This activity is designed to help students increase their self-awareness and to learn to self-disclose to others in the group. The students are asked to draw unfinished sentences from a basket and to supply their own conclusion to the sentence. An example would be “On the weekends, I usually….”
Examples of unfinished sentences: 15 Unfinished Sentences
This worksheet is used as a supplement to the Survivor 9 set of activities. It emphasizes discrepancies between the stereotypes they had about 8th and 9th graders and how they really are. It also asks the students to come up with ways to make the transition from 8th to 9th grade easier on those going through it.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
This set of activities focuses on the differences between expectations in 8th and 9th grade. It includes a free-association activity where students write words that come to mind when thinking about each grade-level. There are visualization and drawing exercises focusing on each of the two grade-levels. The set also includes a group discussion activity.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
This activity involves identifying profane words in music provided by the group. The profane words are discussed in terms of who they are geared towards, what they promote, their purpose, etc. Students are encouraged to think critically about the stereotypes that these words perpetuate.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
Students practice problem solving in difficult personal and hypothetical situations. One student presents a problem. The group then identifies all parties involved in the problem and proposes solutions. The presenter chooses a few solutions that they are most comfortable with and the group discusses pros and cons and which party (or parties) benefits from the solution.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
This activity allows students to assess and prepare for potentially dangerous issues or situations. Students are asked to collectively come up with issues or situations of concern. They then search through a phone book or the internet to find potential resources to call to assist if that situation ever occurs.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
This activity is designed to build trust among group members. After a discussion on trust, the students pair up. In each pair one person wears a blindfold and the other does not. The leader (person without the blindfold) leads the blind person on a walk. Upon completion, they discuss their experiences.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
This activity is designed to promote a sense of belonging in the group. The students are asked to go around the room and give each other compliments paying particular attention to how it feels to give and be given a compliment.
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Students become familiar with the different learning styles in this activity. By completing an inventory of personal questions, students discover their personal learning styles. The group discusses different ways to improve learning by focusing on individual styles. Use the Learning Styles Kit activity as a follow up to this activity.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
The Brain Game gives students a brief overview of how their brains work. This activity is designed to help students start thinking about the best ways to use their brains and improve learning/study skills. The game is in a trivia format and includes fun facts about brains.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
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