Domain - Anchor Standards - Strategies
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WEEK 1
SELF-AWARENESS
Anchor Standards:
1A. Identify emotions and related feelings in one's self.
- Class Discussion: Identify and label emotions
- Class Discussion: Identify feelings and behaviors associated with specific emotions
- Activity: students will write and define an "Emotions" vocabulary
- Activity: students will journal or share how one feels and acts with differing emotions
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WEEK 2
SELF-AWARENESS
Anchor Standards:
1A. Identify emotions and related feelings in one's self.
-Discussion: Developing socially appropriate communication strategies to express emotions and feelings
- Activity: Students will role-play how an emotion positively and/or negatively impacts a decision in their lives.
1B. Develop an accurate perception of one's self (i.e., beliefs, values, skills, talents, and interests).
- Discussion: Identifying areas of likes, dislikes, skills, talents, interests, strengths, and areas of growth
- Activity: Students will take an inventory of their personal strengths and describe them through journal writing, creating a PowerPoint presentation, graphic novel, collage, etc.
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WEEK 3
SELF-AWARENESS
Anchor Standards:
1B. Develop an accurate perception of one's self (i.e., beliefs, values, skills, talents, and interests).
- Discussion: Creating strategies that promote a more optimistic/positive outlook.
- Discussion: Utilizing one's beliefs and personal qualities in planning and decision making
- Activity: Students will create and implement a plan to further develop areas of strength.
- Activity: Students will develop critical thinking skills through prompts, literature, and/or small group discussions.
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WEEK 4
SELF-AWARENESS
Anchor Standards:
1B. Develop an accurate perception of one's self (i.e., beliefs, values, skills, talents, and interests).
- Discussion: Explore and identify cultural norms, customs, and beliefs of one's family
- Activity: Students will interview family members regarding culture, customs, and beliefs. Using the information gathered from the interviews, have students create a presentation, (e.g., essay, power point, artwork) that represents these three elements.
1C. Determine one's strengths and areas for growth.
- Discussion: Accurately identify strengths and areas of growth
- Activity: Prompt students to write a bio about themselves to include beliefs and personal qualities.
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WEEK 5
SELF-AWARENESS
Anchor Standards:
1C. Determine one's strengths and areas for growth.
- Discussion: Developing and implementing a plan to address areas in need of growth.
- Discussion: Utilizing identified areas of likes, dislikes, skills, talents, interests, strengths, and areas of growth to create postsecondary plans.
- Activity: Students will create a postsecondary plan (i.e., work, college, internship, vocational/trade- school) based on information provided through completing a personal inventory.
- Activity: Students will create a system to monitor and evaluate the progress of their postsecondary plan.
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WEEK 6
SELF-AWARENESS
Anchor Standards:
1C. Determine one's strengths and areas for growth.
- Discussion: Exhibiting confidence in one's self based on accurate identification of skills, talents, interests, and strengths.
- Activity: Students will create and implement a plan to address areas identified in need of growth.
- Activity: Students will research required skills and knowledge for specific postsecondary activities (e.g. college, work, trade school).
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WEEK 7
SELF-AWARENESS
Anchor Standards:
1C. Determine one's strengths and areas for growth.
- Discussion: Exhibiting confidence in one's self based on accurate identification of skills, talents, interests, and strengths.
- Activity: Students will develop a resume based on identified areas of skill, talent, interest, and strengths.
1D. Develop personal responsibilities and a feeling of one's abilities, qualities and judgment.
- Discussion: Describe one's personal responsibility to family, friends, schools, community, and society as a whole.
- Activity: Students will complete the "Setting and Respecting Boundaries" worksheet for individuals or in groups.
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WEEK 8
SELF-AWARENESS
Anchor Standards:
1D. Develop personal responsibilities and a feeling of one's abilities, qualities and judgment.
- Discussion: Develop and apply decision-making skills that promote personal responsibility.
- Discussion: Analyze how personal responsibility affects individual and group relationships.
- Activity: Students will create a system to document weekly responsibilities (e.g., student planner, online calendar, online reminders).
- Activity: Students will reflect and share, in small groups, on a time when they did and did not accept personal responsibility and the outcome.
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WEEK 9
SELF-AWARENESS
Anchor Standards:
1D. Develop personal responsibilities and a feeling of one's abilities, qualities and judgment.
- Discussion: Demonstrating the ability to take personal responsibility for one's behavior.
- Activity: Students will write an essay or create a PowerPoint, skit, or any other type of multimedia presentation that depicts the impact of personal responsibility and relationships.
- Activity: Students will organize a school or community event that provides needed information or service.
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WEEK 10
Self-Management
Anchor Standards:
2A. Develop skills necessary to control impulses and appropriately manage thoughts, stress, emotions, and behaviors in school, home and community life.
- Discussion: Analyzing how thoughts and emotions impact one's decisions.
- Discussion: Applying self-monitoring techniques (e.g., note to self, visual cue, recording form, identifying and avoiding triggers).
- Activity: Students will identify past situations where thoughts and feelings led to behaviors with a negative and positive outcome.
- Activity: Students will research effective age appropriate self-regulatory techniques (belly breathing, yoga, counting to 10, self-talk, relaxation exercises, mental
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WEEK 11
Self-Management
Anchor Standards:
2A. Develop skills necessary to control impulses and appropriately manage thoughts, stress, emotions, and behaviors in school, home and community life.
- Discuss: Evaluating the impact of appropriate and inappropriate emotional expression on self and others.
- Discussion: Identifying specific self-regulatory strategies that can be used across settings (i.e., school, home, community).
- Activity: Students demonstrate a technique(s) they will implement when feeling overwhelmed with negative emotions utilizing small groups.
- Activity: Students will keep a journal of when and how they used self-monitoring techniques and evaluation of the effectiveness of regulating their behavior.
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WEEK 12
Self-Management
Anchor Standards:
2A. Develop skills necessary to control impulses and appropriately manage thoughts, stress, emotions, and behaviors in school, home and community life.
- Demonstration: Self-regulatory strategies
- Demonstration: Ability to utilize multiple impulse control strategies (e.g., stop and think
- Activity: Students will read a book where a character did not demonstrate impulse control and what the possible consequences could be for the character as well as others.
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WEEK 13
Self-Management
Anchor Standards:
2B. Identify and utilize skills needed in organization and self-motivation.
- Demonstration: Ability to stay focused on different tasks and to use time effectively and efficiently in order to reach a goal.
- Demonstration: Ability to initiate and complete tasks individually and in groups.
- Activity: Students will create a task analysis of necessary resources and timeframe to reach a specific goal.
- Activity: Students will work in small groups to complete a task while rotating the role of the leader.
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WEEK 14
Self-Management
Anchor Standards:
2B. Identify and utilize skills needed in organization and self-motivation.
- Discussion: Analyzing and applying motivation strategies to persevere through difficult situations, tasks, or goals.
- Discussion: Utilizing organization skills to plan, schedule activities, meet deadlines, research resources, and meet goals.
- Activity: Students will be provided various written prompts for an obstacle or challenge. Distribute prompts to small groups and have the groups brainstorm solutions to the obstacle or challenge and then report out to the larger group the solution and how to apply it to the situation.
- Activity: Students will identify specific tools they will use to help with organization (e.g. student planner, online calendar, timer, graphic organizer).
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WEEK 15
Self-Management
Anchor Standards:
2C. Demonstrate the ability to set and accomplish specific tasks and goals.
- Discussion: Creating short and long-term goals (post-secondary).
- Discussion: Developing an action plan that includes necessary resources, specific steps, timeframe, and evaluation of both short- and long-term goals.
- Activity: Support students in setting short and long-term postsecondary goals incorporating personal interests (e.g., hobby, work, exercise, sports, academics).
- Activity: Students will research components of an effective action plan and develop a template.
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WEEK 16
Self-Management
Anchor Standards:
2C. Demonstrate the ability to set and accomplish specific tasks and goals.
- Discussion: Applying strategies to overcome obstacles or barriers to goal achievement.
- Discussion: Identifying family, community, school, and peer resources and supports.
- Activity: Students will set an achievable goal within a month or two, related to an area of interest (e.g., a sport, hobby, musical instrument).
- Discussion: Follow-up regarding progress and accomplishment of the stated goals.
- Activity: Students will develop a plan to monitor and evaluate achievement of short- and long-term goals.
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WEEK 17
Self-Management
Anchor Standards:
2C. Demonstrate the ability to set and accomplish specific tasks and goals.
- Activity: Students will organize a Resource Fair with "vendors" from the community, families, school, and peers.
- Activity: Students will reflect on a time when they overcame an obstacle to accomplish something that was important to them, and then share their accomplishments through small-group discussion.
- Activity: Students will role play situations, obstacles, and/or barriers that may prevent them from reaching identified long- or short-term goals.
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WEEK 18
SOCIAL AWARENESS
Anchor Standards:
3A. Demonstrate an understanding of others' emotions and perspectives, including social cues.
- Discussion: Developing the ability to connect specific feelings (e.g., sad, angry, happy,) and one's behavior.
- Activity: Students will write an essay, create a PowerPoint, comic strip, piece of art, etc. to share a time when feelings led to behaviors that resulted in positive and/or negative outcomes.
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WEEK 19
SOCIAL AWARENESS
Anchor Standards:
3A. Demonstrate an understanding of others' emotions and perspectives, including social cues.
- Discussion: Developing the ability to read and respond appropriately to social cues.
- Discussion: Demonstrating the ability to recognize the impact of one's behavior on others' emotions and corresponding behavior.
- Activity: Have students work in pairs using nonverbal communication to express and identify a variety of emotions and what might be an appropriate response to those specific emotions/feelings.
- Activity: Students will label emotions and behaviors by responding to various age/school/community pictures or video snippets (e.g., not getting asked to prom, being cyber-bullied/online conflict, sitting alone at lunch, rumors circulating in school). Discuss why they chose the specific label and how they identified the behavior.
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WEEK 20
SOCIAL AWARENESS
Anchor Standards:
3A. Demonstrate an understanding of others' emotions and perspectives, including social cues.
- Discussion: Analyzing perspectives which differ from oneself and compare and contrast.
- Discussion: Demonstrating the ability to express empathy and concern for people with differing perspectives.
- Activity: Using their own neighborhoods, students will identify different types of diversity: old people, young people, people of different professions, people with disabilities, and people of different political beliefs. Discuss the opinions/perspectives that are similar and different from one's own.
- Activity: Students will discuss the aspects of different cultures, language, food, religion, customs and traditions, child rearing etc. from their neighborhoods.
* Divide the students into small groups and have them create a PowerPoint describing the culture they create.
* Each group will present the PowerPoint to the class discussing why they chose each of the aspects.
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WEEK 21
SOCIAL AWARENESS
Anchor Standards:
3A. Demonstrate an understanding of others' emotions and perspectives, including social cues.
- Discussion: Deciphering the meaning of communication between others through the use of verbal (tone of voice, rate of speech, volume) and non-verbal (facial expression, body language, and proximity) communication.
- Activity: Students will answer the following question: "How does where you are from influence who you are?" This might include religion, region, ethnicity, how old parents/caregivers are, what beliefs you share as a family, whether you come from a single or two-family home, whether or not you have siblings. Discuss how these things impact the perception and understanding of others.
- Activity: Students will work in pairs, using cards with the name of an emotion written on them, to try to convey the emotion using verbal and nonverbal communication.
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WEEK 22
SOCIAL AWARENESS
Anchor Standards:
3B. Develop an awareness of and respect for individual differences, including cultural diversity.
- Discussion: Demonstrating the ability to recognize the positive contributions of other cultures and perspectives to the well-being of society.
- Discussion: Exhibiting behaviors that communicate an understanding and respect (avoiding judgements, imposing one's own values, and stereotyping) for perspectives, differences, and cultures that differ from oneself.
- Activity: Students will identify all of the social groups (e.g., athletics, academicians, artists, student government, yearbook) in a high school setting and their contributions to the school community. Discuss what the community might be like without the variety of cultures and perspectives and how this relates to society as a whole.
- Activity: Students will generate a list of beliefs they have about a culture/background different from their own.
* Students will interview a person from that culture/background and compare and contrast the person's responses with their original list.
* Discuss how misconceptions may impact one's behavior.
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WEEK 23
SOCIAL AWARENESS
Anchor Standards:
3B. Develop an awareness of and respect for individual differences, including cultural diversity.
- Discussion: Analyzing the origins of prejudice, stereotypes, and discrimination and why they are sustained.
- Discussion: Developing an understanding of one's own prejudice, stereotypes and discrimination and how they impact one's behavior and relationships with others.
- Activity: Students will generate a list of appropriate/respectful responses to cultures/customs that are unfamiliar to them and then role play the situation using the response (e.g., eating a specific type of food, greetings, personal space).
- Activity: Students will choose a medium to present their research to the class on the beginnings of stereotypes, prejudices and discrimination towards a particular group or culture.
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WEEK 24
SOCIAL AWARENESS
Anchor Standards:
3B. Develop an awareness of and respect for individual differences, including cultural diversity.
- Discussion: Recognizing and creating strategies to address behaviors associated with bullying (poor impulse control, lack of empathy, intolerance of others) in oneself and others.
- Activity: Students generate a list of behaviors associated with bullying.
*Students will develop their own schoolwide strategies and processes to prevent and to stop bullying behaviors.
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WEEK 25
SOCIAL AWARENESS
Anchor Standards:
3C. Identify and develop an understanding of societal norms for the well-being of school, home, and community.
- Discussion: Analyzing the origins of societal norms.
- Discussion: Demonstrating an understanding of societal norms and the impact on society as a whole.
- Activity: Students will research various societal norms (e.g., handshaking, eye contact when speaking to someone, personal space) and provide a brief presentation to the class.
- Activity: Students will create hypotheses and describe a world where social norms did not exist.
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WEEK 26
SOCIAL AWARENESS
Anchor Standards:
3C. Identify and develop an understanding of societal norms for the well-being of school, home, and community
- Discussion: Developing the ability to positively contribute to society.
- Discussion: Analyzing how one's behavior impacts relationships, family, school, and the community.
- Activity: Students will create a plan of action (who, what, when, how) to address an identified school or community need that would improve the well-being of its members.
- Activity: Students create a scenario where they have to decide to follow societal norms or to behave in a way that is contradictory to societal norms.
* Create a mapping of how far the decision expands (e.g., a relationship, school, family members, community and/or society as a whole).
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WEEK 27
RELATIONSHIP SKILLS
Anchor Standards:
4A. Demonstrate the ability to effectively communicate, utilize social skills, and
- Discussion: Analyzing the effects of one's communication (verbal and nonverbal) and social skills in interactions with family, peers, and adults.
- Discussion: Demonstrating the ability to work cooperatively in various roles within groups (e.g., leader, recorder, timekeeper) to successfully reach a goal or to complete a school or community project.
- Activity: Students will use effective communication skills to select/assign roles (providing support for the decision) for a group project.
- Activity: Students will participate in group projects serving different roles to achieve a goal at school or in the community.
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WEEK 28
RELATIONSHIP SKILLS
Anchor Standards:
4A. Demonstrate the ability to effectively communicate, utilize social skills, and support others
- Discussion: Identifying and obtaining support for yourself and providing support to others.
- Discussion: Analyzing your own and others' posts on social media and the impact they may have on relationships.
- Activity: Students will use a graphic organizer depicting those who support them and those who they
support in various areas of their lives (e.g., school, community, family) in reaching goals or completing a project.
- Activity: Students will analyze sample digital footprints from two characters on social media.
* Have students use critical thinking skills about how their own digital footprints can lead others to draw conclusions, both positive and negative, about who they are.
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WEEK 29
RELATIONSHIP SKILLS
Anchor Standards:
4B. Develop and maintain positive relationships with others.
- Discussion: Exhibiting the ability to develop and maintain positive relationships based on shared values, interest, goals, and reciprocity of support.
- Discussion: Analyzing types of peer pressure (positive and negative) and evaluating the impact on initiating and maintaining relationships.
- Activity: Students will create a "perfect friend" using an avatar, picture, drawing etc.,
* Students will provide a description of why they are the perfect friend.
* Discuss what attributes they possess that they themselves want to develop and what steps they might take to initiate and maintain a relationship.
- Activity: Provide visuals of adolescents participating in a variety of appropriate (e.g., working,
graduating, volunteering, exercising) and inappropriate (e.g., smoking, texting while driving, cheating on tests, drinking alcohol).
* Students will evaluate the pictures as positive or negative behaviors.
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WEEK 30
RELATIONSHIP SKILLS
Anchor Standards:
4B. Develop and maintain positive relationships with others.
- Discussion: Demonstrating the ability to resist peer/social pressure to engage in unwanted, unsafe, unethical behavior.
- Activity: Utilizing the positive and negative behavior pictures have students discuss consequences of each behavior in the pictures
* Students will create strategies for responding to peers regarding all behaviors.
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WEEK 31
RELATIONSHIP SKILLS
Anchor Standards:
4C. Demonstrate the ability to successfully manage and resolve conflicts in relationships.
- Discussion: Analyzing and defining causes of various types of conflict, (e.g., internal conflict, conflict among peers, conflict with authority).
- Discussion: Demonstrating appropriate conflict resolution skills (e.g., communication, problem solving, stress management, active listening) to achieve mutually agreeable solutions.
- Activity: Students will role play types of conflict while other students, working in small groups, identify the cause and create ideas for solutions.
* Have the small groups share findings with the larger group.
- Activity: Students will research the components of the conflict cycle (e.g., relationship, event, emotion, assumptions, reaction, and outcome)
* Students will describe (orally or in writing) a conflict in their lives and their behavior through the stages of the cycle.
* Did they demonstrate appropriate conflict resolution skills?
* What was the outcome?
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WEEK 32
RELATIONSHIP SKILLS
Anchor Standards:
4C. Demonstrate the ability to successfully manage and resolve conflicts in relationships.
- Discussion: Identifying and implementing strategies to successfully avoid and/or address peer conflict on social media.
- Discussion: Exhibiting skills and strategies to avoid and escape bullying (as target and bystander), threats, physical violence, and harassment to maintain personal safety.
- Activity: Students will create and submit a plan of action (e.g., delete post, block sender, report to adult, no response) to address social media conflict.
- Activity: Students will create and distribute to peers a list of resources (e.g., people, literature, training) to support others in developing skills and strategies to address various types of conflict.
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WEEK 33
Anchor Standards:
5A. Develop, implement, and model effective choice-making skills at school, at home, and in the community.
- Discussion: Implementing decision-making processes by gathering and analyzing information, brainstorming options and barriers, thinking through the consequence (outcome), and reflecting on and evaluating the impact on others.
- Discussion: Demonstrating the ability to take personal responsibility in making ethical decisions.
- Activity: Students will create a flowchart of the decision- making process.
* Utilizing the flowchart, have students work through a real-life decision.
- Activity: Students will read literature involving decision making (e.g., Lord of the Flies, Othello, ThingsFall Apart, Beloved, and The Stranger)
* Discuss the ethical dilemma, the decision, and the consequence (outcome) of the decision.
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WEEK 34
Anchor Standards:
5A. Develop, implement, and model effective choice-making skills at school, at home, and in the community.
- Discussion: Modeling decision-making skills to develop positive interpersonal relationships at home, school, and in the community
- Activity: Students will research historical events and how the world might be if different decisions were made (e.g., U.S. decides not to enter WWII).
- Activity:Students will create a fictional scenario involving a big decision and write four different outcomes on slips of paper.
* After reading the scenario to the class, students will work in groups to randomly select one outcome and put together a skit showing what has happened.
* Once all the groups have performed their skits, discuss which outcome was the best decision, which was the poorest choice, and how these decisions affected everyone involved.
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WEEK 35
Anchor Standards:
5B. Analyze outcomes of decisions including the consideration of their effects on others.
- Discussion: Analyzing various sources of information (e.g., print, social media, news, respected adults) and the impact on one's ability to make safe, socially appropriate, and ethical decisions.
- Discussion: Analyzing and evaluating the impact of culture and how it influences societal norms, safety, and ethics in the decision-making process.
- Activity: Students will pick a topic (e.g., climate change, immigration, gun control) and research how different sources present information and how that might impact decision making.
- Activity: Students will create a list of values they think are important
* Describe how their culture, family, peers, and community impacted their list.
* Students will explain how these identified values play a part in their decision- making process.
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WEEK 36
Anchor Standards:
5B. Analyze outcomes of decisions including the consideration of their effects on others.
- Discussion: Analyzing and evaluating current and past decisions for ethics, safety, and societal norms and the impact on intrapersonal and interpersonal relationships.
- Discussion: Analyzing and evaluating past and current decisions and how they impacted short- and long-term goals.
- Activity: Students will think back over the previous day and make a list of all the decisions they made. (They may have chosen to hit the snooze button rather than get up, study for a test instead of eating lunch, or not do the assigned reading for an afternoon class.)
* Students will look at each decision and consider what their choices reveal about what's important to them.
* Students will write a reflective paragraph in which they consider the potential and obvious results.
- Activity: Students will make a list of school subjects, activities and hobbies they enjoy
* List one potential career that aligns with each item on the list
* Students will choose one career they would each like to have someday and list the skills and special training they would need to hold these jobs,
* Students will create action plans of how they might achieve this career. This will get them thinking about how the choices they're currently making could keep them from their goals.
