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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.
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