SUMMER SESSION 1: Day 3
THEME: Personal Bank Account
PURPOSE
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Understand the importance of changing from the inside out
Understand the Personal Bank Account (PBA) and identify deposits they can make in their
PBA.
Recognize that everyone is imperfect and that beating yourself up over past mistakes will
weigh you down.
MATERIALS
• PowerPoint equipment (LCD projector, adaptor, speaker, screen)
• PowerPoint slide 6, Teens Presentation large sheet of newsprint with large piggy bank drawn
on it
• markers
• index cards
• roll of nickels
• molding clay
• notecards
• Man in the Mirror CD
• “Inside Out” Challenge sheet
• masking tape
• Effective/Defective Sorting Cards
• Apollo 13 DVD
• Healthy Snack
• Popcorn & Drinks
AGENDA
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Check In (5 minutes)
Effective/Defective Habits Sort (10 minutes)
Inside Out (15 minutes)
Changing from the Inside Out (10 minutes)
Personal Bank Account (20 minutes)
Be Gentle With Yourself (20 minutes)
Group Norm Activity (25 minutes)
Snack (5 minutes)
Knucklebones (60 minutes)
Apollo 13 Movie (70 minutes)
Challenge (5 minutes)
ACTIVITIES
Check In/Collect Challenge (15 minutes)
Have students share their “What Exactly is a Habit” Activity Sheet
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SUMMER SESSION 1: Day 3
THEME: Personal Bank Account
In pairs, have students make a list of the three most important points from last night’s reading.
Share one in large group.
Effective/Defective Habits Sort (10 minutes)
Hand each student a packet of cards cut from the “Effective/Defective Habits” Activity Sheet.
(Note: the cards need to be shuffled and mixed up after you cut them.)
SAY: Here’s a packet of cards that need to be sorted. You need to read the cards and figure out
how to sort them. You’ll have to figure out what categories to use, and then sort the cards. You
have 2 minutes.
SAY: Somebody tell me what categories you came up with? (get an answer) Great. One way to
think of the cards is that some of them have the habits of highly EFFECTIVE teenagers, and
some have the habits of highly DEFECTIVE teenagers. What did you have in each category?
Right, if it’s effective to be proactive, then it’s defective to reactive. (Go through the pairs
comparing the effective habit to the defective habit.)
SAY: The important thing here is to notice that they are ALL habits. It’s just that some of our
habits are more effective than others at getting us where we want to go.
INSIDE OUT (15 minutes)
Reference- Ultimate Activity Guide for Facilitators: p. 49
There are many things that we do in life that we must do one thing first before the second thing
can happen, meaning Step A comes before step B. For example, you crawl before you walk, and
you learn arithmetic before you do algebra.
Instruct the partners to list as many ideas as they can illustrating that step A must come before
step B. For example, you must learn the alphabet before you can learn to read. Or, you must put
gas in the car before you drive it.
Give each pair a notecard. Give students 5 minutes to complete the exercise. Have pair share
out with the rest of the group.
Debrief:
• What happens if you try to do step B before Step A?
• What are the benefits of doing step A first?
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SUMMER SESSION 1: Day 3
THEME: Personal Bank Account
Changing from the Inside Out (10 minutes)
Reference- Facilitator’s Guide: p. 17-26 (note: refer to poster instead of setting up PowerPoint)
I am going to ask you a question, and I want you to answer it silently. Here’s the question:
“When you look in the mirror, do you like what you see?
When I say, “Do you like what you see?” I don’t just mean on the outside. We all have bad hair
days, and days when the biggest zit on our face happens to be right on the end of our nose. What
I mean is: “Do you like what you see on the outside as well as on the inside? Do you like who
you are?
To make the 7 Habits a part of our life, we need to change from the inside out, starting with the
person we see when we look in the mirror. In other words, we must like who we are. Sometimes
that requires accepting our limitations, valuing our differences, or forgiving ourselves. Other
times it requires changing our behavior.
Ask:
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Can I have a volunteer read the poem on page 33 of the Teens book?
Have the volunteer stop after the fourth stanza
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What did he Anglican bishop want to change?
(The world, his country, and others.)
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Why do people want to change other people instead of themselves?
(It is easier. Changing ourselves requires that we admit we need to change and
put forth effort to do it).
Have the volunteer continue reading after the group has answered the questions.
Debrief the poem. Ask:
• Who is the only person we can change?
(Ourself.)
If you want to make a change in your life, the place to begin is with yourself, not with your
parents, your friends or your teacher. All change begins with you.
So now we can add two more processes to your notecards. You have to change yourself before
you change your life. And you have to change YOUR life before you change the world around
you.
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SUMMER SESSION 1: Day 3
THEME: Personal Bank Account
Personal Bank Account (20 minutes)
Let’s look at how you can immediately build your self-confidence and think more positively
about the person you see when you look in the mirror.
How you think about yourself is like a bank account. Just like a checking or savings account at a
bank, you can make deposits into and take withdrawals from your Personal Bank Account by the
things you think, say, and do.
Display slide 6 from the Teens Presentation powerpoint, Refer participants to page 6 in their
binder.
These are examples of some deposits and withdrawals you could make in your Personal Bank
Account.
Ask:
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Can I have a volunteer come up and help me?
You will need a roll of nickels for this activity.
These coins represent the “money” available for deposits into your Personal Bank Account.
I am going to read some statements and ask the rest of the group whether what I read was a
deposit or a withdrawal.
Give the volunteer half of the roll of nickels, explaining that the money represents what is
already in his or her account. (This is where the withdrawals come from.) Have the volunteer
decide (with the help of the group, if needed) how many coins to deposit or withdraw. The
withdrawals will go to you, and the deposits will come from you.
Read the statements below:
• You promised yourself you would set some time aside to study for a big test, but you
didn’t.
• You told your mom your would empty the garbage when you got home, but you never did
it.
• You stood up for a kid when someone was being unkind.
• You were too hard on yourself when you didn’t get an “a” on a test because you knew
you had done your best.
• You took the time to rest rather than go to a party when you knew you were tired.
• You stopped taking music lessons, even though you know you have talent.
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SUMMER SESSION 1: Day 3
THEME: Personal Bank Account
You came home and told your dad you scratched the car, even when you knew he’d
probably never find out you did it.
• You never told anyone when you found out your friend was using drugs and was really
getting hooked.
• You kept saying no when you were being pressured into having sex before you were
ready.
Have the volunteer add up how much money he or she has and leave it all on the table before
going back to his or her seat.
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Each decision you make impacts the balance in your Personal Bank Account. The more trust and
confidence you have in yourself, the higher your balance will be.
If your Personal Bank Account is low, don’t get discouraged about it. Just start today by making
$1, $5, $10 or $25 deposits. Eventually, you’ll get your confidence back. Small deposits over a
long period of time is the way to a healthy and rich Personal Bank Account.
On page 6 in your binder, write down some deposits you can make in your Personal Bank
Account.
Be Gentle with Yourself (20 minutes)
In the Personal Bank Account chapter that you will read tonight, you’ll learn that everyone is
imperfect, so you shouldn’t be too hard on yourself when you make mistakes. Being gentle
means admitting to yourself that you will probably mess up every day, and then forgiving
yourself when you do. It means not expecting to be perfect by tomorrow morning. It means
learning to laugh at the stupid things you do.
It’s important to learn from your mistakes, and not to beat yourself up over them. The past is just
that, the past. Recognize what went wrong and why. Make amends if you need to. Then drop it
and move on.
Ask:
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Have you ever made a mistake that you have a hard time letting go of?
Do you think about it often?
Still feel bad about it?
Wish you could do it over?
Try to think of one mistake or regret from your past.
Hand out a piece of molding clay to each student and ask them to make a model of the mistake.
Tell them that they won’t have to share it with anyone. It’s just for them. They could make a fist
if they had a fight with someone. Or they could make a stack of money if they spent too much
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SUMMER SESSION 1: Day 3
THEME: Personal Bank Account
money on something. If they really can’t think of what to make, they could make letters with the
clay and spell a word. Give them 5 minutes to make something. (Optional: You can play “Man
in the Mirror” by Michael Jackson while the students work.)
Ask:
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Now what do you need to do to let go of this mistake?
Do you need to ask someone for forgiveness?
If you are religious, do you need to ask God for forgiveness?
Is there something you can learn from this so it won’t happen again?
Is it possible to laugh at your imperfections?
Do you just need to let it go?
Get a few replies from students without asking them to share their mistake.
Great. You know what you need to do, so promise yourself you will do it so this mistake doesn’t
weigh you down. Now that you know how to move on from this mistake, let’s get rid of it. On
the count of three, smash that mistake!
One! Two! Three!
Group Norm Activity (25 minutes)
Transition students from thinking about their personal bank accounts to the group account. Post
the newsprint with a piggy bank drawn on it on the wall. Ask kids to suggest ways that they can
make deposits into the groups account i.e. what are habits/behaviors that will benefit the entire
group. Write them down inside the piggy bank. Encourage students to keep these in mind as
they continue through the program, as many of them will be reflected in their contract.
Note: Type up answers and place them in a cut out piggy bank. Laminate it and display it in the
room. Throughout the two summers, you can refer to it to encourage people to make deposits.
Snack (5 minutes)
KNUCKLE BONES (60 minutes)
Knuckle Bones provides high energy programming for grades K-12 that can:
* Promote Team Building & Peer Bonding
* Encourage Athletic Fundamentals
* Provide Fun & Lasting Memories
Contact Information:
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SUMMER SESSION 1: Day 3
THEME: Personal Bank Account
Knucklebones.us
617-851-2928
Movie (80 minutes)
Have students recap the first half of the movie. Remind students: While you are watching, you
should try to identify at least one habit that the astronauts seem to have. And you should look for
one of the 7 Habits we just talked about. We’ll start the movie today and finish it tomorrow.
Show the last 70 minutes of the movie. Serve popcorn and drinks.
Challenge (5 minutes)
• Read p. 34-44 Teen Book. As you read mark a “!” next to something new your learned, a
“?” next to any questions you have, and a “*” next to an especially important point.
• Do a tiny bit of internet research on Mahatma Gandhi to find out what he did that was so
amazing. Then write a reflection. Do you believe Mahatma Gandhi was right when he
said, “You must be the change you wish to see in the world.” Why or Why not? Hand
out the “Inside Out” Challenge sheet.
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