Stage 1 – Desired Results - W.L. Clarke Consulting



|Stage One: Desired Results |

|Title: Employability Skills |Grade/Subject/Course: |Dates: |

| |All HS Courses |Days 1-5 |

|Big Idea(s): Identifying, modeling, and practicing |Teacher: |

|soft skills | |

|HS Standard(s) 1.1.1 Communicate effectively through writing, speaking, listening, reading, and |

|interpersonal abilities. |

|1.1.3 Exhibit critical thinking and problem solving skills to locate, analyze, |

|and apply information in career planning and employment situations. |

|1.1.4 Model work readiness traits required for success in the workplace |

|Including integrity, honesty, accountability, punctuality, time |

|management, and respect for diversity. |

|CCGPS Standard(s): L11-12RH2: Determine the central ideas or information of a primary or |

|secondary source; provide an accurate summary that makes clear the |

|relationships among the key details and ideas. |

|L11-12WHST7: Conduct short as well as more sustained research projects to |

|answer a question (including a self -generated question) or solve a |

|problem; narrow or broaden the inquiry when appropriate; synthesize |

|multiple sources on the subject, demonstrating understanding of the |

|subject under investigation. |

|Other Standard(s): Georgia DOL Georgia Best Module 1: Students will understand the importance of good character traits in the classroom as well as in the|

|workplace. They will learn to maintain honest behavior in all situations; be trustworthy, reliable and dependable in all responsibilities; and demonstrate|

|self-discipline and self-responsibility. |

|Georgia DOL Georgia Best Module 2: Students will understand the importance of attendance in the classroom and workplace. In addition, students will |

|understand the importance of punctuality, will attend and leave class on time, will notify teachers or employers in advance if they have a planned |

|absence, and will make up any assignments promptly. |

|Georgia DOL Georgia Best Module 3: Students will understand the importance of following directions and procedures, keeping their work area neat and clean,|

|and to complete work to the best of their ability and in a timely fashion. |

|Georgia DOL Georgia Best Module 4: Students will understand how to become more organized and more responsible for their actions. They will also have a |

|better understanding of the importance of handling stress and change. |

|Georgia DOL Georgia Best Module 5: Students will have a better understanding of positive attitudes, and will exhibit those positive attitudes. They will |

|also demonstrate respect for others, as well as for themselves. They will also appear more self-confident. |

|Enduring Understandings: Identify and demonstrate difference between |Essential Questions: |

|hard skills and soft skills. |Day 1 -What specific actions are associated with |

| |character and discipline? |

| |Day 2 - What specific actions are associated with |

| |attendance and punctuality? |

| |Day 3 - What specific actions are associated with |

| |productivity? |

| |Day 4- What specific actions are associated with |

| |responsibility and organization? |

| |Day 5- What specific actions are associated with |

| |attitude and respect? |

|Knowledge: Georgia Best Program and implementation in AR Johnson |Skills: Demonstrate various soft skills |

|Health Science Programs | |

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|Stage Two: Assessment Evidence |

|Performance Tasks/Projects: |Other Evidence – Work samples and student self-assessments. |

|Develop list for implementation of Georgia Best program in AR Johnson| |

|Health Science Department | |

|Stage Three: Learning Plan |

|Be very specific in explaining and describing activities/performance in which students will complete |

|Day |Instructional Strategies |Procedure |

|MON |Read/Research/Discuss |Opening: List first 3 words that come to mind when you hear “discipline” and “character.” |

| | |Activity: Use of newspapers or online news reports to pick out one story which reflect how bad |

| | |character or discipline issues can have a major impact on someone’s life. They can give examples of one |

| | |bad choice can have life-long implications. Present story to class. |

| | |Closing: Finalize list of actions associated with “discipline” and “character.” |

|TUES |Read/Research/Write/ |Opening: List first 3 words that come to mind when you hear “attendance” and “punctuality.” |

| |Present |Activity: Students will write and present a short speech they would give to a group of new employees if |

| | |they were the boss of a company on the importance of good attendance and the effects of attendance and |

| | |punctuality on the success of the company |

| | |Closing: Finalize list of actions associated with “attendance” and “punctuality.” |

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|WED |Read/research/present |Opening: List first 3 words that come to mind when you hear “productivity.” |

| | |Activity: Students will work in teams research the various ways productivity is measured and can affect |

| | |an institution. They will produce mini-poster highlighting one or two key points. |

| | |Closing: Finalize list of actions associated with “productivity.” |

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|THURS |Read/write/keep journal |Opening: List first 3 words that come to mind when you hear “responsibility” and “organization.” |

| | |Activity: Students will be asked to use a daily planner to organize and prioritize their activities for |

| | |the upcoming day and week. Have the students write down their assignments for all of their classes, as |

| | |well as other activities they need to accomplish each day. Ask the students to identify the most |

| | |difficult assignments, and have them put checkmarks by those they may need help with. Have the students |

| | |write down how much time will need to be spent on each activity, and when they will begin each activity |

| | |or assignment. |

| | |Closing: Finalize list of actions associated with “responsibility” and “organization.” |

|FRI |Read/write/discuss/role play |Opening: List first 3 words that come to mind when you hear “attitude” and “respect.” |

| | |Activity: Have students look up the definition of respect and write it down. Then have them describe |

| | |ways they have acted respectfully or disrespectfully during the week. Or have them make a list of people|

| | |they think are respectful and why they added them to their list. Have groups role play examples of |

| | |respect/disrespect and good/bad attitude. |

| | |Closing: Finalize list of actions associated with “attitude” and “respect.” |

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