Planning

SKILLS Progression

NEXT YEAR, students will identify characteristics of people they admire.

Lesson 3 21

1 DISCOVERING 5 MINUTES

State that today’s lesson is about positive role models. Explain that a role model is a person you admire and want to be like. Ask students to think of a person who is a role model to them. Show Discovering Projectable 2.3.1. Ask students to read the questions and think of their answers. Then invite volunteers to share their answers with the class. Ask students if the role models they thought of share some of the same positive values that the volunteers mentioned in their responses. These students can simply respond “Yes” or “No.”

ASK: What do you think makes somebody a role model?

Acknowledge that different role models often demonstrate many of the same positive values.

2 CONNECTING 10 MINUTES

Remind students that different role models may share many similar values. Invite students to think of some of the positive values that were mentioned in the previous activity.

ASK: Which positive values do you think many role models may share?

Introduce using positive values to identify role modelsDisplay the Applying Positive Values in Challenging Situations projectable (Connecting Projectable 2.1.2) from Lesson 1. Remind students that they learned about the nine positive values in Lesson 1. Explain that people admire many role models because they reflect these positive values:

• Respect for yourself and others• Kindness• Healthy lifestyle• Responsibility• Honesty• Courage• Self-discipline• Service• Commitment to family

ACTIVITY 1

INSTRUCTION

SOCIAL DEVELOPMENT

2.3 Positive Role ModelsThis activity helps students identify people in their past or present who have had a positive impact on them and others. Helping to identify these people can boost self-confidence.

THIS YEAR, students use positive values to identify positive role models and their characteristics.

LAST YEAR, students worked on identifying their skills and abilities according to the three components of self-confidence.

© 2015 Lions Club International Foundation. All rights reserved.

2.3.1 DISCOVERING ACTIVITY

Which positive values does this

person have that makes you want to be like

him or her?

What is the name of your role model?

CONNECTING ACTIVITY

Applying Positive Values in Challenging Situations

2.1.2

Positive Value Definition Challenging Situation

Respect for yourself and others

Being thoughtful about the needs, beliefs, and feelings of yourself and others

Someone called me a name, so I want to call that person a name right back.

Kindness Showing care and concern for others That person looks injured. How can I help?

Healthy lifestyle Taking care of your body and avoiding anything harmful to your mental or physical well-being

I want to eat the potato chips, but dinner is almost ready.

Responsibility Using good judgment, making positive decisions, keeping promises, and being dependable

I said I will meet you at this time and place, but someone else just came up with a fun thing to do.

Honesty Being truthful, fair, and trustworthy I will be punished if I tell the truth. If I lie, I will be punished, but only if I am caught.

Courage Being brave, standing up for your beliefs and ideals, and showing determination in the face of hardship

People disagree with me for doing X, but I know it was the right thing for me to do.

Self-discipline Controlling yourself, developing your skills and talents, and achieving what you set out to accomplish

I want to do well in the race, but my friend wants me to stay up and play video games.

Service Helping and serving others I want to help, but it is difficult to watch people having a hard time.

Commitment to family Helping to build a strong and supportive family life I would rather hang out with my friends, but

my family needs me right now.© 2015 Lions Club International Foundation. All rights reserved.

SEL COMPETENCYSelf-awareness

SKILL self-confidence

MATERIALS

✔ Discovering Projectable 2.3.1

✔ Connecting Projectable 2.1.2

✔ Practicing Projectable 2.3.3

✔ Student Journals

✔ Family Connection Take-Home worksheet

CLASSROOM CONFIGURATION 1 whole class 2 whole class 3 pairs 4 individuals

OBJECTIVESStudents will

✔ identify the characteristics of positive role models;

✔ explain the relationship between what people achieve and their characteristics.

H COMMON CORE CONNECTIONThis lesson addresses the following Common Core Standards:

SPEAKING AND LISTENING: COMPREHENSION AND COLLABORATION

✔ SL.8.1

SPEAKING AND LISTENING: PRESENTATION OF KNOWLEDGE AND IDEAS

✔ SL.8.5, SL.8.6

Community ConnectionProvide students with newspapers and magazines or print out articles from online newspapers and magazines. Have students identify a member of their own community or of the nation or world who would be recognized as a positive role model (e.g., the school principal, a veteran, a political leader). Have students underline the details in the article(s) that highlight the qualities that make the person a role model. For example, if the article is about a veteran, the students could underline the adverbs and adjectives the reporter used to describe his or her actions before, during, and after the war in which he or she served.

Family ConnectionHave students identify a family member or adult friend who has done something “heroic.” The “heroic” act can include everyday activities such as volunteering or serving as a role model. Have students interview that person using the questions on the Family Connection Take-Home worksheet called Everyday Heroes. Invite volunteers to share their work with the class.

Applying Across the Curriculum

SOCIAL STUDIES Help students understand the importance of having positive role models. Have students choose a figure from U.S. history who is generally considered a role model for the country (e.g., George Washington, Abraham Lincoln, Martin Luther King, Jr., Rosa Parks). Ask them to imagine how the country might be different if that person had not had positive role models in his or her life. Have volunteers share their ideas with the class, giving as many specific examples as they are able.

PHYSICAL EDUCATION Have students identify a sports figure they admire. Invite students to create a collage or bulletin board display using any materials they choose to draw attention to why the athlete is a positive role model. Be sure students include the athlete’s work with charities and other philanthropic activities. Display students’ work in the classroom when appropriate.

22 Unit 2

Model using positive values to identify role modelsModel using positive values to identify role models with an example such as the following:

SAY: Let me tell you about a role model of mine. My grandmother Paula was truly someone to emulate.

Respect for self and others and kindness— SAY: I think of how she always remembered our favorite foods and colors and toys. She took the time to listen to us and really valued our opinions.

Healthy lifestyle, responsibility, commitment to family— SAY: I remember how she used to take care of me and my little brother every summer. She would make us wonderful summer soups and always have time to play with us and tell us stories about when she was a little girl.

Honesty and self-discipline— SAY: I remember one time we went to a restaurant. My Grandma gave the cashier a ten dollar bill, and the cashier gave her change for a twenty dollar bill. Even though I was thinking about how we could spend the extra money, my Grandmother would never do that. She told the cashier right away.

Honesty, courage, responsibility, kindness, respect for self and others— SAY: As we were walking away, my Grandmother overheard the manager scolding the cashier. My Grandmother turned right around and pulled the manager to the side. She made sure that the manager understood that she felt the young cashier had learned a lesson and would probably be more careful in the future. She was very positive as she told the manager, but she made her point. I was proud to be holding her hand as we walked out.

Self-discipline— SAY: She always served dinner at the same time every day.

Service— SAY: And that’s how my grandmother Paula always was. She was constantly trying to help others, even if it meant she would have to do extra work. It reminds me of one time when we all went to a picnic in the park and afterwards, she let us go play while she cleaned up our picnic area and also helped another larger group clean up so the park would remain pretty and clean.

ASK: Do you think my grandmother is a positive role model? Who can remember a part of the story and what the value was?

3 PRACTICING 23–28 MINUTES

Explain the interview activityTell students they will each identify a role model. Explain that students will then work in pairs to interview each other about that role model.

Students practice the interview activityOrganize students into pairs. Show Practicing Projectable 2.3.3 and have students turn to the Positive Role Models questions in the Student Journal. Have each student identify a role model. Then have partners interview each other about their role model using the questions in the Student Journal. Have students take notes on a separate sheet of paper. When the interviews are completed, have two pairs share with each other what they learned from the interviews. Bring the

ACTIVITY 2

BUILDING SKILLS BEYOND THE LESSON

Write A Speech!PRACTICING Reinforce students’ understanding of their position as role models for younger students by having them work in pairs to write short speeches about each other’s qualities as role models for younger students. Invite volunteers to present their speech to the class.

Create It!APPLYING Reinforce students’ understanding of the positive qualities they identify in a role model by creating a plaque in that person’s honor. Students can use any art supplies they choose to create the plaque and can reward their role model for his or her achievements.

Create It!PRACTICING Have students work in small groups to create a comic strip depicting a “Role Model Superhero.” Ask students to think about their own role models when creating this character.

Create A Board Game!APPLYING Have groups of students create a board game. The goal is to become a good role model for younger students. Players must demonstrate the nine positive values in order to advance. Allow students to research popular board games for ideas.

REINFORCEMENT ENRICHMENT

Lesson 3 23

class back together and ask volunteers to “introduce” their role models to the class.

Reflecting Students use their journals to reflect individually and as a class on what they learned in this lesson.

What? What are three positive values that are important to you and why?

So what? What positive values impressed you most about your role model and why?

Now what? How do you already live your positive values in your own life? In what ways can you be a positive role model for younger children or siblings?

4 APPLYING 2 MINUTES

Ask students to look for ways they can use their positive values to become role models for younger students over the next week. If possible, have them put their positive values into action by actually becoming a role model. Invite students to complete the Applying page in their Student Journals, either as written homework, as a follow-up activity to support the lesson, or as a verbal discussion in a future lesson after students have applied the skill.

ASSESSINGPRACTICING (INFORMAL FORMATIVE ASSESSMENT) Check for understanding of the interview activity by how they introduce their interview subjects and describe their role models.

APPLYING (FORMAL FORMATIVE ASSESSMENT) Review the Applying page in the Student Journals to assess each student’s understanding of how they can use their positive values to become role models for younger students.

Reflecting Resource: Student Journal p. 20

Applying Think about ways you can use your positive values to be a role model for younger students over the next week. If possible, use your positive values to become a role model.

What situations occurred this week in which you could have been or were a role model for a younger student?

What positive values could you or did you use in the situation?

Whether or not you actually acted as a role model, what did you learn about the importance of being a role model from the situation?

Lesson 3 21

2.3 Reflecting Reflect on what you’ve learned about positive role models in this lesson.

SO WHAT?

WHAT?

NOW WHAT?

What are three positive values that are important to you and why?

What positive values impressed you most about your role model and why?

In what ways can you be a positive role model for younger children or siblings?

SKILL self-confidence

20 Unit 2

Applying Resource: Student Journal p. 21