Teaching the Discovering the Real Me Series

Student Textbook and Teacher’s Manual

7

Discovering the Real Me:Student Textbook 7: Who Will I

Be?

• Original stories

• True to life

• Ages 12 to 13 years

• Dilemmas, conflicts, resolutions

Character Education’s Goals

• To know the good—head

• To care about the good—heart

• To do the good—hands

Each Story Has Cognitive, Affective, and Behavioral Goals

Educating the Head, Heart, and Hands

Chapter 1: Who Will I Be?“Everything’s Changing!

• After a fight with her parents, 13-year-old Jenny goes to a park to think

• Her body and emotions are changing

• It’s confusing and painful at times

“Everything’s Changing!”

• Jenny spots a cocoon in the process of changing into a butterfly

• She understands that growth into life as an adult means natural changes

“Everything’s Changing!”

• Definition of hormones—body chemicals that “spur on” growth

• Uneven physical development

• Changing emotions

• A time to develop character—virtues that do not change

“Everything’s Changing!”: Cognitive Objectives

• Students will understand the hormonal basis of changes

• Maturation involves the practice of virtues

“Everything’s Changing!”—Affective Objectives

• Sympathy for themselves and others as they go through changes

• Desire for a healthy lifestyle

• Desire to develop internally

“Everything’s Changing!”—Behavioral Objectives

• Students will construct a timeline of milestones

• They will copy a pattern of hormones

• They will chart virtues

“Everything’s Changing!”—Discussion

Brain

Gonadotropin-releasing hormone

Pituitary gland

Luteinizing hormone (LH) and follicle stimulating hormone (LSH)

Different parts of the male or female body

“Everything’s Changing”Exercise: “Marking Time”

First walked

First school day

First Team

Worked for pay

Timeline of Milestones

“Everything’s Changing!”Reflection Exercise: “My

Virtues”

Rate the virtues in your life (1-10)

Importance + Practice• Family love _____ _____• Respect _____ _____• Responsibility _____ _____• Honesty _____ _____ • Cooperation _____ _____

Chapter 3: Who Will I Be?“Joey’s Dare”

• Joey is new at school and anxious to make friends

• Some boys tell Joey to get William, a shy but smart boy, to let Joey copy his homework so they can copy it too

“Joey’s Dare”

• Joey does, but he feels bad about it

• He likes William but is afraid to go against the crowd

• He decides to talk to his parents and stop using William

“Joey’s Dare”: Cognitive Objectives

• Students will understand the idea of “peer pressure” making them do things they really don’t want to do

“Joey’s Dare”: Affective Objectives

• Students will sympathize with Joey and William

• They will feel disgust toward the false friends

• They will not want to be false friends

“Joey’s Dare”: Behavioral Objectives

• Students will differentiate between true and false friends

• They will describe their own challenges with peer pressure

“Joey’s Dare”: Discussion

• Sometimes we “mask” who we are to fit in or try on a new identity

• Shakespeare: “To thine own self be true”

“Joey’s Dare”—Reflection Exercise: “Peer Influence and

Me”

• Peer pressure vulnerabilities:

1. Difficulty with parents

2. Strong influence of friends and peers

3. Lack of confidence

Will you give in to peer pressure?

“Joey’s Dare”: Activity—True or False Friend?

• Richard wants Truman to sneak into the movies with him without paying. Is Richard a true or false friend?

• Susie, Carissa, and Mary are friends. Susie invites Mary to a party and says, “Don’t tell Carissa.” Is Susie a true or false friend?”

Conflicts in Children Ages 12-13

• Freedom versus responsibility

• Old friendships versus new friendships

• Fear of standing out versus integrity

• Peer pressure versus the true self

• Sexual attraction versus childlike feelings

Discovering the Real Me’s Who Will I Be? Can Help