Author’s Note: The following activities have been created for intermediate students; however, you are encouraged to modify and adapt them to fit

student age, experiences, current units of study, etc.! As educators and role models, we must continually make a concerted effort to model and

demonstrate the values we teach on a daily basis.

Activity 1, Tortoise/Hare:

Take a few moments to review the story of “The Tortoise and the Hare” or to

read a version of this story. Ask students to think about the qualities of

each character. Note how the tortoise was slower, but kept a steady pace

and ended in first place. The hare, on the other hand, began quickly, but

slacked off and did not end the race. Tell students that for the beginning

part of this activity, they are going to consider the tortoise as SLOW and

the hare as FAST. On a piece of paper, label one side of the room

TORTOISES (SLOW) and label the other side of the room HARES (FAST). Tell

the students to take a moment to think about their lives and consider

whether they are more like a tortoise or a hare and why they think so. At a

signal, have students move to the side of the room they chose. Then have

all the hares sit down while the tortoises stand. and tell why they think

they fit in that category. Switch and have the hares stand and do the same.

Next have students go back to their seats and give each an index card. Have

students write TORTOISE on one side and HARE on the other. Tell them you’re

going to give them some situations and they will need to decide if they

would respond as a tortoise (SLOWLY) or as a hare (QUICKLY). Here are some

sample scenarios you might want to use:

? You have to finish a simple math paper before you can go out to recess.

? You are given a job to do at home, but you would rather read or watch TV.

? You can go over to a friend’s house as soon as your room is clean.

? You have been assigned a book project that is due in one week.

? You made a big mess in the kitchen fixing yourself a snack, and you know

your dad will be cooking dinner soon.

? You parents tell you can call and invite a friend over for the weekend.

? You are lying on the couch watching TV with a friend, but your friend

wants to go outside to play.

After students show their card for each situation, have a couple of students

share the reasons for their choices. If possible, call on at least one

TORTOISE and one HARE to discuss each scenario.

Explain to students that if each time they chose HARE they were showing

INITIATIVE, that is they were showing that they would take action

immediately or do what needed to be done. Discuss possible reasons why

people do or don’t show initiative. Here are some examples:

+ get the job done

-have to stop what you’re doing and do something else

+ make others happy

-could put it off until later

+ feel good about yourself

-don’t get to do what you want

+ more free time later

-might miss out on something more fun

Activity 2: Journal Writing

Give students some time to journal write about a time when they took

initiative to get something done. How did they do it? Why did they do it?

What were the payoffs? Then, have them tell about a time they didn’t take

initiative to get something done. Why didn’t they? What did they do

instead? Would they do it differently next time? Why or why not? Were

there any consequences? Have them make a list of things they could take

more initiative at and how that might improve their lives. Share and

discuss students’ writing.

Conclusion: When people take initiative to get things done, it can improve

the quality of their lives. Remind students that it doesn’t always matter

if they start out fast like the hare, or slowly and steady like the

tortoise, but that they make their best effort to get the job done!

– Jen Wheeler, 4th grade teacher, Kyrene de las Loma