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Unit  Community-Building for Middle School Classrooms
Lesson Name  Core Values
Grade Band  Middle School (6-8)
Required Materials

  • Index cards

  • Markers

  • Bag or envelope

  • Values cards (pre-printed & blank)

  • Class Agreement or Charter: A working agreement between each member of the class posted in the room.

  • Conversation piece to promote shared speaking.
Standards / Competencies 

SEL Core Competencies: 

  • Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity 

  • Self-Management: managing one’s emotions, exhibiting self-discipline 

  • Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others 

  • Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed 

ELA Standards: Listening and Speaking, Writing 

Social Studies Theme: Individual Development and Identity 
Recommended Time  30 mins 
Essential Question  How do we understand what our community’s core values or behaviors
are?
Learning Objectives  Enhance their class community by naming values, or behaviors, they
consider to be of core importance to their learning.
Activating Prior Knowledge 

Say to students, If a statement you hear/see on the
screen/board (as appropriate) applies to you, please stand up.  For
those who remain sitting, please offer a round of applause to those who
are standing. Model an example for the class.

Invite students to:

  • Stand as appropriate with each prompt.

  • Give a short round of applause each time students stand.

  • Continue with new prompts for as long as the activity feels authentic.

Example prompts:

Stand up if…

…you were born in another country.

…you were born in a different state.

…have lived in another country. 

…have visited a different country.

…are new to the school this year.

…like a New York (or other state’s) sports team.

…like pizza.

…_______________________________
Core Instruction 

Present students with some blank and pre-printed cards. Explain that students will share a specific word (either pre-printed on a card, or one of their own) that they feel they need to succeed TODAY. Prompt students to reflect on what makes a space safe and supportive as they consider a word to choose.

After each member of the community has had time to choose their word, invite students to share. Remind students that there are no right or wrong answers.  This space is for listening and reflection as well as growing as a community.

Model how to explain each chosen word in the following way:

I chose the word ________________ and it is important to me________________.

In order to feel supported I need to feel___________________.

I want to learn in a space where I feel _____________________.
Wrap-up 

Ask students the following questions:

  • What was the activity like for you? 

  • What did you learn?​

  • What was it like to stand as part of a larger group? 

  • What was it like standing alone or as part of a smaller group? Did it seem different?​

  • What did you think of the applause? How did it make you feel?
Learning Beyond Classroom Walls  Use the Morningside Center for Teaching Responsibility’s Sharing
Stories: Building Family & Classroom Connections to have
students learn more about their family members and peers.
Instructional Content Adaptations 

Diverse Learning Modalities

  • Think/Pair/Share: Invite all or some students to choose a word and instead of sharing with the group turn and talk to a neighbor.

  • Flexible seating options will help to meet the needs of all students.

  • Allow students to draw emojis that represent their specific emotions.

English Language Learners

Translate the cards into languages to meet the needs of all learners in a classroom (Spanish cards provided below).

Gifted Learners

Collaborate with students to create a list of more complex, or nuanced, feeling words.  Encourage students to be “values stakeholders” by labeling different values or behaviors expressed by characters in a text or video clip.