Sample 1 continuation

Mr. Ben:(speaking with a firm, controlled voice) You have exactly two minutes to bring this
classroom back to order. I want desks straightened, papers stacked neatly, and any—any—
unauthorized drawings to be placed in your backpacks for after class. Understood?

(The students spring into action. Jamie scrambles to gather his scattered papers while glancing
nervously at Dan, who offers an exaggerated sigh as he stacks books. Lily moves methodically,
helping a classmate gather their spilled supplies. The room becomes a bustle of focused energy
as Mr. Ben stands by, his arms crossed.)

Mr. Ben:(addressing everyone) Good. Now that we’ve restored a bit of sanity, let’s see who can
demonstrate that focus when it really matters.

(Lily returns to Mr. Ben’s side, her stack of papers significantly shorter. She hands him a
remaining set, catching his appreciative nod.)

Mr. Ben:(leaning in, quietly to Lily) Thank you, Lily. I appreciate the effort, even when it feels
like you’re alone in it.

Lily:(sighing, with a glance at Jamie and Dan) I just wish they would try harder, Mr. Ben. It’s
not fair when some of us are always picking up the slack.

(Mr. Ben straightens and looks over the class, now seated but fidgety. He clears his throat.)

Mr. Ben:(loudly) Since we’re talking about fairness, let’s address something important:
teamwork. This classroom doesn’t work if half of you are trying, and the other half are inventing
new ways to avoid work.

(Jamie shifts uncomfortably. Dan raises his hand high, an exaggerated look of confusion on his
face.)

Dan:(innocently) Mr. Ben, does this count as teamwork? (He points at Jamie’s unfinished
homework and smirks.)

(A few students snicker, but Mr. Ben’s eyes narrow.)

Mr. Ben:(firmly) Dan, do you think making others the center of attention helps anyone? Why
don’t you demonstrate real teamwork by partnering with Jamie for today’s project? Maybe you
can channel that energy into helping him finish his work on time.

Dan:(opens his mouth, then shuts it with a groan) You mean…work? Together?

Mr. Ben:(deadpan) Yes, Dan. Together. Consider it a challenge worthy of your 'superhero'
skills.
(There is a small ripple of laughter throughout the class. Jamie looks at Dan with a mix of dread
and amusement as Mr. Ben moves back to the front of the room. He begins to write key points
on the board.)

Mr. Ben:(continuing as he writes) Today’s lesson is about how we work as a community.

Whether it’s here in class or out there in the world, success comes from collaboration.
Sometimes that means cleaning up messes we didn’t make, and sometimes it means lifting
someone up when they’re struggling.

(He stops and turns back to the students, catching Jamie and Dan whispering. This time, instead
of scolding, he gestures at the board.)

Mr. Ben:Jamie, Dan, would you care to read the first point on our agenda?

(Jamie hesitates, then stands, stumbling slightly over his words.)

Jamie:(reading from the board) “Collaboration… requires… understanding each person’s

strengths… and weaknesses.”

Mr. Ben:(nods) Good. Now, let’s see if the two of you can put that into practice. For the next
activity, you’ll be responsible for designing a simple, two-minute presentation on how different
strengths contribute to teamwork. And yes, everyone, there will be time for feedback and
applause at the end.

(The students shuffle in their seats, some excited, others wary. Lily raises her hand.)

Lily:Mr. Ben, can we pair up too, or do we just watch?

Mr. Ben:(with a smile) Great initiative, Lily. Yes, everyone will have a chance to partner up.
Remember, this isn’t about perfection—it’s about growth. Now, let's begin.

(The students, now visibly more engaged, start gathering their thoughts. Jamie and Dan exchange
a quick glance, Jamie’s expression somewhere between relief and apprehension, while Dan
cracks a half-hearted joke about being the 'team leader.' Mr. Ben watches, a hint of pride in his
eyes as the classroom starts to hum with a more focused energy.)

Sample 2 continuation

Mr. Ben:
(raising his voice) Good morning, class. I hope you all enjoyed last night’s homework
assignment on multiplication patterns. Let’s see who actually completed it.

(The students exchange uneasy glances. Jamie looks down, pretending to sort through his things.
Dan crosses his arms, grinning as if he’s prepared for the challenge. Mr. Ben walks to the front
of the class, placing his stack of papers on the desk.)
Mr. Ben:
(eyeing Jamie and Dan) Let’s start with a show of hands—who completed their homework?

(Lily’s hand shoots up immediately. A few other students raise theirs more hesitantly. Jamie
keeps his head down, and Dan stretches, his hand remaining conspicuously at his side.)

Mr. Ben:
(nodding) All right. Those of you who have raised your hands, thank you. You can turn in your
work now. The rest of you, stay seated.

(Lily and the few other students stand and bring their neatly completed assignments forward.
Jamie looks at his crumpled paper, visibly torn between honesty and embarrassment. Mr. Ben
turns to him.)

Mr. Ben:
(with a hint of disappointment) Jamie, I’m going to take a wild guess—you didn’t finish the
homework, did you?

Jamie:
(mumbling) I… kind of got distracted. I had an idea for a new drawing, and…

Mr. Ben:
(sighing, but not unkindly) Creativity is wonderful, Jamie, but not when it comes at the expense
of your responsibilities. We’ve talked about this. What’s the assignment worth if you ignore it?

(Jamie nods glumly, stuffing his drawing deeper into his bag. Dan clears his throat loudly,
drawing everyone’s attention.)

Dan:
(smirking) You’re not the only one, Jamie. I was, uh… doing important research. Like, really
deep stuff. Didn’t have time for numbers.

(The class laughs, but Mr. Ben’s expression remains firm.)

Mr. Ben:
(seriously) Thank you for your honesty, Dan, but clever words won’t save you. Here’s what’s
going to happen. Everyone who didn’t finish their homework will stay in during break to
complete it. No exceptions.

(Dan groans theatrically, slumping in his seat. Jamie simply nods, too embarrassed to argue. Mr.
Ben turns to Lily, who has returned to her desk.)

Mr. Ben:
(addressing Lily) Lily, since you completed your homework and consistently do so, I’d like you
to help me go over the answers with the class. Maybe we can show them what they’re missing by
staying organized.
Lily:
(nodding confidently) Sure, Mr. Ben. I can help with that.

Mr. Ben:
(back to the class) Now, I don’t want to hear any complaints. You’ve been given plenty of time,
and homework is about practice and preparation. Jamie, Dan, the next time you decide to skip
out, I’d like you to think about how it affects your progress. If you’re struggling, ask for help—
don’t avoid the work.

(Dan raises his hand, a glimmer of seriousness in his eyes.)

Dan:
(reluctantly) So, what if we… tried harder, Mr. Ben? Like, really tried? Could we get extra credit
or something to make up for today?

(Mr. Ben pauses, considering this, before nodding slowly.)

Mr. Ben:
If I see genuine effort, I’m willing to work with you. Complete today’s task, and we’ll talk about
extra credit. But that means giving it your best—not just skimming by.

(Jamie glances at Dan, who looks back with a mix of disbelief and reluctant determination.)

Jamie:
(softly) Looks like we’ve got work to do.

Dan:
(grinning, but without his usual bravado) No kidding.

(Mr. Ben steps back, allowing Lily to take the lead with the lesson. As the students refocus,
there’s a shift in the classroom—the beginnings of accountability, mixed with a spark of renewed
motivation.)