Dear Staff, Thank you for delivering these important lessons regarding REAL, our community-wide expectations.

We cannot overstate the importance of our staff communicating a clear and consistent message. The intent is that clearly defined behavioral expectations and predictable responses for student and faculty behavior will improve our schools climate. We want to collectively give proactive responses to behaviors within the school to shape how we interact with one another. In addition, we hope that these lessons open up interesting and valuable conversations as you get to know your students this week. Sincerely,

The REAL team

General Objectives: -Access students prior knowledge of Respect, Excellence, Accountability, and Leadership. -Build on students understanding of these concepts. -Explain the specific expectations in REAL. -Model and set goals for appropriate behaviors within the community. If you have questions please call or email Mayra Gomez. (#5268) All materials will be delivered to you during the first week of school.

Monday, 9/14

PERIOD 5
Activity: Word exchange Materials Needed: Chart Paper, Marker Time Needed: 10 minutes Before class: Write this statement on chart paper and post on usable wall space. When I think of respect, these are the words that come to mind: Opening: Explain to students that this morning we will begin exploring the key concepts in REAL, our community-wide expectations. Our first expectation is Respect, a concept that is often the cornerstone of classroom and school rules. Our goal today is to think about what respect means and what it looks like at GHS. Activity: As a class, use the prompt to brainstorm the elements or components of respect and create a visual map. Write ideas on the provided butcher paper as a spoke diagram/web. Display this in your room for the rest of the day.

*Teachers without a class, ask a fellow teacher to have a student record a copy of their list to post in your room. *Teachers with freshman classes, tell students that REAL is similar to programs in our middle schoolsMcCarty had DDMS, Clear Creek had the Three Rs. They might remember stinger stock and wildcat cards.

PERIOD 6
Activity: Think-Pair-Share Materials Needed: Each student needs a blank sheet of paper and something to write with. Time Needed: 10-15 minutes Opening: Explain to students that we are continuing our study of respect. As we study, students should think about the conversation they had first period and consider the chart on the wall as reference.

Activity: THINKAsk students to pull out a blank sheet of paper and something to write/draw with. Ask students to quickly sketch someone they respect in the middle of the page. 1. On the left side of the drawing, ask students to write or draw the characteristics that they respect in this person. What makes them respectable? 2. On the right side, ask students to write or draw ways in which they show this person respect? What specific actions and words demonstrate their respect?

PAIRInstruct students to pair-up to share their answers and identify things they have in common.

SHAREAsk 2-3 pairs to share their common ideas with the entire class. Possibly focus on what it looks like to show respect. Teacher could record any new ideas on the poster made 1st period.

PERIOD 7
Activity: Video and Discussion Materials Needed: Means to view video via DVD, Server, or Internet Time Needed: 10 minutes

Before class: Set up and test video. Opening: Earlier today, students brainstormed their own ideas about respect; we will now consider the guidelines in our GHS community-wide expectations. Students should pay close attention and think about how these relate to ideas discussed earlier in the day. Activity: View the video. Afterwards, hold a discussion to answer any questions about what the guidelines mean. Closing: Discuss the expectations. These can be guiding questions for discussion, but do not feel like you have to address them all. 1. 2. 3. 4. 5. 6. Start by defining dignity. Dignity is acting or speaking in a manner that shows self-respect or honor. How can a person show dignity in a high school? How does it impact others? What is the difference between active and passive listening? How does taking care of public spaces show respect? Which of these are most important in creating a positive community? Which of these does GHS do well? Which do we need to work on?

Have a student record the classs ideas and then email the notes to Tori Maehara or place them in her mailbox.

PERIOD 8
Activity: Making Commitments Materials Needed: Students will need their GHS handbook or a piece of paper Time Needed: 10 minutes Before Class: Write the prompts below on the white board, overhead, or Smartboard (if you are lucky) Opening: Explain to students that this last lesson gives them an opportunity to reflect on the ways in which they show respect and set goals for future action. Activity: Students should turn to the last page of their student handbookit should be blank. If students do not have their handbook, they should write on a separate sheet of paper. Ask students to write answers for the following prompts. Prompt One: Describe a time that you have shown respect within the GHS community. Prompt Two: Write a commitment you can make for showing respect in the GHS community.

Ask a few students to share their responses with the class. Emphasize with students how keeping these commitments can shape a positive culture at GHS. Have a student record the commitments shared and then email the notes to Tori Maehara or place them in her mailbox.

Tuesday, 9/15

PERIOD 1
Activity: What does excellence look likeModeling activity Materials Needed: Instructions Time Needed: 10 minutes Activity: This activity can be done with eyes open or closed; however, the entire class should have the same cue. The teacher will guide students through a series of cues that ask students to mimic particular actions/emotions. They are supposed to use their entire body to express this, so they can change their face, they can stand a certain way, and they can use an imaginary prop. They need to hold the pose though, so once they figure it out, they freeze. Students should be standing so that they have room to move freely to create a gesture or pose that embodies how they are feeling. Though this is a tool for learning, let them have fun with it. (Let them spend about 15 seconds in each pose.) You just won the lottery. You found out bad news. You ate your favorite food. You just got an F on a paper. You told someone a secret. You received a compliment from a teacher in front of the whole class. You were yelled at by a friend. You answered a question correctly in class because you were paying attention. You are your future self in 5 years. You are your future self in 10 years.

Closing: Take a moment to debrief with your students. 1. What did you notice changed about you in the different poses? 2. What were some things that were similar between the different poses? 3. Which of these poses made you feel like you were doing something excellent?

PERIOD 2
Activity: VideoHow have GHS graduates realized their dreams? Materials Needed: Means to view video via DVD, Server, or Internet Time Needed: 10 minutes Before class: Set up and test video. Opening: Earlier today, students thought about what it means to be successful; now we will take a look at a few GHS graduates who embody excellence. Students should pay close attention and think about how their experience at GHS can help them reach their long term goals. The video will also present the guidelines for what excellence looks like at GHS. Activity: View the video. Afterwards, hold a discussion to answer any questions about what the guidelines mean. Closing: Discuss expectations. These can be guiding questions for discussion, but do not feel like you have to address them all. 1. 2. 3. In what ways can you show responsibility for your own learning? Think about a time when you challenged yourself to do your best: How was the experience different than others? What did you do differently? Did it feel differently? Ask one or two students to connect how these guidelines lead to excellence in school as well as later in life.

Have a student record the classs ideas and then email the notes to Tori Maehara or place them in her mailbox.

PERIOD 3
Activity: Reading Materials Needed: Copies of the readingWhat Does It Mean To Be Successful? Time Needed: 10 minutes Opening: Start class by informing students that our goal is for students to consider ways they can achieve excellence individually and collectively. Activity: This period, the class will be reading an excerpt from Hal Urbans Lifes 20 Greatest Lessons. While reading aloud as a class, students should mark each bullet by circling or underlining. They will circle the areas they consider their personal strong points, and underline the areas that they think they need to improve on.

Closing: Ask one or two students to share how they assessed a couple of the bullet points. Instruct students to keep this reading until their next period, as they will be using it for goal setting/reflection during 4th period.

*Handout included in packet, copies will be delivered to you prior to lessons.

PERIOD 4
Activity: Goal Setting Materials Needed: Students will need their GHS handbook or a piece of paper Time Needed: 10 minutes Opening: Let students know that we are going to wrap-up our work on excellence by setting personal goals. *You might check in regarding how many students held onto the reading from last class. Let them know that being able to do this demonstrates accountability, the concept we will study tomorrow. Activity: Ask students to review the reading from 3rd period, paying close attention to the way in which they identified each bullet, whether it be circled or underlined. Students should then set a challenging school-related personal goal that they plan to accomplish this year and identify 3 steps they will take to meet that goal. Instruct students to write their goal and three steps on last page of their student handbook. Most students will have already written commitments about respect on the top half, this work can go right below it. Ask a few students to share their responses with the class. Emphasize with students that by putting this goal in their handbook they can check in at different points to see how well they are progressing toward it. Instruct students to keep their reading in their handbook/notebook because they will be using the other side on Friday. Have a student record the commitments shared and then email the notes to Tori Maehara or place them in her mailbox.

Wednesday, 9/16

PERIOD 5
Activity: Experiential exercise Materials Needed: Ball of Yarn Time Needed: 10 minutes Opening: Start class by asking students to think about what it means to be accountable. Inform them that accountability is very closely related to responsibility. To demonstrate accountability, we are going to play a game with a ball of yarn. We want you to think about how this game represents accountability. Activity: Teacher asks the students to stand in a circle. They will then pass the ball of yarn throughout the circle while sharing one fact about themselves. Each person holds onto part of the yarn before they pass the ball to another person. The result should be a web created throughout the circle. Students need to keep the web tight as the group continues to throw the yarn. Once the web is created, the teacher asks one of the students to pull on the yarn so that the class can see how it affects everyone elses piece of string. Then the teacher can instruct another student to let of go the yarn in order to show how the rest of the group is affected by the lack of accountability of one member. Prompt students to reflect on the activity: 1. 2. 3. 4. What happens when we are connected and one person pulls? What happens when we are connected and one person drops it? How does this relate to accountability in a school? Why do you think that this activity includes saying something about yourself?

Students should find that the one student pulling moves others and that letting go creates slack that impacts the entire web and thus, the entire group. Explain to students a key difference between accountability and responsibility is that you are recognizing how personal actions impact others.

PERIOD 6
Activity: VideoWhat is accountability at GHS? Materials Needed: Means to view video via DVD, Server, or Internet Time Needed: 10 minutes

Before class: Set up and test video. Opening: Earlier today, students were introduced to accountability. This video explains what accountability looks like at GHS. Activity: View the video. Afterwards, hold a discussion to answer any questions about what the guidelines mean. Closing: Discuss expectations. These can be guiding questions for discussion, but do not feel like you have to address them all. 1. 2. 3. What does accountability look like at GHS? Ask students to give examples of how they have been accountable at GHSfor example, a student might tell a story about a group project, being part of a production or an athletic team. How is accountability different but related to responsibility?

Have a student record the classs ideas and then email the notes to Tori Maehara or place them in her mailbox.

PERIOD 7
Activity: Accountability in the Community Materials Needed: Excerpts from interviews with BK, Taco Bell, Former GHS students, and La Herradura Time Needed: 10 minutes Opening: Believe it or not, we all have a common identity. No matter how different you think you might be from another student or staff member, we all share a common identity as GHS students and staff. Each of our actions during lunch, on the evenings, and weekends, create impressions within the greater community that impact us all. Activity: Share with students the feedback given by community members at Burger King, Taco Bell, La Herradura, and Caf D when they were asked, What do you think about GHS students based on what you see during lunch? I wish they wouldnt come here, when they are here my regulars dont come. A manager also shared that there have been several incidents of vandalism to the establishment and cars of customers. He said students are rude to employees and other customers. Not all of them are bad. I dont mind having them here Ive had a few incidents where I have to threaten kids with calling the police and that always calms them down or they leave. I dont have any problem with them. They all call me their aunt. For the most part, students are very respectful. When I hear profanity or see bad behavior, I call them out and they apologize.

Closing: Follow up with some guided discussion. 1. Ask students why they think we got the responses we did. 2. Based on the comments, brainstorm ideas about what students can do to form a positive image of GHS?

PERIOD 8
Activity: Improv ScenariosAccountability and Making Choices Materials Needed: Scenarios Time Needed: 10 minutes Opening: When it comes to being accountable, we are all put into situations when we have to make hard choices. We will close today by considering a few scenarios that illustrate hard choices. Activity: Read each scenario to the class. Ask students to write down how they would respond. Then, ask one or two students to act out their response to the class. Finally, discuss the fallout of different options with the entire class. Scenario One: You and your friends usually eat lunch in the hallway outside of Mr. Smiths room upstairs. As you get up to leave, you notice that your friends left trash all over the placenacho cheese dip and a few chips, a half-empty carton of milk, even some bunched up plastic wrap from a bagel and cream cheese. Your friends have started walking down the hall, what do you do? You are part of a team who is competing in the Freshman Science boat races. Winning this competition is one of the greatest honors at GHS, it is sure to be the highlight of your high school career, and might lead to a scholarship at MIT. On the day of the race, you forgot to bring the supplies to complete your section of the project. Its 3 minutes before your team is supposed to meet to finish things up. What do you do?

Scenario Two:

Scenario Three: You are participating in one of our schools incredible drama productions. Opening night was awesome, but it kept you up very late. When you got home, you didnt even take your makeup off before you crashed into bed. Your alarm goes off at 6 a.m., and thats when you remember you have a group test in Mr. Lindblads Global Studies class 2nd period. You know Mrs. Dempsey has high academic standards for her theatre students and that your group is counting on you. Because you did not study for the test, you are unprepared. What do you do? (If students are struggling with acting it out, you can modify it by having them pair/share their ideas about the scenario)

Thursday, 9/17

PERIOD 1
Activity: Game, The Leader Materials Needed: None Time Needed: 10 minutes

Opening: The last of our expectations is leadership. Today we will explore what it means to be a leader and the different ways people can exhibit leadership. Activity: Ask for one or two volunteers to step out of class. This students task is to determine who the leader of the class is when they re-enter the room. While the first volunteer has left the room, ask another student to play the leader that the rest of the class will follow. The leader will do various activities that the rest of the class must follow such as winking, clapping, laughing, stomping of feet, etc. Have them practice changing the action a couple of times, then bring the student in the hall back into class and start the game. The student who just came in should try to identify who the leader of the class is based on his/her actions. Play this for about four minutes. If by then the leader has not been identified, ask the leader to come forward. If they are identified quickly, pick another volunteer to step out and repeat. Closing: Debrief the activity. Ask the student who was guessing: What characteristics helped identify the leader? What things were they looking for? Ask the class: What was it like to try and follow the leader? What was easy about it, what made it hard? What are some qualities that identify a leader?

PERIOD 2
Activity: VideoLeadership at GHS Materials Needed: Means to view video via DVD, Server, or Internet Time Needed: 10 minutes Before class: Set up and test video. Opening: Earlier today, students explored the concept of leadership. Lets take a look at leadership and its guidelines. Activity: View the video. Afterwards, hold a discussion to answer any questions about what the guidelines mean. Closing: Discuss the expectations. These can be guiding questions for discussion, but do not feel like you have to address them all. 1. 2. 3. Why is it important to have leaders in a society? How are positive leaders different from negative leaders? What types of things do positive leaders do at GHS?

Have a student record the classs ideas and then email the notes to Tori Maehara or place them in her mailbox.

PERIOD 3
Activity: Self-Evaluation--Leadership and influence Materials Needed: Students will need paper and something to write with Time Needed: 10 minutes

Opening: According to John Maxwell, a guy who has been writing and speaking about leadership for over thirty years; Leadership is Influence. This lesson is adapted from Maxwells Developing the Leader Within. It gives students the opportunity to think about how influence works in their lives. Ask students to take out a piece of paper and something to write with and then guide them through the 4 steps listed. Activity: 1. 2. Define influence. Have students come up with a working definition of the word. Ask students to create two lists on their paper. People who I influence: People who influence me:

2. 3. 4.

Think about the people you influence. What type of influence are you to them? In what ways do you see the way you are influenced impacting how you influence others? What type of influence do you want to have on others? How can you make this happen?

PERIOD 4

Activity: Leadership Continuum Materials Needed: None Time Needed: 10-15 minutes Opening: Inform students that they will continue their study by considering where they fit on a leadership continuum. Activity: Self-reflection on times when you lead and times when you follow, and how both are equally important. 1. At the beginning of class ask students to form a line somewhere in the room. Tell them that they are going to be identifying themselves as either a leader or a follower based on different scenarios. 2. The teacher then explains the idea behind the continuum: where one end of the line is for the extreme leaders and the other is the extreme followersthe middle is everyone in-betweenand an individual can be anywhere on the line. Students can move freely during the exercise based on what place on the line they feel describes them most accurately. 3. The teacher then goes through the following prompts and students move to self-identify as leaders or followers. In your family At school On a team With your friends In math class In English class In the community Closing: Debrief the activity through partner sharing. 1. After the last prompt have students hold still while you pair them up. You can pair people side by side, or it might be interesting to pair people on opposite ends, with an extreme leader and an extreme follower until you reach the middle. 2. Ask students to share with their partner what makes them a leader/follower and what it is like to be a leader/follower in each of the different situations. What would the partner do if he or she were forced into a role at the opposite end of the continuum? 3. Discuss why all places on the continuum are important.

Friday, 9/18

PERIOD 5
Activity: REAL Grid Assessment Materials Needed: 10-15 copies of the blank REAL grid. Time Needed: 10-15 minutes Opening: Lets see how many of these ideas have stayed with you. Ask students to create groups of two or three. Activity: Instruct groups to fill in a blank REAL Grid. Groups should write down as many ideas as they can under each expectation. To debrief, ask different groups to share their answers.

Collect the completed grids and put them in Tori Maeharas box by the end of the day. This assessment will give us important feedback regarding the effectiveness of these lessons.

**Blank grids will be delivered to you prior to lessons.

PERIOD 6
Activity: Intro to Acknowledgments System Materials Needed: Acknowledgements Powerpoint (via server) and or examples of acknowledgements. Time Needed: 10-15 minutes

Opening: When the phone rings and GHS shows up on the caller I.D., most students might expect bad newsOh no, its the recording saying that I skipped class. You might want to answer the call this time because it might be good news. Inform students that this year, GHS staff are looking for ways to let students know when they are doing the right thing. It makes us feel good, and hopefully it will make students feel good as well. Activity: Show students the examples of our acknowledgements system and explain each of them. Verbal Praise: Positive words go along way in developing positive relationships and positive culture. We hope students will join GHS staff in letting the compliments fly. When you are impressed with the work of your peers and GHS staff let them know! You might just make someones day Phone calls and emails home: A student survey taught us that students like getting props communicated to their parents. So again, answer the phoneyour parents will likely be thrilled! Gophergrams: What has been used in the past to tell you to show up at the assembly on time will now also be used as a way for staff to send simple notes to let you know we appreciate youhang them on your fridge and be proud. Good News Referrals: Youll know youve hit the jackpot when you get called to your vice principals office. This is a way to get an official record of how awesome you are into your permanent file. Be careful though, we still give out the ones when you are not so awesome too.

PERIOD 7
Activity: Building My School Materials Needed: Instructions and Building My School images of GHS. Time Needed: 10 minutes Opening: This activity gives students a chance to think about their place in GHS and how GHS relates to their goals. Activity: Guide students through the activity using the attached instructions. Closing: If time permits, choose one or two of the discussion questions to debrief. **Instructions included at end of this packet, student handouts will be delivered to you prior to lessons.

PERIOD 8

Activity: VideoReview of key concepts Materials Needed: Means to view video via DVD, Server, or Internet Time Needed: 10 minutes Opening: Today we are going to sum-up REAL and think about the culture we can create at GHS. Activity: View the REAL Video to sum up the activities of the week. This video connects current and past cultural examples to themes discussed all week long. Closing: Discuss the idea of being REAL, in terms of expectations set by GHS and the overall connotation of the words. Hold a class discussion guided by the following questions: 1. In what ways do you see the REAL concepts interrelated? 2. How are these characteristics that guide people in the larger community? 3. Which of these values are going to help create a positive environment at GHS? For example, students might bring up that in order to achieve excellence one needs to be accountable. We are hoping students can point out ways in which the concepts overlap. Have a student record the classs ideas and then email the notes to Tori Maehara or place them in her mailbox.