U3C9L4A0_Lesson Plan - Weebly



|CORE LET 3 |

|Unit 3: Foundations for Success |

|Chapter 9: Career Planning |

|Lesson 4: College Preparation |

|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: Create a College Preparation Action Plan |

|Linked ELA Common Core: RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.7., W.11-12. WRITING - W.11-12.1., W.11-12.1.a., W.11-12.7., W.11-12.8., |

|W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.6. |

|Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways. |

|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 |

|Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) |written techniques |

|Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) |Take responsibility for your actions and choices |

|Part-Whole - Brace Map* (Alt. = Pie Chart) |Do your share as a good citizen in your school, |

|Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) |community, country, and the world |

|Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) |Treat self and others with respect |

|Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) |Apply critical thinking techniques |

|* Thinking Map( | |

|Multiple Intelligences |Bloom’s Taxonomy |Authentic Assessment |Learning Objectives |

|Bodily/Kinesthetic |Remember |Observation Checklist |Assess different types of colleges |

|Visual/Spatial |Understand |Portfolio |Describe the admissions process |

|Logical/Mathematical |Apply |Rubric |Explore ways to finance college |

|Verbal/Linguistic |Analyze |Test and Quizzes |Define key words: academic, admissions, aptitude |

|Musical/Rhythmical |Evaluate |Thinking Map( |tests, college, distance education, financial aid, |

|Naturalist |Create |Graphic Organizer |grants, registration, scholarships, tuition, |

|Interpersonal |Structured Reflection |Notebook Entries |university |

|Intrapersonal |Metacognition |Logs | |

| |What? |Performance | |

| |So What? |Project | |

| |Now What? | | |

| |Socratic Dialog | | |

| |E-I-A-G | | |

| | | |Legend: |

| | | |( Indicates item is not used in lesson |

| | | |( Indicates item is used in lesson |

|Lesson Preview: |

|Energizer: Several days in advance request that Cadets collect college literature to share for “show and tell.” |

|Inquire: Guide Cadets to the learning objectives in their Student Learning Plans. Cadets create Circle Maps in a Think-Pair-Share to explore reasons to |

|attend college. Cadets work on their own to list their personal reasons for applying or not applying for college. |

|Gather: Brief Cadets on college opportunities or invite a guidance counselor to brief Cadets. Cadets research college admission requirements. Provide |

|access to the Financing College and Admissions program and the internet. |

|Process: Provide access to Financing College program, Internet, and computers with printer access so Cadet teams can research financial options for |

|college. You may also opt to invite a guidance counselor to speak about financing college. |

|Apply: Distribute Exercise #1: Scholarship Interview and allow Cadets to work in pairs. Distribute the Performance Assessment Task and provide access to|

|Financing College program. |

|CORE LET 3 |

|Unit 3: Foundations for Success |

|Chapter 9: Career Planning |

|Lesson 4: College Preparation |

|Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 |

|Note: This lesson uses sections from the Financing College and Admissions program on Curriculum Manager. You may also invite a guest speaker to brief |

|Cadets about college preparation and financing college. |

|Instructor Lesson Plan: |

|Why is this lesson important? |

|What are your plans after high school? Will you work, enlist in the military, or attend college? This lesson will help you prepare for college. In this |

|lesson, you will explore different types of colleges, the admissions process, and ways to finance college. You will also outline a plan for education and|

|training after high school. |

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|Lesson Question |

|Based on your career interests, what type of education and information do you need to prepare yourself for college? |

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|What will Cadets accomplish in this lesson? |

|Lesson Competency |

|Create a College Preparation Action Plan |

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|What will Cadets learn in this lesson? |

|Learning Objectives |

|Assess different types of colleges |

|Describe the admissions process |

|Explore ways to finance college |

|Define key words: academic, admissions, aptitude tests, college, distance education, financial aid, grants, registration, scholarships, tuition, |

|university |

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|When will your Cadets have successfully met this lesson’s purpose? |

|Performance Standards |

|by planning college preparation activities and placing a plan in the Career Development Portfolio binder |

|when they organize a monthly schedule of college preparation actions |

|when they schedule important events for the remainder of the school career |

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|NOTES: |

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|Part 1: 45 minutes |

|Energizer: |

|Lesson Delivery Setup: |

|This is an optional motivational activity and should be used at your discretion, or as time permits. |

|A few days before class, direct Cadets to bring in college catalogs, brochures, videos, or literature they have received from colleges and universities |

|or have researched on their own. |

|Arrange desks in a large circle in preparation to have “show and tell.” |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to listen to what their classmates have learned about certain colleges. |

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|Direct Cadets to present the materials they brought to class and to tell the class why they would/would not consider applying to the institution. Have |

|Cadets speak in turn, but allow Cadets to pass if they wish. |

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|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 institutions were new and interesting to you? |

|Why is it important to see what else is available before applying to college? |

|What can you discover by researching college materials? |

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|Total Time: 10 minutes (optional) |

|Phase 1 -- Inquire: |

|Lesson Delivery Setup: |

|Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. |

|Ensure that Cadets have access to the Student Learning Plan. |

|Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. |

|Prepare to display the Learning Objectives. |

|Provide chart paper and markers for partner or team use. |

|Ensure Cadets have their Cadet Notebooks for use throughout this lesson. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about why people go to college and what they expect to get from a college education. The Inquire Phase of the |

|lesson is to set Cadets up to begin thinking about what they already know about this subject area. |

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|THINK ABOUT what you know about college. 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. |

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|BRAINSTORM reasons why people attend college in a Think-Pair-Share. CREATE a Circle Map to display the reasons. |

|Instruct Cadets to work with a partner. Distribute chart paper and markers. Have Cadets work with their partner to brainstorm the reasons by people |

|attend college. Cadets will create a Circle Map showing the reasons they came up with. Allow five minutes for this activity, and then have Cadets post |

|their maps at the front of the room where all can see it. |

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|On your own, THINK ABOUT whether college is right for you. CREATE a T-Chart showing your reasons for applying (or not applying) to college, and |

|prioritize the reasons. |

|Ask Cadets to think about the reasons for going to college. Some reasons may be better than others. For example, some people want to go to college for |

|the social life. |

|Direct Cadets to work on their own to create a T-Chart that shows their individual reasons for applying or not applying to college. Instruct them to |

|prioritize their list by numbering the items, with “1” as the top priority. |

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|REFLECT on how college might fit into your future. 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 are your reasons for wanting/not wanting to attend a college or university? |

|Is college a means to accomplishing your goals and priorities in life? |

|What steps can you take to help you get into the college of your choice? |

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|Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about getting|

|into college. |

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|Total Time: 15 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: |

|Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. |

|Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 3 (softbound); the e-text |

|version found in the U3C9L4 resource folder on the Curriculum Manager. |

|Be prepared to brief Cadets on the slides in this phase. As an alternative, you may invite a guidance counselor to speak to the class about the topics in|

|the slides. |

|Have the Financing College and Admissions program available for each Cadet to independently work through the activities. Ensure Cadets have access to a |

|printer so documents can be printed from the Financing College program or provide copies of the exercises. Ensure Cadets have access to Internet and the |

|Websites featured on the Financing College program. |

|Provide chart paper and markers for partner or team use. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about what they know about different types of colleges and how to apply to a college. |

|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. |

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|LISTEN to a briefing about the different types of colleges, applying to college, and college financial facts. |

|Brief Cadets about the different types of colleges, applying to college, and college financial facts (You may also opt to have a guest speaker brief |

|Cadets). |

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|With your team, LEARN ABOUT college admission requirements. You may have team members use different resources, such as your student text, various |

|Websites, or the Financing College software application (See the section on College Admission Requirements, Real World vs. Myth). As a team, CREATE a |

|list that shows admissions requirements and a Flow Chart that shows the typical steps in applying for admission to a college. Post your charts for the |

|class. |

|Divide Cadets into teams and distribute chart paper and markers. Direct Cadets to research college admissions requirements. Cadets may use a variety of |

|resources to research this topic, such as their text, Websites, or the Financing College and Admissions program. |

|Point out that different colleges will have different requirements. Instruct teams to create a list that shows the admissions requirements they found. |

|Direct teams to make a Flow Chart that shows the typical steps in applying for admission to a college. |

|Have Cadets post their lists and charts for class review. |

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|REFLECT on what you learned about college admissions. 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 did you learn from the activities (presentation)? |

|How is this information useful to you? |

|What are the factors you will consider when selecting a college? |

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|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. |

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|Total Time: 20 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: |

|Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. |

|Familiarize yourself ways to finance college. NOTE: as an alternative to Cadet research, you may invite a guest speaker to brief Cadets about financing |

|college and answer their questions. |

|Provide chart paper and markers for partner or team use. |

|Be prepared to launch Reinforcing Questions. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think how they will pay for college. |

|This phase of the lesson allows Cadets to practice using the new skill or knowledge. |

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|With your team, LEARN ABOUT ways to finance college. You may have team members use different resources, such as your student text, various Websites, or |

|the Financing College software application. As a team, CREATE a Tree Map that shows the different financing options and some information about them. |

|Share your map with the class. |

|Introduce the topic by displaying the slide on “Financial Facts.” Note that Cadets who think they cannot afford to attend college may be surprised to |

|learn there are a number of ways to finance a college education. |

|Keep Cadets in their same teams and distribute chart paper and markers. Instruct Cadets to research ways to finance college. They may use different |

|resources, such as their student text, various Websites, or the Financing College software on CM. |

|Direct teams to create a Tree Map that shows different financing options and some information about them. Instruct teams to post their maps for class |

|review. |

|Display Reinforcing Question(s). |

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|REFLECT on what you learned about financing college. 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 financial aid avenues are you going to explore further? |

|Why do you think you are a good candidate to be awarded a scholarship? |

|How can you improve your chances to receive a scholarship? |

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|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. |

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|Total Time: 25 minutes |

|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: |

|Lesson Delivery Setup: |

|Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. |

|Distribute Exercise #1: Scholarship Interview. |

|Distribute the College Preparation Performance Assessment Task. |

|Determine how you will review the key words from this lesson. |

|Prepare to use the Digital Timer application in your Curriculum Manager. |

|Prepare to assign the performance assessment task as homework as time necessitates. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about the next steps they should take to get ahead in life. |

|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. |

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|COMPLETE Exercise #1: Scholarship Interview with a partner. |

|Direct Cadets to complete Exercise #1: Scholarship Interview with a partner. |

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|COMPLETE the College Preparation Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a |

|grade. |

|Distribute the College Preparation Performance Assessment Task. The performance assessment task may be completed in class or assigned as homework, |

|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 evidence of learning and are solid artifacts to add to their Cadet Portfolios. |

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|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 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. |

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|REFLECT on what you have learned in this lesson and how you might use it in the future. |

|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 have you learned about yourself from this exercise? |

|What are your next steps? |

|How did writing out a plan help you to prioritize what actions you should take? |

|How can you use this information to your advantage? |

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|Can Cadets answer the Lesson Question(s) now: Based on your career interests, what type of education and information do you need to prepare yourself for |

|college? |

|Allow some time for discussion. |

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|Total Time: 20 minutes |

|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 will need additional time to complete the performance assessment task. |

|If Cadets plan on applying to college, direct them to ask at least two adults for a letter of recommendation and permission to use them as a reference to|

|vouch for skills. |

|Direct Cadets to add all pertinent information from this lesson and their research/evaluation to their Career Development Portfolios. |

|Optional Activities: |

|The following activities are not used within the Student Learning Plan, but you may find them useful for enrichment, extra practice, or as homework |

|assignments. The optional activities for this lesson plan include: |

|Cadets use the Financing College and Admissions program to further research and explore what they need to know about college. |

|Cadets research to compare colleges they are interested in and if they meet their needs. Cadets write a proposal to their parents explaining the |

|decisions they have made regarding their career and postsecondary education. |

|Cadets decide on at least one college they are interested in applying to, write a list of questions they have, and plan a visit to the campus or research|

|it online. |

|You may have a guest speaker brief Cadets about financing college and answer their questions. |

|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. |

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