Rev U3C1L3A0 Lesson Plan
Chapter 1: Know Yourself - Socrates Lesson 3: Personal Growth Plan
CORE LET 1Unit 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
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Mapâ / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Structured ReflectionMetacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
Match key emotional skills to the relevant skill dimensions
Develop strategies for growth in two emotional skill areas
Plan self-directed development activities
Define key words: adaptability, assertion, change orientation, deference, emotional intelligence, intrapersonal, persistence
Legend:
£ Indicates item is not used in lesson
S Indicates item is used in lesson
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.
Apply: Cadets discuss one skill they want to work on. Copy and distribute Personal Growth Plan Performance Assessment Task to Cadets.
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:
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 factors affect job stability. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. / Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have 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 person’s ability to get and keep a job. As a class, DETERMINE which factors an individual can and cannot control. REVIEW Handout #1: The Turnover Process. DISCUSS which items an individual has control over. / Display the slide with discussion questions for the class and lead a guided discussion by asking Cadets to answer the posed questions.
NOTE: Most Cadets will be able to see that employment is a necessary life skill, and when they make the connection between job success and the key skill areas for emotional 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 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. ANSWER the reflection questions presented by your instructor. / Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you 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:
Lesson Delivery Setup:
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. NOTE the 14 emotional skills listed in each of the five Skill Dimensions. JIGSAW the student text for the Skill Dimension assigned to your team. Use chart paper to MATCH the emotional skills in your topic to the items listed under Reason 3 in Handout #1: The Turnover Process. PRESENT your chart to the class. / Distribute the Personal Growth Plan Worksheet and draw Cadets’ attention to the skills and Skill Dimensions listed on it.
Divide Cadets into five teams, one for each skill dimension. Distribute chart paper and markers to each team.
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 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 you personally. ANSWER the reflection questions presented by your instructor. / Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as 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.
Total Time: 25 minutes
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:
Lesson Delivery Setup:
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 – Personal Skills Map. / Distribute Exercise #1: The Success Profiler – 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.