a b I T S ®

Lesson 1: HabitsAgenda connection: one of the most important habits you can help your

students develop is that of organization, and you can promote the growth

of this habit by requiring students to use their agendas daily. By using

their Premier™ Foundations Agendas to set goals, plan, prioritize, and

check progress, students will be able to develop good planning habits,

complete assignments on time, and be more reliable.

LeArnIng ouTCoMeS:• Students will define “habit”• Students will identify habits

that are good, bad, and don’t matter

MATerIALS needed:• Premier™ Foundations

Agenda - August InFocus story

Procedure:

1. Ask students to define the word “habits.”

2. As a class, brainstorm lists of habits that are good, bad, and don’t matter. Alternatively, students could also work in groups to create habit lists. If asking students to brainstorm in groups, each group could be given a different habit category.

3. Give students a list of habit categories to think about in order to get them started. (Example: What are good eating habits? What bad habits might affect you at school? What good habits would make your parents happy? What are some funny habits that people have?)

4. read the August InFocus story together as a class. Ask students to describe the habits that they see in the story, and categorize each habit as one that is good, bad, or doesn’t matter.

Visit www.PremierCampus.com/Foundations for more resources and classroom activities. �


I n T R o d u C T I o n To T h e 7 h a b I T S ®

Lesson 2: The 7 Habits® Agenda connection: The Premier™ Foundations Agenda is infused with the

principles of The 7 Habits®. Throughout the monthly and weekly content,

these relevant and timeless principles ask students to reflect on their

actions and attitudes, and challenge them to become the best people

they can be.

LeArnIng ouTCoMeS:• Students will learn about

The 7 Habits®


Agenda

Procedure:

1. Ask students to look at the title page of their agendas and find the names of The 7 Habits®. (Be Proactive®, Begin with the End in Mind®, Put First Things First®, Relationship Bank Account®, Think Win-Win®, Seek First to Understand, Then to Be Understood®, Synergize®, Sharpen the Saw®.) If students notice that there are eight habit names on their title page, instead of seven, explain that relationship Bank Account® is not an official habit name, but is still an important part of The 7 Habits®.

2. once students have identified the habit names on their title page, ask them to look through their agendas to find the definition for each habit.

3. As time allows, discuss each habit’s definition, and think of practical life applications for each one.

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Pa R a d I g M S a n d P R I n C I P l e S

Lesson 3: A different Perspective Agenda connection: When students recognize that things can be different

when viewed from different perspectives, or points of view, they can

be more successful and avoid common pitfalls in life. The Premier™

Foundations Agenda can help students keep their vision clear by helping

them understand what’s most important to them, set goals, and plan and

manage their path—but only if they use it.

Using an agenda is not extra work, burdensome, or “just because the

teacher says so.” It’s a critical step to achieving personal dreams. Students

who adopt this point of view are guaranteed to be more successful than

students who do not.

LeArnIng ouTCoMeS:• Students will think about

how people have different perspectives/points of view

MATerIALS needed:• Fairytales told from different

perspectives (see procedure for suggested titles)

Procedure:

1. Tell students that it is good for everyone to try looking at life from a different perspective once in a while.

2. To have students practice thinking about different points of view, read the class a classic fairytale, and then, if possible, read another book that tells the same story from a different character’s perspective. Try the suggestions below:

a. The Three Little Pigs vs. The True Story of the Three Little Pigs, by Jon Scieszka

b. The Boy Who Cried Wolf vs. The Wolf Who Cried Boy, by Bob Hartman

c. Goldilocks and the Three Bears vs. Bears Should Share! (Another Point of View), by Alvin Granowsky

3. Alternatively, if these stories are not available, read students a classic tale, and then together brainstorm what the story would look like from the point of view of one of the other characters.

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Pa R a d I g M S a n d P R I n C I P l e S

Lesson 4: PrinciplesAgenda connection: Students have many different paradigms of life

and many different perspectives on what is required for happiness and

success. However, the only life paradigm that won’t leave students

feeling unsatisfied and disappointed is one centered around

life-principles such as responsibility, honesty, and fairness.

The content in the Premier™ Foundations Agenda is centered on principles

that are important for long-term life success. As students use their

agendas they will be exposed to these principles, and challenged

to practice them in their lives.

LeArnIng ouTCoMeS:• Students will consider

various life paradigms • Students will identify

principles of the human world


Agenda - September InFocus story

Procedure:

1. Tell students that principles are like rules for living life. These life rules are ones that can’t be changed, or altered, and though you can try to ignore them for a little while, eventually you will wish that you hadn’t.

2. explain to the class that some examples of principles are honesty, fairness, hard work, and love. Invite students to think of more examples of life principles. (Respect, helping others, balance, loyalty, responsibility, patience, kindness, thankfulness, etc.)

3. As a class, read the September InFocus story found in the student agendas. Ask students to underline or circle any principles that they see in the text.

4. Ask students what principles were at work in the story, and how the story could change depending on whether the characters did or did not act according to principles.

8

T h e P R I vaT e v I C To Ry ®

Lesson 5: Being your Best youAgenda connection: Becoming a good friend to oneself is a process …

and one that the Premier™ Foundations Agenda can help students with. As

students go through the monthly and weekly agenda content and learn

about habits, paradigms, and principles, they will gain an awareness of how

these issues affect their feelings of self-worth and self-confidence, and

begin taking steps toward developing a more positive self-image.

LeArnIng ouTCoMeS:• Students will identify ways

to build themselves up• Students will evaluate what

different kinds of deposits look like

MATerIALS needed:• Photocopies of Blackline

Master 1: deposits

Procedure:

1. Ask students to describe a bank account. What is it? What does it do? What information does it help people keep track of?

2. Tell students that most bank accounts keep track of money, but that everyone also has a bank account with themselves, or a Personal Bank Account®.

3. explain that you make deposits into this type of account by

a. keeping promises to yourself

b. doing small acts of kindness

c. Being honest

d. Taking time just for you

e. Tapping into your talents

4. As a class, brainstorm what deposits in each of these categories would look like. (Example: Keeping promises to yourself = getting rid of a bad habit, eating healthy food, doing what you decide to do, etc.)

5. Hand out a copy of Blackline Master 1: deposits to students.

6. Ask students to write down on their sheets some of the brainstormed deposit examples.

b l a C k l I n e M aST e R 1 : d e P o S I T S

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The above registered trademarks are the property of FranklinCovey Co.; used herein under license. 9


Procedure:

1. Place a bottle of soda and a bottle of water on a table in front of the class. Ask students to describe the physical similarities and differences between the two bottles.

2. Shake the two bottles and ask students to describe the differences that exist between the two liquids. Ask students what would happen if you unscrewed the lids of the bottles. (option: If possible, take the students outside while performing this lesson. Then, at step 2, actually open both bottles.) Invite students to explain why one liquid would erupt, and the other would not.

3. Tell students that the bottles of soda and water are like two different types of people. The bottle of soda represents people who get worried and upset when life doesn’t work out the way they think it should. These are reactive people. The bottle of water is like the people who stay calm under pressure, and take responsibility for their words, actions, and their own life! These are proactive people.

4. As a class, read the november InFocus story found in the student agendas. Ask students to describe any reactive or proactive behavior that they noticed in the story.

b e P R o a C T I v e ®

Lesson 6: Be ProactiveAgenda connection: developing a proactive mindset is critical to student

success. When students believe they can control their responses, start

to discover what is most important to them, and develop goals for life

and school, amazing things can happen to their attitudes, productivity,

and academic results.

Planning is a proactive exercise. Planning is inventing the future …

creating the results that you want in your life. And that is precisely what

the Premier™ Foundations Agenda is designed to enable.

LeArnIng ouTCoMeS:• Students will learn the

difference between proactive and reactive responses

MATerIALS needed:• 1 bottle of clear soda• 1 bottle of water• Premier™ Foundations

Agenda - November InFocus story

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b e P R o a C T I v e ®

Lesson 7: Am I responsible?Agenda connection: When students feel like they have no control over

the events in their lives, it can lead to feelings of stress and an attitude

of victimization. Thus, it is important for students to understand that

though they can’t control everything in life, they can control themselves,

and can influence their futures through the choices they make.

The Premier™ Foundations Agenda can help students learn how to make

good choices and begin setting goals for their future. It will also help

students stay focused on what they can control, instead of worrying

about what they cannot.

LeArnIng ouTCoMeS:• Students will identify things

outside and inside their circle of control


Master 2 : In Control

Procedure:

1. Tell students that some people tend to worry a lot. However, most of the time these people are worried about things that they can’t control or change in any way, like the weather.

2. As an example, ask students to imagine a boy who’s excited to play baseball with his friends on Saturday. However, when he wakes up that day, it’s pouring rain. How does the boy probably feel? Assuming he feels disappointed and gloomy, will his feelings change the weather? Will his feelings help him deal with the situation?

3. As a class, brainstorm other things that people often worry about, but can’t do anything to change. (Color of skin, other people’s reactions, age, natural disasters, etc.)

4. Tell students that although there are many things we can’t change, we do have control over some things, and we always have control over ourselves.

5. As a class, brainstorm other things that people have some control over. (Themselves, and their own actions and reactions, etc.)

6. Hand out copies of Blackline Master 2: In Control. Have students use it to draw comics showing the same situation, with alternative endings. The first ending should show someone who only focuses on the negative situation; the second should show the same person making a positive choice to focus on what he or she can control. Possible scenarios for students to use: A girl who wakes up on the day of her birthday party to discover that she has chicken pox; a boy who has to stay home to watch his little brother instead of playing basketball with his friends; a student who only gets a small role in the school play.

2 b l a C k l I n e M aST e R 2 : I n C o n T R o l

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Procedure:

1. do a quick and informal survey of students’ favorite sports. Ask students if each sport has a common element. Lead them toward the recognition that every sport has a goal of some kind, whether that goal is a high score or making a basket.

2. Ask students if goals can be found anywhere other than in sports. Have students explain their responses.

3. As a class, read the december InFocus story found in the student agendas.

4. discuss the goals of the characters in the stories.

5. Ask students to describe when it might be helpful to have a goal. Why are goals useful?

6. Conclude the lesson by asking students to share with the class any goals that they have had in the past.

b e g I n w I T h T h e e n d I n M I n d ®

Lesson 8: goal!Agenda connection: once students have an understanding of what goals

are and why they’re important, making decisions about their future will

become easier. Instead of following whatever path makes them feel good

at the time, they will look at what they want to achieve and set goals

based on their preferences. The Premier™ Foundations Agenda will help

students identify the things that are most important to them, and will

help them set and evaluate their goals for the future.

LeArnIng ouTCoMeS:• Students will think about

the meaning of “goal”• Students will consider the

benefits of having goals


Agenda - December InFocus story


b e g I n w I T h T h e e n d I n M I n d ®

Lesson 9: My goals Agenda connection: The ability to set and achieve goals is an essential

component of a successful life. However, it is important for students to

understand that simply setting a goal won’t guarantee the achievement of

that goal—successfully reaching a goal will take motivation, perseverance,

and hard work. Yet, if the goal is based on personal values and what matters

most, it will be worth the effort! The Premier™ Foundations Agenda will help

students work through the goal-setting process, and it provides space for

students to set and keep track of goals.

LeArnIng ouTCoMeS:• Students will identify the

benefits of goal-setting• Students will evaluate

their own attitudes toward setting goals


Agenda• Photocopies of Blackline

Master 3: My Goals

Procedure:

1. As a class, review the concept of a goal.

2. Have students complete Blackline Master 3: My Goals. Students can use the space at the bottom of the worksheet to draw a picture showing one of their goals.

3. After students have finished the worksheet, ask them to locate the “Think” spaces in their agendas. They can set and track their goals in these spaces.

4. Have students set a learning or health goal based on the answers that they provided on the worksheet, and write the goal into their agendas.

5. Have students think about the actions they would need to take to meet the goal that they set. Instruct older students to write these steps into the daily calendar sections in their agendas.

b l a C k l I n e M aST e R 3 : M y g o a lS

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1�


Procedure:

1. Tell students that for many tasks or activities to get done properly, the steps to complete the task must be done in the right order—kind of like following a recipe.

2. Show students an overhead of Blackline Master 4: Following a recipe. Ask students to predict what would happen if the steps for baking the bread were not done in the correct order. If possible, test students’ theories by baking two loaves of bread: one loaf created by following the recipe, and one loaf made by completing the steps in a random order.

3. Hand out an index card to each student, and ask students to create their own “recipes” for completing an activity. These recipes should outline the proper way to successfully finish a task. recipes could range from the correct way to make a peanut butter and jelly sandwich to steps for putting on a jacket. Go over the second example on Blackline Master 4: Following a recipe to help students get started.

4. Invite students to share their completed recipes with the class.

5. Tell students that it is good to make a habit of doing things in the right order, and completing important tasks before less important ones.

6. Give students the following list of activities and, as a class, discuss which order they should be completed in while remembering to put first things first: finishing a homework assignment, watching TV, spending time with a family member that you haven’t seen for a long time, studying for a test, going to a sports practice, hanging out with a friend.

7. Finish the activity by telling students that putting first things first is not always easy, but that it becomes easier when you know what your goals are and have identified what is most important to you.

P u T F I R ST T h I n g S F I R ST ®

Lesson 10: Put First Things First®

Agenda connection: Putting first things first is not always easy. Fear,

failure, peer pressure, and many other things can make it difficult to

stay true to what is most important. However, it is necessary to overcome

these barriers in order to experience success.

The content in the Premier™ Foundations Agenda will help students

identify their goals and values, and will help them identify the things

that are keeping them from reaching their full potential.

LeArnIng ouTCoMeS:• Students will understand the

importance of completing tasks in the right order

• Students will begin to think about the things that they need to put first in their lives

MATerIALS needed:• An overhead of Blackline

Master 4: Following a recipe• Index cards• (optional) Supplies

for making bread. See ingredient list on Blackline Master 4.

The above registered trademark is the property of FranklinCovey Co.; used herein under license.

4 b l a C k l I n e M aST e R 4 : F o l lo w I n g a R e C I P e


1�


Lesson 11: The right order Agenda connection: It is easy to let the urgent and immediate things of

life consume our focus, and with it, the majority of our time and energy.

Therefore, it is important to have the ability to distinguish between

activities that are important and contribute to the successful

achievement of our goals and those that could potentially distract us

from that achievement.

By repeatedly asking students to reflect upon their goals and encouraging

them to stay focused on what matters most to them, the Premier™

Foundations Agenda will help students remember to put first things first,

and to concentrate on the most important things in their lives.

LeArnIng ouTCoMeS:• Students will identify

situations in which individuals did not put first things first

• Students will think about the consequences of not putting first things first


Agenda - January InFocus story

Procedure:

1. As introduced in the previous lesson, briefly review the concept of putting first things first by completing tasks in the right order.

2. As a class, read the January InFocus story found in the student agendas.

3. Ask students to identify how the story characters did or did not put first things first. What were the results?

1�


Procedure:

1. Lead a discussion about how students spend their time. Ask them to quantify how much time they spend doing different activities. (30 minutes eating, 2 hours playing, 1 hour doing homework, etc.)

2. After the discussion, put students in small groups and have them fill in the first two columns of Blackline Master 5: How do I Spend My Time?

3. over the next week, have students complete the third section, “How much time I actually spend,” of Blackline Master 5: How do I Spend My Time? Alternatively, have students just fill in one or two days.

4. once students have completed this task, ask them to calculate the average daily time they spent doing each task.

5. Ask students to decide if the majority of their time is spent doing things that are important and fill in the last column of Blackline Master 5: How do I Spend My Time?

6. Have students pick one unimportant activity they could spend less time on, and ask them to make a goal to increase their time spent doing something more important. They can write their goal in their agendas.


Lesson 12: Time TestAgenda connection: Procrastination is a problem for most of us. It is far

too easy to waste time on relatively unimportant tasks. Therefore, it is

important to have the ability to recognize the activities that contribute

to the successful achievement of our goals and those that distract us

from that achievement.

By repeatedly asking students to reflect upon their goals and

encouraging them to stay focused on what matters most to them,

the Premier™ Foundations Agenda will help students concentrate on the

truly important things in their lives, instead of getting distracted by

what is merely urgent.

LeArnIng ouTCoMeS:• Students will analyze how

they spend their time• Students will set goals to use

their time more efficiently


Master 5: How do I Spend My Time?

• Premier™ Foundations Agenda

5 b l a C k l I n e M aST e R 5 : h o w d o I S P e n d M y T I M e ?


16


Lesson 13: Big rocks Agenda connection: There are 525,600 minutes in one year. However,

when you consider that approximately 175,200 minutes of that time will

be spent sleeping, 16,425 minutes spent eating, and if you’re a student,

72,000 minutes spent in school, you have less than half that total to spend

on the rest of your life. Therefore, it is essential to do the important things

first—if you leave them until last, you might run out of time.

In the Premier™ Foundations Agenda students have a tool through which

they can plan out the time that they have for living life. The agenda can also

help students figure out what those oh-so-important things are that should

be coming first.

LeArnIng ouTCoMeS:• Students will understand the

importance of prioritization • Students will think about and

schedule their “big rocks”

MATerIALS needed:• Glass jar• Large rocks, marbles, sand

Procedure:

1. Perform a big rocks demonstration for your class in order to show them the importance of prioritization. Alternately, read about big rocks and a description of a similar experiment in Sean Covey’s The 7 Habits of Highly Effective Teens; you’ll find it in the Habit 3: Put First Things First®

chapter. A video of the big rocks demonstration will also be available for viewing online at www.PremierCampus.com/Foundations.

2. Before class, measure out the materials you will be using. Begin by filling the jar with large rocks. Add some marbles and shake them down so that they settle into the cracks between rocks. next, add enough sand to fill in the gaps between the rocks and marbles. When the rocks, marbles, and sand have been added into the jar, they should fill the jar to the top.

3. remove the materials from the jar and separate them.

4. When class begins, tell students that the glass jar represents a week of time. Hold up the marbles and begin dropping them into the jar. explain that each marble is one of the little things you do every day—playing with friends, doing your chores, etc. Pull out the big rocks and tell students that they represent the important people and things in your week—eating, homework, family time, etc.

5. Invite a volunteer to try and put all of the big rocks into the jar. If he or she figures out that the rocks must be put into the jar before the marbles, go straight to step 7.

6. Ask the class what might happen if the materials go into the jar in a different order. empty out the marbles and put the big rocks in first. Then, add the marbles.

7. next, dump the sand into the jar. Tell students that the sand represents little things like rearranging your sticker collection, or watching reruns of your favorite show.

8. explain to the class that the problem is not in the amount of materials, but the order in which they go into the jar. Tell students that if you plan out the big things in life first—put the most important things first—there’s usually time for all the little things too. However, if you start with all the little things, it’s hard to fit all of the big, important things in.

9. Ask students to think about what their big rocks might be. Instruct older students to record their big rocks in their agendas. Invite all students to share one or two of their big rocks.

17


Procedure:

1. Tell students that having an organized weekly schedule is important. Ask students why this is true. What are the benefits of being organized?

2. Give students a copy of Blackline Master 6: Weekly Planning and explain that this is a list of everything that one student needed and wanted to do in one week.

3. Tell students that they will be working with a partner to put the list of activities into a weekly schedule.

4. Go through the blackline master with students and remind them to schedule in the big rocks first. Also point out to students that some activities don’t have a day of the week assigned to them. Tell students that these items would best fit on days that don’t have many other activities. Also, encourage students to check out the onTrAC user guide near the front of their agendas for some hints on how and where to plan tasks and activities in their agendas.

5. once students have completed this assignment, invite partners to share their weekly schedules with the class.


Lesson 14: Weekly PlanningAgenda connection: knowing what is most important in your life is a

good start, but actually planning out when to do those important things

is even better. encourage your students to spend just five minutes every

day prioritizing, scheduling, reviewing, and adjusting the assignments

and activities in their agendas. This will ensure that they stay organized,

and that their daily activities are in line with their goals.

LeArnIng ouTCoMeS:• Students will create an

organized weekly schedule


Master 6: Weekly Planning

6 b l a C k l I n e M aST e R 6 : w e e k ly S C h e d u l e


18

T h e P u b l I C v I C To Ry ®

Lesson 15: relationship Bank Account® Agenda connection: In order to have good relationships, students first

need to make sure that they have a positive relationship with themselves.

As they work through the monthly and weekly content in the Premier™

Foundations Agenda, students will begin to refine their habits, adjust their

paradigms, and live a principled life. All of these changes will not only lead

to greater personal success, but will contribute to healthier and happier

relationships as well.

LeArnIng ouTCoMeS:• Students will understand

the concept of a relationship Bank Account®

• Students will identify examples of deposits and withdrawals


Agenda - February InFocus story

Procedure:

1. If you completed lesson 5 with your class, begin this lesson with a review of the term, Personal Bank Account®. If you did not complete lesson 5, begin this lesson by asking students to describe a bank account. What is it? What is it used for? What information does it help people keep track of?

2. remind students that most bank accounts keep track of money, but that everyone also has a bank account with everyone that they meet. It is called a relationship Bank Account®.

3. explain that people can make deposits into this type of account by keeping a promise, or being loyal. However, they can also make withdrawals by gossiping or being a poor listener. As a class discuss other possible withdrawal and deposit scenarios. (Deposits: listening, doing a random act of kindness, making apologies, etc. Withdrawals: breaking promises, being mean, being dishonest, etc.)

4. As a class, read the February InFocus story found in the student agendas.

5. Ask students to identify the deposits or withdrawals made by the characters in the story. For every withdrawal that students find, ask them how that withdrawal could be changed to a deposit.



Procedure:

1. Invite a few students to give examples of things they have heard others say, or said themselves, that are hurtful. Then, ask students to give examples of words or phrases that can encourage.

2. remind students of the impact their words have on others.

3. read through Blackline Master 7: Building Up with the class. Tell students that they do not need to add clothing or facial details to their human outline.

4. display the images around the classroom when complete.


Lesson 16: Building upAgenda connection: As students gain an understanding of the difference

between words that build others up and words that make others feel

inferior and unimportant, they will become increasingly aware of the

words that they use in their own interactions with others. The Premier™

Foundations Agenda can then help students set goals to use positive

and encouraging words when communicating with others.


ways to strengthen their relationships

• Students will evaluate the number of withdrawals and deposits they make in a relationship in one day


Master 7: Building Up

7 b l a C k l I n e M aST e R 7 : b u I l d I n g u P


20


Lesson 17: deposits and WithdrawalsAgenda connection: The Premier™ Foundations Agenda can help your

students lay the foundation required for building positive relationships.

By identifying what is important to them, setting positive personal goals,

learning to Think Win-Win®, and practicing genuine listening, students

will be able to keep all of their relationship Bank Accounts® in the black.

LeArnIng ouTCoMeS:• Students will evaluate the

number of deposits and withdrawals made between people in the school in one day


Agenda

Procedure:

1. Have each student divide a piece of paper into two columns. Ask students to label one of the columns “deposits,” and the other column “Withdrawals.”

2. Instruct students to take this piece of paper with them everywhere they go in the school for one day, and to keep a tally of the deposits and withdrawals that they see or hear throughout the day.

3. At the end of the day, ask students to add up the tallies in each column, and invite students to share their findings with the class.

4. As a class, discuss the number of deposits and withdrawals that were recorded. Were there more deposits than withdrawals?

5. Ask students to describe whether or not people in the school seem to have positive relationship bank accounts or negative ones. Ask students to explain their answers.

6. To conclude this activity, ask students to set a goal in their agendas to say or do something positive for someone else every day.



Procedure:

1. Ask students to share examples of situations that might cause people to engage in competition or comparison. (Sports games, test-taking, sharing ideas, etc.)

2. Tell students that sometimes competition and comparison makes people work harder to get better, and that’s a good thing. However, explain that sometimes competition and comparison can make people feel bad about themselves. This is not a good thing.

3. Tell students that instead of engaging in competition or comparison it is better to Think Win-Win®.

4. Ask student to look in their agendas to find the definition of thinking win-win. (Thinking that everyone is equal and everyone deserves to have success.) As a class, brainstorm some examples of win-win thinking. (Valuing everyone’s opinion, sharing, including everyone, cheering people on, etc.)

5. As a class, read the March InFocus story found in the student agendas. Ask students to point out the examples of competition and comparison in the story. do competition and comparison solve a problem or create new problems?

T h I n k w I n - w I n ®

Lesson 18: Competition and ComparisonAgenda connection: The key to being able to Think Win-Win® is having

personal security. When students have confidence in themselves, take

responsibility for their lives, and have a life plan in place, they won’t feel

threatened by the success of others. The Premier™ Foundations Agenda

can help students build a solid foundation in each of these areas.


situations that can cause competition and comparison

• Students will think about the disadvantages of competition and comparison


Agenda - March InFocus story


T h I n k w I n - w I n ®

Lesson 19: rules for Win-Win ThinkingAgenda connection: Healthy competition is a good thing. However, when

students start basing their self-worth on how much better or worse they

are than others, the dark side of competition begins to come into focus.

Instead of encouraging competition between students in your classroom,

foster a spirit of cooperation. Invite students to use their Premier™

Foundations Agendas to schedule in time for study groups, or set goals

to help others.

LeArnIng ouTCoMeS:• Students will create rules

for win-win thinking


Agenda

Procedure:

1. Ask students to begin thinking win-win by having them create rules for completing normal classroom activities in a way that lets everyone be successful.

2. As a class, brainstorm a list of everyday classroom activities that could involve some degree of competition or comparison. (Group brainstorming session in which not everyone’s opinion is heard, team games in PE, test-taking, play centers in primary classes, etc.)

3. once the list has been formed, assign one of the activities on the list to four different students. Later on, these students will work together to create a list of win-win rules for this activity. However, before allowing the students to work together, ask them to create a few rules of win-win behavior on their own. Activity option: This lesson could also be completed as a whole class activity.

4. once individual students have had time to come up with a few ideas of their own, ask them to join up with the other members of their group in order to pool their ideas and create a list of rules for win-win behavior. (Example: Rules for win-win test-taking: person with the highest score studies with the person with the lowest score, individual scores are not publicized, keep track of your own scores so that you compete against yourself instead of against others, etc.)

5. Invite groups to share their completed lists with the class.

6. end this lesson by encouraging students to begin thinking win-win by competing against themselves instead of competing against others. Instruct students to use the monthly calendars in their agendas to keep track of test scores in one or two subjects and to set a goal to improve in each subject area throughout the year.

2�


Procedure:

1. Ask students to explain why it is important to try and understand others. (To avoid misunderstandings, to communicate ideas clearly, etc.)

2. Tell students that understanding others takes a bit of effort on our part—we need to listen with our eyes (body language and facial expression), ears (words and tone of voice), and heart (what isn’t being said). As a class, discuss examples of each type of listening.

3. Instruct students to read the April InFocus story found in their agendas.

4. Ask students to describe the communication they saw in the story. Was it effective communication, or were any characters not doing a good job of trying to understand someone else? How did the characters show good or bad listening habits?

S e e k F I R ST To u n d e R STa n d, T h e n To b e u n d e R STo o d ®

Lesson 20: understanding othersAgenda connection: Listening is a vital component of communication.

Yet, listening alone doesn’t guarantee understanding. Listening

to understand requires our full attention and focus, and requires a

willingness to look at life from a different point of view.

As students go through the agenda’s monthly and weekly content,

they will learn how to engage in genuine listening as opposed to simply

hearing what is being said. Students will begin to recognize the value

of strong friendships, and start taking the time to understand others.

LeArnIng ouTCoMeS:• Students will understand that

good listening involves more than just hearing the words being said

• Students will think about what good and bad listening looks like


Agenda - April InFocus story

The above registered trademark is the property of FranklinCovey Co.; used herein under license.2�


Lesson 21: Listening PracticeAgenda connection: Good listening skills are just as important for

students’ success in school as they are for building healthy and positive

relationships. If you notice your students developing poor listening habits,

ask them to begin setting goals to change these bad habits into better

ones. The monthly and weekly “Think” spaces in the Premier™ Foundations

Agenda offer the perfect place to track and manage these goals.

LeArnIng ouTCoMeS:• Students will understand that

good listening takes practice• Students will practice using

good listening techniques

Procedure:

1. Begin the lesson by reviewing the three ways that we need to listen. (With our eyes, ears, and heart.)

2. remind students that to understand how others feel, you need to really listen and pay attention to what they say. Also explain that listening takes practice—it gets easier the more you do it.

3. Tell students that they will be working with a partner to practice their listening skills.

4. once students have been put in pairs, tell students to take turns telling their partner about one or two of the following:

a. A happy memory.

b. Something that was scary.

c. A funny story.

d. A proud moment.

5. Instruct listening partners to:

a. Look at the person who is speaking.

b. Ask questions about what the person is saying.

c. Show that they’re interested by how they look and act.

6. Give students about 10 minutes to tell their stories before asking them to switch their listening and story-telling roles.

7. To finish the lesson, invite volunteers to demonstrate their listening skills by sharing a story that they heard from their partners.

2�


Procedure:

1. Have students brainstorm as many different feelings words as they can in small groups, and then make a class list. Invite older students to use a thesaurus and dictionary to expand their lists.

2. Invite volunteers to use only their facial expressions to demonstrate what various feelings might look like. Students demonstrating these expressions should do so at the front of the class.

3. Ask students to turn to the April InFocus story in their agendas and look at the illustrations. Ask students if they can tell how the characters feel just by looking at their facial expressions.

4. explain to students that just like listening, looking at facial expressions helps us to understand how others feel.

5. Tell students that they will be looking through magazines and newspapers to find pictures of people displaying different feelings through their facial expressions. Students will create a feelings collage by cutting out the faces and gluing them onto a separate piece of paper.

Alternate exercise: If you are short on time, or teach younger students, you may wish to have students draw faces to demonstrate their knowledge of different feelings and facial expressions.

6. Tell students that they must label each face with the feeling they believe it to be showing.

7. Students should try to display as many different feelings as possible, though listing similar feelings such as excited and delighted is also acceptable. remind students to use the class feelings list that was created at the beginning of the lesson.

8. once students’ feelings collages are complete, debrief the activity by asking which feelings were the most common in the magazines and newspapers. Which ones were difficult to find?

9. Ask students if they had difficulty identifying any feelings.


Lesson 22: Identifying FeelingsAgenda connection: As students become better communicators, they

will begin to recognize the importance of facial expressions in

communicating feelings and emotions. Students can enhance their

awareness of facial expressions by identifying the feelings and emotions

displayed on the faces of their Foundations Agenda story characters.


that facial expressions communicate feelings

• Students will identify the feelings that are associated with specific facial expressions


Agenda - April InFocus story• Construction paper or

poster board• Glue• Scissors• Magazines or newspapers

26


Lesson 23: Then to Be understoodAgenda connection: Listening and speaking are equally important

aspects of communication. Though students might be good at “talking,”

sharing their personal thoughts and feelings may initially make them feel

awkward. encourage students to persevere in their efforts to communicate

clearly with others by asking them to set daily, weekly, and monthly

communication goals in their Premier™ Foundations Agenda.


the importance of communicating their thoughts and feelings with others

MATerIALS needed:• Student journals

Procedure:

1. Tell students that listening to others is extremely important, but that it is also important to share your own thoughts and feelings.

2. Ask students to explain why speaking up is important. does anything make it difficult to speak up?

3. explain to the class that speaking up requires courage and honesty.

4. Have students think of a situation in which they didn’t speak up, but later wished they would have. Tell students that the situation could be as simple as not correcting someone when he or she called them by the wrong name, or as serious as not revealing the name of someone responsible for violence or bullying at school.

5. Ask students to create a journal entry describing the situation in which they didn’t speak up. Instruct students to also explain what they wish they would have done differently.

6. Invite volunteers to share their journal entries with the class, and if possible, share an experience of your own.

27


Procedure:

1. Photocopy enough blackline master sheets for every student in the class.

2. Tell students that they will have approximately 10 minutes to go around the classroom and find classmates that fit each of the descriptions in the chart. remind students to write their classmate’s name into the box that describes him or her.

3. Hand out the worksheets and go over the descriptions in each box as necessary for early readers.

4. Give students 10 minutes to fill in as many boxes as they can.

5. Gather students back to their desks after 10 minutes and ask the following questions to debrief the activity:

- What were you surprised to learn about your classmates?

- What did you learn about yourself?

- If everyone liked the same things and did the same activities how would this activity be different?

- Is it a good thing or bad thing that people have differences? Why?

- What do you think this statement means: “The most important thing to be good at is being yourself”?

Sy n e R g I z e ®

Lesson 24: diversity Agenda connection: Synergy is based upon the knowledge that

everyone is different; that everyone has unique skills, hobbies, and

talents. However, in order to get to synergy, students first need to have

the right attitude toward diversity. They need to accept the fact that

they are different from others, and that it’s good to be different.

Students also need to be willing to listen to and try to understand

another person’s perspective.

Throughout the monthly and weekly content in the Foundations Agendas,

students will be encouraged to start celebrating the differences that they

see around them.

LeArnIng ouTCoMeS:• Students will evaluate the

benefits of diversity• Students will identify

the differences that exist between classmates

MATerIALS needed:• Photocopies of

Blackline Master 8: dare to be different

8 b l a C k l I n e M aST e R 8 : da R e To b e d I F F e R e n T



Sy n e R g I z e ®

Lesson 25: TeamworkAgenda connection: Synergy flows when two or more people unite their

brainpower to find the best solution to a problem. However synergy won’t

work without individuals who are ready to Think Win-Win®, and take the

time to listen and understand each other’s point of view.

The Premier™ Foundations Agenda will help your students lay down the

foundation required for synergistic relationships. By having confidence in

themselves, learning to Think Win-Win, and practicing genuine listening,

students will be ready to reap the rewards of synergy.

LeArnIng ouTCoMeS:• Students will gain an

understanding of synergy• Students will identify

examples of synergy at work


Agenda - May InFocus story

Procedure:

1. discuss the concept of teamwork with your class. What is it? What does it look like? When does it happen?

2. As a class, read the May InFocus story found in the students agendas. Ask students to identify the examples of teamwork, or examples of characters not practicing teamwork skills, that are found in the story. What happens when people do or don’t work together?

3. Instruct students to look through their May monthly calendar pages to find another word that can be used to describe teamwork. (Synergy.)

4. explain to students that when people with different talents, strengths, and ideas work together the result is more than the sum of what they could have produced separately—and that is synergy! Tell students that with synergy, 2 + 2 can equal 5!



Procedure:

1. explain to students that taking time to rest and relax is an important part of staying healthy and being a good learner. Ask students to explain why this is true. (After a break it is easier to focus, etc.)

2. Tell students that taking time for a time out is also called Sharpen the Saw®. explain that the term sharpening the saw comes from the idea that if you tried to cut down a tree with a saw that wasn’t sharp, it would take you hours and hours to finish. But, if you made time for a break and sharpened your saw, you’d finish much faster. Tell students that sometimes when we are really busy and starting to feel stressed out about everything that we need to do, the most important thing we can do is take a break.

3. As a class, read the June InFocus story in the student agendas.

4. Ask students to describe the ways in which the characters sharpened the saw.

5. Ask students to identify ways that they sharpen the saw every day. (Recess, lunch, a good night’s sleep, etc.)

S h a R P e n T h e S aw ®

Lesson 26: Sharpen the Saw®

Agenda connection: As students grow older the demands upon

them increase. Therefore, it is essential for students at an early

age to understand the importance of spending time engaged in

personal renewal.

As students go through the monthly and weekly content in the

Premier™ Foundations Agenda, they will understand that sometimes

that most important thing they can do is take time for a time out.


the importance of personal renewal

• Students will identify ways that they can Sharpen the Saw®


Agenda - June InFocus story

The above registered trademark is the property of FranklinCovey Co.; used herein under license.�0

S h a R P e n T h e S aw ®

Lesson 27: Balancing ActAgenda connection: The Premier™ Foundations Agenda gives students a

tool through which they can maintain balance in all four dimensions of their

lives. By scheduling time for personal renewal in the physical, mental,

emotional, and spiritual dimensions, students will ensure that they stay

healthy, energized, and motivated to achieve their goals.

LeArnIng ouTCoMeS:• Students will identify four

key dimensions of their lives • Students will understand the

importance of maintaining balance in their lives

• Students will apply their knowledge of balance in the construction of a weekly schedule


Agenda

Procedure:

1. Begin a discussion of balance by asking students to name sports, jobs, or other activities that require good physical balance. (Gymnastics, tight-rope walking, being a construction worker on a high-rise building, ice skating, skateboarding, playing hopscotch, standing on one foot, etc.) If time permits, allow students to test their balance by asking them to stand on one foot.

2. Ask students what would happen if someone doing one of these activities lost their balance. What happened when you lost your balance while you were standing on one foot?

3. Tell students that balance isn’t just important for tight-rope walkers or ice skaters; balance is important for everyone!

4. explain to students that four areas of life are important for us to keep in balance. If we spend too much time working on one area, we will end up out of balance. Ask students to guess what the four areas might be. (Body, brain, heart, soul.)

5. As a class, brainstorm a list of things that students could do to keep each of the four areas in balance. (Body: take a walk; Brain: learning something new; Heart: do something nice for someone else; Soul: watch only positive shows on TV.)

6. Ask students to open their agendas to the current week and write down one thing they can do each day to keep themselves in balance. For example, on Monday students could write down something they would do for their body; on Tuesday students could write down something for their brain, etc.

�1


Procedure:

1. Tell students that an important part of learning is looking back and thinking about all of the things you have done and learned about in the past year. This helps you to see how much you have grown over one year.

2. To begin the process of reflection, as a class, review the concepts and themes introduced in the student agendas. Give students time to reread the stories, and then ask students to briefly explain the following terms: Habits, Principles, Paradigms, Be Proactive®, Begin with the end in Mind®, Put First Things First®, relationship Bank Account®, Think Win-Win®, Seek First to Understand, Then to Be Understood®, Synergize®, Sharpen the Saw®.

3. Instruct students to continue reflecting on what they have learned throughout the year by completing Blackline Master 9: My Year.

4. once students have completed the worksheet, invite a few volunteers to share their responses with the class.

k e e P h o P e a l I v e

Lesson 28: reflecting on My yearAgenda connection: Personal reflection is an extremely valuable learning

tool, for it allows students to honestly evaluate their successes, failures,

and experiences without fear of judgment or ridicule from others.

By encouraging students to set goals based on their reflections, you will

help them to not only recognize the behaviors that have led to certain

outcomes, but to also grow and mature through these experiences. The

Premier™ Foundations Agenda offers the perfect place for students to

track and reflect upon their goals.

LeArnIng ouTCoMeS:• Students will review the

concepts introduced through their agendas

• Students will evaluate the successes and failures they have experienced over the year


Agenda• Photocopies of Blackline

Master 9: My Year

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9 b l a C k l I n e M aST e R 9 : M y ye a R


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