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SELF-MANAGEMENT

Grade 9: Unit 1

Title of Unit: Self-Management

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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?