Personal Development...Book: 7 Habits of Highly Effective Teens. Sean Covey Appendix Pages 36-37 ELA – Reading: cite evidence to support analysis of literature ELA – Writing: produce

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Personal Development

Grade10: Unit 4

Title of Unit: Personal Development

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Course Description

This course examines essential habits necessary for high school students dealing with tough issues and life-

changing decisions. Throughout the course, teachers focus to help students resist peer pressure, develop a

positive self-image, build relationships, and communicate with family members in a productive manner. The

students will be educated on strategies needed to deal with difficult moments in their lives while growing as

health, happy, goal oriented contributing adults who are prepared for success.

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Pacing Chart – Unit 4

# Student Learning Objective CCSS/CRP Instruction : 9 weeks

Habit 6 – 3 weeks

Habit 6 Project – 1 week

Habit 7 – 4 weeks

Habit 7 Project – 1 week

1 Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 9-10 topics,

texts, and issues, building on others’ ideas and expressing

their own clearly and persuasively.

SL.9-10.1

2 Act as a responsible and contributing citizen and

employee. CRP1

3 Apply appropriate academic and technical skills.

CRP2

4 Consider the environmental, social and economic impacts

of decisions.

CRP5

5 Work productively in teams while using cultural global

competence.

CRP12

6 Present information, findings, and supporting evidence

clearly, concisely and logically (using appropriated eye

contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the

organization, development, substance, and style are

appropriate to purpose (e.g., argument, narrative,

SL.9-10.4

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informative, responses to literature presentations),

audience, and task.

7 Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as

inferences drawn from the text

RL.9-10.1

8 Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience.

W.9-10.4

9 Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a

specific purpose and audience.

W.9-10.5

10 Attend to personal health and financial well-being. CRP3

11 Plan education and career paths aligned to personal goals.

CRP10

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular pattern

in learning

Quick Writes

Pair/trio sharing

Turn and Talk

Charting

Gallery Walk

Reader’s/Writer’s Notebook

Word Study Drills

Flash cards

Interviews

Role playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

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Computer Skills

Basic Computer Skills

Turn the monitor and computer on and off

Log on and off of the computer

Log on to the computer with user ID

Verbally identify and use all computer parts

Word Processing Skills

Locate and use Function Keys

Type, edit and print simple sentences

Capital letter at beginning of sentence

Spacebar once between words and sentences

Period/Question Mark at the end of sentence

Keyboarding Skills

Demonstrate awareness of home row keys

Demonstrate proper fingering of home row keys

Programs

Microsoft Word

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and

augment the district’s curriculum. Teachers are to accommodate based on individual student needs.

Seeking to build each learner’s capacity to do the following:

Show a high degree of intellectual, creative and/or artistic ability

and demonstrate this ability in multiple ways.

Pose questions and exhibit sincere curiosity about principles and

how things work.

The ability to grasp concepts and make real world and cross-

curricular connections.

Generate theories and hypotheses and pursue methods of

inquiry.

Produce products that express insight, creativity, and excellence.

Possess exceptional leadership skills.

Evaluate vocabulary

Elevate Text Complexity

Inquiry based assignments and projects

Independent student options

Tiered/Multi-level activities

Purposeful Learning Center

Open-ended activities and projects

Form and build on learning communities

Providing pupils with experiences outside the ‘regular’

curriculum

Altering the pace the student uses to cover regular curriculum in

order to explore topics of interest in greater depth/breadth within

their own grade level.

A higher quality of work than the norm for the given age group.

The promotion of a higher level of thinking and making

connections.

The inclusion of additional subject areas and/or activities (cross-

curricular).

Using supplementary materials in addition to the normal range

of resources.

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

Accountable Talk

Student Conferencing

Exit Slips

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Grade: Ten

Unit: 4 (Four)

Topics: Synergize – Habit 6

Sharpen the Sharpen the Saw – Habit 7

New Jersey Core Curriculum Content Standards (NJCCSS):

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience.

W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely and logically (using appropriated eye

contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization,

development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, responses to literature

presentations), audience, and task.

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Career Ready Practices:

CRP1: Act as a responsible and contributing citizen and employee.

CRP2: Apply appropriate academic and technical skills.

CRP3: Attend to personal health and financial well-being.

CRP4: Communicate clearly and effectively and with reason.

CRP5: Consider the environmental, social and economic impacts of decisions.

CRP10: Plan education and career paths aligned to personal goals.

CRP12: Work productively in teams while using cultural global competence.

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Habit Six Essential Questions Resource Interdisciplinary

Connections

What does synergy mean?

What are the benefits of teamwork?

How can we celebrate differences?

What are the three levels of diversity?

Book: 7 Habits of Highly Effective Teens. Sean Covey

Appendix Pages 36-37

ELA – Reading: cite evidence to

support analysis of literature

ELA – Writing: produce clear and

coherent writing

ELA – Speaking and Listening: participate in collaborative

discussion and presentation of

information concisely and logically

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STANDARDS/SAMPLE ACTIVITIES AND LESSON STARTERS

Divide students into groups and place a glass in front of each group. Have them write down (independently) as many ideas as they can for using

the glass. Determine the average number of ideas per student. Have students share their ideas with the group and record the number of ideas per

group. Discuss the benefits of working together as a team. (SL.9-10.1; CRP1; CRP2; CRP5; CRP12)

After reading pgs. 182-183, students have group discussion. (SL.9-10.1; CRP1; CRP12)

Assign characteristics of what synergy is and what synergy isn’t to groups and have students provide examples of each. (SL.9-10.1; CRP1;

CRP12)

Discuss three levels of diversity. Have students work in groups to illustrate each level – present to the class (184-186) (SL.9-10.1; SL.9-10.4;

CRP1; CRP4; CRP12)

Make a copy of the picture on bottom of page 186, enlarge it and display on smartboard or have students look at the picture and ask what do they

see…an old man or a mouse. Discuss we all have different points of view (186-187) (SL.9-10.1; CRP4; CRP5)

Discuss different personality traits and have students complete the personality trait test on page 187. When completed, create a class graph on the

board that shows results. (SL.9-10.1)

Discuss the roadblocks to celebrating differences. Have students analyze the lyrics in Rodgers Hammerstein’s song. Have students journal about

anyone they know. (RL.9-10.1; SL.9-10.1; CRP5; CRP12)

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Have students analyze the poem The Cold Within. Students create their own poem or lyrics about a time when they experience The Cold Within,

in reference to page 192. (RL.9-10.1; W.9-10.4; CRP5; CRP12)

After students read “The Cold Within”, (192), have them think back to a time when they pre-judged someone. Discuss if after getting to know

that person, was their initial judgment correct. Discuss the pitfalls to pre-judging someone. (192) (SL.9-10.1; CRP5; CRP12)

Review steps to creating an action plan for obtaining synergy (195-198). Have students work in groups to develop an action plan for the scenario

The Vacation, on pages 195-196. (SL.9-10.1; CRP1; CRP5; CRP12)

Have students choose one of the situations on page 198 and create their own action plan independently (198-201). (CRP1; CRP5; CRP12)

Have students choose 4 baby steps to work on and journal from page 202. (CRP1; CRP5; CRP12)

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Habit Seven Essential Questions Resource Interdisciplinary

Connections

What are the four key dimensions of life?

What does “ME time” look like?

How can I care for my body?

How can I care for my brain?

How can I care for my heart?

How can I care for my spiritual dimension?

How do I create balance in my life?

Book: 7 Habits of Highly Effective Teens. Sean Covey

Appendix Pages 38-41

ELA – Reading: cite evidence to

support analysis of literature

ELA – Writing: produce clear and

coherent writing

ELA – Speaking and Listening: participate in collaborative

discussion and presentation of

information concisely and logically

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STANDARDS/SAMPLE ACTIVITIES AND LESSON STARTERS Discuss the four key dimensions of life. Have students create take out notebook paper and draw a large T-square. On one side of the square

write the heading: Ways I Can/Will Care For My Body and write the heading: Ways That Can Destroy My Body. Read aloud pages 208 -209.

Have students list and or illustrate ways they will care for their body. (SL.9-10.1; CRP3; CRP4)

Show brief You Tube makeup clips showing before and after results of makeup application. Discuss pages 210-212. (SL.9-10.1; CRP3)

Display photographs of lung disease and videos depicting the adverse effects of smoking, taking drugs, and drinking. Have students read

pages 213-214 and list/illustrate ways that the body can be destroyed on the T-chart. (SL.9-10.1; CRP3; CRP4)

Have students read pages 214-215 and work in groups to brainstorm other refusal skills that can be added to the list. Write on chart paper,

share with class. (SL.9-10.1; CRP3; CRP12)

Write/display the words: “Nothing in life comes easy. You have to pay the price! Everyone has to pay the price.” Have students work in

groups to brainstorm what they think those words mean. Read pages 216-217 aloud to students and discuss. Then have students write those

words in large letters in their journal. (RL.9-10.1; SL.9-10.1; CRP3)

Hand out chart paper with a large brain drawn on it. Have students work in groups to come up with ways they will sharpen their mind and

write them down inside the picture of the brain, based on pages 218-220. (SL.9-10.1; CRP3; CRP12)

Direct students to read A LETTER TO AN UNKNOWN ATHLETE independently. Write a reflection in their journal and/or a response letter

to Sean (221-223). (W.9-10.4,5; CRP3; CRP10)

Have students work in groups, pairs, and/or independently to create a comic strip depicting one of the mental barriers as it relates to page 226.

(SL.9-10.1 CRP3; CRP4)

Have students read You Gotta Wanna independently and journal their reflection, in reference to pages 226-227. (CRP3)

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Display the quote by Mother Theresa on page 228. Have students work in groups to determine what it means. Have students write down the

last kind act they remember doing and when they did it in their journal. (RL.9-10.1; SL.9-10.1; CRP1; CRP3; CRP5)

Have students create a poster or collage entitled: It’s OK to Wait! Use words, pictures, etc. of things they can do besides having sex, after

reading pages 230-231. (CRP3; CRP4)

Find a funny video clip to really good students laughing. Discuss the benefits of laughter. (CRP3)

Have students work in groups to create jokes or funny skits. (SL.9-10.1; W.9-10.4,5; CRP3)

Direct students to write down what is meant by your soul. Have them illustrate how that they feed their soul, based on pages 234-236.

(CRP3; CRP4)

Question students if they think that they would be able to go one day “media-free”? Have them to a quick-write as to what they think it would

be like and whether or not they would try it – group discussion, after reading pages 237-240. (SL.9-10.1)

In groups, have students chart the pros and cons of media – pages 237-240. (SL.9-10.1; CRP3)

Have students make a saw in their journal and write one way they will sharpen it, even if only 15 minutes per day – page 241). (CRP3)

Have students choose at least one baby step from each dimension of life to work on from page 242. (CRP3)

Have students work with a partner to encourage them to keep hope alive, based on pages 243-244. (SL.9-10.1; CRP3; CRP12)

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Project (Suggested) Habit Six Project (Suggested) Habit Seven

Create a collage depicting the concept of synergy.

Create a mobile relevant to the topic.

Start a blog about the topic. (Google hangout)

Write a series of tweets about the topic.

Write an advice column about the topic.

Make a television or radio commercial/show about the

topic.