Course Profile Career Studies, Grade 10,
Open, Catholic
Unit 1: Seeking Personal Knowledge
Time: 19 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7
The unit begins with an introduction to the Action Plan which is the focal point for the course and constitutes the major culminating assignment. Community building will be developed within the class and students will gain insight into communication skills. The unit provides students with activities for self-exploration and discovery through interest inventories, aptitude, skills, and personality assessments. A major fundraising project will expose students to several essential personal management skills and will offer students an opportunity to practise these skills. Maintaining a daily planner throughout the course will encourage students to focus on the skills and strategies necessary for success in school. Students will devise an action plan to develop a skill that they would like to develop or improve upon in order to increase their productivity at school. The unit concludes with a comprehensive consideration of the requirements for a high school diploma.
Ontario Catholic School Graduate Expectations: CGE1c, CGE1d, CGEli, CGE2a, CGE2b, CGE2c, CGE3b, CGE4a, CGE4c, CGE4f, CGE4g, CGE5a, CGE5f, CGE7b.
Strand(s): Personal Knowledge and Management Skills, Preparation for Transitions and Change
Overall Expectations: PMV.01, PMV.02, PMV.03, PMV.04.
Specific Expectations: PM1.01, PM1.02, PM2.01, PM2.02, PM3.03, PM3.04, PM4.01, PM4.02, PM4.03, PM4.04, PM4.05, PM4.06, PC3.02, PC3.03, PC3.06.
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Activity 1 |
Getting Started: Course Introduction |
70 minutes |
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Activity 2 |
Building a Supportive Environment |
140 minutes |
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Activity 3 |
Effective Communication |
140 minutes |
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Activity 4 |
Take Stock of Yourself: Self-Inventories |
210 minutes |
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Activity 5 |
Building Personal Management Skills |
350 minutes |
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Activity 6 |
Success in School: Learning and studying |
140 minutes |
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Activity 7 |
Making the Grade |
70 minutes |
· computer and Internet use
· skit performance
· library research skills
· Teachers should review the activities in the unit and make copies of handouts to be used, e.g., Action Plan and Course Planner.
· Teachers should thoroughly familiarize themselves with the Internet resources in the unit.
· Teachers should prepare hard copy resources of inventories, etc. in case of computer difficulties.
· Teachers should book computer lab or time in the Library/Resource Centre so that students can complete Internet activities.
· Teachers become familiar with charitable organizations in the community that reflect Catholic values.
· Teachers acquire a video or audio clip of someone who has demonstrated qualities of discipline, dedication, and the ability to overcome adversity.
· outline major assignment – Action Plan – teacher directed
· group activities to build community and a supportive environment
· communication exercise, verbal and non-verbal in small groups
· “I” statements, listening skills in small groups
· major group assignments where students will develop their personal management skills through a fundraising activity
· goal-setting activities – student initiated
· self-assessment using interest inventories, skills assessments, learning preferences
· work and study skill strategies
· self-assessment of work habits
· implementation of a daily planner
· high school diploma requirements – Socratic lesson
· oral communication rubric
· rubric for written work
· worksheet checklist
· self-assessment checklist
· self-assessment worksheet
· notebook checklist
· quiz
A detailed listing of all resources can be found in the Course Overview.
Canada Prospects
Expanding Your Horizons (pp. 93-103) (pp.13-33)
Life Choices – Careers
Who Am I?
Can Learn
www.canlearn.ca
Canada Prospects
www2.careerccc.org/English/prospects99/00
Career Explorer
www.on.cx.bridges.com
Career Planning HRDC
www.nextsteps.org
Mazemaster
www.mazemaster.on.ca
Ontario School Counsellors
Association
www.osca.ouac.on.ca/cx_resources.htm
Schoolfinder
www.schoolfinder.com
University of Waterloo Career Development
Manual
www.adm.uwaterloo.ca/infocecs/cec/manual/credits.htm
Time: 70 minutes
This activity will introduce students to Career Studies (GLC20). It will outline the three units that will make up the course including the overall and specific expectations and some of the activities to be covered and assigned. The students will also gain an understanding of the components of the “Action Plan.” This plan will be presented as the focal point of the course both in terms of evaluation and personal significance to the student. The students will be given a file folder and instructed to store materials that are relevant and that will assist them in completing the Action Plan.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE4g - a self-directed, responsible, life long learner who examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
Strand(s): Personal Knowledge and Management Skills
Overall Expectations
PMV.01- demonstrate an understanding of and apply strategies needed for success in school.
Specific Expectations
PM2.02 - produce a personal profile describing their current interests, competencies, characteristics, and learning preferences, using a variety of assessment strategies;
PC3.02 - articulate personal, community, and occupational goals and explain how these relate to their competencies, interests, and characteristics;
PC3.03 - articulate their learning goals, taking into consideration what they have learned about their learning preferences, strengths, needs, and interests; and the competencies needed for selected fields of work;
PC3.06 - produce a preliminary learning plan, to be included in their annual education plan, that identifies courses to be taken in school, activities in the school and community, and post-secondary education options that will help them achieve their goals.
· Teachers should have copies of the Action Plan, course outline, and evaluation scheme ready. Although we have provided a sample Action Plan, teachers should feel free to enlarge or redesign the structure. The components, however, should remain the same.
None
1. Teachers will distribute a detailed course outline of GLC2O. This outline will include the expectations, major topics, significant assignments, and an evaluation scheme.
2. Teachers will orally review and highlight key components of the course and basic classroom rules.
3. Students will be required to write a short paragraph where they will describe:
(a) how they would go about finding a part-time job; or
(b) how they would organize a social event (e.g., surprise party).
4. Several students will read their paragraphs to the class and a teacher-led whole class discussion will follow where the teacher will note similarities and common elements.
5. Teachers will stress the importance of having a plan as an introduction to the student action plan. Teachers will focus on the fact that the chances of success in anything will increase greatly if students have a detailed plan.
6. Teachers will present the Action Plan as the major assignment for the course. Students will complete the plan on a continuous basis. The plan will lead students to the completion of a two-year critical path that will guide students in their career plans. Teachers will provide students with a file to house the contents for the completion of the Action Plan.
None
· Teachers will provide written highlights of the components of the course and classroom rules.
· Teachers can pre-teach the vocabulary used in the Action Plan.
· For specific accommodations, see student’s IEP.
None
Appendix A – Action Plan
Time: 140 minutes
This activity focusses on the need to build an open and positive environment in the classroom. Activities will give students an opportunity to get to know each other by first learning each other’s names. The activity culminates in the establishment of a set of class rules which will be observed by all members of the class.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE4a - a self-directed, responsible, lifelong learner who demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
GCE1c - a discerning believer formed in the Catholic faith community who actively reflects on God’s word as communicated through the Hebrew and Christian scriptures.
Strand(s): Personal Knowledge and Management Skills
Overall Expectations
PMV.04 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams and groups.v
Specific Expectations
PM4.06 - describe respectful and responsible behaviour that produce effective group results.v
· There are a variety of introductory name games and icebreakers that teachers may wish to use.
· It is suggested that teachers adopt a non-threatening introductory activity at first and intensify the level of familiarity as students develop a comfort level within the class.
· Teachers should have chart paper available so that the class rules/code of behaviour can be posted in the classroom.
· Students will participate in skits, class discussions, and a Biblical reflection to explore our need as a people to be accepted and not judged.
· skit performance
1. Teachers will conduct a name introduction activity. This activity can take the form of a “concentration”-type name game, a bingo fill-in-the-blank game, etc.
2. Teachers will divide the students into groups of four to five students. In groups, the students are required to share the following:
a) their favourite movie;
b) their favourite song;
c) a memorable event in their lives.
3. Teachers will follow up with a whole class discussion.
Part 1
a) Students will be required to consider what prevents them from sharing personal information with others. Responses could include the following:
i) fear of how others will react;
ii) fear of being judged;
iii) fear that others will not respect the importance and meaning of what you believe.
Part 2
a) Teachers will ask students to consider what would allow them to share personal information in a group setting and will list these points on the board.
4. Students will describe in writing three examples of how people/society respond in a negative way to a situation that calls for them to be sensitive or non-judgemental. Example: A student tells a small group of his/her peers that he/she has a parent who has been convicted of a crime.
5. Teachers will lead a whole class discussion and will ask students to share their examples.
6. Teachers will divide the class into small groups (four-five students per group).
7. Students will create two short skits using one of the scenarios raised in class. One scenario will illustrate how people can act in a negative manner when responding to others (to their beliefs, ideas, opinions). The second scenario will illustrate a scene where individuals act in a non-judgemental and sensitive manner. Students will present to class.
8. Teachers will have students break into small groups and discuss examples of recent situations where they have felt criticized and judged and to describe how they felt in these situations. The teacher will lead a whole class discussion on common behaviours that demonstrate a lack of respect for others and list more appropriate non-judgemental behaviours.
9. Students will read the Biblical story of Jesus and the woman who committed adultery (John 8:1-11). The teacher will illicit student responses to the following questions:
a) What was the crowd’s reaction?
b) What was Jesus’ response to their reaction?
c) How does Jesus’ message apply to us as a class?
10. Individually, students will think of two rules that they feel should be included in a classroom Code of Behaviour. As a class, they will devise a list of rules (based on previous discussions) that will encourage a supportive and non-judgemental environment. This list will be posted in the classroom. The class may discuss ways to monitor each other’s adherence to the rules. (Perhaps the person on the receiving end of an insensitive comment could say “ouch”.)
· PM4.06 Formative assessment by teacher. When students are working in groups, throughout the activity, the teacher will assess the students’ effective use of interpersonal skills using the Oral Communication Rubric (Appendix C – Oral Communication Rubric).
· PMV.04 Formative assessment by teacher of the written paragraph and student developed skits. The teacher will assess the students’ understanding, communication, and application of the effective use of interpersonal skills and their ability to distinguish between those and inappropriate responses to sensitive situations using a rubric for written work and for role plays.
· Students should be placed in groups where he/she can access peer support.
· Student may require conversational starters to facilitate his/her oral communication.
· Teacher may need to clarify contents of scripture passage.
· For specific accommodations, see student’s IEP.
None
Appendix C – Oral Communication Rubric
Time: 140 minutes
In this activity, students will gain an understanding of different ways of communicating effectively. They will become familiar with common body language, active listening, “I” and “you” statements, and the importance of the receiver in communication. Students will have the opportunity to practise their communication skills in a variety of settings.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE2a - an effective communicator who listens actively and critically to understand and learn in light of gospel values;
CGE2c - an effective communicator who presents information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Personal Knowledge and Management Skills
Overall Expectations
PMV.04 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.
Specific Expectations
PM4.01 - describe a variety of effective communication skills (e.g., active listening, giving and receiving feedback, negotiation, conflict resolution, consensus building);v
PM4.02 - demonstrate use of effective communication skills in a variety of situations in school, at home, and in the community.v
· Teacher should have a Bible in the class.
None
1. Teachers will distribute slips of paper indicating an emotion or feeling. These feelings should progress from simple to more complex (e.g., happy, sad to indifferent, jealous). Each student will present the emotion in front of the class without words.
2. Teachers will lead a whole class discussion and have students identify common examples of body language and gestures. The teacher will generate a list of these common examples on the board such as body posture, facial expressions, eye contact, and tone of voice.
3. For homework, students will identify three samples of non-verbal communication from magazine advertisements or pictures. The students will write a paragraph for each sample describing what is being communicated non-verbally and specifically how this is being portrayed.
4. Teachers will identify four pairs of students that they believe would be comfortable presenting a brief role play in front of the class. These scenarios will portray various situations where there are unstated emotions. Example: Two friends are talking about their weekend activities. One friend was very social and the other friend states that she is very happy for this friend when in reality she is jealous. The class will be required to write two to three lines where they will analyse what is being communicated.
5. Teachers will draw a pie chart on the board and ask students to determine what percentage of communication is communicated through body language (70%), tone of voice (23%), and words (7%).
6. Teachers will put the Biblical passage on an overhead or provide copies. Teachers will select a student to read the following Biblical passage (Luke 19: 1-10) to the class. Students will answer the following questions in their notebooks.
a) Why did Zacchaeus climb the tree?
b) What did Zacchaeus want from Jesus?
c) What was Jesus’ response to Zacchaeus when he saw him in the tree?
d) Why do you think Jesus responded in this way?
e) How did the crowd react to Jesus’ response?
f) What does this passage say about prejudging people?
g) What does this passage tell us about Jesus’ ability to listen to non-verbal communication?
7. In small groups, students will generate a list of skills necessary to be a good communicator. A class list will be generated from their responses and a discussion will follow where the teacher will stress the role of the receiver as being just as critical as that of the sender. The list should consist of giving and receiving feedback, summarizing, reflecting emotion, etc.
8. Teachers will select five students to participate in a demonstration of “you” statements. The teacher will describe the following scenario:
The student has come to class without completing their homework. The teacher will approach each student and ask to see their homework. Each student will tell the teacher that they have not completed their homework. The teacher will respond with the following statements expressing various emotions. The five students will record their emotional response to the teacher’s statement. The class will try to identify the teacher’s emotion. Examples:
a) sarcasm – “Well I’m not surprised that you don’t have your homework done.”
b) frustration – “How many times do you have to be reminded that your homework is important.”
c) anger – “Go out in the hall and finish your homework.”
d) guilt – “I’m so disappointed in you”
e) judgemental – “You’re never going to pass this course.”
9. A teacher-led class discussion will follow. The teacher will repeat the statement and ask the class to share the emotion that they believe the teacher was displaying. After each statement, the student who received the comment will describe how they felt and what it made them want to do.
10. A teacher-led class discussion will follow where the teacher will discuss the destructive nature of “you” statements and how they are ineffective in encouraging communication. The teacher will introduce the concept of the “I” statement as a more effective alternative. “I” messages show concern in a calm and respectful way. The teacher will describe a typical “I” message and write the following on the board. An “I” message has three parts. “I feel_________ when you _____________ because ____________________. With this model, the students will come up with possible “I” statements that the teacher could have used when addressing the incomplete homework scenarios that would show concern and respect. These responses will be shared with the class.
11. In groups of three, each student will think of two situations (a) one where someone upset them and they will use “I” statements to communicate their feelings in a constructive and communicative manner; and (b) a situation where someone made them feel good and they will use “I” statements to communicate their feelings in a fully communicative manner. Students will role play situations and analyse the effectiveness of both approaches. Students will take turns and the third individual will be responsible for commenting on how the listener responded to each approach. Students will use the Peer Evaluation of Communication Checklist.
12. Teachers will inform students that the “I” statement model is a skill that at first seems very stilted but with practice students will develop a more natural approach and will find the technique to be quite effective. The goal of “I” statements is not to necessarily assume that you can change a person’s behaviour, rather that you are giving feedback to the individual about how you felt.
13. Students will be asked to use an “I” statement at home, work, or with their peers and to write a written analysis of the effectiveness of the “I” statement.
14. Teachers will present the following situation to the class. You have made tentative plans to go out with your best friend on Friday night. You call him/her after dinner only to learn that your friend has left home for the evening with another friend. How could you respond to this situation in a way that would facilitate communication? Students will complete a written response.
· PM4.01 Formative assessment by teachers of the students’ discussion and group work
· PM4.02 Using Appendix C – Rubric for Oral Communication, the teacher will assess the students’ description of effective communication skills and their ability to demonstrate those skills.
· Teacher may provide the communication model and definition of terms on a handout.
· When focussing on “feeling” words or emotions, the teacher should provide concrete examples.
· Students will be partnered with peers who can provide support for the small group activities.
· Teacher may need to review contents of the Scripture passage.
· For specific accommodations, see student’s IEP.
Misener, Judi and Susan Butler. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Ltd., 1999. ISBN 0-07-552866-5 (pp. 93-103).
Appendix C – Rubric for Oral Communication
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Rarely |
Sometimes |
Usually |
Always |
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1. |
Person faces their partner |
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2. |
Posture is open |
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3. |
Eye contact is made |
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4. |
Person’s tone of voice matches the appropriate intensity |
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5. |
Person summarizes partner’s statements |
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6. |
Person is respectful of partner |
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7. |
Person’s body language matches their words |
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8. |
Person’s words seem genuine |
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9. |
Asks appropriate questions |
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10. |
Uses appropriate “I” statement |
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Feedback:
Time: 210 minutes
This activity will provide students with an opportunity to investigate their interests, aptitudes, skills, and values. This information will provide valuable feedback that will assist students in the completion of their Action Plans and ultimately guide them in their future career considerations.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE4g - a self-directed, responsible, lifelong learner who examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
Strand(s): Personal Knowledge and Management Skills
Overall Expectations
PMV.02 - identify their interests, skills, characteristics, and accomplishments and describe how these are influenced by their experiences.v
Specific Expectations
PM2.01 - demonstrate understanding of the purpose and use of self-assessment and standardized assessment tools and strategies (e.g., aptitude tests, skills inventories)
PM2.02 - produce a personal profile describing their current interests, competencies, characteristics, and learning preferences, using a variety of assessment strategies.v
· There are a variety of interest inventories and assessment tools that teachers can use. A list of suggested resources are provided but these may be substituted or complimented by other resources. Teachers should thoroughly familiarize themselves with computer/print inventories and assessment tools prior to this activity. A computer lab would be an ideal place for students to work on their self-discovery activities. The Internet provides interactive web sites that provide current assessment tools. Teachers should design worksheets or written reflections to accompany the inventories and assessments that they design, so that students can process and solidify their self-discovery results in an organized fashion. These results will assist students in the completion of their Action Plans and could be shared with their TAP teachers to assist with the completion of their Annual Education Plans. Teachers should also be prepared for potential computer problems. Having print material on hand would be beneficial.
· Book a computer lab as required.
· The knowledge and information acquired in this activity is directly related to the completion of the Action Plan. Therefore, teachers should instruct students to refer to the appropriate section of their Action Plan at the conclusion of the activity. This material should be stored in the Action Plan file folder.
· If teachers choose to use computer programs or resources that are available on the Internet, it would be beneficial for students to have some familiarity with computers.
1. Teachers will select a variety of interest inventories, skills assessments, personality trait tests, learning preferences, etc., and lead the students in the completion of these tasks.
2. Students will complete the self-knowledge tasks and will be required to complete worksheets or reflection papers to synthesize their results. This information will be used in Unit 2 and will assist in the completion of the Action Plan. The information may also be used to assist students in the completion of their Annual Education Plan.
3. Students will conduct an interview with an adult that they respect and who knows them well. The nature of this interview is to assist the students in acquiring a sense of their own skills and personality traits from the perspective of this trusted individual. Students will write a one-page summary of the interview and will include their own reflection on the perspective that the adult shared with them. Students should include in their reflection a consideration of the purpose of self-assessments and how they can be used to assist with career planning.
4. Student results will be used to complete their Action Plans.
· PMV.02 Formative assessment by teacher of students’ worksheets and reflection.
· PM2.01 Appendix B – Rubric for Written Work and worksheet checklists. The teacher will assess the students’ understanding of the purpose of self-testing and how they interpret the results of those tests.
· PM2.02 Summative assessment by teacher of the student’s reflection on self-knowledge to be placed in the Action Plan. The teacher will assess the students’ final product with particular attention paid to the application of concepts learned in Activity 4.
· Teacher will partner student with another student who can assist with computer assessments.
· Teacher will clarify vocabulary stated on the interest, skills, and personality inventories.
· Teacher will provide more individual instruction when using the computer.
· Teacher may provide a list of questions for the student to ask their respected adult.
· For specific accommodations, see student’s IEP.
Printed Matter
Burke, J., Jean McCrea, Howard Mintz, and Ron Marleau. Who Am I? Toronto: Toronto District School Board, 1998. ISBN 1-55000-263-5
Campbell, Judith. Life Choices Careers. Toronto: Prentice Hall Ginn Canada, 1998. ISBN 0-13-244211-6 (p. 32)
Canada Career Consortium. Canada
Prospects 1999-2000. ISBN 1-895813-64-6
(fax request: 613-230-7681)
Misener, Judi and Susan Butler. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Ltd, 1999. ISBN 0-07-552866-5 (pp. 13-33)
Misener, J. and Susan Butler. Exploring
Your Horizons. Toronto: McGraw-Hill Ryerson Ltd. 1998.
ISBN 0-07-552864-9 (pp. 14-29)
Web Sites
Can Learn
http://www.canlearn.ca
Canada Prospects
www2.careercc.org/english/prospects99/00
Career Explorer
http://on.cx.bridges.com
Career Planning HRDC
www.nextsteps.org
Mazemaster
www.mazemaster.on.ca
Ontario School Counsellor’s
Association
http://osca.ouac.on.ca/cx_resources.htm
School finder
www.schoolfinder.com
University of Waterloo Career Development
Manual
www.adm.uwaterloo.ca/infocecs/cec/manual/credits.htm
Appendix B – Rubric for Written Work
Time: 350 minutes
In this ongoing activity, teachers will introduce a two-part assignment in which student groups will focus on charitable organizations. Students will be required to research a specific charity and make an oral, audio, or video group presentation to the class of their findings and to propose a fundraising activity. As a whole, the class will select one charity and one fundraising plan based on the presentations. Students will work in teams to organize and carry out the one fundraising activity. Students will analyse the communication, teamwork, and leadership skills required for success throughout the various stages of the assignment.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A discerning believer formed in the Catholic faith community who
CGE1d - develops attitudes and values founded in Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE1i - integrates faith with life;
A reflective and creative thinker who
CGE3b - creates, adapts, evaluates new ideas in light of the common good;
A self-directed, responsible lifelong learner who
CGE4c - takes initiative and demonstrates Christian leadership;
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A collaborative contributor who
CGE5a - works effectively as an interdependent team member;
CGE5f - exercises Christian leadership in the achievement of individual and group goals.
Strand(s): Personal Knowledge and Management Skills
Overall Expectations
PMV.04 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.v
Specific Expectations:
PM4.01 - describe a variety of effective communication skills (e.g., active listening, giving and receiving feedback, negotiation, conflict resolution, consensus building);
PM4.02 - demonstrate use of effective communication skills in a variety of situations in school, at home, and in the community;
PM4.03 - identify positive teamwork skills (e.g., task management, conflict resolution, task assessment) and demonstrate the ability to use them effectively in a variety of settings;
PM4.04 - identify and explain ineffective leadership and teamwork skills;
PM4.05 - describe respectful and responsible behaviours that produce effective group results.v
· Teachers should be aware that this activity is ongoing and they will have to allocate class time for students to research, present, and organize.
· Teachers obtain a list of charitable organizations in the local and surrounding communities. Teachers are under no obligation to make this a large fundraising activity. A small activity is just as valuable. The amount of money raised is actually of little significance.
· Teachers should book the computer lab and Library/Resource Centre to enable students to complete research. Access to telephones would be beneficial so that students can make contact during business hours.
· Reference should be made on an ongoing basis to the analysis and evaluation of communication, teamwork, leadership, and personal management skills.
· Teachers should focus specifically on the skills that the students are developing.
· Teachers should design a group work rubric.
· Students possess basic research skills for the Library/Resource Centre and Internet searches.
· Students have knowledge of conflict resolution, personal management skills, consensus building, etc.
1. Teachers will read Matthew 25: 31-46 or the Peace Prayer of St. Francis to the class and provide a copy to the students.
2. Teachers will divide the class into groups of five. Each group will be required to select a charitable organization and as a group, research the organization. The principal criteria in their selection should be a consideration of how this organization meets the teaching outlined in the reading or prayer.
3. Student research should consist of:
(a) the organizational structure;
(b) the nature of their work, who they serve and how;
(c) the ways in which they are financed;
(d) the role of volunteers;
(e) how the organization adheres to the teachings of St. Francis or Jesus in Matthew 25: 31-46.
4. Students will be required to make personal contact with a member of the organization either by phone or e-mail. This interview will provide a firsthand account of the organization’s activities which should be included in their body of research and their presentation.
5. At the onset of this activity, students should be made aware that they will be required to complete a self as well as a small group assessment which will focus on communication, teamwork, and leadership skills.
6. Students will develop a plan in their small groups to raise funds for their charitable organization.
7. Student groups will make a presentation to the class outlining their research of their chosen charity and details of their proposed fundraising activity. Following these presentations, students will be responsible for completing assessments referred to in Teaching/Learning Strategies 5.
8. Based on the presentations, the class will select one charity and one fundraising activity which they will undertake as a whole class project.
9. Teachers may wish to consider having the class select co-chairpersons to head the fundraising endeavour. This endeavour may target the entire school body and/or the local community or may be much smaller in focus.
10. Students will complete this fundraising activity prior to the end of the course. Teachers will allow class time for organization and the event itself.
11. Teachers will lead a whole class discussion on the group processes that took place during this activity. The class will review the nature of leadership and explore how the group solved problems.
12. Students will reflect on their individual involvement in the whole class project, as well as, the group process as a whole using the self-assessment tools found at the end of this activity. The reflection should include the following:
(a) a consideration of whether the fundraising activity was a successful group project. Students should take particular note of group dynamics, leadership, and conflict resolution, etc.
(b) five personal management skills needed to organize and complete the fundraising activity. They should specifically focus on the skills that they themselves used or did not use.
(c) the positive teamwork skills used, as well as, the ineffective leadership and teamwork skills that may have lead to conflict, ineffective communication, and inefficient use of time and resources.
· PMV.04, PM4.02, PM4.03 Formative assessment by the teacher of students’ group interactions. The teacher will use a group work rubric throughout the class time to assess the students’ ability to demonstrate the use of effective interpersonal skills within the group.
· PMV.04, PM4.03, PM4.04 Formative assessment by teacher, self, and peers. The students will assess their own teamwork, leadership, and communication skills.
· (See Self and Small Group Assessment sheets). Using Appendix B – Rubric for Written Work, the teacher will assess the students’ ability to identify the appropriate skills and determine what they need to focus on.
· Students should be placed in groups that provide peer support.
· Teacher may need to clarify contents of scripture/prayer.
· Teacher may provide a list of questions for students to ask when speaking to a member from the charitable organization.
· Teacher may clarify and simplify the components of the written reflection paper.
· Teacher will provide more individual instruction for research using the computer.
· For specific accommodations, see student’s IEP.
Bible
Appendix B – Rubric for Written Work
Circle the appropriate response.
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My role within the group was primarily one of: |
speaker |
listener |
|
|
My role within the group was primarily one of: |
leader |
participant |
|
|
I communicated my ideas: |
freely |
when required |
seldom |
|
I kept the group on task: |
often |
when required |
seldom |
|
I acted as a spokesperson for the group: |
often |
when required |
seldom |
|
I took the initiative within the group: |
often |
when required |
seldom |
|
I helped resolve conflicts within the group: |
often |
when required |
seldom |
|
I made decisions on behalf of the group: |
often |
when required |
seldom |
|
I assigned responsibilities on behalf of the group: |
often |
when required |
seldom |
|
I attempted to keep group members communicating: |
often |
when required |
seldom |
Circle the applicable response
|
Co-operation among group members: |
excellent |
good |
poor |
non-existent |
|
Ability to resolve conflict: |
excellent |
good |
poor |
non-existent |
|
Equitable distribution of work/responsibilities: |
excellent |
good |
poor |
non-existent |
|
Ability to use discussion to resolve differences: |
excellent |
good |
poor |
non-existent |
|
Ability to exchange ideas freely: |
excellent |
good |
poor |
non-existent |
|
Opportunity for group members to participate equally: |
excellent |
good |
poor |
non-existent |
|
Ability of group members to fulfill leadership role at different times when appropriate: |
excellent |
good |
poor |
non-existent |
|
Ability of group to remain focussed/on task: |
excellent |
good |
poor |
non-existent |
|
Ability of group to maintain a positive, supportive environment: |
excellent |
good |
poor |
non-existent |
|
Ability of group to meet timelines: |
excellent |
good |
poor |
non-existent |
Time: 140 minutes
In this activity, students will identify barriers to their success in school. The importance of planning and discipline will be stressed as necessary skills to attain short and long term goals. Students will devise an action plan to develop a skill that they currently need to improve in order to attain greater success at school. Students will gain an understanding of the difference between learned and instinctual behaviour. Students will maintain a daily planner to assist with their time management skills.
Strand(s) and
Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE4f - a self-directed, responsible, lifelong learner who applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE7b - a responsible citizen who accepts accountability for one’s own actions.
Strand(s): Personal Knowledge and Management Skills
Overall Expectations
PMV.03 - describe the personal management skills and characteristics needed to succeed in school, work, family life, and the community and demonstrate the effective use of personal management skills in a variety of settings.v
Specific Expectations
PM1.02 - demonstrate effective use of strategies for achieving success in school (e.g., note-taking, strategies for completing homework, strategies for studying for tests and examinations);v
PM3.03 - summarize and document their own personal management skills and habits, identifying their strengths and targeting areas for improvement;v
PM3.04 - demonstrate effective use of personal management skills (e.g., well-organized notebooks, punctuality).v
· Teachers should acquire a video or audio clip of an individual who has demonstrated dedication, discipline, and the ability to overcome adversity.
· Teachers should select geometric shapes and cut them into puzzle-like pieces.
· Teachers should obtain Styrofoam cups for the obstacle course. If class space is limited, teachers may conduct activity in the hall, library, cafeteria.
· Teachers may use the daily planner provided or they may wish to adopt another format.
· Teachers complete this class prior to assigning the final reflection in Activity 5 so that students will understand the concept of personal management skills.
· Students are encouraged to begin recording their daily activities at the start of Activity 6.
· The knowledge and information acquired in this activity is directly related to the completion of the Action Plan. Therefore, teachers instruct students to refer to the appropriate section of their Action Plan at the conclusion of the activity. This material should be stored in the Action Plan file folder.
· Students have a sense of their own personal management skills and study habits.
1. Teachers will present students with an audio, video, or pictoral example of an individual who has shown a great deal of dedication and discipline in overcoming adversity (e.g., Muggsy Bogues - Raptor player, Terry Fox, or a local resident).
2. Teachers will lead a whole class discussion where students will be asked to determine what behaviour and personal strengths the highlighted individual would have to have exhibited in order to accomplish their goals. A list of these behaviours/characteristics will be posted on the board. This list should include commitment, determination, discipline, sacrifice, hard work, practice, etc.
3. Teachers will distribute to students die cut pieces of paper that when put together form a geometric shape. Students will be required to assemble the pieces of paper to form the shape. Once each student has completed the task, teachers will raise the following questions:
(a) How did you know what to do with the pieces?
(b) What experiences from the past helped you to know what to do?
4. Teachers will put the following terms on the board “Learned Behaviour” and “Instinctual Behaviour” and clearly define the terms giving concrete examples from the student’s everyday experience. Teachers will stress that although some behaviour appears to be instinctual, in reality it is learned behaviour that has been repeatedly practised until it seems to be automatic. Teachers should draw a comparison between this and the way in which we approach schoolwork. Often, students draw the conclusion that their ability to do something is innate when most of their ways of doing things are based on habit.
5. Teachers will set up a small obstacle course in the class. Teachers may wish to arrange chairs or Styrofoam cups to form the course. Teachers will select two pairs of students; one student is blindfolded and the other student acts as a guide. The objective of the exercise is to guide the blindfolded individual through the course. The second pair of students is given time to plan their strategy and an opportunity to practise completing the course.
6. After the second pair has completed the obstacle course, presumably with greater ease and success, the teacher will lead a whole class discussion focussing on the fact that greater success will be attained if students plan and practise. This will serve as an introduction to study skills.
7. Teachers will review the following ingredients necessary for success in school: attitude, developing good habits, planning, and practice, and draw upon the previous exercises as a way of illustrating these necessary components.
8. Teachers will distribute a Work Habits Assessment Sheet, which students will complete.
9. Teachers will review the Work Habits Assessment Sheet and Study Tips through a class discussion. Teachers will devise a list of effective study skills and practices.
10. Students will analyse their own study habits and determine three things that they will do to improve their study skills. These study skills should be specific and measurable behaviours. They will be submitted in the form of an action plan to the teacher and the teacher should provide feedback and evaluation.
11. Students will devise a pie graph indicating how much time they think they spend on various activities in a given day (e.g., sleeping, eating, school, home study, athletics, social life).
12. Students will keep a log of their activities for one week. They will compare their original estimate with their logs and write a one-page reflection indicating how they currently manage their time and how they could use it more efficiently.
13. Teachers will introduce the daily planner, and highlight the key sections, and teach the format that should be used for note-taking. These notes should contain the main points covered in each class. Students will be required to maintain this planner for GLC2O throughout the course and it will be assessed on an ongoing basis (see Appendix D). Daily Planner will include test dates, projected study, and work dates.
· PMV.03, PM3.03 Formative assessment by students of their personal management skills and habits. The students will document their own study habits with the Work Habits Assessment Sheet and identify areas they need to improve upon. The teacher will assess their action plans to determine if the students are able to identify what their weaknesses are and their ability to plan for change.
· PMV.03, PM3.03 Formative assessment by teacher of students’ time management reflection using Appendix B – Rubric for Written Work. The teacher will assess the students’ understanding of the importance of this skill and strategies that they plan to develop to use their time more productively.
· PM3.04, PM1.02 Formative and summative assessment by teacher of students’ note-taking skills, notation of test dates, projected study, and work dates. The teacher will periodically check students’ notes to make sure they continue to make summary notes effectively. (see Appendix D – Daily Planner.)
· Teachers may provide a chart for students to complete their daily log.
· Students will consult with their core resource teacher when analysing their work habits and study skills.
· Teachers should provide written feedback that is clear with specific timelines to assist students.
· For specific accommodations, see student’s IEP.
None
Appendix B – Rubric for Written Work
Appendix D – Daily Planner
|
|
|
Always |
Often |
Sometimes |
Never |
|
1. |
I arrive at school on time. |
|
|
|
|
|
2. |
I am prepared for class: pen, paper, etc. |
|
|
|
|
|
3. |
I actively participate in class. |
|
|
|
|
|
4. |
I do homework each night. |
|
|
|
|
|
5. |
I never leave assignments to the last minute. |
|
|
|
|
|
6. |
I keep my agenda updated. |
|
|
|
|
|
7. |
I hand in my assignments on time. |
|
|
|
|
|
8. |
I keep a neat and accurate notebook. |
|
|
|
|
|
9. |
I ask the teacher for extra help after class hours when appropriate. |
|
|
|
|
|
10. |
I get eight hours of sleep each night. |
|
|
|
|
|
11. |
I do my homework in a quiet designated area. |
|
|
|
|
|
12. |
I limit my phone use to appropriate times. |
|
|
|
|
|
13. |
I limit Internet use for school purposes. |
|
|
|
|
|
14. |
I eat breakfast each morning. |
|
|
|
|
|
15. |
I contact a friend if I am absent to obtain homework |
|
|
|
|
Scoring:
Score 1 for every “always” you checked.
Score 2 for every “often” you checked.
Score 3 for every “sometimes” you checked.
Score 4 for every “never” you checked.
Total:
15-25 – You have very good work habits. Keep up the good work.
26-35 – You have some good work habits and some areas that should be addressed. Try to identify one or two problematic areas.
36-46 – You should try to identify your areas of concern.
46-60 – Your work habits need to be seriously reviewed. Focus on one or two areas that you can easily change. You will need to consider improving in other areas in time.
1. Studying is hard work. The more you make it easier on yourself, the less efficient you will be, the less you will get out of it.
2. Try to find an isolated/secluded place to study, somewhere where there are no distractions (no music, TV, other people).
3. Study at a desk or table where possible.
4. Make a schedule for two to three hour periods of study, at least 45 minutes before you take any kind of break. Take a 15-minute break after studying for 1-1/2 hours. Build in some rewards for sticking to this schedule.
5. Begin studying at least three nights prior to the test/exam.
6. During the first night of study, make review notes to summarize the material in your notebook. On subsequent nights study from these review/summary notes.
7. Write down major points repeatedly when you are studying them to help you to retain the information.
8. Say the material out loud when you are studying to help you retain it.
9. Take note on a separate piece of paper of problems that arise when you are studying, e.g., material that you do not understand or that requires clarification. Go to the teacher with these problems at least two days prior to the test/exam so you have time to clarify them in your own mind.
10. When testing yourself to see whether you know the material, write the answers down.
11. When studying, look for themes. Focus on major topics that were dealt with for several days in class.
12. Formulate possible essay/short answer questions that could possibly appear on the test/exam.
13. Formulate (write down) answers to these questions and study these answers. Test yourself by rewriting these answers without looking at your original answers.
14. Go over previous unit tests when studying for the exam (if the material was important enough to be tested on the test, it may be important enough to show up again on the exam). Make sure you have complete answers for the questions you missed on each of the unit tests.
Time: 70 minutes
This activity focusses on the requirements needed to earn an OSSD. Students will communicate what they know of secondary school graduation requirements. Teachers will inform students of related terms (e.g., compulsory credit, full disclosure, literary test, etc.) which will assist students in their course selection and planning.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE2b - an effective communicator who reads, understands, and uses written materials effectively.
Strand(s): Personal Knowledge and Management Skills
Overall Expectations
PMV.01 - demonstrate an understanding of and apply strategies for success in school;
PMV.04 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.
Specific Expectations
PM1.01 - demonstrate an understanding of the secondary school program and graduation requirements and related terms (e.g., compulsory credit, transcript, full disclosure, literacy test, community involvement, diploma, certificate of achievement.v
· Students should have a working knowledge of the requirements for an OSSD.
· The high school course planner will be useful in Unit 2.
· Students have some knowledge of the makeup of the Ontario high school diploma.
1. Teachers will divide the class into groups of four and will ask each group to develop a complete list of what a student needs to complete to be granted an OSSD.
2. Each group will be required to submit one list. These lists will be checked for accuracy and completeness.
3. Teachers will lead a whole class discussion on OSSD requirements making sure to address any obvious oversights or deficiencies evident from the lists generated by each group.
4. Students will complete an individual quiz requiring them to answer in detail questions pertaining to the requirements for an OSSD.
5. Teachers will provide students with a complete list of OSSD requirements in the form of a High School Planner. This planner may be used for planning activities in Unit 2.
6. Teachers will define specific terms: compulsory credit, literacy test, community involvement, transcript, full disclosure, diploma, certificate of achievement, OSR.
· PM1.01 Formative assessment by teachers of students’ knowledge of graduate requirements using a quiz/paper and pencil test
· Teachers will individually review diploma requirements with students.
· Students should be placed in groups that provide peer support.
· Teachers should provide a summary vocabulary sheet.
· For specific accommodations, see student’s IEP.
Guidance and Career Education Curriculum. Ministry of Education and Training, 1999. pp. 26-27.
None
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
||
|
1. English__________ |
1. English___________ |
1. English___________ |
1. English___________ |
||
|
2. Religion_________ |
2. Religion__________ |
2. Religion__________ |
2. Religion___________ |
||
|
3. Math____________ |
3. Math____________ |
3. Math____________ |
3. Option___________ |
||
|
4. Cdn. Geog._______ |
4. Cdn. Hist.________ |
4. Option___________ |
4. Option___________ |
||
|
5. Science__________ |
5. Science___________ |
5. Option___________ |
5. Option___________ |
||
|
6. French__________ |
6a. Civics.5__________ |
6. Option___________ |
6. Option___________ |
||
|
7. Option___________ |
6b. Career.5_________ |
7. Option___________ |
|
||
|
8. Option___________ |
7. Option___________ |
8. Option___________ |
|
||
|
|
8. Option___________ |
|
|
||
|
9. Community Service [ ] |
9. Community Service [ ] |
9. Community Service [ ] |
9. Community Service [ ] |
||
|
|
10. Grade 10 Reading [ ] |
|
|
||
|
Requirements for OSSD 18 compulsory credits 12 optional credits Success in Gr. 10 40 hrs. Community |
Compulsory Courses 4 English (1 per grade) 1 French 3 Math (1 Gr. 11 or 12) 2 Science 1 Canadian Geography 1 Canadian History 1 Arts 1 Health and Physical Education .5 Civics .5 Career Studies (Gr. 10) 4 Religious Education |
Plus 1 additional credit in English or a third language, or a social science, or Canadian and World Studies 1 additional credit in Health and Physical Ed. or Business Studies or Arts 1 additional credit in Science (Gr. 11 or 12) or Technological Ed. (Gr. 9-12) |
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