Unit Title | Unit #1 Setting Goals | Timeframe | 1 week |
Unit Summary | Students will review personal interests, learn the difference between short and long term goals, set short and long term goals, analyze how goal-setting is applied to school and life, and learn why they need to think about their future goals in 7th grade. |
Learning Targets |
Essential Questions | - Why do I need to set goals?
- How do I reach a goal?
|
Enduring Understandings | Students will understand: - Students will understand why it is important to set goals.
- Students will understand how to make and reach goals.
|
Know
| By the end of this unit, students will know - Students will know the difference between a short and long term goal.
- Students will be able to state why setting goals is important.
- Students will be able to state how to reach the goals they set.
|
Do | By the end of this unit, students will be able to - State their short and long term goals as they relate to school.
|
Evidence of Learning |
Formative | - Written goals
- Exit slip stating how to achieve a goal
|
Summative/ Benchmark | Student personal profiles will be checked twice during the 6 week cycle period and assigned a quiz grade based on completion. Students will turn in their personal profile for a test grade during the final cycle week. |
Alternative Assessments | - Information entered onto personal profile page
|
Learning Activities |
- Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP (old Pacing Guide)
- Students will complete a short interest inventory to use as a springboard for a discussion about intrapersonal communication.
- Students will brainstorm a list of positive potential future life scenarios and a list of negative potential future life scenarios. They will be asked to predict their own futures and how they will make this prediction come true or how they will change it.
- Students will be shown, through teacher illustration, how to successfully achieve a goal.
- At the end of the week, students will reassess their original goals and modify them based on what they have learned.
- Students will have an opportunity to modify how they view their future based on what they have learned about setting goals.
- Students will be given the opportunity to create more or less goals depending on their ability level. Each student will be required a minimum of one long and one short term goal.
- Students will begin a personal learning profile which will organize all of the information covered in the cycle.
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | - Essential Functions
- Personal profile page
|
Equipment | |
Supplemental Resources |
|
Standards |
Content Statement | Indicator |
L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. A,C & D. | Language |
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Language |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Health ELA |
- CRP4.Communicate clearly and effectively and with reason.
- CRP10. Plan education and career paths aligned to personal goals.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
|
By the end of 8th grade, - 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
|
Technology Standards - 8.1
|
6-8th Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Select and use applications effectively and productively.
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. |
Modifications/Accommodations |
IEPs | - Extended time as required
- Reduction of questions/tasks
- Preferential seating away from distractions as required
- Restate directions
- Repeat expectations/directions as needed
| 504s | - Extended time as required
- Preferential seating as required
- Reduction of questions/tasks as necessary
- Restate directions
- Repeat expectations/directions as needed
|
ELLs | - Assign a helper to sit next to student
- Preferential seating near teacher
- Extended time if necessary
- Restate directions
- Repeat expectations/directions as needed
| G/T | - Provide additional resources for independent study as needed
- Allow independent research/work
|
At Risk for Failure | - Projects designed so teacher may add or omit criteria based on student need
- Shortened assignments
- Extended time allotted for students
- Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
- Collaborate with after-school programs or clubs to extend learning opportunities and support
- Various online learning opportunities to reinforce skills based on student needs
- Provide students multiple choices for how they can represent their understandings
- Additional time for test preparation
- Directions written and read/explained thoroughly and in chunks
- Emphasis on successes
- Graphic organizers and other organizational aides
- Student Success Team and implementation of RTI Interventions
- Set goal plan with reachable goals and pathways and collaboration with parents
- One-on-one conference with teacher to include feedback on work and progress toward meeting goals
|
Unit Title | Unit #2 Career Research | Timeframe | 1 week |
Unit Summary | Students will complete a career survey, research the results and choose a career to focus on for the remaining weeks in cycle. |
Learning Targets |
Essential Questions | - Why do I need to think about a career in 7th grade?
|
Enduring Understandings | Students will understand: - That thinking about a career as early as 7th grade can help them:
- Set and achieve meaningful goals for high school and beyond
- Help them make educated decisions about Gateway to Career choices in grade 11
|
Know | By the end of this unit, students will know - How they can use career interest information to guide their goals for high school.
|
Do | By the end of this unit, students will be able to - State a minimum of two educationally related goals for high school, one short term and one long term.
|
Evidence of Learning |
Formative | - Submission of career survey results page
|
Summative/ Benchmark | Student personal profiles will be checked twice during the 6 week cycle period and assigned a quiz grade based on completion. Students will turn in their personal profile for a test grade during the final cycle week. |
Alternative Assessments | - Addition of career information onto personal profile page
|
Learning Activities |
- Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP (old Pacing Guide)
- Students will answer the essential question above.
- Students will complete research on their career choice to determine how that career will fit in with their expectations for their future.
- As a class we will discuss factors to be considered when determining an adequate salary.
- Students will be given an opportunity to change their career choice.
- Students will use information from their research to determine job outlook, educational requirements, and median wage for their career.
- As needed, students will receive teacher assistance when researching and choosing a career.
- Students will enter their final career information onto their personal profile page.
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | Navigate: Exploring College and Careers Personal profile page |
Equipment | Chrome book Projector |
Supplemental Resources | Essential Functions SOAR study skills https://www.careerwise.mnscu.edu/careers/clusterSurvey?do=3
|
Standards |
Content Statement | Indicator |
L.7,4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. A,C & D. | Language |
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Language |
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. | Reading Informational Text
|
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Health ELA History Math Social Studies Science (will vary depending on student’s career choice) |
- CRP7.Employ valid and reliable research strategies.
- CRP10. Plan education and career paths aligned to personal goals.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
|
By the end of 8th grade, - 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
- 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
|
Technology Standards - 8.1
|
6-8th Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Select and use applications effectively and productively.
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. |
Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. | 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. |
Modifications/Accommodations |
IEPs | - Extended time as required
- Reduction of questions/tasks
- Preferential seating away from distractions as required
- Restate directions
- Repeat expectations/directions as needed
| 504s | - Extended time as required
- Preferential seating as required
- Reduction of questions/tasks as necessary
- Restate directions
- Repeat expectations/directions as needed
|
ELLs | - Assign a helper to sit next to student
- Preferential seating near teacher
- Extended time if necessary
- Restate directions
- Repeat expectations/directions as needed
| G/T | - Provide additional resources for independent study as needed
- Allow independent research/work
|
At Risk for Failure | - Projects designed so teacher may add or omit criteria based on student need
- Shortened assignments
- Extended time allotted for students
- Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
- Collaborate with after-school programs or clubs to extend learning opportunities and support
- Various online learning opportunities to reinforce skills based on student needs
- Provide students multiple choices for how they can represent their understandings
- Additional time for test preparation
- Directions written and read/explained thoroughly and in chunks
- Emphasis on successes
- Graphic organizers and other organizational aides
- Student Success Team and implementation of RTI Interventions
- Set goal plan with reachable goals and pathways and collaboration with parents
- One-on-one conference with teacher to include feedback on work and progress toward meeting goals
|
Unit Title | Unit #3 Course Connections | Timeframe | 1 week |
Unit Summary | Using their chosen career, students will research how each of their academic subjects connects to that career and summarize how knowing this information can change their engagement in that class. |
Learning Targets |
Essential Questions
| - How will I use information I learn in school for my career?
|
Enduring Understandings | Students will understand: - The value of each course as it applies to their career choice in life.
|
Know
| By the end of this unit, students will know - How each content area is valuable in terms of success in the world of work.
|
Do | By the end of this unit, students will be able to - Identify a connection between each content area and their career of choice.
|
Evidence of Learning |
Formative | - Completion of content area research page
|
Summative/ Benchmark | Student personal profiles will be checked twice during the 6 week cycle period and assigned a quiz grade based on completion. Students will turn in their personal profile for a test grade during the final cycle week. |
Alternative Assessments | - Addition of this information to the personal profile page
|
Learning Activities |
- Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP (old Pacing Guide)
- Students will summarize each course and predict how they might use this information later in life.
- Students will hypothetically “throw out” their least favorite course.
- As a class we will run through scenarios trying to not use the content area skills that the student’s “threw out”.
- Students will reanalyze “throwing out” a content area when they see that it is needed in their career and life.
- Students will determine, as a group, why all content areas are important and how to make it through the ones they dislike.
- Teacher assistance will be given as needed, group work will allow for peer support.
- Students will add this information to their personal profile page.
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | Personal profile page |
Equipment | Chromebooks projector |
Supplemental Resources | SOAR study skills Essential Functions |
Standards |
Content Statement | Indicator |
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. A,C & D. | Language |
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Language
|
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly | Speaking & Listening |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
ELA Math Social Studies Science Foreign Language |
- CRP7.Employ valid and reliable research strategies.
- CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
|
By the end of 8th grade, - 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
- 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
|
Technology Standards - 8.1 |
6-8th Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Select and use applications effectively and productively.
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. |
Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. | 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. |
Modifications/Accommodations |
IEPs | - Extended time as required
- Reduction of questions/tasks
- Preferential seating away from distractions as required
- Restate directions
- Repeat expectations/directions as needed
| 504s | - Extended time as required
- Preferential seating as required
- Reduction of questions/tasks as necessary
- Restate directions
- Repeat expectations/directions as needed
|
ELLs | - Assign a helper to sit next to student
- Preferential seating near teacher
- Extended time if necessary
- Restate directions
- Repeat expectations/directions as needed
| G/T | - Provide additional resources for independent study as needed
- Allow independent research/work
|
At Risk for Failure | - Projects designed so teacher may add or omit criteria based on student need
- Shortened assignments
- Extended time allotted for students
- Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
- Collaborate with after-school programs or clubs to extend learning opportunities and support
- Various online learning opportunities to reinforce skills based on student needs
- Provide students multiple choices for how they can represent their understandings
- Additional time for test preparation
- Directions written and read/explained thoroughly and in chunks
- Emphasis on successes
- Graphic organizers and other organizational aides
- Student Success Team and implementation of RTI Interventions
- Set goal plan with reachable goals and pathways and collaboration with parents
- One-on-one conference with teacher to include feedback on work and progress toward meeting goals
|
Unit Title | Unit #4 Organization, Time management & Technology | Timeframe | 1 week |
Unit Summary | Students will make a visual display showing how they could use organizational skills, time management skills, and technology in their chosen career. Students will discuss how to acquire and practice these skills and state how they can use those skills now to prepare for their future. |
Learning Targets |
Essential Questions
| - What advantage will being organized and knowing how to manage my time give me in my career?
- How does/will technology impact my career choice?
|
Enduring Understandings | Students will understand: - How being organized and knowing how to manage their time will give them an advantage in the workplace.
- That technology is being developed at a fast pace and they need to keep up with it to be successful in the workplace.
|
Know
| By the end of this unit, students will know - Methods for practicing organization.
- Tools they can use to manage their time.
- How to follow their career to see the impact of technology.
|
Do | By the end of this unit, students will be able to - Locate information about how technology is influencing their career choice.
- List two ways that they can be more organized and manage their time.
|
Evidence of Learning |
Formative | |
Summative/ Benchmark | Student personal profiles will be checked twice during the 6 week cycle period and assigned a quiz grade based on completion. Students will turn in their personal profile for a test grade during the final cycle week. |
Alternative Assessments | Addition of this information to the student’s personal profile sheet.
|
Learning Activities |
- Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP (old Pacing Guide)
- Students will analyze several situations and work with a group to decide how organization and/or time management could solve the problem.
- Students will enter the classroom to find it disheveled. They will need to devise a plan to reorganize it within a given time frame and write the plan out for the class to analyze.
- Students will be shown how to use their chromebooks to investigate technology and how it may impact their future and their career of choice. Students will practice using this information.
- Students will analyze their career choice to determine if the impact of technology might influence them to change careers.
- Teacher assistance as needed, Restating directions and reduction of work as needed
- All information will be entered onto the student’s personal profile
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | Personal profile sheets |
Equipment | Chromebook projector |
Supplemental Resources | SOAR Essential Functions Navigate: Exploring College & Careers |
Standards |
Content Statement | Indicator |
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. A,C & D. | Language |
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Language |
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly | Speaking & Listening |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
|
- CRP7.Employ valid and reliable research strategies.
- CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
- CRP12.Work productively in teams while using cultural global competence.
|
By the end of 8th grade, - 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
|
Technology Standards - 8.1
|
6-8th Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Select and use applications effectively and productively.
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. |
- Demonstrate personal responsibility for lifelong learning.
| 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. |
- Exhibit leadership for digital citizenship.
| 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. |
- Select and use applications effectively and productively.
| 8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results. |
Modifications/Accommodations |
IEPs | - Extended time as required
- Reduction of questions/tasks
- Preferential seating away from distractions as required
- Restate directions
- Repeat expectations/directions as needed
| 504s | - Extended time as required
- Preferential seating as required
- Reduction of questions/tasks as necessary
- Restate directions
- Repeat expectations/directions as needed
|
ELLs | - Assign a helper to sit next to student
- Preferential seating near teacher
- Extended time if necessary
- Restate directions
- Repeat expectations/directions as needed
| G/T | - Provide additional resources for independent study as needed
- Allow independent research/work
|
At Risk for Failure | - Projects designed so teacher may add or omit criteria based on student need
- Shortened assignments
- Extended time allotted for students
- Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
- Collaborate with after-school programs or clubs to extend learning opportunities and support
- Various online learning opportunities to reinforce skills based on student needs
- Provide students multiple choices for how they can represent their understandings
- Additional time for test preparation
- Directions written and read/explained thoroughly and in chunks
- Emphasis on successes
- Graphic organizers and other organizational aides
- Student Success Team and implementation of RTI Interventions
- Set goal plan with reachable goals and pathways and collaboration with parents
- One-on-one conference with teacher to include feedback on work and progress toward meeting goals
|
Unit Title | Unit #5 Soft Skills | Timeframe | 1 week |
Unit Summary | Students will define Interpersonal relationships Soft skills and brainstorm how they can be used for their career as well as in life. They will analyze scenarios, both with a group and individually, to practice recognizing problems and developing solutions. |
Learning Targets |
Essential Questions
| - Why are soft skills important to employers?
- How can I develop soft skills?
|
Enduring Understandings | Students will understand: - What a soft skill is and why they are important to employers.
- How they can acquire and/or practice soft skills to prepare for employment.
|
Know
| By the end of this unit, students will know - Why soft skills are increasingly important in the workplace.
- Where to find out more about soft skills and relationships in the workplace.
|
Do | By the end of this unit, students will be able to - Pairs or small groups of students will develop their own workplace scenario and illustrate how soft skills are either being used or not being used. They will present their scenario to another group who analyze the soft skills and the two groups will discuss the results of the activity.
|
Evidence of Learning |
Formative | - Teacher observation/notes of participation in the group activity
- Exit slip listing soft skills
|
Summative/ Benchmark | Student personal profiles will be checked twice during the 6 week cycle period and assigned a quiz grade based on completion. Students will turn in their personal profile for a test grade during the final cycle week. |
Alternative Assessments | - Addition of this information onto the personal profile page.
|
Learning Activities |
- Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP (old Pacing Guide)
- Define soft skills and brainstorm a list of them. Students will be shown an example of people using and not using soft skills.
- Students will list people in important positions and discuss a scenario where that person did not use soft skills and analyze how that would change their effectiveness in their position.
- Students will be shown how to research soft skills and how to apply soft skills to an application.
- Students will choose one soft skill that needs to be improved and list a minimum of two ways they will work to improve it over the next two weeks.
- Teacher assistance as needed, group work to provide peer assistance, reduction of work as necessary.
- Students will add the definition of soft skills to their personal profile.
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | Personal profile sheets
|
Equipment | Chromebook Projector |
Supplemental Resources | SOAR study skills Essential Functions https://www.youtube.com/watch?v=Tiy2LONr050 https://www.youtube.com/watch?v=SRWoJuuamUo
|
Standards |
Content Statement | Indicator |
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. A,C & D. | Language |
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Language |
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly | Speaking & Listening |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Health Social Studies |
- CRP4.Communicate clearly and effectively and with reason.
- CRP5.Consider the environmental, social and economic impacts of decisions.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
|
By the end of 8th grade,
- 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
- 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
|
Technology Standards - 8.1 DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT |
6-8th Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Select and use applications effectively and productively.
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. |
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results |
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. |
Modifications/Accommodations |
IEPs | - Extended time as required
- Reduction of questions/tasks
- Preferential seating away from distractions as required
- Restate directions
- Repeat expectations/directions as needed
| 504s | - Extended time as required
- Preferential seating as required
- Reduction of questions/tasks as necessary
- Restate directions
- Repeat expectations/directions as needed
|
ELLs | - Assign a helper to sit next to student
- Preferential seating near teacher
- Extended time if necessary
- Restate directions
- Repeat expectations/directions as needed
| G/T | - Provide additional resources for independent study as needed
- Allow independent research/work
|
At Risk for Failure | - Projects designed so teacher may add or omit criteria based on student need
- Shortened assignments
- Extended time allotted for students
- Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
- Collaborate with after-school programs or clubs to extend learning opportunities and support
- Various online learning opportunities to reinforce skills based on student needs
- Provide students multiple choices for how they can represent their understandings
- Additional time for test preparation
- Directions written and read/explained thoroughly and in chunks
- Emphasis on successes
- Graphic organizers and other organizational aides
- Student Success Team and implementation of RTI Interventions
- Set goal plan with reachable goals and pathways and collaboration with parents
- One-on-one conference with teacher to include feedback on work and progress toward meeting goals
|
Unit Title | Unit #6 Personal Profile Summary & College Readiness | Timeframe | 1 week |
Unit Summary | Students will review all information covered and organize it into a one page personal profile. They will summarize how their goals have been impacted by the course. We will also discuss college and steps they can take in high school to prepare. |
Learning Targets |
Essential Questions
| How do I use the information from this course to plan my future?
|
Enduring Understandings | Students will understand: - Why their personal profile is important to their future.
- How to use the information from this cycle to make decisions about their future.
|
Know
| By the end of this unit, students will know - Why it is important to consider a career while in school.
- How to prepare for college.
|
Do | By the end of this unit, students will be able to - Research career information.
|
Evidence of Learning |
Formative | - Submission of personal profile sheet.
|
Summative/ Benchmark | Student personal profiles will be checked twice during the 6 week cycle period and assigned a quiz grade based on completion. Students will turn in their personal profile for a test grade during the final cycle week. |
Alternative Assessments | - Addition of final information to personal profile sheet.
|
Learning Activities |
- Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP (old Pacing Guide)
- Students will make a timeline running from now until they get a job using information from their personal profile.
- Students will write a one paragraph summary of how their view of their future has changed since the beginning of cycle.
- Discussion of social media and employers.
- Students will review course vocabulary.
- Students will fill out a review of the course.
- Teacher assistance as needed, additional time as needed, a reduction of work as needed.
- Students will complete and turn in their personal profiles.
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | Navigate: Exploring College and Careers Personal profiles |
Equipment | Chromebooks Projector |
Supplemental Resources | SOAR Essential Functions |
Standards |
Content Statement | Indicator |
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. A,C & D. | Language |
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Language |
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. | Writing |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
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- CRP10. Plan education and career paths aligned to personal goals.
- CRP11. Use technology to enhance productivity.
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By the end of 8th grade, - 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
- 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.
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Technology Standards - 8.1
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6-8th Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Select and use applications effectively and productively.
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
- Exhibit leadership for digital citizenship.
| 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. |
Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. | 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. |
Modifications/Accommodations |
IEPs | - Extended time as required
- Reduction of questions/tasks
- Preferential seating away from distractions as required
- Restate directions
- Repeat expectations/directions as needed
| 504s | - Extended time as required
- Preferential seating as required
- Reduction of questions/tasks as necessary
- Restate directions
- Repeat expectations/directions as needed
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ELLs | - Assign a helper to sit next to student
- Preferential seating near teacher
- Extended time if necessary
- Restate directions
- Repeat expectations/directions as needed
| G/T | - Provide additional resources for independent study as needed
- Allow independent research/work
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At Risk for Failure | - Projects designed so teacher may add or omit criteria based on student need
- Shortened assignments
- Extended time allotted for students
- Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
- Collaborate with after-school programs or clubs to extend learning opportunities and support
- Various online learning opportunities to reinforce skills based on student needs
- Provide students multiple choices for how they can represent their understandings
- Additional time for test preparation
- Directions written and read/explained thoroughly and in chunks
- Emphasis on successes
- Graphic organizers and other organizational aides
- Student Success Team and implementation of RTI Interventions
- Set goal plan with reachable goals and pathways and collaboration with parents
- One-on-one conference with teacher to include feedback on work and progress toward meeting goals
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