Lesson 1/10 Created for a non-profit organization to expand community presences and inspire youth to initiate positive change in their communities. Ten lesson plans were developed during a paid internship at the organization during Summer 2016.

1. Welcome to
=Citizen Schools
Program=

2. Introductions
=insert personal picture for Beth=

3. Introductions
=insert personal picture for Jen=
Add more slides if more instructors will be participating
regularly.

4. Group Agreement
Consider
• What do you expect of yourself?
• What do you expect of others?
• What do you want to get out of
this program?

5. Please read aloud.
I agree to follow the Group Agreement to
the best of my ability during the =Citizen
Schools Program= each week.

6. Group Rhythm

7. Madlibs
MY NAME IS (INSERT #1)
AND MY BAND,
THE (INSERT #2)(INSERT #3)
ARE PLAYING IN (INSERT #4)
ON (INSERT #5).

8. Card Draw Break
♥ Hearts=jumping jacks
♦ Diamonds=sit downs, stand ups
♣ Clubs=arm circles
(forward and backward)
♠ Spades=wild card, the “card
drawer” gets to choose
Ace, Jack, Queen, King=10,

9. Jumping
Jacks
Sit downs,
Stand ups
Arm Circles
Wild Card

10. Take a Stand
 Do NOT put your name on the worksheet
 Complete worksheet
 When done, return to instructor
 Return to your seat and quietly wait for others to finish.

11. Take a Stand
Agree Disagree

12. Let’s Discuss

13. Finished

14. Lesson Plans Explanation
The =Citizen Schools Program= was created to introduce students to community engagement. In
particular, this program encourages students to identify health issues in their communities and identify
ways they are passionate about raising awareness and promoting change. During the 10-week period
students will learn about factors that cause and effect healthy or unhealthy communities, practice
gathering information about a variety of issues, learn about ways they can improve their communities,
and create their own campaign or cause addressing a community issue they are interested in changing.
The program contains 10 lesson plans. Each lesson plan assigns roles for the primary teacher (PT) and
assistant teacher (AT) at the top. Also at the top, each lesson plan has a list of materials and any
essential preparation needed to conduct the lesson. All lesson plans have one objective and one to three
goals.
The lesson plans are formatted using a table with the columns: Time (duration), Format, Facilitator
(Tasks), Activity, and Purpose.
The Time column is merely a guestimate of time to allot for each activity, but the PT and AT should use
their best judgement and adapt according to the students interest or disinterest.
The Format column will state where the primary focus should be. For example, if the Format column
says PowerPoint, that means that there is information on power point slides that the students should be
viewing. If it says group discussion, the power point may still be on, but it is not the focus during this
activity.
Note: Activity Guides are named as follows, “lesson #_activity.”
Worksheet are named as follows, “lesson #_activity WS”.
See Activity & Worksheet List for all activity guide and worksheet names and their lesson number.
For the Facilitator column, the PT will be the designated facilitator for most of the activities and
discussions; however, the AT should be actively involved as well. The AT will have other tasks during
some of the activities. There are 5 symbols that signal what the AT must do.
= AT will prepare the classroom for the next activity, such as hanging sheets of paper or signs.
= AT will be responsible for taking pictures to be shown at the beginning of the next lesson.
= AT will pass out worksheets. This symbol will be followed by an “i” or “G” to indicate if all
students receives a worksheet (i) or if each group receives a worksheet (G).
= AT will pass out supplies or materials for the activity. This can include paper, coloring utensils,
etc. It will be the AT’s responsibility to determine what is needed and for which activity by looking at the
materials list at the beginning of the lesson plan.

15. = AT will play music. This is intended to be ambient noise to promote creative thinking and
problem solving.
The Activity column refers to activities by the name of the separate file associated with it (also bolded).
Each activity outline provides a description of the activity, a list of possible questions that could be asked
during or after the activity, and guiding points that can help encourage spontaneous questions or
discussions. These outlines are meant to be tools for conducting the lesson and not necessarily followed
verbatim. Again, see Activity & Worksheet List for all activity and worksheet names and their lesson
number.
And finally, the Purpose column provides a brief justification for this activity and helps the PT and AT
understand the connection between the activity and larger lesson goals and objectives.
There is also a Game Index that provides a list of games that can be played if the lesson is shorter than
expected or an activity was unsuccessful. However, any materials needed for these games are not
included in the lesson plans. It may be wise to take or prepare materials for one or two additional games
each week just in case they are needed.

16. Lesson #1
Primary Teacher (PT): ___________________________________________________________________
Assistant Teacher(s) (AT): ________________________________________________________________
Materials: PowerPoint, Digital camera/phone, Large sticky note/poster, Band MadLib WS, Take a Stand
WS, Deck of cards, 2 Signs (“Agree” and “Disagree”), Markers, Extra writing utensils
Needed Preparation: Finalize PowerPoint, Choose questions for Take a Stand WS, Print Take a Stand WS,
Create/print signs, Print Band Madlibs WS
Objective: Students practice looking at a variety of topics from their own and different perspectives.
Lesson Goals:
1. By the end of the lesson, SWBAT make an argument for an opinion about a topic
regardless of their own stance.
Time
(duration)
Format Facilitator
(tasks)
Activity Purpose
5 min Welcome/
PowerPoint
PT/AT Introduce teachers.
Explain where you are from, a
brief background of yourself, and
why you are working with Citizen
Schools.
Introductory purposes.
15 min Group
Discussion
PT Create a Group Agreement
Ask students to create their rules
for the entire program. Write it on
a large sticky note/poster and
bring it to all subsequent lessons.
Have students verbally agree to
follow them.
Establish rules.
<5 min Group
Activity
PT Group Rhythm
Create a clap-stomp sequence.
Create an attention
grabber.
25 min Sharing PT
i
Band Madlibs
Student fill out WS and share their
madlibs as a class.
Introductory purposes
to learn names.
<5 min Group
Game
PT Card Draw Break
Four cards are drawn by the
students and actions are done by
the group.
Physical and mental
break.
5 min Individual
WS i
Take a Stand
Students answer questions on the
worksheet
25 min Group
Activity
PT Take a Stand
Students discuss different opinions
as a group.
Students think critically
about their own and
other’s opinions.

17. 10 min Group
Process
PT Take a Stand
Students discuss the concept of
perspective.
Students will think
critically about
different opinions.
<1 min Dismissal PT Group clap-stomp 3x End the lesson.
Time
permitting
Group
Game
See Game Index.

18. Create a Group Agreement
1. Students will create a list of the rules they think they should follow for the duration of the program.
2. Once a list is created ask if they think there are any duplications or rules that can be combined. Try to
condense the list to 3-6 rules.
3. Ask them about what the consequences should be. For the first offense? For multiple offenses? For
severity of rule breaking?
4. Have the students verbally pledge together:
“I agree to follow the Group Agreement to the best of my ability during the =Citizen Schools
Program= each week.”
5. After the lesson and for PT/AT only, create a clean copy of the rules to bring to all subsequent lessons.
IDEAS from http://www.scholastic.com/teachers/article/creating-classroom-rules-together:
 Treat others as you would like to be treated.
 Respect other people and their property (e.g., no hitting, no stealing).
 Laugh with anyone, but laugh at no one.
 Be responsible for your own learning.
 Come to class and hand in assignments on time.
 Do not disturb people who are working.
Alternative: Provide the CORE Group Agreement
Read basic ground rules.
1. CONFIDENTIAL: What others share in groups and discussions shouldn’t be shared outside the
classroom.
2. OPEN: Understanding that what is said will be keep confidential will allow everyone to feel more open
to sharing. We want to be as open and honest as possible about our personal experiences and
perspectives. It’s very important for people to share their experiences openly so we can all learn from
each other. Know that sharing can be uncomfortable and that’s ok, but also remember no one is
required to disclose anything they are uncomfortable sharing with the group. Openness level is different
for everyone too.
3. REPECTFUL: There are many factor involved in showing respect for others. We all know what it feels
to be respected like, feeling accepted, listen to, supported, etc. Really this comes down to the Golden
Rule: “Treat others how you would like to be treated.”
4. ENGAGE: If everyone participates fully we will have fun and learn at the same time. Try to engage fully
in all activities and discussions. However, if you are uncomfortable participating, let an instructor know
and we can help you feel more comfortable or give you an alternate assignment.
Ask if students have any additional ones that would like to add.
Have students verbally agree to follow them.

19. Group Rhythm
Allow the students to create a rhythmic pattern of claps and stomps that will be used for the duration of
the program to gain students’ attention during transitions or when the teacher is finding it difficult to
conduct the lesson due to side conversations or distractions.
An example of a clap stomp sequence would be: two claps, a stomp, and a clap.

20. Card Draw Break
Students are selected to draw a card from a deck. The suit of the card determined the action and the
value of the card determines the number of actions that will be performed. Make sure to provide
modifications for all exercises.
♥ Hearts=jumping jacks
♦ Diamonds=sit downs, stand ups (aka. squats in a chair)
♣ Clubs=arm circles (forward and backward)
♠ Spades=wild card, the student can decide what to do
Ace, Jack, Queen, King=10,

21. Take a Stand
Students fill in agree or disagree for 5-6 controversial statements. Examples:
1. UNC is better than Duke.
 Agree  Disagree
2. Celebrities are good role models.
3. School should be all online.
4. Video games are unhealthy/Internet is unhealthy.
5. Fast food should not be served at school.
6. Soda should not be sold at school.
7. All tobacco products should be illegal.
8. Alcohol should be illegal.
9. The age to drink should be decreased.
10. The age to smoke should be decreased.
11. The age to drive should be decreased.
12. Cell phones should be banned from school.
13. Social media should be banned from school.
14. TV makes people lazy.
15. All students should be required to play a sport.
16. PE should be required every semester.
17. Traditional grading should be replaced with pass/fail.
18. Boys are better at math than girls.
19. School uniforms should be required.
20. Schools should not have a dress code.
21. The pledge of allegiance should be said each day at school.
22. Teachers don’t do enough to stop bullying.
23. Peer pressure is good.
24. Students should be allowed to take a naps during the school day
After everyone is done, they will give their papers to the facilitator. The facilitator will mix up
the paper and randomly return them to the students.
The room will be divided in to two sides, the “agree” side and the “disagree” side.
The facilitator will read the first question aloud and the students must go to the side of the
room that is indicated on the paper they received.
The students in each group will get 2-3 minutes to form an argument for this opinion, whether
they personally feel that way or not. One student will be chosen by the group to present the
argument to the entire group. Each side will present their argument in 1 minute or less.
This will be repeated for subsequent questions.
Group Process:

22. Questions:
1. Was this a difficult activity?
2. Did you like it?
3. What did you like about it?
4. What did you dislike about it?
5. Did you feel like you changed you mind about something after hearing the argument?
Guiding Points:
 It’s important to see things from different perspectives.
 When you have a strong feeling about something, ask yourself why do I feel this way? Is
it because it’s what other people think (family, friends, etc.)? It’s important to know why
you feel strongly about a topic.
 We may not always have all the information about something.
 There’s not always one right answer.
 It’s ok to change your mind.

23. Band Madlib
Students answer the following questions.
What is your name?
1.
What is your favorite thing to do on the weekend?
Make this a verb ending in “ing”. Ex: sleeping
2.
What is your favorite food?
Make this a plural noun ending in “s”. Ex: apples
3.
What is your favorite place or where would you like to visit?
4.
What is your favorite holiday?
5.
Then they fill in the following sentence with the answers written above.
My name is (1)_________________________________and my band, The
(2)__________________________________(3)__________________________________ are playing in
(4)_________________________________on (5)__________________________________.
Ex. My name is (1) Megan and my band, The (2) Sleeping (3) Apples are playing in (4) Durham on (5)
Christmas.
Students now share their Band Madlib with the group while pretending to play the instrument they
would want to play in this band.

24. Band Madlib
Please answer the following questions.
What is your name?
1.
What is your favorite thing to do on the weekend?
Make this a verb ending in “ing”. Ex: sleeping
2.
What is your favorite food?
Make this a plural noun ending in “s”. Ex: apples
3.
What is your favorite place or where would you like to visit?
4.
What is your favorite holiday?
5.
Fill in the following sentence with the answers written above.
My name is (1)_________________________________and my band, The
(2)__________________________________(3)__________________________________ are playing in
(4)_________________________________on (5)__________________________________.
Ex. My name is (1) Megan and my band, The (2) Sleeping (3) Apples are playing in (4) Durham on (5)
Christmas.

25. Game Index
This is a list of games to be played if the lesson plans do not fill the entire time allotment. There is an
explanation of how to play the game followed by key points and process questions to discuss with
students during and/or after playing different games. While all games are intended to be fun, there are
lessons that can be incorporated as well.
1. Fishbowl: Write words and phrases on separate pieces of paper and put them in a “fishbowl” (or
hat, box, etc.). To appeal to the age group, visit teen pop culture websites and check social media for
new treads in preceding days. Agree on a set of rules for this occasion (a-e). A student is chosen to
draw a piece of paper from the fishbowl and give hints to classmates using the agreed upon rules.
When someone guesses the word correctly both the hinter and the guesser get a point and the
guesser becomes the hinter. If two students are dominating the game, start selecting hinters at
random or circular fashion.
a. Pictionary: Students draw a picture of the word or phrase without speaking.
b. Charades: Students act out the word or phrase without speaking.
c. Taboo: Students can only give verbal clues for the word or phrase, but can’t say the
actual word or phrase.
d. Password: Students can only give one word clues for the word or phrase.
e. 20 Questions: Guessers ask the Hinter questions about the word or phrase and the
Hinter can only answer yes or no.
Points/Process Questions:
 There is more to communicating than just verbal or spoken words. Body language plays an
important role in communication. Communicating effectively can be challenging without both
seeing and hearing someone.
 Is there a most effective way to do this? Is someone better at it? What are they doing
differently?
 Have you ever spoken on the phone or texted someone and they misinterpreted your message?
Or you misinterpreted someone’s message?
 What are ways you can help prevent miscommunication when you are limited to just verbal or
textual messaging?
2. BYO? (note: works best with broader noun categories): Framed as if the Hinter is having a party and
everyone is invited, but they must bring their own mystery item (Ex: string instruments) Guessers
ask the Hinter a series of questions to see if they can come to the party. (Ex: The answer would be
“No” if someone asked, “If I bring a radio, can I come to your party?” and the answer would be “Yes”
if some asked, “If I bring a guitar, can I come to your party?”) Guessers must pay attention to other’s
guesses to narrow down possibilities. Play until everyone can go to the party.
Points/Process Questions:
 Sometimes we exclude people from groups or activities for silly reasons.
 How does it make you feel when you are trying to go to the “party”?
 How do you feel after you are allowed to go to the “party”?

26.  For those who guessed correctly very early, did you want others to guess correctly so they could
come or did you want to be the only one?
 For those who were last to guess correctly, did you feel different from others? If yes, do you feel
different now, even after you can go to the “party”?
 Have you ever been excluded or excluded someone? Was there a reason?
 Are there places in the community that are exclusive to certain individuals? Is this fair?
3. Human Knot: Students stand in a close circle and grab hands with someone at random, but not
immediately next to them. The goal is for students to untangle the human knot without letting go of
hands.
Points/Process Questions:
 Working with others to accomplish a goal requires communication and leadership.
 Who were the leaders? Were they good communicators?
 What makes someone a good leader? A good communicator?
 Who are good leaders and communicators in your community? The state? The country?
4. Cup Game (https://www.youtube.com/watch?v=Grb1oa72kmk and
https://www.youtube.com/watch?v=eI7NRF_w9cM): Students learn the sequence individually and
then progress to moving in a circle. This can be played as an elimination game or not.
Points/Process Questions:
 Learning something can be hard at first and take practice. Some things come easily to some
people and are harder for others.
 In a group, did you feel pressure from the group to not mess up? Do you think that this pressure
helped you do better or worse?
 Can we learn to use pressure as a positive rather than seeing it as a negative? What are some
ways to help us do this?
5. Stand Up: Students start in pairs. This can be played either facing one another and holding hands or
back to back and locking arms at the elbow. The goal is to stand up. When each pair successful
accomplishes this, they find another pair creating a group of four. They all sit down, hold hands in a
circle, and stand up. Once successful, the group of four combines another group of four and repeats
the activity. This gets more difficult with more people. Continue combining groups until the entire
class is together.
Points/Process Questions:
 Working with others to accomplish a goal requires communication and cooperation (everyone
must do their small/equal part).
 How did strategies change from smaller groups to bigger groups?
 Was your sense of accomplishment greater with more people?
 Do you think that your community is communicating and cooperating effectively to solve some of
its goals? What could your community do better?

27. 6. Guess the Leader: The group sits/stands in a circle. One person, the guesser, leaves the room while
a leader is chosen from the remaining group. Everyone must watch the leader and imitate what they
do when the guesser comes back into the room (cross legs, cross arms, yawn, stick out their
tongue). The guesser returns to the group and stands in the middle of the circle. The guesser gets
three chances to guess who the leader is. Then find a new guesser and a new leader. You can have
the leader be the next volunteer if he is guessed or just ask for volunteers.
Points/Process Questions:
 Sometimes people exclude others from a group on purpose.
 How does it feel to know the secret? Be the leader?
 How does it feel to be the guesser and not know the secret?
 How can we help each other and our community feel more excluded and unified?
7. Body Games: Student are divided into groups of three-four.
a. Body Parts: The leader calls out a specific number of body parts (Ex. four feet, four
hands, and one elbow). Each group has one minute to have exactly the number of body
parts called out.
b. Body Language: The group is given a three-four letter word. Each group has two-three
minutes to create the word with their bodies. The groups will try to guess each other’s
words. This can be done by separating groups into different rooms and coming together
to present or done in the same room, but not allowing the groups to talk.
Points/Process Questions:
 Working with others to accomplish a goal requires communication and cooperation.
 What group was most effective? What were some of their strategies?
 Do you think you can use any of these strategies when you are trying to communicate with
friends? Classmates? Teachers? Parents? Other adults?
8. Hand Game (https://www.youtube.com/watch?v=DHMxfA2OivI): Students are in a circle and on
their knees. Everyone will place both hands on the ground in front of them, then take their left hand
and cross it over the person’s hand next to them (the right hand). Now someone is chosen to start
slapping their hand on the ground. The next hand moving in the clockwise direction will slap the
ground and so on around the circle. When someone slaps the ground twice, the direction reverses
(now counterclockwise). When someone messes up such as slaps when it is not their turn or takes
too long to slap, that hand is removed. Play until there are just one or two people remaining.
Points/Process Questions:
 You can’t always predict what others are going to do. It’s important to stay focused and not
make assumptions.
 Was this difficult and did it get easier?
 Why do we make assumptions?
 Why do you think it is important to not make assumptions about other people and their actions
in reality?

28. 9. Jump in, jump out? (https://www.youtube.com/watch?v=k6bHltjIYzE): This activity requires focus
and mental agility. Students will be in a circle and holding hands. The leader can say: “jump in, jump
out, jump left, jump right.”
Round 1: Students will do what the leader says and remain silent (ex. leader says jump in, students will
jump in).
Round 2: Students will do the opposite of what the leader says and remain silent (ex. leader says jump
in, students will jump out).
Round 3: Students will do what the leader says and say what the leader says (ex. leader says jump in,
students will jump in and say “jump in”).
Round 4: Students will do the opposite of what the leader says and say the opposite what the leader
says (ex. leader says jump in, students will jump out and say “jump out”).
Round 5: Students will do what the leader says, but say the opposite what the leader says (ex. leader
says jump in, students will jump in and say “jump out”).
Round 6: Students will do the opposite of what the leader says, but say what the leader says (ex. leader
says jump in, students will jump out and say “jump in”).
Points/Process Questions:
 Even when everyone knows what to say and do, sometimes our habits and instincts get in the
way.
 Our mind and bodies are connected.
 It’s hard to think and not do and do and not think. Remember this the next time you say, “I
can’t.” Even if you are capable, you may have just paralyzed yourself.
 Was this difficult and did it get easier?
 Do you think this concept can be applied to situations where you don’t think you can do
something?
 What are other things we can say if we are unsure if we can do something and maybe afraid to
try something new?

29. Activity and Worksheet List
Lesson Activity Guide file names Worksheets/Supplemental file names
1 Create a Group Agreement
*Clap Stomp Sequence
Band Madlibs Band Madlibs WS
*Card Draw Break
Take a Stand (PT and AT create prior to lesson)
2 Wellness Wheel Wellness Wheel WS
3 Community Mapping MacQueen et al., 2001_p4-12
4 Respectful Communication
Role Playing Role Playing Roles
5 Jenga
How You Can Help
Letter to a Politician
6 Create a Survey Question
7 Youth Making a Difference
--- Survey for Final Project (PT and AT update prior to lesson)
8 Tangram Tangram Puzzles
Final Group Project WS
9 (none)
10 Relaxation Techniques
Award Ideas Certificate of Achievement (PT and AT create prior to lesson)
*repeated throughout program