Knight Time: Respect Lessons

Lesson 1

Opening Activity “Cross the Line” (5 minutes)

 Ask students to form a line in the middle of the classroom.
 Tell students that you will read a statement. Students will respond to the statement by
taking a step to the right side of the room if they agree, a step to the left side of the room
if they disagree, or remain in the line in the middle of the room if they do not agree or
disagree. Please repeat this activity several times.
 The following are statements you can say:
o I am a respectful person.
o I can define what respect is.
o I have disrespected others.
o Someone else has disrespected me.
o I have been disrespected at school.
o I respect myself.
o I respect differences between myself and my peers.
 When you have finished, ask students to share their experience of the activity. Possible
questions:
o What did you notice about the class agreeing or disagreeing with each statement?
o Did you struggle with answering any of the questions? If so, which one(s)?
o Have you thought about the way you do or do not respect yourself and/or others
before?
Class Discussion “What is Respect?” (10-15 minutes)
 As a class, discuss what respect is and what it means to each student. Please use the
powerpoint provided (Knight Time Respect Lesson PPT). Discussion questions are
embedded into the slides.
Group Breakout Session (5 minutes)
 Divide the students into three small groups.
 Each group will have a topic and will need to create a short presentation to share with the
class. Topics include:
o Group 1: Respect for self
o Group 2: Respect for others (peers or authority figures)
o Group 3: Respect for property
 Groups need to choose a creative way to present their topic to the class. Ideas for creative
presentations include: writing a song or rap, demonstrating a role play/skit,writing a
pneumonic device, writing a short speech.
Group Sharing (5 minutes)
 After approximately 5 minutes, all students will come back together as a class and each
group will share their presentation.
 Lesson 2

“What’s Important to Me?” Worksheet (5-10 minutes)

 Students will be complete the “What’s Important to Me?” worksheet. The worksheet has
three sections (respect for self, respect for others, and respect for property).
 Ask students to look at the three individual sections and rank the 10 items in order of how
important they are to them (1-most important, 10-least important).
Class Discussion “What is Respect?” (10 minutes)
 As a class, discuss what respect is and what it means to each student. Please use the
powerpoint provided (Knight Time Respect Lesson PPT). Discussion questions are
embedded into the slides.
Self-Improvement Plan (10 minutes)
 The purpose of the self-improvement plan is to help students identify how they can better
respect themselves or others.
 Using the worksheet they completed, ask students to look at the “Reflection Box” on the
back of the worksheet.
 Students will choose at least one item in one of the sections that they ranked as important
and work to improve upon that item.
 Distribute the Self-Improvement Plan worksheet to students.
 Using the worksheet, students will set at least one goal to help them become a more
respectful person based on the item they selected.
o EX: If I ranked “getting adequate sleep” as most important, but during my
reflection time recognized that I do not get adequate sleep, I would write a goal
about how I will work towards getting adequate sleep to increase the respect I
have for myself and body.
 Accountability Partner
o Ask students to find a partner in their Knight Time class to help them remain
accountable to their goal. Students will work towards these goals and check back
with their partners during Knight Time in November.
 Lesson 3

Respect Survey and Discussion (5-10 minutes)

 Students will complete the “How Respectful Are You?” worksheet.
 Each student will calculate and interpret four scores using the scoring guide on the back
of the worksheet. As a class, talk about their scores. Possible questions include:
o Were you surprised by your scores?
o Were there any questions that stuck out to you?
o Is your view of whether or not you see yourself as a respectful person different
after seeing your results?
o Will you do anything differently as a result of your score?
Affirmation Tweets (10-15 minutes)
 Each student will be given small slips of paper on which they will write an “Affirmation
Tweet” for each student in their Knight Time class. They should also write one for
themselves; therefore, each student should receive enough slips of paper equal to the
number of students in the class.
 The tweet should demonstrate how students respect their classmates or demonstrate what
a student admires about how other students are respectful.
 Remind students to put the name of the student whom they are writing about on each
paper. They do not need to include their own name on the tweets.
 Tweets should be unique to each student. Students should not be writing the same
message multiple times.
Class Sharing (10 minutes)
 Ask students to distribute their tweets to every student in the class.
 Divide the class into small groups. Ask students to share some of their affirmation tweets
that inspired them or were meaningful.
 As small groups, students will discuss this question: what do the tweets I received tell me
about how I show or give respect to others?
 Lesson 4

Opening Activity: Wordle (5 minutes)

 Share the link for the Wordle activity with students.
 Each student must submit at least one word that they think defines respect.
 When all words have been submitted, identify the biggest and smallest words created.
 Ask students:
o What do you observe about the words chosen?
o Why did you choose the word you chose?
Class Discussion “What is Respect?” (10 minutes)
 As a class, discuss what respect is and what it means to each student. Please use the
powerpoint provided (Knight Time Respect Lesson PPT). Discussion questions are
embedded into the slides.
What Would You Do? Scenarios (15 minutes)
 Display the powerpoint provided (Lesson 4 Respect: What Would You Do?) which
contains four scenarios for you to read as a class and discuss. You may choose to discuss
scenarios in smaller groups or as a class.
 Lesson 5

Respect Worksheets (Self and School) and Discussion (10 minutes)

 Students will be complete two worksheets: “How Respectful Are You?” and “Is Our
School Respectful?”
 Each student will calculate and interpret four scores on the “How Respectful Are You?”
worksheet and two scores on the “Is Our School Respectful?” worksheet using the
scoring guides on the back of each worksheet.
 As a class, talk about their scores. Possible questions include:
o Were you surprised by your score?
o Were there any questions that stuck out to you?
o Is your view of whether or not you see yourself as a respectful person different
after seeing your results?
o Will you do anything differently as a result of your score?
o As a school, how can we become more respectful?
Class Discussion “What is Respect?” and Gallery Walk (20 minutes)
 As a class, discuss what respect is and what it means to each student. Please use the
powerpoint provided (Lesson 5 Knight Time Respect and Gallery Walk Lesson PPT).
Discussion questions are embedded into the slides.
 On Slide 2 of the powerpoint, please instruct students about the Gallery Walk.
o Post four posters around your room (Gallery Walk Posters).
o Divide your class into four groups and give each group a different color marker
o Each group will start at one poster. Students will read the poster title, discuss
ideas related to the title, and record those ideas on the poster.
o Have students rotate clockwise every two minutes.
 Present the remainder of the powerpoint.
 On Slide 11, discuss what should be added or changed to their Gallery Walk Posters.
 Discussion
o How our school can become more respectful.
o How can we change our school culture?
 Knight Time: Responsibility Lessons
Lesson 1

Toothpaste Activity (15 minutes)

 Ask for two student volunteers to go to the front of the classroom.
 Ask student volunteer #1 to squeeze out all of the toothpaste from a tube of toothpaste
onto a paper plate.
 Give student volunteer #2 a toothpick and ask him or her to get all of the toothpaste back
into the tube. Student volunteer #1 can help student volunteer #2 if needed.
 Have a class discussion:
o What was it like to squeeze all of the toothpaste out of the tube?
o What was it like putting the toothpaste back into the tube?
o Relate this to how people must take responsibility for their words. Once you say
something, it is hard to take it back.
o If students are comfortable sharing, ask students to talk about a time when they
said or did something and could not undo it. What was this like for them?
o Ask students if they have ever posted something on social media that they needed
to take responsibility for. Remind students that taking responsibility for
something can mean that they may or may not be proud of what they have done.
Responsibility Brainstorm (10 minutes)
 Create a definition of responsibility with students.
o Possible Definitions: Responsibility- to be held accountable for your actions;
doing what one knows is right; being dependable
 Divide your whiteboard, or a piece of chart paper, into four equal parts.
 Label each part as:
o Home
o School
o Myself
o Community
 Ask students to go to the board or chart paper and write examples of how they show, or
could be showing, their responsibility to each aspect of their lives.
Develop a Responsibility Goal (5 minutes)
 Ask students to evaluate how responsible they are for themselves and how they are or are
not responsible in different areas of their lives.
 Ask students: Are you happy with how responsible you are?
 Distribute SMART goal worksheets.
 Ask students to develop at least one goal to help them become more responsible.
 Lesson 2

Red/Green Paper Activity (15 minutes)

 Before Knight Time: Cut 8 pieces of green paper and 8 pieces of red paper into half
sheets. Cut enough pieces of paper for approximately half of your class to have a red
piece and half of your class to have a green piece. Write numbers 1-30 on the upper right
hand corner of each piece of paper and pre-assign numbers 1-30 to students in your KT
class.
 Hand out one piece of paper (either color) to each student and ask students to remember
the number in the corner of their paper.
 Instruct students:
o If they have a green piece of paper, they should write a positive statement that
they might say to someone. For example, “you are beautiful” or “you’re a good
friend.”
o If they have a red piece of paper, they should write a negative statement that they
might say to a person. For example, “you are stupid” or “you’re a terrible friend.”
 When all students have written their statements, ask students to form a large circle around
the room.
 Once you have formed a circle, ask students to crinkle their paper into a ball and throw it
across the room.
 Once all paper balls have been thrown, ask students to go and pick up someone else’s ball
and return to their spot in the circle.
 Ask each student to take a turn sharing their statements. Students will say, “Person
(number that is written on the paper) wrote (read statement).
 Tell students that if their number was called, they need to confess to writing the statement
about their classmate.
 Every student will take a turn reading the statement on their paper, and every student will
take a turn confessing what they wrote.
Class Discussion: Taking Responsibility for Your Words (15 minutes)
 As a class, discuss what responsibility is and how individuals can be responsible.
 Discuss being responsible in all areas of life:
o Words
o Actions
o School
o Home
o Job
o Sports
o Community
o Online
 Discuss what it means to be a responsible digital citizen. Possible questions include:
o What was it like for you to read something about yourself that someone else
wrote?
o Have you ever read something negative about yourself on social media?
o Have you ever posted something positive on social media?
o Have you ever posted something negative on social media?
 o Have you ever written something anonymously online? How do you know that
it’s anonymous?
o Have you or others you know been affected by people who have said or written
negative things about you and have not taken responsibility for them? What
happened? What did you learn from it?
 Compare Responsible Citizenship to the Activity:
o People can write positive and negative things on social media (red and green
paper)
o Once you write something online or say something to someone else, it is
permanent and you cannot take your words back (students did not get their ball of
paper back)
o It is possible that what you post on social media anonymously can remain
anonymous, but it can also be traced back to you (notes were traced back to
students by the number on the cards; posts can be traced back to computers by an
IP address)
o Whether you say something or post something, you need to take responsibility for
what you said or wrote (in the activity, students took responsibility by admitting
which number they had)
o Remind students that taking responsibility for something can mean that they may
or may not be proud of what they have done (students may have been proud of
what they wrote on their green pieces of paper which were positive messages or
may not have been proud of what they wrote on their reed pieces of paper)
 Knight Time: Suicide Prevention Lesson
Plan: Today we will focus on what mental wellness and suicide prevention including: how to
maintain good mental health, how to prevent suicide, and how to get help for you or others
experiencing suicidal thoughts. These are important topics, and ones that you should be aware of
as you prepare for life after high school. These topics can be very sensitive for many. If you you
would like to talk to a counselor about you or someone you know who has suicidal thoughts or
has attempted suicide, you may go to your Home Office.

Class Discussion: Have a discussion with your class using the following questions to guide you:
1. The suicide rate is highest during mid-adolescence. What is it about these years that
makes teens more likely to commit suicide? What factors put teens at risk of
committing suicide? (mental health disorders, substance abuse, feeling hopeless,
impulsive and aggressive tendencies, previous suicide attempts, family history of
suicide, loss of relationship, lack of support, stigma of asking for help)
2. Teens who think about committing suicide often show warning signs. What are some
warning signs you can look for? (talking about wanting to die or kill themselves,
searching for ways to kill themselves, talking about pain, hopelessness or feeling
trapped, increasing the use of drugs and alcohol, withdrawing and isolating themselves,
sleeping too much or too little, showing rage or talking about seeking revenge)
3. If you see these warning signs in a friend, what could you do or say to your friend?
What could you do if your friend is thinking about suicide? (Acknowledge that your
friend is hurt (“I’ve noticed you are really (angry, sad, etc.) lately”), ask directly about
suicide (“Are you having thoughts about killing yourself?”), ask a trusted adult for help
(teacher, parent, counselor), persuade your friend to seek and accept help, refer your
friend to his or her counselor (“I care about you and I want to go with you to the
counselor”). Helpful responses show you are listening to the person’s problems and
care about making sure they get help). Note: asking about suicide does not lead
someone to commit suicide).
4. What are harmful things you can say to someone who is thinking about committing
suicide? (Saying: “you’re not thinking about killing yourself,” “it’s really not that bad,
you will be okay,” “promise me you won’t do anything stupid.” Harmful responses
minimize the person’s problem and put off interventions that would help the person).
5. Suicide is difficult to talk about. How can we eliminate the stigma so that people can
get the help they need? (Educating ourselves, raising awareness for others, developing
trusting relationships with others so people are more comfortable talking about their
suicidal ideations)

Video: We will be watching a short video about a young man who attempted suicide. Please
share this video with your class (Start video at 1:01: http://www.activeminds.org/our-
programming/speakers-bureau/10-speakers/299-jordan-burnham)

Follow Up Questions (can be in small groups, large groups, written, etc.):

1. What behaviors and symptoms preceded Jordan’s suicide attempt? (sister (support
system) left for college; moved to a new school; was teased by other students; was
 feeling depressed, lonely, and did not feel that he belonged; lacked motivation to go to
school; had thoughts about not wanting to be here)
2. What is the difference between depression and sadness? (Depression is a long-term
mental health problem that can be managed with medication and mental health
professional help. Sadness: a feeling, emotional pain, that changes based on
circumstances)
3. Did anything surprise you about Jordan’s experience?
4. Ask all students to identify and share one way they will maintain or improve their
mental health.

If you or someone you know is having suicidal thoughts, there is help available (review
resources with students)

Resources Available for Students and Families (project onto screen)

National Suicide Prevention Lifeline

https://suicidepreventionlifeline.org/
1-800-273-8255

Penn Foundation - 24/7 Crisis Hotline

https://www.pennfoundation.org
215-257-6551

Suicide and Crisis Intervention

http://www.phila.gov/health//index.html
Office: 215-686-5000
Hotline: 215-686-4420

Montgomery County Mobile Crisis Support

http://www.accessservices.org/services/mobile-crisis-support/
1-855-634-4673

Access Services: Peer Support Talk Line

http://www.accessservices.org/services/peer-support-talk-line/
Phone: 855-715-8255
Text: 267-225-7785
 Knight Time: Sexual Assault Awareness and Prevention Lesson
Plan: April is Sexual Assault Awareness Month. Today we will focus on what sexual assault is,
how to prevent it, and how to get help for you or others affected by sexual assault. This is an
important topic, and one that you should be aware of to remain safe in your current and future
relationships and experiences. These topics can be very sensitive for many. If you you would like
to talk to a counselor about you or someone you know affected by sexual assault, you may go to
your Home Office.

“Cross the Line” Activity: Ask students to form a line in the middle of the classroom. You will
read several statements and students will respond to the statement by taking a step to the right
side of the room if they believe the statement is true, a step to the left side of the room if they
believe the statement is false, or remain on the line in the middle if they are unsure if the
statement is true or false. After each statement, please talk with students about why the statement
is true or false.

Statements:
1. Most sexual assault victims are between the ages of 26 and 35. (False: The majority of
sexual assault victims are between the ages of 14 and 25. Teens and young adults are at
high risk to experience sexual assault.)
2. Sexual consent should be involuntary for sexual activity. (False: Sexual consent is a
voluntary and mutual agreement. Both people must consent to the behavior without
being coerced, manipulated, or threatened.)
3. More women are affected by sexual assault than men. (True: 1 in 5 women have
experienced completed or attempted rape in their lives. 41% of women reported
experiencing physically aggressive street harassment.)
4. Most people who are victims of sexual assault report it to the police. (False: 67.5% of
instances of rape are estimated to go unreported. Fewer than 5% of completed or
attempted rapes against college women were reported to law enforcement. )
5. Uncontrollable urges and sexual desire is the reason for sexual violence. (False: Power
and control are the reasons for sexual violence. Sex is the weapon that is used to hurt
the victim.)
6. A person can decide that they no longer want to have sex at any point during sexual
activity. (True: A person can withdraw their consent for sexual activity at any point and
their request must be respected. When their request is not respected, sexual assault has
been committed.)
7. The victims of sexual violence usually know their attackers. (True: Most victims of
sexual violence know their attackers. 75% of sexual assaults are committed by
someone the victim knows.)

Video: We will be watching a short video about sexual assault survivors. Please share this video
with your class. (https://www.youtube.com/watch?v=029ahSNog8M)

Follow-Up Video Questions (can be in small groups, large groups, written, etc.):
1. What did many of the sexual assault survivors feel following their experiences? (Lower
self-esteem, difficulty looking at themselves in the mirror, ashamed, isolated, afraid of
 other people; identified that talking about their sexual assault experiences makes others
uncomfortable).
2. What did you think of the video? Did anything surprise you?
3. Why do you think people your age are victims of sexual assault more than in other age
groups?
4. If you came into contact with this experiences (personally or through friends), would
you know where to go for help?

If you or someone you know has been affected by sexual assault, there is help available (review
resources with students).

Resources Available for Students and Families (project onto screen)

National Sexual Assault Hotline 24/7

https://www.rainn.org/about-national-sexual-assault-telephone-hotline
1-800-656-4673

National Domestic Violence Hotline

http://www.thehotline.org/
1-800-799-7233

Victim Services Center

http://www.victimservicescenter.org/
1-888-521-0983
 Knight Time: Reflection of School Year Lessons
Lesson 1: Station Rotation

 Set up five stations in your classroom. At each station, students will respond to the
corresponding sentence starter in the google doc.
o Station 1: This year during KT I learned…
o Station 2: Something I accomplished this year was...
o Station 3: My goal(s) for 11th grade is/are…
o Station 4: My advice for a new 10th grader is…
o Station 5: Something I will do differently next year is...
 Divide your class into five small groups.
 Each group will be assigned a station to start at. As a group, students will discuss the
sentence starter at each station and respond to the sentence starter on their google doc.
 Groups will have 3 minutes per station to complete the questions.
 Lead your class in a discussion about how each group answered the questions. Possible
discussion questions include:
o Did any groups have similar ideas?
o How will students achieve their identified goals?
o What do students wish they would have known before arriving at NPHS?
o What was the most meaningful KT lesson or activity?
 Lesson 2: Class Web Activity

Character lessons during Knight Time help create a safe community for students to experience
the 4 R’s: Respect, Responsibility, Relationships and Resiliency. This activity encompasses the 4
R’s and provides students with an opportunity to reflect on their school year and continue
building relationships with classmates.

 Ask students to form a circle around the classroom.

 Review the 4 R’s
 Class Web Activity

Class Web Activity Directions:

 The teacher holds a ball of yarn. She/he explains that everyone in the circle will take
turns sharing how one of their KT classmates demonstrated one of the 4 R’s during the
school year. The teacher can model the activity by sharing how one student in his or her
KT has demonstrated one of the 4 R’s during the school year and then throw the ball of
yarn to that student while holding a piece of the yarn.
 The student who receives the ball of yarn shares about a classmate and throws the ball of
yarn to that classmate while holding a piece of the yarn. Repeat this until all students
have shared about someone else in the class and all students are holding a piece of the
yarn forming a web of yarn in the circle.
 Once the class has created a web of yarn, students must work backwards to undo the web.
 Each student will share one way he or she demonstrated one of the 4 R’s during the
school year. If the student is unable to name one way he or she demonstrated one of the 4
R’s, the student may choose to share how he or she plans on demonstrating one of the 4
R’s during the next school year.
 The student who received the yarn last will start this part of the activity. The starting
student will name one way he or she demonstrated one of the 4 R’s during the school
year and then throw the ball of yarn to the person that had it before them. The yarn will
be thrown in reverse order of the creation of the first web until the person who started the
activity has all of the yarn.
 Lesson 3: I Wish I Would Have Known...

 Lead your class in a discussion about their sophomore year. Discussion questions
include:
o What was most challenging about 10th grade?
o What did you learn about yourself?
o What will you do differently next year?
o What is something you accomplished this year?
o What are you most proud of doing/completing/trying in 10th grade?
o What are your goals for 11th grade?
o What advice do you have for an incoming 10th grader?
o Is there something you wish you would have known before starting 10th grade?
 Distribute di-cut worksheets. Students will write two statements to the incoming 10th
graders on the worksheet. The sophomore class will read these statements next year when
they start at NPHS next year.
 Lesson 4: Goals for 11th Grade

 Lead your class in a discussion about their sophomore year. Discussion questions
include:
o What was most challenging about 10th grade?
o What did you learn about yourself?
o What will you do differently next year?
o What is something you accomplished this year?
o What are you most proud of doing/completing/trying in 10th grade?
o Is there something you wish you would have known before starting 10th grade?
 Distribute an index card to each student. Students will write 1-3 goals for their 11th grade
year.
 Collect goals for students to review in KT during the 2018-2019 school year!
 Lesson 5: Welcome Class of 2021!

 Lead your class in a discussion about their sophomore year. Discussion questions
include:
o What was the hardest part of your 10th grade year?
o What was the biggest difference between middle school and high school?
o What did you learn about yourself?
o What will you do differently next year?
o What is something you accomplished this year?
o What are you most proud of doing/completing/trying in 10th grade?
o Is there something you wish you would have known before starting 10th grade?
 As a class, brainstorm and develop a list of advice for incoming sophomores.
o Ask students to think about what would have made them more successful in 10th
grade and how they can apply this knowledge to 11th grade.
 Lesson 6: Letter to Future Self

 Lead your class in a discussion about their sophomore year. Discussion questions
include:
o What is something you accomplished this year?
o What is something you hope to accomplish next year? Before you graduate?
o What was the hardest part of the school year?
o How did you handle your challenges this year?
o What is something you will do differently next year?
o What goals do you have for 11th grade? 12th grade?
o Did you demonstrate the 4 “Rs” this year? If so, how?
 Students are going to write a letter to themselves in the future. Students will get these
letters back at the end of 12th grade. Encourage students to think about the following
questions to include in their letters:
o Sophomores are halfway done high school.
 What have you already accomplished?
 What do you still want to accomplish?
o What kinds of relationships have you developed?
o What are your goals for 11th grade and/or 12th grade?
o When you are preparing to graduate, what do you hope you will be getting ready
for next?
o What are your future dreams?
o Are you proud of yourself? What are you proud of?
o What advice would you give to your future self as you transition out of high
school?