self-management - paterson public schools · self-management grade 9: unit 1 ... choral reading....
TRANSCRIPT
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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 1
# Student Learning Objective CCSS/CRP Instruction: 9 weeks
Get in the Habit, Paradigms and
Principles – 7 weeks
Get in the Habit, Paradigms and
Principles Project – 2 weeks
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 Write Narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
W.9-10.3
3 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.9-10.4
4
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
5
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),
SL.9-10.4
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audience, and task.
6 Communicate clearly and effectively and with reason.
CRP4
7 Work productively in teams while using cultural global
competence.
CRP12
8 Act as a responsible and contributing citizen and employee.
CRP1
9 Consider the environmental, social and economic impacts of
decisions. CRP5
10 Attend to personal health and financial well-being.
CRP3
11 Utilize critical thinking to make sense of problems and persevere in
solving them. CRP8
12 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
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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 Notebooks
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
Choral Reading
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: Nine
Unit: 1 (One)
Topics: Get in the Habit
Paradigms and Principles
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.9-10.3: Write Narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
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.
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.
CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.
CRP12: Work productively in teams while using cultural global competence.
Essential Questions Resource Interdisciplinary
Connections
What is a habit?
Can we change bad habits?
Why does change begin with oneself and not
others?
Why do people try to change us if it begins from
the inside?
What habits are constantly displayed by struggling
teens?
1. React
2. Begin with NO end in Mind
3. Put first things last
Why would these habits provide a problem for a
Book: 7 Habits of Highly Effective Teens. Sean Covey
Article: Is it true if you do anything for three weeks it will
become a habit? Julie Layton
Character and Habits Lesson Plan
http://learning.learningforlife.org/wp-content/pdf/HS Book
1 sample lesson.pdf
Bad Habits Article
http://www.powerofchoice.org/teen-habits.html
Introduction Video
https://www.youtube.com/watch?v=GrLsG2GrrmA
ELA – Reading: Cite evidence to
support analysis of literature
ELA – Writing: produce clear and
coherent writing
Students perform journal writing of
personal experiences and reflections
ELA – Speaking and Listening: participate in collaborative discussion
and presentation of information
concisely and logically
Students debate the use of effective
habits using text evidence
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Essential Questions Resource Interdisciplinary
Connections
teen?
How can these negative habits be overcome?
What are the three habits we will be covering
throughout the year?
1. Be proactive
2. Begin with the end in Mind
3. Put first things first.
How do these habits correlate with the defective
ones?
How will using effective habits change your life?
Why is it important to change some of my current
habits?
What is a paradigm? How have paradigms change
the manner in which we make decisions?
What are the differences between positive and
negative self-paradigms?
What are the different types of paradigms? Of
Classroom Posters
https://docs.google.com/file/d/0B52N3bms_B0YeWVubUl
zRnh4Y3c/edit
Believing Article
http://www.psychologytoday.com/blog/the-moment-
youth/201202/how-change-teenagers-life
Perceptions of adolescents
http://www.jstor.org/discover/2489544?sid=211049996123
91&uid=4&uid=3739256&uid=2&uid=3739808
Steps to changing your life
http://www.lifehack.org/articles/communication/how-
change-your-life-from-disappointment-happiness-with-10-
simple-steps.html
Technology – create a document with
text using a word processing program
Arts – students analyze photographs
Performing Arts – role playing using
case studies and scripts
Physical Education – students use
natural kinesthetic movements to prove
the habit forming and breaking abilities
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Essential Questions Resource Interdisciplinary
Connections
Others? Of Life? Friend Centered? Stuff
Centered? Boyfriend and Girlfriend Centered?
School Centered? Parent centered? Principle
center?
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STANDARDS/SAMPLE ACTIVITIES AND LESSON STARTERS
Display or handout poem, Who Am I?, located near the beginning of the book. Have students read and write down what they think the answer is
and why. Share out. (RL.9-10.1 )
Hand out an index card to each student. Have them write the word “habit” at the top, and a definition under it. Divide class into groups and share
their responses to come up with a group definition of “habit”. Create a chart listing each groups’ definition. ( SL.9-10.1;CRP12 )
Divide class into groups. Assign different sections of the article, “Is it true that if you do anything for three weeks it will become a habit?”, by
Julia Layton. Students highlight, annotate, and write about what they learned in their section. Each group presents to the class. ( SL.9-10.1,4;
CRP1,4,5,12 )
Students work in groups to analyze quote by an English Poet, on page 3. Teacher charts responses, as groups share out. (RL.9-10.1; SL9-10.1;
CRP1,4,5,12 )
The class will discuss a time when a parent, coach, friend, or teacher has lectured them. Was the lecture successful? Why or why not? ( SL.9-
10.1)
Create realistic situations featured in the three habits displayed by struggling teens. The students not role playing can comment on feelings and
personal experiences. (W.9-10.3,4,5; SL.9-10.1,4; CRP1, CRP4)
Students will be asked to write a story that represents a situation they may have encountered that feature one of the three bad habits. ( W.9-
10.3,4,5; CRP4)
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Students will be asked to find a current event article that features the struggling traits of teens and share with group members. Groups present to
the class. (SL.9-10.1,4; CRP12)
As a class predict how the three habits covered over the year will assist in facing the habits displayed by struggling teens.(SL.9-10.1; CRP1,
CRP5, CRP8, CRP12)
The students will debate the three effective habits and its ability to contribute to appropriate behavior. (SL.9-10.1,4; CRP1, CRP8, CRP12)
Create a chart with students displaying how effective habits can help you in life. For example, get control of your life, improve your relationships
with friends, make smart decisions, get along with family, overcome addition, define values, get more done in less time, confidence, happiness,
find balance between school, work, and friends. (CRP1, CRP3, CRP4, CRP5, CRP8, CRP12)
Students create a photo montage with 15 images displaying effective and non-effective habits displayed by teens. Write about the images and
expectations presented by image. (W.9-10-1.3a-d; CRP4)
Using famous statements made, students compare their ridiculous concepts to those made by teens. (RL.9-10.1)
Divide students into groups. Have each group research the different types of paradigms and present examples to the class. (SL.9-10.1,4; CRP1,
CRP5, CRP12)
Elicit a class discussion that describes moments in students like when small steps were needed in order to make strides. (SL.9-10.1; CRP1;
CRP5)
Students choose at least 5 baby steps to work on and journal, from page 28. (CRP 1; CRP5)
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Get in the Habit, Paradigms and Principles Project (Suggested)
Create a pop culture magazine article depicting the values and ideals of someone you admire. After
choosing your character, research all traits about this character, both negative and positive. After
completing the article, describe if the traits listed are a positive or negative image for you to admire
and why?