TARGET MINDS

RECOILING OUR MINDS

MAY 2018, ACTIVITY 6

10 Minutes of Prep
TIME 55 Minute Activity 
EXTENSION &
DIFFERENTIATION
Blank Squares 
MATERIAL Mindful Me WS
LIST  Canva Tutorial Video 

Mindfulness 
KEY
TERMS

Self-Knowledge
FACET

MEASURABLE OBJECTIVE

BACKGROUND Overview Summary 

Every day students come to
school and hopefully are
taught something; yet, I
remember sitting at the
dinner table answering
"nothing" to the famous,
what did you do in school
today question. The need
to develop students' meta-
cognition has become
highly desired in the
education field. This
activity hopes to guide
students in numerous
reflective activites that
guide their thinking about
what they have "learned."
Taking the time to reflect on
class activities encourages
students to acknowledge the
learning they have engaged in.
Teachers often create
opportunities for learning but
some teachers forget to allow
students to reflect on the
activities they have partaken
in. Reflection can take part in
many forms and this
curriculum package
encourages reflective practices
throughout all six activities
not just this activity which is
directed towards the facet of
self-knowledge.  they share pledge of resilience
In this activity students are
guided through an activity
that stimulates their bias
reaction to words. Students
then reflect on ways to be
proactive against active
shooter situations. This
activity is based on a meta-
cognitive response of what
students have internalized for
themselves. The final activity
brings their mindsets together
by articulating students past,
present, and future selves.
Lastly, students involve their
parents in their reflection as
statements. 
TARGET MINDS
RECOILING OUR MINDS

MAY 2018, ACTIVITY 6

Spur the Words 

Relay Style:
Getting Started:
- Divide students into 3 groups. Create space between
- Have each group line up in a relay style  each student, allowing
- Prepare 3 blank squares of paper for each student  for paper to be passed
- Prepare 3 race start slips, each with one word: "gun," "school," from one student to
and "desk." 
another.
Directions:
- Given the word you are handed, please write on your paper
the first word you think of. Keep the word you were given and
pass along the word you thought of. 
- Once the words pass through your line, the end person sits
down, and the rest of the group follows.
_ Start by handing the first student in the relay the word "gun."
- After every line finishes and sits, repeat for "School" and
"Desk" Be mindful of the potential of
inappropriate words
Connection: May choose to award the
- Discuss:  team that wins the most
          - Why did the words chance in the line? races
          - How does our personal bias alter or3 change
SPECIALTY
our       COFFEE
      DRINKS TO KEEP
YOU WARM | 2
             interpretation of words?
          - Why is it important to reflect on our bias? 

Words Students May Generate

Gun Kill Sad

RELAY STYLE

Gun Laws Politics

BEST GIFTS FOR THE COFFEE LOVER | 4

Gun Shooter Death
TARGET MINDS
RECOILING OUR MINDS

MAY 2018, ACTIVITY 6

TODAY IS MY DAY
Getting Started:
- Introduce the use canva.com to students
- Tutorial: https://youtu.be/XqYti78riU8
 
Directions:
- Inform students: "Have considering the bias we have each formed
on our own. It is time to consider what those bias mean in terms of
action plans. You will be creating a flyer and identifying ways to be
proactive. While the information needs to be guided by the activities
you have engaged in, it should also reflect yourSEASON'S
interpretation and
GREETINGS |1
meaning-making of these activities."
- Thinking about the topics of active shootings, proactive
measure, resilience, and response, create a flyer or infographic
on Canva to explain your daily proactive plan. 
- Your creation on Canva must identifies 3 ways you can be
proactive social-emotionally and 3 ways you can be proactive in
the classroom. 

Helpful Guidance for Students

3 SPECIALTY COFFEE DRINKS TO KEEP
YOU WARM | 2
Social Emotional
Describe how you feel when you are at your worse and how you want people
to help you. Describe what people look for in your facial or body expressions
that are a call for help. Identify 3 signs you might look for in others. Describe
the feelings of people who have experienced trauma. Suggest ways to
identify people's need. Suggest ways to report concerns about people and
their emotions.

Classroom
Describe what you know about items to hide or fight with in the classroom.
Reflect on the classroom and what it means to be a student. Identify ways
students can report a concern. Express the key details that should be
included in concern reports. Explain the definitions of responsive and reactive
when it comes to situations at school or with classmates.

NOTE: This activity was created to be reflective in nature and therefore

students are given autonomy which should be evaluated by the teacher.
Grading these creations may be of interest to you; however I would aware
completion points and not grade students on the reflection until the
formative assessment. Alternatively, this may be used a formative
assessment rather than the one provided.
TARGET MINDS
RECOILING OUR MINDS

MAY 2018, ACTIVITY 6

Mindful Me
Getting Started:
- Prepare Mindful Me worksheet for students -
printed or posted to google classroom with each
student receiving a copy.

Directions:
- Students access the Mindful Me template
- Preview the template on the screen
- Inform students: "Any lines that are repeated for
example, "I was" needs to contain the same line. If
you were completing this about your first trip to
the zoo, you might say, "I was unaware of the
endangerment of some animals." Whenever you
see the starter "I was" you would write this same
line "I was unaware of the endangerment of some
animals" again. I expect more thoughtful
articulation that my simple example. This is a time
to reflect on thoughts that have occupied your
mind and what those thoughts mean for you as a
creator of today's history." 
3 SPECIALTY COFFEE DRINKS TO KEEP
YOU WARM | 2

NOTE: Again, this activity was

created to encourage
reflection, but may also be
used as the formative
assessment rather than the
one provided.

END
ACTIVITY
6
TARGET MINDS
RECOILING OUR MINDS

MAY 2018, ACTIVITY 5

Formal Assessment
I Pledge of Resilience
Directions:
Create a pledge of resilience by identifying two ways to be resilience
against active shooter situations. Pledges must be based on your
personal reflections based on the class activities. After writing your
pledge, guardians must comment and sign your pledges. Pledges may
be typed or hand written.

Examples of Pledges to Assist Structure:

I pledge allegiance to the flag of the United States of America and to
the Republic for which it stands, one Nation under God, indivisible,
with liberty and justice for all. - USA Pledge of Allegiance

I Pledge to not drink alcohol before 21. To not use or abuse any
drugs, including nicotine, tobacco, marijuana, prescription pills, or
whatever creates an artificial high. To stand up for myself and others
who choose to live the Wait 21 lifestyle. To love, support, and respect
all people regardless of what choices they make. - By Wait21

Rubric
 MINDFUL ME
Directions: Based on the activities of proactiveness and resilience, describe your past,
present, and future self through a reflective poem. Each line should describe your
transformation of a person regarding your biases before, during, and beyond this
curriculum.

I was…

I thought…

I believed…

I knew…

I was….

I am….

I believe…

I hope…

I see…

I am…

I will be…

I want…

I plan…

I prepare…

I will be…

Derived from “I Am Poem” by John Clare (1844)


YES MOSTLY NO DESCRIPTIONS
Students identify two ways of showing resilience
Students utilize the pledge format
Students receive a guardian’s comments and signature


YES MOSTLY NO DESCRIPTIONS
Students identify two ways of showing resilience
Students utilize the pledge format
Students receive a guardian’s comments and signature


YES MOSTLY NO DESCRIPTIONS
Students identify two ways of showing resilience
Students utilize the pledge format
Students receive a guardian’s comments and signature


YES MOSTLY NO DESCRIPTIONS
Students identify two ways of showing resilience
Students utilize the pledge format
Students receive a guardian’s comments and signature


YES MOSTLY NO DESCRIPTIONS
Students identify two ways of showing resilience
Students utilize the pledge format
Students receive a guardian’s comments and signature


YES MOSTLY NO DESCRIPTIONS
Students identify two ways of showing resilience
Students utilize the pledge format
Students receive a guardian’s comments and signature


YES MOSTLY NO DESCRIPTIONS
Students identify two ways of showing resilience
Students utilize the pledge format
Students receive a guardian’s comments and signature