Senior Apps

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

  Week of

November

16

Unit Description:

This unit focuses on an examination of the self with an emphasis on identifying personality types and learning to distinguish the personality types of others.  In addition, personal strengths and weaknesses will be identified, and research will yield improvement plans for weaknesses and introduce ways to capitalize on strengths. Students will write an autobiographical essay and will respond with personal connections to literacy selections.  Students will explore career opportunities that match their personalities and will examine job, educational, and personal requirements.

Essential Questions:

1. Can students identify personality type?

2. Can students identify their strengths and weaknesses?

3. Can students develop and enact plans to improve their weaknesses?

4. Can students write an autobiographical essay?

5. Can students identify an appealing career field?

6. Can students research a particular career effectively?

7. Can students respond in a personal way to literature?

Resources/Materials:

 Computer, computer,

Standards/Benchmarks/GLEs:

1a, 1b, 1c, 3a, 3b, 3c, 4, 5, 7e, 9a, 9b, 9c, 9d, 9f, 9g, 9h, 11, 12, 13a, 13b, 13c, 13d, 13e, 13f, 14a, 14b, 14c, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16g, 17b, 17f, 19a, 19b, 19c, 19d, 20a, 21, 22a, 22b, 23a, 23b, 23c, 23d, 23e,

Objectives:

  TSWBAT

Students will develop their ability to understand others and predict successful strategies for interaction

TSWBAT

 understand the importance of self-presentation in the form of a curriculum vitae and cover letter and will begin to identify an avenue to work,

TSWBAT

Students will identify methods for improving their weaknesses and will capitalize on their own strength

TSWBAT  explore their own identities, using various tools that classify character traits and personality.  They will gain understanding of their strengths and weaknesses

SWBAT 

students will develop vocabulary and language skills, both oral and written

Student Learning Activities:

Bell Work   

   The teacher will help students brainstorm ideas about information they could include in their autobiographies. The teacher will record all ideas mentioned by the students on the board.

 The class will organize the information into categories. Teacher will give each student a copy of the graphic organizer.

Students will choose five categories they wish to include in their autobiography

and put their information in the graphic organizer.

Bell Work   

We will discuss what students have included thus far.

TTW show examples of various autobiographies by other students

Students will exchange papers with a partner to read and receive constructive input.   Regarding what to include and what to leave out.

Personal information they want to include in their autobiography. 

Bell Work    

:

Students will begin working on their second and third paragraphs

Bell Work 

Students will begin working on their closing paragraph to include their philosophy

Bell Work

The students will use the first ten minutes of class to complete the rough draft of their autobiography. The teacher will divide the students into groups of two and the students will read and discuss each other's autobiographies. The students will use the grading rubric to help them look for things that need to be corrected. The students will work together to make sure each autobiography is complete and contains the information included on the graphic organizer.  

Homework:

Students will begin writing a rough draft using the information in their graphic organizers.

check notes for rubric assessment

The students will rewrite their autobiography making the corrections and additions suggested in the editing meetings..

Assessments:

 Autobiography essay.

What strategies will I use to address literacy this week?

Literacy will be addressed through writing connections.  New vocabulary usage.

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description:

This unit focuses on an examination of the self with an emphasis on identifying personality types and learning to distinguish the personality types of others.  In addition, personal strengths and weaknesses will be identified, and research will yield improvement plans for weaknesses and introduce ways to capitalize on strengths. Students will write an autobiographical essay and will respond with personal connections to literacy selections.  Students will explore career opportunities that match their personalities and will examine job, educational, and personal requirements.

Essential Questions:

1. Can students identify personality type?

2. Can students identify their strengths and weaknesses?

3. Can students develop and enact plans to improve their weaknesses?

4. Can students write an autobiographical essay?

5. Can students identify an appealing career field?

6. Can students research a particular career effectively?

7. Can students respond in a personal way to literature?

Resources/Materials:

 Computer, Novel of choice,

Standards/Benchmarks/GLEs:

1a, 1b, 1c, 3a, 3b, 3c, 4, 5, 7e, 9a, 9b, 9c, 9d, 9f, 9g, 9h, 11, 12, 13a, 13b, 13c, 13d, 13e, 13f, 14a, 14b, 14c, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16g, 17b, 17f, 19a, 19b, 19c, 19d, 20a, 21, 22a, 22b, 23a, 23b, 23c, 23d, 23e,

Objectives:

  TSWBAT respond to literature with personal connections that relate to their understanding of self

TSWBAT

 understand the importance of self-presentation in the form of a curriculum vitae and cover letter and will begin to identify an avenue to work,

TSWBAT

 will understand the work that most naturally appeals to them and will begin the process of presenting themselves as job applicants

TSWBAT  explore their own identities, using various tools that classify character traits and personality.  They will gain understanding of their strengths and weaknesses

SWBAT 

Student Learning Activities:

tuesdays with Morrie

Journal Responses

tuesdays with Morrie

Discussion Questions

Bellwork:

Sustained reading and QtA

tuesdays with Morrie

Notebook quiz

tuesday with Morrie

Reading and Response

tuesdays with Morrie

Rubric testing of Journal responses

Discussion Questions Due

Homework:

check notes for rubric assessment

.

BOTH RUBRICS  DUE

Assessments:

 Essay. Letter writing.

What strategies will I use to address literacy this week?

Literacy will be addressed through daily sustained reading and responses. Responses may be initiated through a variety of strategies, including response logs, dialogue letters or journals, informal discussions at the end of the reading focus time, and book talk.