A Lesson Plan from Life Planning Education: A Youth Development Program (Chapter One) 

NOTE:  Life Planning Education (LPE) is currently being revised. The printed/for-sale version includes an older version of this lesson plan. Please make sure you have looked at the PDF of Life Planning Education before purchasing - that is the version that is available to buy. 

Purpose: To get acquainted with others and to become more comfortable within the group or [if the activity is used as an energizer] to get people moving and feeling more energetic.

Materials: None

Time: 10 to 15 minutes

Planning Notes:

• If you have already conducted Find Someone Who Says Yes, then you should skip this activity.  You may want to use it later in the program as an energizer.  If so, be sure to use the alternate purpose and to alter the instructions in Step no. 3.
• The purpose of this activity is to set a positive tone and to break the ice.  Or your purpose may be to energize a group.  For either purpose, keep it light, use humor, and have fun.
• Plan in advance where you can conduct this activity.  It can be done anywhere that participants can stand in a circle with space around each person: in the hallway, outside the building in an open area, in a gymnasium, or around the edges of a room.
  

Procedure:

1. Tell participants the purpose of this activity.
2. Ask the adolescents to move to an open area and to form a large circle.  Ask them to stand far enough apart that they can move energetically without bumping into one another.
3. Go over instructions for an activity:
• One at a time, take two steps forward.  Tell us your name. [Or if the activity is used as an energizer, ask the participants to say their favorite food, animal, activity, etc.] Then tell us one thing you like doing that requires physical movement.  As you tell us, demonstrate that movement, like shooting hoops, dancing, or swimming.
• Each time someone shows her/his move, everyone else will imitate it for a few seconds.
• When it is your turn, try not to repeat a movement that someone else has already shown.  However, you can use a different movement in the same activity.  For example, if one person has named swimming and demonstrated the crawl, you can name swimming and demonstrate the backstroke.
• I will begin so you can see how it works.
4. Begin the activity by stepping forward and saying your own name [or the alternative you asked participants to say].  Then say and demonstrate a movement that is physical.  Be sure you do not demonstrate something passive (like reading or listening to music) but a movement, like a dance step or a swimming stroke.  
5. Ask the person standing beside you to go next.
6. Model full participation by encouraging others and participating enthusiastically.  If necessary, remind the adolescents to give their names or other requested information and then to demonstrate a movement.
7. Conclude the activity using the discussion points below.
   

Discussion Points:

1. How many of you also like to do some of the activities we just named and acted?  Which one(s)?
   
2. How easy or difficult is it to perform with everyone looking at you?   Point out that some people find performing in front of an audience easy; others don’t.  There is no value attached to finding it easy or finding it difficult.  Ask youth to raise their hands if they found it: difficult; easy; or somewhat easy and also somewhat difficult.
3. Why is it important to overcome discomfort or shyness and to be able to step out in front of a group of people when necessary?  Point out, if participants haven’t, that being able to stand up in front of a group is a skill needed throughout life, in school, on the job, with friends, with family, and in public meetings.