PREVThe Middle School Student's Guide Ruling World - Ins…

PREVThe Middle School Student's Guide Ruling World - Ins…

The Middle School Student’s Guide to Ruling the World!* *Through Work Management and Organizational Skills

By Susan Mulcaire

Instructor’s Guide ’

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The Middle School Student’s Guide to Ruling the World!*

*Through Work Management and Organizational Skills

Instructor’s Guide S. .S. ™ Student Organizational Skills Program PRODUCT PREVIEW

©2007, 2009 Susan Mulcaire

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PRODUCT PREVIEW

© 2007, 2009 by Susan Mulcaire

All rights reserved. The content of this book and the teaching methods are protected by intellectual property laws. Tween Publishing LLC grants permission to noncommercial users to provide instruction based on the content of this book and to photocopy designated reproducible pages. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system or transmitted in any form, by any means, electronic, mechanical, photocopying, recording or otherwise, for any commercial or noncommercial use without the written permission of the publisher. For information regarding permission, write to Tween Publishing LLC, P.O. Box 8677, Newport Beach, CA 92658-8677, or contact Tween by email at [email protected] ISBN 0-9785210-1-3

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TABLE OF CONTENTS

Message to Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv Annotated Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv LESSON 1: Introduction: Get Ready to Tackle New Challenges! . . . . . . . . . . . . . . . . . . . . . . .2 LESSON 2: How to Organize a Goof-Proof Binder™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 LESSON 3: How Is a Planner Like a Radar? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 LESSON 4: Study Buds & Taking the Grrr out of a Group Project! . . . . . . . . . . . . . . . . . . . .44 LESSON 5: How to Impress Your Middle School Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 LESSON 6: Tun’n in and Taking “To Do” Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 LESSON 7: Designer’s Challenge: A Workspace that Rocks ! . . . . . . . . . . . . . . . . . . . . . . . . . .90 LESSON 8: Following the Rules of Rubric Road . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 LESSON 9: How 2 uza cmptr 4 mor thn im’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 LESSON 10: Extreme Makeover with The Write Stuff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 LESSON 11: The Mental Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 LESSON 12: Detect & Correct: The Case of Nasty Homework Habits . . . . . . . . . . . . . . . . .144 LESSON 13: Detect & Correct: The Case of the Sneaky Social Studies Project . . . . . . . . .154 LESSON 14: Get Motivated! Grade Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164 LESSON 15: Get Motivated! Activity Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174 LESSON 16: Goalbusters: Control Your Kryptonite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180 ANSWER KEY to Workbook Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191 PRODUCT PREVIEW

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lesson 2 How to Organize a Goof−Proof Binder ™ ! o ™ PRODUCT PREVIEW Dear Educator, Congratulations on selecting Tween Publishing’s Student Organizational Skills program. The S.O.S. program is a comprehensive work habits, time management and organizational skills program based on The Middle School Student’s Guide to Ruling the World! Teaching good work habits, time management and organizational skills is one of the best things you can do to assure your students’ success in middle school and beyond. These essential skills can boost achievement across all areas of the curriculum, and build good academic behaviors. This Instructor’s Guide contains sixteen lesson plans, exercises and activities. Each lesson corresponds to a chapter in The Middle School Student’s Guide to Ruling the World! Consider supplementing instruction with Tween’s ten S.O.S podcast lessons. The S.O.S. podcasts, as well as useful tips, articles, information and many reproducible forms can be found at www.middleschoolguide.com. Look for S.O.S. PowerPoint slides on our website in Spring 2010. Please take a moment to review the annotated lesson plan below. Each lesson in this Instructor’s Guide follows this format, and includes exercises, activities and reproducibles to make the S.O.S. program an enjoyable and meaningful experience for your students. Sincerely, Tween Publishing Time Required: Indicates the approximate time required to complete the lesson, including the Lesson Activity. Workbook “WB”: References the corresponding pages in The Middle School Student’s Guide to Ruling the World!

Time Required 50–55 minutes

Materials: Lists materials required for the lesson. (Activity materials are listed separately in the Lesson Activities Guide that follows each lesson.) Podcast: Indicates title of corresponding S.O.S. podcast (www.middleschoolguide.com). Podcasts run approximately 25–30 minutes. They are optional, and may be enjoyed at home or in the classroom before, during or after the lesson.

Workbook This lesson corresponds toWB pages 20–34.

Materials List 4 Sample plastic subject dividers,sheet protectors and a two-pocket (poly-pocket) folder. 4 See Activities Guide on IG page 27. 4 Handout:Letter to Parent or Caregiver,“What I LearnedToday in My S.O.S.™ Class.” S.O.S. Podcast: “Scattered Sara Organizes a Goof-Proof Binder” (27:04) (www.middleschoolguide.com) Objectives By the end of this lesson, the student will be able to: • connect having an organized binder with the ability to quickly locate and file homework,handouts and information. • describe how to organize a Goof-Proof Binder. • arrange one section of his/her binder to be Goof-Proof.

Objectives: Identifies the skill or strategy students will learn in the lesson.

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Estimates the time to complete each lesson element.

THE LESSON

Gaining Attention (3–5 minutes) Direct students toWB page 21.Read the comic aloud.Engage students in a discussion:What’s happening in this comic? How is a binder like a filing cabinet?What kind of problems might Sara be having with her binder?What is stressful about having a disorganized binder? How can having an organized binder help you to be a better student?

Gaining Attention: With the exception of Lessons 1 and 16, each lesson begins with a brief discussion of the Workbook comic introducing the skill that is the topic of the lesson.

Communicating the Objectives (2 minutes) In today’s class,students will learn about the first organizational tool in the Middle SchoolTool Shed:A Goof-Proof Binder.They will learn that having an organized binder can make middle school life easier,how to organize their binders so they can store, retrieve and locate papers,homework and information quickly and keep papers neat and unwrinkled. [Remind students that if a teacher has expressed a preference for organizing a class binder, they must follow the teacher’s instructions. A Goof-Proof Binder is for classes in which a teacher has not expressed a preference.] Presentation of Content (20 minutes) [Write highlighted content on the board.] How to Assemble a Goof-Proof Binder. [If you have selected Activity B for this lesson,proceed directly to the Activity,as it incorporates the Presentation of Content. If you have selected Activity A,use the subject divider, sheet protector,binder paper and 2-pocket folder to model the assembly of a Goof- Proof Binder section as you present the content.] 1. Separate papers,homework and handouts by class! Use subject dividers to separate papers by class! The first step to creating a Goof-Proof Binder is to use subject dividers to create a separate section for each class. [If available,provide a sample subject divider for students to see.] Plastic subject dividers are best,because they are strong and won’t tear and fall out of the binder.Label the subject divider with the name of the class or activity. Only papers for that class go in that section! 2. Preserve and protect important class handouts! Use sheet protectors to preserve important class handouts! Ask students if they can think of any handouts that should be kept in their binders for the entire,or at least a large part of the school year (i.e., reading list,syllabus,class schedule,study guide, rubric,etc.). [If available, distribute or display sample sheet protectors.Let students practice putting papers into the sheet protectors.] Use sheet protectors to preserve important papers! Students should place important handouts in sheet protectors,directly behind the subject dividers.That way, they are easy to find for reference.Store three or four extra sheet protectors in the binder.

Communicating the Objectives: Tells students what they will be able to do as a result of the lesson.

Presentation of Content: Contains instruction on skills and strategies. Note: Highlighted content is written on the board by the instructor as the lesson is presented. (In Spring 2010, the highlighted content will be available on PowerPoint at www.middleschoolguide.com.)

How to Organize a Goof-Proof Binder™! PRODUCT PREVIEW 17

3. Binder paper: Keep 20–25 sheets of binder paper in each class section. Place 20–25 sheets of wide-ruled binder paper behind the sheet protector section for in-class writing,notes and homework. 4. A 2-pocket (poly-pocket) folder holds handouts and homework. Short term handouts,homework and forms for parent signatures or review go in a 2-pocket folder. A 2-pocket folder goes in each class section,behind the binder paper.The left pocket is labeled “Handouts andWorksheets”and holds all short term handouts and worksheets.The right pocket is labeled“Homework/Graded Papers/Signed Forms.” It holds papers that go to and from school and home. [Pass around a sample three hole-punched Poly-pocket folder, labeled correctly.] 5. Some Never-Do’s: Never shove papers loose into your backpack! Keep an extra 2-pocket folder in your backpack to temporarily hold papers. Never shove papers loose into your locker! Never let old papers clutter up your binder.A binder is not for long term storage of school papers! Clutter-bust binders every two weeks. Direct students toWB page 30.Review and discuss the graphic of a fully assembled Goof-Proof Binder section. Letter to Parent (5 minutes) Students reference the content written on the board by the instructor to complete the S.O.S.™ Letter to Parent or Caregiver. Assign Homework (2 minutes) • ReadWB pages 30 and 31 and complete the exercise on pages 32–33. (Collect scores for assessment.) • ReadWB pages 36–46 to prepare for the next class. • Students obtain supplies and assemble at least one subject section of their binder to be Goof-Proof! (Schedule binder checks for assessment.) Activity (15–20 minutes) Select Activity“A”or“B”from the Activities Guide on IG page 27.

Letter to Parent: (Optional) At the conclusion of each lesson, students reference the highlighted content the instructor has written on the board to complete a letter to parents or caregivers describing the skills learned that day. (Reproduced at www.middleschoolguide.com and available on PowerPoint in Spring 2010.) Activity: A Lesson Activities Guide follows each lesson plan. Select from a variety of fun and effective activities for students of all needs and ability levels. IG = Instructor’s Guide Assign Homework: Indicates the Workbook reading and/or exercises to be completed for the next S.O.S. lesson. May include optional or additional homework selections.

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Lesson 1: Introduction to skills

Time Required 50–55 minutes Workbook This lesson corresponds to WB pages 5–17. PRODUCT PREVIEW Materials List 4 Overhead Projector. 4 PowerPoint or Overhead Transparency (OHT) of comic on WB page 9 for correction. 4 See Activities Guide on IG page 5. 4 Handout: Letter to Parent or Caregiver, “What I Learned Today in My S.O.S.™ Class.” S.O.S. Podcast: “How to Be a Disorganized Student” (25:55) (www.middleschoolguide.com) Objectives By the end of this lesson, the student will be able to: • describe five ways that middle school presents more organizational challenges than elementary school. • identify characteristics of successful middle school students. • locate five or more examples of unproductive work management and organizational practices in an exercise. Welcome to Middle School — Get Ready to Tackle New Challenges!

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THE LESSON

Gaining Attention (5 minutes) Welcome the students to the S.O.S.™ (Student Organizational Skills) class. To gain attention, pose this question: Who watched [or will be watching] the Rose Bowl Q ? Advise the class that, following an introduction to the course details, the students will be challenged to make some comparisons between playing in the Rose Bowl and going to middle school!

Advise students of the S.O.S. class details: 1. Class meeting times and location. 2. Assessment and grading:

The workbook for this course is The Middle School Student’s Guide to Ruling the World! Students will be assessed on the completion of the exercises in the Workbook, and by participation in the class activities. But, how well a student listens and learns will be obvious to teachers, parents, and to students themselves, as they begin demonstrating better work habits, time management and organizational skills! 3. Materials: Students must bring their copy of The Middle School Student’s Guide to Ruling the World! and a pencil or pen to every class. Communicating the Objectives (2 minutes) The objective of the S.O.S. program is to learn good, basic work habits, time management and organizational skills. Students will learn that being organized requires more than using a planner! It takes a full set of skills and strategies that they will learn in S.O.S. These skills will form the foundation for the work habits, time management and organizational skills and strategies they’ll need in high school. The objectives of today’s class are to identify traits of a successful middle school student, identify some work habit, time management and organizational challenges of middle school and learn about practices that are not productive! Presentation of Content (15 minutes) [Write highlighted content on the board.] 1. Pose this question. Ask students to suggest answers to fill in the blank. “How is going to middle school like playing in the Rose Bowl? Q Like playing in the Rose Bowl, going to middle school is .” [Some anticipated responses are: exciting, challenging, fast-paced, demanding, lots of people, hard work, loud/distracting, scary, etc.] Q Substitute any national, regional or local championship event wherever the Rose Bowl is referred to in this lesson. Introduction: Welcome to Middle School — Get Ready to Tackle New Challenges! 3 PRODUCT PREVIEW

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2. Continue, transitioning students to a discussion about the abilities and qualities of Bowl (or championship) players. “What makes players good enough to be on a team that goes to a Bowl game? What qualities and character traits do Bowl or championship players exhibit?” [List students’ answers on the board; do not erase.] [Some anticipated responses are: confidence, skilled, trained, prepared, disciplined, ready, hard workers, committed, on top of their game, focused, have a game plan, etc.] 3. Challenge students to consider: “If going to middle school is [ exciting, busy, challenging, etc. ] like the Rose Bowl, what qualities and character traits should a middle school student have in order to tackle the challenges of middle school?” Conclude: Like Bowl players, a middle school student should be [ insert adjectives listed from question #2 ]. The qualities and character traits of a successful middle school student are the same as the qualities and character traits of a successful bowl or championship player! Today, students begin training—not for a Bowl game, but to successfully tackle the challenges of middle school! 4. “Let’s talk about the challenges of middle school. In what ways is middle school more challenging than elementary school?” [Some anticipated responses are: more students, larger classes, bigger campus, changing classrooms, different teachers for each class, using a locker, harder subjects, more homework, clubs and activities, new friends and people to meet.] Encourage students to follow through on their ideas: In what ways might having six different teachers be challenging? What’s the impact of a larger campus on your time management? How is changing classrooms organizationally challenging? How is having more homework an organizational challenge? 5. “What skills are essential for balancing all of the activities, demands and challenges of middle school?” Guide students to conclude that good work habits, time management and organizational skills are essential in middle school! With good work management and organizational skills, most of the challenges of middle school can be anticipated, planned for and tackled ! PRODUCT PREVIEW

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Activity (15 minutes) Today students begin to learn good work habits, time management and organizational skills. To start, let’s first consider some common errors made by middle school students. 1. Direct students to the “I Spy an Organizational Error” on WB pages 8 and 9. 2. Read page 8 aloud. Introduce the exercise on page 9. 3. Working alone or in pairs, students study the cartoon and circle the work/time management and organizational errors they find. Allow five minutes to complete the exercise. 4. Call on students to identify a poor work/time management or organizational practice that he/she finds in the picture and explain why he/she believes it is a poor practice. What might be the consequence of this poor practice? What problems might result from this? 5. Use the answer key on IG page 13 to guide the class to find all of the errors. Letter to Parent (5 minutes) Students reference the content written on the board by the instructor to complete the S.O.S.™ Letter to Parent or Caregiver. Assign Homework (3 minutes) • Truth or Dare: Direct students to WB pages 14 and 15. Introduce the Truth or Dare exercise. Review and assign it as homework. Advise students to spend about 20 minutes on the exercise. If they are uncertain about an answer, they may ask a parent’s opinion. Students add up their scores and check their organizational profile on pages 16 and 17. (Collect scores for assessment.) • Read WB pages 19 through 26 to prepare for the next S.O.S. class. PRODUCT PREVIEW

Collect students’ Truth or Dare scores and go to www.nces.gov/nceskids/graphing (Create a Graph). Summarize the >Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60

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