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

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PRODUCT PREVIEW

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 info@middleschoolguide.com 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.)

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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 data via a bar graph or pie chart. Display and discuss it at the next S.O.S. class.

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2 PRODUCT PREVIEW 5 1 ANSWER KEY 1. He has his math book open in language arts. (Did he forget his language arts textbook at home, or leave it in his locker? Is he completing math homework in language arts?) 2. He isn’t using his planner. 3. Talking in class means missing out on instructions about tests, etc. 4. The wrong test date is written in her planner. (Compare with the date on the board.) 5. Her permission slip has fallen out of her binder. 6. This binder is a disaster! 7. A final grade of C– for spelling and vocabulary on an essay indicates poor time management. This student did not take the time to check and correct his written work. (Note: the physics book in his backpack is a hint. This is a smart student who should not be getting a C–.) 8. She is talking in class. She should be listening and taking notes about the test. 9. Reminder notes tell the reader that this student is relying too much on someone else (mom) to keep track of her responsibilities. 10. Overdue library book. 11. This student is late for class. 12. Tardies can drag down your grade and cause you to miss important information!

13. His homework was shoved loose into his backpack, and has fallen out. 14. Due to missing assignments, Larry has a D in the class, Chris has a C–.

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Letter to Parent COPYRIGHTED MATERIAL

Dear Parent or Caregiver,

Today I participated in my S.O.S.™ (Student Organizational Skills) class. I learned that some qualities and characteristics of a successful middle school student are:

I learned that good work habits, time management and organizational skills include a whole set of strategies and practices to help me successfully meet the challenges of middle school! Here are five poor work management and organizational practices that I will avoid: For homework this week I will complete the Truth or Dare activity on pages 14 and 15 of The Middle School Student’s Guide to Ruling the World! , check my organizational profile on pages 16 and 17, and read pages 19 through 26, to prepare for the next S.O.S. class. PRODUCT PREVIEW 1. 2. 3. 4. 5.

Thank you for all you do for me every day!

Sincerely,

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Notes:

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Time Required 50–55 minutes Workbook This lesson corresponds to WB pages 20–34. PRODUCT PREVIEW 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 Learned Today 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. lesson 2 How to Organize a Goof-Proof Binder ™ !

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THE LESSON

Gaining Attention (3–5 minutes) Direct students to WB 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?

Communicating the Objectives (2 minutes) In today’s class, students will learn about the first organizational tool in the Middle School Tool 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. PRODUCT PREVIEW

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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 and Worksheets” 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 to WB page 30. Review and discuss the graphic of a fully assembled Goof-Proof Binder section. PRODUCT PREVIEW Activity (15–20 minutes) Select Activity “A” or “B” from the Activities Guide on IG page 27. 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) • Read WB pages 30 and 31 and complete the exercise on pages 32–33. (Collect scores for assessment.) • Read WB 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.)

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Letter to Parent

Dear Parent or Caregiver,

Today in my S.O.S.™ (Student Organizational Skills) class, I learned that having an organized binder will help me file, find, retrieve and store papers and information quickly!

Here’s how to organize my binder to be Goof-Proof:

3. I am working hard to improve my work habits, time management and organizational skills. You can help by getting me these supplies: 6–7 plastic subject dividers, 25–30 top-loading sheet protectors, wide ruled binder paper and six (3-hole punched) 2-pocket (poly-pocket) folders. I am going follow the directions on pages 28 and 29 of The Middle School Student’s Guide to Ruling the World! and organize my binder to be Goof-Proof! For homework this week, I will read pages 30 and 31, and complete the exercise on pages 32 and 37 of The Middle School Student’s Guide to Ruling the World! I will also read pages 36 through 46 to prepare for next week’s S.O.S. class. PRODUCT PREVIEW 4.

Thank you for all you do for me every day!

Sincerely,

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ACTIVITIES GUIDE HOW TO ORGANIZE A GOOF-PROOF BINDER!

ACTIVITY A: The Great Binder Race This fun activity contrasts the benefits of a Goof-Proof Binder with the challenges of a disorganized one. It requires a (one time) 30–40 minute prep time to assemble the two binders. One is Goof-Proof and one is a disorganized binder. Once you have prepared the binders, you can reuse them any time you teach this lesson! 1. Assemble one Goof-Proof Binder and one disorganized binder.

Materials Checklist: Activity A q two binders (standard plastic or notebook style) q two plastic subject dividers q 5–10 sheet protectors q 40–50 sheets of binder paper q two 2-pocket (poly-pocket) folders q two identical sets of papers (handouts, homework

Follow the directions on WB pages 28 and 29 to assemble a Goof-Proof Binder. Note: In this activity, both the Goof-Proof Binder and the disorganized binder contain identical papers, handouts, etc. However, in the Goof-Proof Binder, the papers and handouts are separated by class, and important handouts are stored in sheet protectors. Homework, handouts and forms are filed in a labeled 2-pocket folder. By contrast, in the disorganized binder, papers and handouts are not separated by class. Some are placed in the binder backwards, upside down, stuffed in, falling out, etc. (Feel free to stuff additional papers into the disorganized binder—they’re usually cluttered with old papers anyway.) Be creative! The disorganized binder should resemble the binder of a chronically disorganized middle school student. 2. Select the papers/information students will race to find.

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worksheets, etc.) for two classes (i.e., science and language arts)

When the binders are assembled, select two papers and one or two pieces of information (i.e., the name of a book from a reading list, or information from a class schedule) that you will ask contestants (see below) to retrieve from the binders. The paper and information must be available in each binder. 3. Inform students of the rules of The Great Binder Race. (1) Select two student volunteers to be contestants in a game called The Great Binder Race. Bring them to the front of the classroom. Introduce one as “Organized Binder Guy/Girl” and the other as “Disorganized Binder Guy/Girl.” (2) Explain to the contestants and to the class that each binder contains materials for two middle school classes (i.e., science and language arts). One binder has been organized to be Goof-Proof. (Briefly review the Goof-Proof setup.) The other binder is disorganized. Papers have been

How to Organize a Goof-Proof Binder™!

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ACTIVITIES

randomly filed. It has accumulated old papers and clutter. In short, it resembles the binder of many typical middle school students! (3) The contestants will be asked to retrieve certain documents or information from their binders. .” (i.e., “your signed permission slip for the zoo field trip,” or “the name of the book your language arts class will read this Spring,” etc.) “On your mark, get set, GO!” The first to retrieve the document or information is the winner of that round! (Reward at your discretion.) (5) At the conclusion of the activity, engage students in a discussion:Why was Organized Binder Guy/Girl able to locate his/her papers faster and with less stress? Do you ever feel like Disorganized Binder Guy/Girl when you look for papers or information in your binder? Guide students to make the connection: having an organized binder means saving time and reducing stress in middle school! Permit students to review the Goof-Proof Binder. [Note: Activity A can be modified to allow for the entire class to participate in a Binder Race. On “Go!,” students search their own binders, racing to locate specified class papers and information.] PRODUCT PREVIEW The documents and information are available in both binders. (4) Start each round by saying, “Contestants, you are to find ACTIVITY B: Guided Practice—Assembling a Goof-Proof Binder Section In this activity, the instructor guides students to organize one class/subject section of their binder to be Goof-Proof. The activity requires students to bring their binders to class. It also requires the school or parents to supply subject dividers, sheet protectors, binder paper and 2-pocket folders. 1. Direct students to WB pages 28 and 29. 2. ReviewWB pages 28–29 with students. Advise students that these pages provide step-by-step directions how to organize a Goof-Proof Binder, so that papers, homework and information can be stored, located and retrieved quickly. 3. Advise students that today they will organize one section of their binder to be Goof-Proof. 4. Direct students to open their binders, collect and remove all of the papers for one class (i.e., science.) Have students take a few minutes to sort through the papers to remove old papers Materials Checklist: Activity B q subject dividers (1 per student) q sheet protectors (3–4 per student) q 20–25 sheets of binder paper (per student) q 2-pocket folder (1 per student) q permanent markers q students’ personal binders

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

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ACTIVITIES

they no longer need, and set the remaining papers aside in a neat pile. 5. Read aloud the directions on page 28–29. Introduce and distribute the Goof-Proof Binder inserts, at a pace suitable for the students. 6. Provide each student with a plastic subject divider. Direct students to use the permanent marker to label the subject divider with the name of the class they are organizing, and place it in the binder, laying to the left. 7. Direct students to sort through the papers they have set aside, and select papers and handouts that, according to step 4 on page 29, should be preserved in sheet protectors. Have students put these papers into sheet protectors and place them in their binders, behind the subject dividers. 8. Follow the remaining steps on page 29, guiding students to create one Goof-Proof Binder section. 9. When the students have finished assembling the Goof-Proof Binder section, have them compare their final product with the graphic on WB page 30, to confirm that they have correctly assembled the section. 10. Optional: To demonstrate the benefits of having an organized binder, challenge students to locate a specific paper, handout or information in their newly organized binder section. PRODUCT PREVIEW Throw a Goof-Proof Binder party! Students work in groups at lunch or after school to clean out, organize and assemble their binders to be Goof- Proof. Bust binder clutter! When they finish, celebrate with music and a treat.

How to Organize a Goof-Proof Binder™!

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Time Required 50–55 minutes Workbook This lesson corresponds to WB pages 36–48. PRODUCT PREVIEW Materials List 4 A handout, PowerPoint or overhead transparency of your middle school’s Annual Calendar. 4 A handout, PowerPoint or overhead transparency of a Class Schedule/Calendar from your middle school. 4 A sample assortment of planners (Academic, monthly, weekly) 4 See Activities Guide on IG page 40. 4 Handout: Letter to Parent or Caregiver, “What I Learned Today in My S.O.S.™ Class.” 4 Overhead projector, if using transparencies. S.O.S. Podcast: “Chris Gets Help for a Case of PPD” (24:11) (www.middleschoolguide.com) Objectives By the end of this lesson, the student will be able to: • describe three schedules that they should track in their planner. • use five or more abbreviations to write more efficiently in their planner. • record a variety of annual, class and personal schedule items in their planner. lesson 3 How Is a Planner Like a Radar?

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

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THE LESSON

Gaining Attention (3 minutes) Direct students to WB page 37. Read comic aloud. Engage students in a discussion:What is happening in this comic? What is “radar”? What is a “planner?” How is a planner like a radar? Why is Chris crouched down with assignments exploding nearby? Recall lesson one where students concluded that, because they have many different teachers, assignments, schedules and activities, there is a lot to keep track of in middle school. Keeping track all of these assignments and responsibilities requires using a planner !

Communicating the Objectives (2 minutes) Today students will learn about the next organizational tool in the Middle School Tool Shed: The Planner. They will learn what schedules go in a planner, and how to use abbreviations to make it easier to use a planner. Finally, they will record one week in the life of a typical middle school student in a planner. Presentation of Content (15 minutes) [Write highlighted content on the board.] [Note: If your school has an official planner, or preferred planner style, provide a sample for students. If your school does not have a preferred planner style, provide various samples of planners for students to review. Advise students that, when shopping for a planner, they should select the style that best suits their personal needs.] Students have three schedules they need to keep track of in their planners: 1. The Annual Calendar By PowerPoint/overhead transparency, online or by handout, display for students your middle school’s Annual Calendar. Advise students that the Annual Calendar contains important school- wide dates and events, such as exam weeks, holidays, bell schedule changes, games, rallies, etc. Advise students where they can find a copy of this calendar. Not all of the activities and events on the Annual Calendar will affect students (i.e., a PTA meeting), but many do, especially bell schedule changes and exam weeks. Students should review the Annual Calendar and enter the dates and events that affect them into their planners. 2. Class Schedules or Calendar By PowerPoint/overhead transparency, online or by handout, display for students a Class Schedule/Calendar. Advise students that the Class Schedule or Calendar contains assignments, due dates and events for a single class, such as science or math. It shows homework assignments, project due dates, field trips, etc. This calendar is usually distributed as a handout, PRODUCT REVIEW

How Is a Planner Like a Radar?

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or maintained on a teacher’s webpage. Information from the Class Schedule or Calendar should be copied into their planner, one to two weeks at a time. If there is no homework for a class on a given night, students should write in their planner “N/H” for “No Homework.” 3. Personal Schedules Events and appointments, such as doctor’s, dentist and orthodontist’s appointments, club or tutoring meetings, sports practices, games, special occasions, vacations, religious holidays and birthdays make up a student’s personal schedule. Knowing their personal schedule helps students manage their time. Also, a student’s personal schedule often impacts another person’s schedule. Can they think how? (i.e., a parent needs to know about a change in a sports practice time, or a carpool driver needs to know when a student will be absent from carpool due to an appointment, etc.) Copying so much information (annual, class and personal schedules) into a planner is tedious. But only by tracking all three schedules in their planners, can students get the “big picture” or the “radar view” of their responsibilities. That is the key to successfully managing their time! 4. Don’t 4get 2 Abrev8! Writing space is limited in most planners. Use abbreviations 2 fit mor info in2 a small space! Direct students to WB page 44. Review the abbreviations. Students can use these and/or make up their own. Use bullet points to separate entries to make them more legible. PRODUCT PREVIEW Activity (20 minutes) Select Activity A, B, C or D from the Activities Guide on IG page 40. 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) • Provide students with a copy of your school’s Annual Calendar, or direct them to the school or district website for a copy. Students review the Annual Calendar, and enter into their planners the dates and events that affect them. The next night, students check class schedules and calendars and add the next two weeks of class schedules to their planners. The following night, they add personal schedule items. They may need to consult a parent. (Schedule a planner check for assessment.) • If students did not complete Activity D in class, assign WB page 47 as homework. Students

check answers in the answer key. (Review for assessment.) • Read WB pages 50 to 59 to prepare for the next S.O.S.™ class.

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

Workbook Pages COPYRIGHTED MATERIAL

PRODUCT PREVIEW

How Is a Planner Like a Radar?

Workbook Pages COPYRIGHTED MATERIAL

PRODUCT PREVIEW

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

Workbook Pages COPYRIGHTED MATERIAL

PRODUCT PREVIEW

How Is a Planner Like a Radar?

Workbook Pages COPYRIGHTED MATERIAL

PRODUCT PREVIEW

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

Workbook Pages COPYRIGHTED MATERIAL

PRODUCT PREVIEW

How Is a Planner Like a Radar?

Workbook Pages COPYRIGHTED MATERIAL

PRODUCT PREVIEW

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

COPYRIGHTED MATERIAL

Letter to Parent

Dear Parent or Caregiver,

Today in my S.O.S.™ (Student Organizational Skills) class, I learned how to use my planner to help me keep track of my schedule. I learned that there are three schedules I need to keep track of in my planner. They are:

I learned that by using abbreviations and bullet points, I can write more efficiently in my planner. I am working hard to learn to manage my time and organize my school work. You can help me by encouraging me to use my planner every day, and by letting me know in advance about matters that affect my personal schedule, such as doctor’s appointments or family obligations, so I can enter them in my planner. I will share my schedule with you. For homework this week, I will complete the exercise on page 47 of The Middle School Student’s Guide to Ruling the World! (if not completed in class) and check my answers. I will use my planner every day. I will also read pages 50 through 59 to prepare for next week’s S.O.S. class. PRODUCT PREVIEW

Thank you for helping me to learn good work habits, time management and organizational skills.

Sincerely,

How Is a Planner Like a Radar?

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ACTIVITIES GUIDE HOW IS A PLANNER LIKE A RADAR?

ACTIVITY A: Round Robin Scheduling At the conclusion of this activity, students will be surprised at how busy a middle school student’s schedule can be! Directions 1. Students work in groups of four or five. 2. Provide each student with a handout of a blank weekly planner page. (See WB page 47 or use your school-approved planner.) 3. Assign each student in the group a role as the “teacher” of a middle school subject (i.e., one student is a math teacher, another is a science teacher, the next is a language arts teacher, etc.). 4. For rounds 1–3, students take turns. Each “teacher” announces a homework assignment that would typically be found in a class schedule. Students enter the assignments in their sample planner page as they are assigned. (Continue for three rounds.) 5. Round 4: Taking turns, each student states a date or event that can be found in the Annual Calendar, such as a bell schedule change, or school picture day. The students enter the dates and events in their sample planner pages. 6. Round 5: Taking turns, each student states a personal schedule matter, such as a sports practice or a club meeting. The students enter the dates and events in their sample planner pages. [Note: Before starting, model the activity: “I am the history teacher and your homework assignment is to read and outline chapter 5 for Wednesday’s class;”“I am the Spanish teacher, and your permission slip to the museum is due on Friday at 3rd period;”“The Annual Calendar says we have no school on Thursday!”“Science projects are due on Weds. at 10:00;”“Mom’s birthday party is at 3:00 on Sunday;”“You have a math quiz on Monday,” etc.] 7. Students must use at least 5 abbreviations fromWB page 44 (or make up their own). Encourage students to use bullet points to keep entries separated and legible. 8. Collect for assessment. Materials Checklist: Activity A q Handout: Blank weekly planner page (1 per student, see WB page 47) q pen or pencil PRODUCT PREVIEW

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

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ACTIVITIES

ACTIVITY B: Grab Bag Scheduling 1. Twenty 6" x 1" strips of paper (or use 20 3" x 5" index cards.) 2. On each strip or index card, write a fictional class assignment, Annual Calendar event, or an event of a personal nature (doctor’s appointment, birthday, sports practice, game, etc.). [Note: Add some silly dates: i.e.,

Materials Checklist: Activity B q 20 6" x 1" strips of paper or index cards containing planner items (see directions) q handout: blank weekly planner page (one per student) q paper bag q pens, pencils q whiteboard or overhead projector

“Wednesday is the last day I will accept chocolate bribes for an A in my class,” or award a prize to the student who draws “Early out” or “No Homework,” etc.] 3. Provide each student with one blank page from a weekly planner. (See WB page 47 or use your school-approved planner.) 4. Display the blank planner page by PowerPoint, overhead transparency, (or draw an oversized one on the board). 5. Place the assignment slips in a paper bag. Explain to students that the bag contains slips of paper with items to be scheduled in their planner page. 6. Call on students to pick a slip out of the bag and read the item aloud. The class listens as the item is read aloud, and enters the assignment or event in the correct place on the sample planner page. The student who reads from the slip enters the item on the overhead, PowerPoint or board. 7. Students must use five or more abbreviations and bullet points. 8. Review and correct together, making sure that the students entered the assignments and events in the correct planner spaces and that they used abbreviations and bullet points. 9. Collect for assessment. PRODUCT PREVIEW

Create an abbreviation word wall in your classroom. Students learn 1 = Jan, O/L = outline, HW = homework, etc. Ask students to contribute ideas for abbreviations. Use bullet points to separate entries.

How Is a Planner Like a Radar?

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