Teaching the Discovering the Real Me Series
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Transcript of Teaching the Discovering the Real Me Series
Discovering the Real Me:Student Textbook 7: Who Will I
Be?
• Original stories
• True to life
• Ages 12 to 13 years
• Dilemmas, conflicts, resolutions
Character Education’s Goals
• To know the good—head
• To care about the good—heart
• To do the good—hands
Chapter 1: Who Will I Be?“Everything’s Changing!
• After a fight with her parents, 13-year-old Jenny goes to a park to think
• Her body and emotions are changing
• It’s confusing and painful at times
“Everything’s Changing!”
• Jenny spots a cocoon in the process of changing into a butterfly
• She understands that growth into life as an adult means natural changes
“Everything’s Changing!”
• Definition of hormones—body chemicals that “spur on” growth
• Uneven physical development
• Changing emotions
• A time to develop character—virtues that do not change
“Everything’s Changing!”: Cognitive Objectives
• Students will understand the hormonal basis of changes
• Maturation involves the practice of virtues
“Everything’s Changing!”—Affective Objectives
• Sympathy for themselves and others as they go through changes
• Desire for a healthy lifestyle
• Desire to develop internally
“Everything’s Changing!”—Behavioral Objectives
• Students will construct a timeline of milestones
• They will copy a pattern of hormones
• They will chart virtues
“Everything’s Changing!”—Discussion
Brain
Gonadotropin-releasing hormone
Pituitary gland
Luteinizing hormone (LH) and follicle stimulating hormone (LSH)
Different parts of the male or female body
“Everything’s Changing”Exercise: “Marking Time”
First walked
First school day
First Team
Worked for pay
Timeline of Milestones
“Everything’s Changing!”Reflection Exercise: “My
Virtues”
Rate the virtues in your life (1-10)
Importance + Practice• Family love _____ _____• Respect _____ _____• Responsibility _____ _____• Honesty _____ _____ • Cooperation _____ _____
Chapter 3: Who Will I Be?“Joey’s Dare”
• Joey is new at school and anxious to make friends
• Some boys tell Joey to get William, a shy but smart boy, to let Joey copy his homework so they can copy it too
“Joey’s Dare”
• Joey does, but he feels bad about it
• He likes William but is afraid to go against the crowd
• He decides to talk to his parents and stop using William
“Joey’s Dare”: Cognitive Objectives
• Students will understand the idea of “peer pressure” making them do things they really don’t want to do
“Joey’s Dare”: Affective Objectives
• Students will sympathize with Joey and William
• They will feel disgust toward the false friends
• They will not want to be false friends
“Joey’s Dare”: Behavioral Objectives
• Students will differentiate between true and false friends
• They will describe their own challenges with peer pressure
“Joey’s Dare”: Discussion
• Sometimes we “mask” who we are to fit in or try on a new identity
• Shakespeare: “To thine own self be true”
“Joey’s Dare”—Reflection Exercise: “Peer Influence and
Me”
• Peer pressure vulnerabilities:
1. Difficulty with parents
2. Strong influence of friends and peers
3. Lack of confidence
Will you give in to peer pressure?
“Joey’s Dare”: Activity—True or False Friend?
• Richard wants Truman to sneak into the movies with him without paying. Is Richard a true or false friend?
• Susie, Carissa, and Mary are friends. Susie invites Mary to a party and says, “Don’t tell Carissa.” Is Susie a true or false friend?”
Conflicts in Children Ages 12-13
• Freedom versus responsibility
• Old friendships versus new friendships
• Fear of standing out versus integrity
• Peer pressure versus the true self
• Sexual attraction versus childlike feelings