Rev U3C1L3A0 Lesson Plan

CORE LET 1 Unit 3: Foundations for Success Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 Administrator Lesson Guide: Lesson Competency: Develop a plan for personal growth Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.3.b., W.9-10.3.e., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9- 10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d. Linked NHES: H6., H6.12.1., H6.12.2., H6.12.3., H6.12.4 Linked JROTC Program Outcomes: Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes Core Abilities Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) Build your capacity for life-long learning Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) Communicate using verbal, non-verbal, visual, and written techniques Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) Take responsibility for your actions and Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) choices Part-Whole - Brace Map* (Alt. = Pie Chart) Do your share as a good citizen in your Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) school, community, country, and the world Treat self and others with respect Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) Apply critical thinking techniques Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) * Thinking Map

Multiple Intelligences Bloom’s Taxonomy Authentic Assessment Learning Objectives Bodily/Kinesthetic Remember Observation Checklist Match key emotional skills to the relevant skill dimensions Visual/Spatial Understand Portfolio Develop strategies for growth in two emotional Logical/Mathematical Apply Rubric skill areas Verbal/Linguistic Analyze Test and Quizzes Plan self-directed development activities Musical/Rhythmical Evaluate Thinking Map® Define key words: adaptability, assertion, Naturalist Create Graphic Organizer change orientation, deference, emotional intelligence, intrapersonal, persistence Interpersonal Structured Reflection Notebook Entries Metacognition Intrapersonal Logs Legend: What? Performance  Indicates item is not used in lesson So What? Now What? Project  Indicates item is used in lesson Socratic Dialog E-I-A-G

Lesson Preview: Inquire: Guide Cadets to the learning objectives in their Student Learning Plan. Have Cadets brainstorm the following: What factors affect job stability? Lead a discussion about factors a person does and does not have control over. Distribute Handout #1: The Turnover Process. Gather: Distribute Handout #2: Personal Growth Plan Worksheet. Cadets jigsaw the student text and match emotional skills to items in Reason 3 of Handout #1: The Turnover Process. Process: Copy and distribute Exercise #1: Success Profiler - Personal Skills Map Short Version. Allow Cadets class time to complete the Skills Map.

1 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan Apply: Cadets discuss one skill they want to work on. Copy and distribute Personal Growth Plan Performance Assessment Task to Cadets.

Unit 3: Foundations for Success 2 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan

CORE LET 1 Unit 3: Foundations for Success Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note: Both a long and short version of the Personal Skills Map is found on the Success Profiler program and can be printed for Cadet use. To access the program and recommended resources, please refer to the Quick Start Manual. These self- assessments provide Cadets with a picture of their current skills and a guide for personal growth and change or skill development. JROTC recommends Cadets use the long version to get a more reliable outlook of their skills. The short version has not been validated; therefore, the results may be skewed as it only includes three questions per indicator. Due to time constraints, you may administer it but try to have Cadets take the long version at some point as they progress into higher LET levels. For your convenience, the short version of the Personal Skills Map has been added to the LET CM as a handout for this lesson (Exercise #1: Personal Skills Map). You may also decide to teach parts of this lesson using the Emotional Intelligence Workshop located on the Emotional Intelligence Programs. It gives Cadets the background on emotional intelligence, why it is important, and introduces the Personal Skills Map and Winning Colors self-assessments.

Instructor Lesson Plan: Why is this lesson important? Do you want to make more money, have better relationships, be the life of the party, start a new career, or just lose a few pounds? What do you need to do to accomplish your objective? You’ve probably heard words to this affect: “If you don’t know where you’re going, any road can lead you there.” Likewise, if you don’t know where you are, how do you know which road to choose? Most of the success-oriented products being marketed today focus on the goal and tell you how to get there. These programs assume that if you “do as they do” you will be successful, too. The problem with this approach is that they don’t know you. They don’t know where you are today, so how can they give you directions to where you want to go? In this learning plan, you will determine what personal skills you need to develop to be successful in reaching your goals.

Lesson Question What is emotional intelligence and why does it matter?

What will Cadets accomplish in this lesson? Lesson Competency Develop a plan for personal growth

What will Cadets learn in this lesson? Learning Objectives a. Match key emotional skills to the relevant skill dimensions b. Develop strategies for growth in two emotional skill areas c. Plan self-directed development activities d. Define key words: adaptability, assertion, change orientation, deference, emotional intelligence, intrapersonal, persistence

When will your Cadets have successfully met this lesson’s purpose? Performance Standards  by creating a written Personal Growth Plan  when the plan charts the Cadets’ Key Emotional Skills by Skill Dimension according to the levels provided  when the plan details the skills that the Cadets are targeting for improvement  when the plan lists the resources and activities the Cadets will use to help their skill development  when the plan summarizes how the Cadets will record their progress  when the plan describes how and when the Cadets will assess their improvement at the end of the time period

NOTES:

Unit 3: Foundations for Success 3 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan

Part 1: 45 minutes

Phase 1 -- Inquire:

Lesson Delivery Setup:

1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. 2. Ensure that Cadets have access to the Student Learning Plan. 3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. 4. Prepare to display the Learning Objectives. 5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson. 6. Prepare to distribute Handout #1: The Turnover Process. 7. Be prepared to lead a brainstorming session and make a list of Cadet responses on the board. 8. Be prepared to lead a discussion about things a person can or can’t control.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about the factors that affect job stability. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area. 1. THINK ABOUT what you know about what Display the Focusing Question on the PowerPoint factors affect job stability. PREPARE for this Presentation. Allow time for discussion. lesson by discussing What you will Review the Student Learning Plan. Ask Cadets to find the accomplish in this lesson; What you will answers to the following questions on their plans: What will learn in this lesson; Why this lesson is you accomplish in this lesson; What you will learn in this important, and When you will have lesson; Why the lesson is important; When will you have successfully met this lesson’s purpose. successfully met the lesson’s purpose.

Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. 2. BRAINSTORM factors that impact a Display the slide with discussion questions for the class and person’s ability to get and keep a job. As a lead a guided discussion by asking Cadets to answer the class, DETERMINE which factors an posed questions. individual can and cannot control. REVIEW NOTE: Most Cadets will be able to see that employment is a Handout #1: The Turnover Process. necessary life skill, and when they make the connection DISCUSS which items an individual has between job success and the key skill areas for emotional control over. intelligence, it will motivate them to develop the skills. List Cadet answers on the board or chart paper. From the answers provided, highlight any factors that are aspects of emotional intelligence. Compare and contrast the highlighted factors to those that

Unit 3: Foundations for Success 4 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan aren’t (such as plant closings, layoffs, etc.). Determine which factors the individual can control or change and which are out of his or her control. Distribute Handout #1: The Turnover Process. Direct Cadets to review the three lists on the handout. Tell them they will be using the handout in the next phase of their learning. 3. REFLECT on your own skills and attributes. Use these Reflection Questions as tools to focus Cadet ANSWER the reflection questions discussion, reflection on learning, and note taking as you presented by your instructor. feel appropriate for your Cadet population.  Which of these factors or activities include skills you have already developed?  Which ones might give you some trouble? Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about emotional skills.

Total Time: 20 minutes

Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Phase 2 -- Gather:

1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. 2. Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 1 (softbound). 3. Be prepared to distribute the Personal Growth Plan Worksheet. 4. Provide chart paper and markers for partner or team use. 5. Be prepared to launch Reinforcing Questions.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about the examples and ideas they generated during the Inquire Phase. The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences. 1. REVIEW the Personal Growth Plan Worksheet. Distribute the Personal Growth Plan Worksheet and NOTE the 14 emotional skills listed in each of draw Cadets’ attention to the skills and Skill the five Skill Dimensions. JIGSAW the student Dimensions listed on it. text for the Skill Dimension assigned to your Divide Cadets into five teams, one for each skill team. Use chart paper to MATCH the emotional dimension. Distribute chart paper and markers to each skills in your topic to the items listed under team. Reason 3 in Handout #1: The Turnover Process. PRESENT your chart to the class. Be sure to group at least five Cadets into Skill Dimension 3, because it covers five skills. Direct Cadets to jigsaw the student text on their assigned Skill Dimension. Instruct the Cadets to make a chart similar to the one displayed on the PowerPoint showing how the skills in

Unit 3: Foundations for Success 5 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan their assigned Skill Dimension relate to the items in Reason 3 of Handout #1: The Turnover Process. Allow class time for Cadets to present and explain their charts. Display Reinforcing Question. 2. REFLECT on how what you’ve learned relates to Use these Reflection Questions as tools to focus Cadet you personally. ANSWER the reflection discussion, reflection on learning, and note taking as questions presented by your instructor. you feel appropriate for your Cadet population.  What does this information have to do with you personally?  Which skills are you most interested in learning more about right now? Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.

Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Part 2: 45 minutes

Phase 3 -- Process:

1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. 2. Familiarize yourself with Exercise #1: The Success Profiler – Personal Skills Map in Curriculum Manager. 3. Prepare to distribute copies of Exercise #1: The Success Profiler – Personal Skills Map to Cadets and give Cadets directions about completing it. 4. Be prepared to launch Reinforcing Questions.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about what they know about assessment tools. This phase of the lesson allows Cadets to practice using the new skill or knowledge. 1. COMPLETE Exercise #1: The Success Profiler – Distribute Exercise #1: The Success Profiler – Personal Skills Map. Personal Skills Map to Cadets. Direct Cadets to consider the following as they take this assessment:  Accuracy is important. Do not try to create a certain outcome.  Remember that a skill is something you use regularly in actual life situations – not what you can imagine doing, but what you actually do.  Having a clear and accurate idea of areas for

Unit 3: Foundations for Success 6 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan development will help you meet your goals.  You get to choose the skills you want to develop; this tool just gives you information you can use to make good choices. Remember that skills are only developed when you have the opportunity to use and improve them. Allow class time for Cadets to complete the skills map. Cadets may also finish the map as homework if they are not able to complete it in class. Instruct Cadets to add up their scores and plot the results on page 20. Encourage Cadets to read the section on Understanding Your Results, starting on page 21. If time allows, direct Cadets to Think-Pair-Share about what their results indicate. NOTE: Have Cadets complete the Personal Skills Map once at the beginning of the year and again at year (or other designated period) end. Continue to support skill development over time by reminding Cadets every day, or at least weekly, about the goals they have set for themselves to increase their emotional intelligence. Help Cadets plan how to develop these skills by devising “practice sessions” or “workouts” and tracking Cadet progress by checking notebook entries. Regular notebook entries will track relevant experiences and progress. Display Reinforcing Questions. 2. REFLECT on what you learned about yourself by Use these Reflection Questions as tools to focus working on the Personal Skills Map. ANSWER the Cadet discussion, reflection on learning, and note reflection questions presented by your instructor. taking as you feel appropriate for your Cadet population.  Do the results make sense to you?  Do you believe this assessment is accurate and a true reflection of how you behave in actual life situations?  Of the skills you need to develop, which area do you see as most troublesome for you?  Which skill(s), if developed, would have the highest impact? Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.

Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Phase 4 -- Apply:

Unit 3: Foundations for Success 7 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan 1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. 2. Distribute the Personal Growth Plan Performance Assessment Task. 3. Determine how you will review the key words from this lesson. 4. Prepare to use the Digital Timer application in your Curriculum Manager. 5. Prepare to assign the performance assessment task as homework as time necessitates. 6. Prepare to create an Emotional Skills Barometer using poster board and markers.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about ways they can develop the skills they need. This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. 1. PARTICIPATE in a class discussion about one Call on Cadets to share one skill they intend to work skill you want to work on and one skill that you on and another that they have already developed to have already developed. some extent. Draw attention to any patterns you see in the skills the class possesses.

If time allows, create an Emotional Skills Barometer for the class to record self-assessments as they progress with their Personal Growth Plans.

NOTE: This Emotional Skills Barometer chart mimics the report from the PSM: list the skills down the left column, and label the next three columns Develop, Strengthen, and Enhance. Break down the ratings columns into a 100-point scale with 0-40 under Develop, 41-60 under Strengthen, and 61-100 under Enhance. Cadets will self-score throughout the semester (or other designated time frame). Make it a low-key, ordinary activity to develop skills in emotional intelligence. Make a regular practice of asking, “OK, what skill are you working on? Where are you today, from one to 10?” Provide markers for each Cadet, if desired, which can actually be moved on the barometer as Cadets progress. 2. COMPLETE the Personal Growth Plan Distribute the Personal Growth Plan Performance Performance Assessment Task. SUBMIT your Assessment Task. The performance assessment task completed performance assessment task to your may be completed in class or assigned as homework, instructor for feedback and a grade. depending on the available time. Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. This same criteria on the scoring guide can be used as a grading checklist too. Remind Cadets that lesson assessment tasks can be used as evident of learning and are solid artifacts to add to their Cadet Portfolios. 3. REVIEW the key words of this lesson. Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to complete a quick check on each word and define it properly. Remind Cadets that key words were introduced

Unit 3: Foundations for Success 8 Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan throughout various learning activities and should not be ‘new’ to them. Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games. Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. 4. REFLECT on what you have learned in this Use these Reflection Questions as tools to focus lesson and how you might use it in the future. Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  Why are these skills necessary to obtain?  In what ways can you control your destiny?  How can you enhance your skill deficiencies? Can Cadets answer the Lesson Question(s) now: What is emotional intelligence and why does it matter? Allow some time for discussion.

Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Homework:

Cadets write an entry in their Cadet Notebooks about other areas of their life that emotional intelligence affects besides job stability.

Note on Cadet Portfolios: As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.

Unit 3: Foundations for Success 9