Lesson Plan : Self Evaluation
Teacher Name: | Cameron Cross |
Grade: | Grade 9-10 |
Subject: | Vocational Ed. |
Topic: | Conducting a Self-Awareness Assessment to promote ideas for students' career pathways. |
Content: | Applying CS.CD.01 to Assess personal characteristics related to educational and career goals. |
Goals: | 1. To have students choose an appropriate DDHS Career Pathway that fits their personal characteristics. 2. To have students choose an appropriate post-secondary school or career that fits their personal characteristics. 3. To have students define their personal characteristics and give examples why they came up with their answers. |
Objectives: | 1. Students will be able to list 2 of their top passions and explain why they chose them. 2. Students will be able to list 2 of their top values/principles and explain why they chose them. 3. Students will be able to list 2 of their top skills/aptitudes and explain why they chose them. 4. Students will be able to assess how achievable their current goals are, and what needs to be altered to obtain them. 5. Students will be able to communicate the labels they carry with them and the labels they place on each other, and how they can change their paradigms. 6. Students will be able to achieve the above objectives for the protagonists in the provided curriculum materials. 7. Students will be able to apply Mitali Perkins' 5 Questions to the readings, and to their own lives. |
Materials: | After Tupac & D Foster, Reaching Out, Code Talker, American Born Chinese, Foundation for a Better Life Website (Values.Com), InFocus Machine, Computer, New York Times Storyboard.PDF, Mitali Perkins' "Straight Talk on Race: Challenging the Stereotypes in Kids' Books", Oregon CIS |
Introduction: | 1. Choose excerpts from each of the above mentioned books and have students read them to themselves. Each student will have just one of the excerpts. They will read to themselves and then get into groups based on the excerpt they had. They will be asked a set of questions. They will assign someone to read the excerpt to the rest of the class and provide their answers to the class. The questions will be based off of Perkins' 5 Questions with some modifications to fit the situation. 2. Ask each student at the beginning of the semester a set of questions based on the objectives. They will be recorded on video tape. |
Development: | Much of the work will be done in-class so immediate feedback can be provided. The assessment is not meant to assign grades, but to provide feedback for the students so they may learn more about themselves and their dreams/goals. |
Practice: | Students will be applying learned concepts in small group and individual work. Surveys, videos, short stories and teacher "lectures" will provided information needed for each step of the assignment. |
Accommodations: | For students who may have problems explaining their findings through oral and/or written expression will be able to use the New York Times Storyboard.PDF to sketch their responses. |
Checking For Understanding: | Personal "interviews" will be held with all students on a bi-weekly basis. |
Closure: | We will conduct the interviews again at the end of the unit to show how their responses are more detailed and "accurate". We hope to see unrealistic (or non-existing) lifestyle goals become more attainable and planned out to some extent. |
Evaluation: | TBA |
Teacher Reflections: | TBA |
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