Ellington Academy Lesson Plans
Mrs. Rhoades, Seminar Week of June 2nd - 6th Desired Outcomes Objectives: Identify skills for respect, responsibility & teamwork in the workplace Prepare for common job interview questions Essential Questions: How do art and technology influence culture? Assessment of Learning Small- and whole-group discussion; warm-ups, exit tickets, and completion of assignments. Arts/Technology Integration Strategy Students will use Chromebooks to look up information on the ACT and college requirements for it. Learning Plan for the Week Hook: How much do you know about planning for the future? Direct Instruction: The teacher will provide instructions on daily activities. Guided Practice: Teacher will model how to fill out the different assignments and lead discussions. Independent Practice: Students will individually complete assignments. Closure: Students will score their reflect on the answers they would provide to common interview questions, and then work on make-up work and studying to prepare for finals and final assignments. Materials/Resources: Handouts will be provided. Students must have something to write with, their Chromebooks and their folder/binder for this class EVERY DAY. Daily Schedule Monday - College & Career quiz Respect, Responsibility & Teamwork Tuesday Career Values Wednesday Interview practice questions Thursday make up work and studying for exams Friday make up work and studying for exams Ellington Academy Lesson Plans
Mrs. Rhoades, Seminar Week of May 26th - 30rd Desired Outcomes Objectives: Identify elements of and strategies for the ACT Complete and score practice ACT tests for different subject areas Essential Questions: How do art and technology influence culture? What is the ACT? How do you get a good score? Assessment of Learning Small- and whole-group discussion; warm-ups, exit tickets, and completion of assignments. Arts/Technology Integration Strategy Students will use Chromebooks to look up information on the ACT and college requirements for it. Learning Plan for the Week Hook: What is the ACT? What is a good score, and how do you do well on it? Direct Instruction: The teacher will provide instructions on how to complete the various sections of the ACT. Guided Practice: Teacher will model how to fill out the different sections and provide strategies for students. Independent Practice: Students will individually complete practice tests. Closure: Students will score their practice ACT exams. Materials/Resources: Handouts will be provided. Students must have notebooks, something to write with, and their folder/binder for this class EVERY DAY. Daily Schedule 5.26-5.30 Monday - no school - Memorial Day Tuesday (15) ACT overview (rest of hour) research on college requirements for ACT Wednesday (20) Math ACT practice (rest of hour) discussion of strategies, answers Thursday (15) English ACT practice (20) Reading ACT practice (rest of hour) discussion of strategies, answers Friday (15) Science ACT practice (rest of hour) discussion of strategies, answers Ellington Academy Lesson Plans
Mrs. Rhoades, Seminar Week of May 19th - 23rd Desired Outcomes Objectives: Identify pros and cons of having a job as a teenager Identify job readiness skills Explore rights and responsibilities as a teenager worker Essential Questions: How do art and technology influence culture? What do you want to do when you grow up? What can you do now to start getting there? Assessment of Learning Small- and whole-group discussion; warm-ups, exit tickets, and completion of assignments. Arts/Technology Integration Strategy Videos and Powerpoint slides will be shown. Students will use their Chromebooks to research local jobs and rights/responsibilities of teens in the workplace. Learning Plan for the Week Hook: What is a resume? What goes on it and when do you have to write one? Direct Instruction: The teacher will provide instructions on how to complete an application, things teenagers need to know about jobs, and will provide daily instructions for activities. Guided Practice: Teacher will model how to fill out the various forms, guide students through discussion, and give students prompts to respond to for small- and whole-group discussions. Independent Practice: Students will individually complete warm-ups, assignments, and exit tickets. Closure: Students will analyze a variety of scenarios regarding their rights and responsibilities as teenage workers. Materials/Resources: Handouts will be provided. Students must have something to write with and on, their folder/binder holding work for this class, and their Chromebooks every day. Daily Schedule 5.19-5.23 Monday - (10) How did they get their start? (celebrity first jobs) (10) What are employers looking for? (20) Who would you hire? (10) Building credentials HW: Interview someone about their first job (complete sheet) Tuesday (15) Youth Rules website – what hours can you work? What jobs can you work? (complete sheet) (10) Pros/cons of part-time job (30) Part Time jobs for teens / Local jobs / Freelance jobs (complete sheets) Wednesday (all hour) Application tips and practice application Thursday (15) Workplace skit (25) Create rules for your workplace (15) What every teen worker needs to know Friday (all hour) What every teen worker needs to know – Rights and responsibilities: What would you do? Ellington Academy Lesson Plans
Mrs. Rhoades, Seminar Week of May 12th - 16th Desired Outcomes Objectives: Develop effective study habits Identify accomplishments for inclusion on a resume Draft a professional resume highlighting skills and accomplishments as a young person Essential Questions: How do art and technology influence culture? What do you want to be when you grow up and how are you going to get there? How do you write a resume to get a job you want? Assessment of Learning Small- and whole-group discussion; warm-ups, exit tickets, and completion of assignments. Arts/Technology Integration Strategy Videos and Powerpoint slides will be shown. Students will use their computers to draft resumes for practice. Learning Plan for the Week Hook: What is a resume? What goes on it and when do you have to write one? Direct Instruction: The teacher will provide instructions on how to complete the assignments and share information with students about tips for resume-writing. Guided Practice: Teacher will model how to fill out the various forms, guide students through discussion of model resumes, and give students prompts to respond to for small- and whole-group discussions. Independent Practice: Students will individually complete warm-ups, assignments, and exit tickets. Closure: Students will create a professional-looking resume for use in job-hunting and proof-read a partner’s. Materials/Resources: Handouts will be provided. Students must have their computers, something to write with/on, and their folder/binder containing their work for this class EVERY DAY. Daily Schedule 5.12-5.16 Monday - (10) Resume – what goes on it? (10) Sample resume & parts of a resume (15) Accomplishment questionnaires & Discussion (15) Action verbs & accomplishment statements HW: Write down information (phone #, address, name and relationship) for 3 adults who could act as your references for a job – at least two should be non-family Tuesday (15) Profile summaries – compare and contrast (10) Create own profile summaries for a job they might apply to in the next couple years (15) Resume Building worksheet (10) Blank Resume Template + Parts of a Resume Wednesday Computer tips Computer practice (resume building) Thursday Computer practice (resume building) Resume templates Proof reading Friday Resume-writing (future) Mrs. Rhoades, Seminar Week of May 5th - 9th Desired Outcomes Objectives: Identify expenses, calculate deductions from income, and create budget plans for financial planning skills Essential Questions: How do art and technology influence culture? How do you manage your money? Assessment of Learning Completion of assignments/budget project. Arts/Technology Integration Strategy Students will use Chromebooks to research their chosen careers' financial outlook. Learning Plan for the Week Hook: What do you want and what do you need to pay for? Direct Instruction: The teacher will provide instructions on how to complete the assignments and share information with students about tips for financial planning. Guided Practice: Teacher will model how to fill out the various forms, guide students through discussion of finances, and give students prompts to respond to for small- and whole-group discussions. Independent Practice: Students will individually complete warm-ups, assignments, research, and exit tickets to complete their budget project. Closure: Students will create a budget and calculate expenses based on post-high school and post-college income information. Materials/Resources: Handouts will be provided. Students must something to write with and on, their computers, and their folder/binder for this class EVERY DAY. Daily Schedule 5.5-5.9 Monday - packet (15) Things you want vs things you need (15) High school expenses (20) Decision-making: financial planning Tuesday Budget project Define: budget, income, deductions, expenses Calculate: deductions Choose: expenses (housing, transportation, leisure) Calculate: bills, transportation costs, grocery costs, other expenses Evaluate income vs expenses and revise plan as necessary Wednesday (15) Revise plan as necessary – how would you afford what you want with a high school education? (15) Compare: how does your salary compare with a 2-year degree? A 4-year degree? (rest of the hour) Research salary for your chosen career Thursday (all hour) Complete budget calculations for your chosen career Reflection on budget project Friday Wrap up project - turn in packet and place Budget Project (google doc) in Seminar folder Ellington Academy Lesson Plans
Mrs. Rhoades, Seminar Week of April 28th – May 1st Desired Outcomes Objectives: Identify types of multiple intelligence and strategies for learning and studying Develop organizational skills Research colleges that are affordable for first-generation college students Essential Questions: How does technology help us see the world? How can you become a more successful student? Assessment of Learning Small- and whole-group discussion; monitoring students’ progress during activities; completion of questionnaires, warm-ups, and exit tickets. Arts/Technology Integration Strategy Videos and Powerpoint slides will be shown. Students will use Chromebooks to take quizzes on time management and set goals. Learning Plan for the Week Hook: What are the different ways to be “smart?” Direct Instruction: The teacher will provide daily instructions and model how to fill out the questionnaires. Guided Practice: Students will discuss various topics in groups, as led by the teacher. Independent Practice: Students will fill out individual questionnaires and research colleges they are interested in through the First Generation Student site. Closure: Students will find a college they are interested in and determine how much it may cost for them. Materials/Resources: Handouts will be provided. Students must have notebooks, something to write with, computer, and their folder/binder for this class EVERY DAY. Daily Schedule Monday Multiple intelligences Tuesday Organizational skills Wednesday Check in on goal-setting (blank copy) How to make yourself college material Where do you begin? College search Thursday Affordable elite colleges How to pay for college http://www.firstgenerationstudent.com/pay/what-are-loans-grants-and-scholarships/ http://www.firstgenerationstudent.com/pay/applying-for-financial-aid-the-fafsa/ Ellington Academy Lesson Plans
Mrs. Rhoades, Seminar Week of April 21st - 25th Desired Outcomes Objectives: Identify standards for school and work, and set goals for success Identify learning preferences and strategies for learning and studying Identify different personality types and compare/contrast how to relate to different types of people Essential Questions: How does technology help us see the world? How can you become a more successful student? Assessment of Learning Small- and whole-group discussion; monitoring students’ progress during activities; completion of questionnaires, warm-ups, and exit tickets. Arts/Technology Integration Strategy Videos and Powerpoint slides will be shown. Students will use Chromebooks to take quizzes on time management and set goals. Learning Plan for the Week Hook: Why are you in high school? Direct Instruction: The teacher will provide daily instructions and model how to fill out the questionnaires. Guided Practice: Students will discuss various topics in groups, as led by the teacher. Independent Practice: Students will fill out individual questionnaires. Closure: Students will determine their types of multiple intelligence as well as their primary learning preference and identify techniques they can use to make this work in any class. Materials/Resources: Handouts will be provided. Students must have notebooks, something to write with, computer, and their folder/binder for this class EVERY DAY. Daily Schedule 4.21-4.25 Monday “Dear David” letter – high school skills Skills to work on Tuesday Professional skills Wednesday True Colors & personality interviews Online quiz About the different personalities - tips and info Personality Interview sheet Thursday True colors & personality interviews continued Multiple intelligences sheet Friday Learning preferences You should do three things today:
1) Open up your document from the week before break called Goal-Setting worksheet. It had short-term and long-term goals on it. Take a few minutes to look over the goals you set for yourself, and at the bottom of the document write today's date and how you think you are doing on your goals. Example: April 13th - I have met my goal to hand in all my classwork because I am not missing any assignments. But I am not meeting my goal about handing in my homework. If you can't find your document or didn't save it last time, here is a blank copy. 2) Open up your document from the week before break called Study Skills. It had 14 yes/no questions at the top and you set a goal about one study habit to work on. Scroll down to Check-in Date 1. Add today's date, April 13th, and answer the three questions. If you can't find your document or didn't save it last time, here is a blank copy. 3) When you are done with those two things, you may use your time to work on homework, read, or catch up on missing work. You should do something productive with your time! Ellington Academy Lesson Plans
Mrs. Rhoades, Seminar Week of April 14th - 18th Desired Outcomes Objectives: Set goals for academic and social success and evaluate progress Identify skills and strategies for effective studying, time management, stress management, and organization Essential Questions: How do art and technology communicate relationship? How can you become a more successful student? Assessment of Learning Small- and whole-group discussion; monitoring students’ progress during activities; completion of questionnaires, warm-ups, and exit tickets. Arts/Technology Integration Strategy Videos and Powerpoint slides will be shown. Students will use Chromebooks to check in on goals. Learning Plan for the Week Hook: How are you doing on the goals you set? Direct Instruction: The teacher will provide daily instructions and model how to fill out the questionnaires. Guided Practice: Students will discuss various topics in groups, as led by the teacher. Independent Practice: Students will fill out individual questionnaires. Closure: Students will prepare for student-led conferences or (if conferences are complete) use spare time to get caught up on schoolwork and homework. Materials/Resources: Handouts will be provided. Students must have notebooks, something to write with, computer, and their folder/binder for this class EVERY DAY. Daily Schedule Mon goal setting check-in study skills check-in Tues No class Weds prepare for student-led conferences if you haven't had yours yet study hall if you have! Thurs no school for students Fri no school |