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Personal ... 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

May 20, 2020




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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.


    2 Act as a responsible and contributing citizen and

    employee. CRP1

    3 Apply appropriate academic and technical skills.


    4 Consider the environmental, social and economic impacts

    of decisions.


    5 Work productively in teams while using cultural global



    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,


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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


    8 Produce clear and coherent writing in which the

    development, organization, and style are appropriate to

    task, purpose, and audience.


    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.


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

    11 Plan education and career paths aligned to personal goals.


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    Effective Pedagogical Routines/Instructional Strategies

    Collaborative problem solving

    Writing to learn

    Making thinking visible


    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


    Gallery Walk

    Reader’s/Writer’s Notebook

    Word Study Drills

    Flash cards


    Role playing

    Diagrams, charts and graphs



    Reading partners


    Reading Aloud

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

    Mind Mapping


    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


     Microsoft Word

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    Differentiated Instruction

    Accommodate Based on Students Individual Needs: Strategies


     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


     Extra Response time

     Have students verbalize steps

     Repeat, clarify or reword


     Mini-breaks between tasks

     Provide a warning for


     Reading partners


     Precise step-by-step directions

     Short manageable tasks

     Brief and concrete directions

     Provide immediate feedback

     Small group instruction

     Emphasize multi-sensory



     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


     Extended time

     Study guides

     Shortened tests

     Read directions aloud


     Consistent daily structured


     Simple and clear classroom


     Frequent feedback


     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


     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’


     Altering the pace the student uses to cover regula