Activity |
Page |
Description |
Lesson Focus |
Core Curriculum Requirement |
| When the Hare Woke Up |
24 |
The Aesop fable "The Tortoise and the Hare" retold in verse with a discussion of how and why the hare lost the race. |
Self-Control- Why the race is not always to the swift |
Reading Comprehension: Connect plot, ideas and concepts to personal experience; Personal Development: Identify factors that influence wants and needs; Evaluate consequences of decisions |
| Introducing the CT team |
42 |
An introduction to the "The Seven C's of Thinking Clearly" - seven thinking skills (cognitive tools) necessary to making sound decisions |
Self-Control- How the 7 C skills enable us to govern ourselves |
Reading: Connect plot, ideas and concepts to personal experience; Reasoning and Problem Solving: Use reasoning strategies to solve complex problems; Communication: Listen actively and respond to communications; Use verbal and non-verbal skills to express self effectively |
| Michael's Speech |
88 |
Biographical sketch of Michael Dowling giving a motivational talk to world war I veterans who had lost body parts in battle. Dowling was a highly successful businessman and educator who had lost both legs, one arm, and much of his other hand when a young boy. |
Self-Control- How the 7C skills can help in acquiring |
Reading Comprehension: Connect plot, ideas and concepts with personal experience; Personal Development: Identify indicators of physical and mental health; make informed healthy choices; Demonstrate an awareness of personal responsibility for achieving and setting goals |
| Put on Your Thinking Cap |
42 |
Art project to make a thinking cap to be worn when working on developing the 7C skills |
Self-Control- How the 7 C skills enable us to govern ourselves |
Art: Use art forms to communicate; Reasoning and Problem Solving: Use reasoning strategies to solve complex problems |
| Five Things I Can Do |
47 |
Chalk Talk of five specific things a person can do to develop the skill of critical thinking |
Self-Control- How the 7 C skills enable us to govern ourselves |
Reasoning and Problem Solving: Use reasoning strategies to solve complex problems |
| Language of Self-Respect |
102 |
Two lessons examining how self-understanding, self-denial, self-reliance and selflessness can help a person acquire self-respect |
Self-Control- How to take ownership for how you feel about yourself |
Communication: Listen actively and respond to communications; Use verbal and non-verbal skills to express self effectively; |
| What Does it Mean |
87 |
Small group discussion of the meaning of selected quotes from Socrates, Benjamin Franklin, and Henry Wadsworth Longfellow |
Self-Control- Several attitudes helpful in acquiring |
Communication: Listen actively and respond to communications; Use verbal and non-verbal skills to express self effectively; |
| Self-Talk |
14 |
Exercise designed to help students become aware of the personal dialogue they are constantly engaged in and how it influences their choices and actions |
Self-Control- The control center |
Communication: Listen actively and respond to communications; Use verbal and non-verbal skills to express self effectively |
| Who's in Control |
68 |
A series of activities designed to demonstrate one's inability to delegate personal responsibility for his or her choices and actions |
Self-Control- The control center |
Reading: Connect plot, ideas and concepts with personal experience; Personal Development: Assess how they learn best and use additional learning strategies |
Grades 5-9 |
Activity |
Page |
Description |
Lesson Focus |
Core Curriculum Requirement |
| The Mighty Genghis Khan |
25 |
A Mongolian folk tale of anger and remorse, retold in verse, in which students examine the relationship between choices, wants, and emotions |
Self-Control- How anger can cause us to lose, Consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| Self-Talk |
13 |
Activity designed to help students recognize the conversation they are continually having with themselves and how it influences their choices |
Self-Control- The control center |
Active listening: Respond through discussion, writing, and art forms; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| I Struggled to Stay Awake |
65 |
A biographical sketch of the life of Charles Lindburgh on his historic solo flight from New York to Paris, France in 1927. Students identify who the person is and which C Skills were required of him to make this flight |
Self-Control- Example of importance in planning, organizing and executing |
Active listening: able to respond through discussion; Speaking: Use verbal skills to express themselves effectively; History and Social Science: Analyze the causes and effects of human movement |
| Everything Has a Name |
75 |
Excerpt from "The Story of My Life" by Helen Keller in which she recounts that momentous day when she suddenly realized that every thing has a name |
Self-Control- Importance of language in forming |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| Internal vs. External Control |
84 |
Two activities in which students explore the benefits of exercising self-control |
Self-Control- Why happiness can never be fully achieved without it |
Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
| Rules Activities |
132 |
Three activities designed to help young people understand and appreciate the need for rules at home, at school, and in the communities in which they live |
Self-Control- Why rules are important to cooperative living |
Communication: Connect ideas to life experience; Personal Development: Evaluate the consequences of decisions; Reasoning and Problem Solving: Use reasoning, common sense and knowledge to solve problems |
| Washington's Maxims |
88 |
Worksheet on which students identify the benefits of a few of the maxims George Washington established for himself which he titled "Rules of Civility and Decent Behavior' - Students are then given an opportunity to identify and record five rules they want to live by themselves |
Self-Control- How George Washington acquired it |
Reading Comprehension: Read for meaning; Demonstrate understanding; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
| What am I - Habit Riddle |
106 |
Worksheet in which students solve the riddle and then identify five bad habits and five good habits and devise a method for developing good habits |
Self-Control- How good habits can improve one's chances for success and happiness |
Writing: Connect ideas to life experience; Personal Development: Evaluate the consequences of decisions; Reasoning and Problem Solving: Use reasoning, common sense and knowledge to solve problems |
| Obedience is the Gateway |
74 |
Biographical sketch of Anne Sullivan and her work with Helen Keller. Students are asked to identify who this person is and discuss the C skills she helped Helen develop |
Self-Control- How obedience to proper authority can increase |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Karen's Journal |
78 |
Journal entries from the book "Karen's Test" in which a young girl with a rare disease tries to cope with her deteriorating condition and unkind reactions of her peers to the physical manifestations of her illness |
Self-Control- Importance of in overcoming discouragement and prejudice; How to gain greater self-control |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health; Relationships: Interact respectfully with others, including those with whom they have differences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups |
| The Great Debate |
54 |
A debate scenario between EPT and the CT Team is set up in which students are asked to identify and/or articulate arguments put forth by team members from each team |
Self-Control- The internal battle that must be waged to make good choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| Call 911 For the CT Skills |
55 |
Small group discussion or individual worksheet presentation of real life scenarios in which individuals have been influenced by EPT and students are asked to identify which EPT agents are working on each individual and how each of the CT skills may be employed to help the individual avoid the difficulties they are headed for |
Self-Control- The internal battle that must be waged to make good choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| I Plead Guilty To All The Charges |
101 |
A biographical sketch of Mahatma Gandhi in which he was placed in jail for protesting the oppressive rule of Great Britain through what he termed "non-violent civil disobedience" |
Self-Control- The power of self-control in overcoming a multitude of problems |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze conflicts and conflict resolution |
