Lesson 1
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)
If you or someone you know is having suicidal thoughts, there is help available (review
resources with students)
“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).
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.
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?