Last updated: 8/15/2024

Critical Concepts

2 weeks

(every other day)

Future Ready: Applying Critical Concepts Skills for Career Success

(4)	9-10L3a	Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type.
(2)	9-10L6	Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.
(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(4)	9-10SL2	Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.
(2)	9-10SL4	Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience.
(4)	9-10SL5	Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(6)	9-10W1c	Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.
(5)	9-10W1f	Maintain a style and tone appropriate to the writing task.
(3)	9-10W2a	Introduce and organize complex ideas, concepts, and information to make important connections and distinctions.
(5)	9-10W2c	Use precise language and content-specific vocabulary to express the appropriate complexity of a topic.
(2)	9-10W2d	Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.
(4)	9-10W2f	Establish and maintain a style appropriate to the writing task.
(4)	9-10W5	Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 9/10 Reading standards to both literary and informational text, where applicable.
(3)	9-10W7	Gather relevant information from multiple sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for citation.
(2)	9-12LAS1	Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
(5)	9-12LAS2	Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.

How can the skills of time management, grit, and gratitude contribute to success in your chosen career?
In what ways can a growth mindset influence your professional development and career trajectory?
How can understanding cultural competency and digital citizenship shape your interactions in the workplace?
What strategies will you use to maintain perseverance and resilience in the face of professional challenges?
How can effective communication and collaboration skills enhance your career prospects?
How will you balance personal values with professional obligations in your future career?
What role does self-reflection play in continuous personal and professional growth?
How will you apply what you’ve learned about goal setting to achieve long-term career success?
How can the ability to manage stress and stay organized impact your productivity and well-being at work?
What practical steps can you take now to begin applying these skills to your future career?

Final Project:

Directions

Naviance

Career Planning

Time Management

Grit

Growth Mindset

Fixed Mindset

Cultural Competency

Digital Citizenship

Gratitude

Perseverance

Self-Reflection

Goal Setting

Resilience

Collaboration

Organization

Adaptability

Work-Life Balance

Continous Learning

Evaluating your own strengths and areas for growth as they relate to career goals.
Planning and organizing tasks efficiently to meet deadlines and career milestones.
Creating specific, measurable, achievable, relevant, and time-bound (SMART) goals for your career.
Analyzing past experiences and knowledge to apply them to future career situations.
Demonstrating perseverance and the ability to overcome obstacles in your career path.
Utilizing digital tools and understanding online behavior to enhance career readiness.
Navigating diverse work environments with respect and understanding.
Exhibiting responsible, ethical, and respectful behavior in professional settings.
Adjusting strategies and plans in response to changing career circumstances.

Naviance

Google Education Suite

Poster Board

Colored Pencils

Markers

Scissors

Glue

Final Project

2 weeks

(every other day)

Navigating Digital Spaces: Responsible Online Behavior and Digital Citizenship

(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(4)	9-10SL1a	Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(7)	9-10SL1d	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(2)	9-10W6	Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation.

What does it mean to be a responsible digital citizen in today’s online world?
What are red flag situations online, and how can you recognize and respond to them?
How can you protect your personal information and privacy online?
What types of information should never be shared online, and why?
How can you conduct yourself respectfully and ethically in digital environments?
What are the consequences of sharing inappropriate or harmful content online?
How does your online behavior reflect your values and character in the digital world?
What strategies can help you navigate and manage your digital footprint?
How can you evaluate the credibility of information and sources you encounter online?
What are the implications of cyberbullying, and how can you contribute to a positive online community?

Collaboritve Group Jigsaw:

Digital Citizenship: Thorny Situations Online

The Big Data Dilemma

Whole Class Discussion:

Chatting Online

The Big Data Dilemma

Digital Media and Your Brain

Independent Analysis:

Chatting and Red Flags

Humane or Brain Drain?

Digital Citizenship
Red Flag Situations
Privacy
Digital Footprint
Cyberbullying
Data Security
Online Etiquette
Responsible Sharing
Credibility
Cyber Safety
Social Media
Digital Identity

Understanding how to effectively and safely navigate online spaces.
Protecting personal information and setting boundaries online.
Evaluating the credibility of online information and recognizing red flag situations.
Controlling and monitoring your online behavior to maintain a positive digital presence.
Making responsible choices about what to share and how to interact online.
Engaging in respectful and constructive communication in digital environments.
Addressing and resolving issues that arise in online interactions.
Recognizing potential threats and taking precautions to stay safe online.
Understanding the long-term impact of your online actions and presence.
Treating others with kindness and understanding in digital spaces.

Common Sense Education

YouTube

Google Education Suite

Independent Analysis

Peer Discussion

Collaborative Group Jigsaw

2 weeks

(every other day)

Exploring Our Values and Understanding Comformity

(4)	9-10L3a	Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type.
(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(7)	9-10SL1d	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(6)	9-10W1c	Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.
(5)	9-10W1f	Maintain a style and tone appropriate to the writing task.
(5)	9-10W2c	Use precise language and content-specific vocabulary to express the appropriate complexity of a topic.

What are core personal values, and how do they influence decision-making and behavior?

What is the concept of a "universe of obligation," and how does it shape our responsibilities toward others?

How does conformity impact individual behavior and social interactions?

What are the differences between healthy and unhealthy conformity?

How can individuals maintain their values while navigating social pressures and expectations?

What role do personal values play in determining one's universe of obligation?

How can understanding the dynamics of conformity and obligation help us make ethical decisions?

What strategies can be used to assert personal values in the face of societal pressures?

How can reflection on values and obligation help in personal growth and self-awareness?

How do cultural and societal norms influence our understanding of values and conformity?

Partner Work:

Values 1: Definitions

Whole Class Discussion:

Social Influence: Crash Course Psychology

Cumulative Group Work:

Values 2: Conformist

Altruism

Attribution Theory

Bystander effect

Conformity
Culture
Deindividuation
Displacement

Free-riders
Fundamental Attribution Error
Groupthink
Learned Helplessness
Need to belong
Obedience
Proximity
Reciprocity Norm
Social Learning Theory
Social loafing

Recognizing and articulating core values and their impact on behavior.

Analyzing the concept of a universe of obligation and how it shapes responsibilities.

Examining the effects of social pressures on individual choices and behavior.

Balancing personal values with social expectations and pressures.

Using values and understanding of obligation to make informed and ethical choices.

Reflecting on personal values, obligations, and conformity to enhance self-awareness.

Developing strategies to resist unhealthy or detrimental social pressures.

Understanding how different cultures influence perceptions of values and conformity.

Articulating personal values and perspectives in discussions about obligation and conformity.

Asserting and defending personal values and beliefs in various social contexts.

Crash Course Psychology

Doodle Notes

YouTube

Google Education Suite

Vocabulary Word Sort

Collaborative Group Summative Project

2 weeks

(every other day)

Developing Grit: Perseverance for Long-Term Goals

(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(7)	9-10SL1d	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(4)	9-10W5	Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 9/10 Reading standards to both literary and informational text, where applicable.
(5)	9-12LAS2	Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
(3)	9-12LAS2a	Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing.

What is grit, and why is it important for achieving long-term goals?

How does grit differ from talent or intelligence in determining success?

What role does perseverance play in overcoming obstacles and setbacks?

How can you develop and strengthen your own grit?

What are examples of individuals or stories that demonstrate grit in action?

How does maintaining passion for a goal contribute to long-term success?

What strategies can be used to stay focused and committed to goals over time?

How does resilience relate to grit, and how can it be cultivated?

What are the benefits of having a growth mindset in relation to building grit?

How can reflecting on past challenges help you develop greater grit?

Whole Class Discussion:

Angela Duckworth: Grit

Independent Reading and Response:

Grit: Famous Failures

Independent Pracitce:

Articles:

"Characteristics of Resilient People"

"Healing 'Brick City'"

"Katie Sowers"

Grit

Perseverance

Resilience

Passion

Goal Setting

Self-Discipline

Commitment

Obstacles

Growth Mindset

Endurance

Effort

Persistence

Adaptability

Motivation

Achievement

Continuously working towards goals despite challenges or setbacks.

Establishing clear, long-term goals and creating plans to achieve them.

Maintaining focus and avoiding distractions to stay committed to goals.

Bouncing back from failures and learning from mistakes.

Analyzing personal experiences to understand how to build greater grit.

Adopting a mindset that embraces challenges and sees effort as a path to mastery.

Identifying solutions to overcome obstacles in the pursuit of goals.

Adjusting strategies when faced with new challenges or information.

Organizing time effectively to stay on track with long-term goals.

Sustaining passion and drive over the long term to achieve success.

Edpuzzle

TED Talk

Google Education Suite

CommonLit

Whole Class Discussion

Peer Discussion

Independent Analysis of Various Articles

10 weeks

(every other day)

Cultivating a Growth Mindset: Exploring Perspectives and Potential

(2)	9-10R1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)
(2)	9-10R2	Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL)
(2)	9-10R3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text. In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL) In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)
(3)	9-10R4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)
(2)	9-10R5	In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL) In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)
(2)	9-10R6	Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)
(1)	9-10R7	Analyze how a subject / content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject / content or key scene in two different formats, examine the differences between a historical novel and a documentary). (RI&RL)
(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(4)	9-10SL1a	Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(7)	9-10SL1d	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(4)	9-10SL2	Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.
(6)	9-10W1c	Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.
(4)	9-10W5	Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 9/10 Reading standards to both literary and informational text, where applicable.
(5)	9-12LAS2	Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
(3)	9-12LAS2a	Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing.

What are the key differences between a growth mindset and a fixed mindset?

How can adopting a growth mindset influence personal and academic success?

What are some real-life examples of individuals who have demonstrated a growth mindset?

How can understanding and applying a growth mindset help overcome challenges and setbacks?

What strategies can be used to develop and maintain a growth mindset?

How does a growth mindset contribute to resilience and perseverance?

In what ways can storytelling and media illustrate the principles of a growth mindset?

How can creating a one-pager help you reflect on and articulate your understanding of a growth mindset?

What role do feedback and self-reflection play in cultivating a growth mindset?

How can you apply the principles of a growth mindset to different areas of your life, including academics and personal goals?

Explore Board:

Growth Mindset Explore Board

Growth Mindset Explore Board Answer Sheet

Whole Class Activities:

Growth Mindset & Why It Matters

Partner Work:

Growth Mindset 1

Independent Assignments:

Growth Mindset 2

Growth Mindset 3

Growth Mindset Literacy Circles Choice Form

Growth Mindset Educational Rationale

Growth Mindset Cumulative Project

Collaborative Group Work:

Growth Mindset One-Pager Directions

Articles:

"15 Ways to Build a Growth Mindset"

"How to Deal with Negative Emotions at Work"

"Positive Affirmations: 11 Keys to Affirmations That Work"

"Fly High, Bessie Coleman"

"The Girl Who Listened with Her Feet"

"Female WWII Pilots: The Original Fly Girls"

Growth Mindset

Fixed Mindset

Resilience

Perseverance

Self-Reflection

Feedback

Adaptability

Challenges

Persistence

Mindset

Belief System

Personal Development

Self-Efficacy

Goal Setting

Attitude

Rationale

Recognizing and differentiating between growth and fixed mindsets.

Evaluating how different mindsets impact personal and academic experiences.

Understanding and interpreting stories and media that illustrate growth mindset concepts.

Designing a visual summary that captures key elements of a growth mindset.

Implementing techniques to develop and reinforce a growth mindset.

Assessing personal experiences and how they relate to growth mindset principles.

Using feedback constructively to improve and maintain a growth mindset.

Setting and working toward goals with a growth mindset approach.

Developing strategies to overcome setbacks and challenges.

Applying critical thinking to analyze and apply growth mindset concepts effectively.

Literacy Coach

Edpuzzle

CommonLit

Google Education Suite

YouTube

Newsela

Western Govenors University

FutureLearn

Nigel Holmes

Joyful Through It All

Cristel Owoo

SunInMe

Sources of Insight

Rachel Hawkes: Mindful Parenting

Feedspot

Psychology Today

Poster Board

Colored Pencils

Markers

Scissors

Glue

Literacy Circles

Collaborative Group One-Pagers

Peer Discussion

Independent Formative Assignments

Introducory Explore Board

2 weeks

(every other day)

Cultural Competency: Appreciating and Celebrating Each Other

(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(7)	9-10SL1d	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(4)	9-10SL5	Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.

What are some major global holidays, and how do they reflect different cultures and traditions?

How do global holidays contribute to our understanding of cultural diversity?

What is the significance of Martin Luther King Jr.'s contributions to civil rights and social justice?

How can we celebrate and honor various cultural traditions respectfully?

What similarities and differences exist between various cultural celebrations around the world?

How does learning about global holidays and historical figures like MLK promote empathy and inclusion?

In what ways can we incorporate an appreciation of cultural diversity into our daily lives?

How can the legacy of MLK influence our approach to addressing and celebrating diversity today?

Websites:

Winter Celebrations

Martin Luther King Jr and the Civil Rights Movement

Collaborative Group Project:

Winter Holidays Around the World Project

Vision Board:

I Have a Dream Vision Board

Cultural Competency

Global Holidays

Diversity

Traditions

Customs

Festivals

Empathy

Inclusion

Civil Rights

Legacy

Cultural Identity

Respect

Heritage

Social Justice

Community Values

Investigating and understanding various global holidays and cultural practices.

Identifying similarities and differences between different cultural celebrations.

Examining the significance and impact of holidays and historical figures like MLK.

Developing an understanding and respect for different cultural perspectives.

Considering how cultural diversity and MLK’s legacy influence personal beliefs and actions.

Learning to value and respect cultural practices and traditions.

National Geographic

Edpuzzle

Google Education Suite

Whole Class Discussion

Peer Discussion

Collaborative Summative Evaluation

Independent Self-Reflection

Vision Board

5 weeks

(every other day)

Managing Time For Academic and Personal Success

(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(4)	9-10SL1a	Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(4)	9-10SL2	Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.
(4)	9-10SL5	Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(5)	9-10W2c	Use precise language and content-specific vocabulary to express the appropriate complexity of a topic.
(4)	9-10W2f	Establish and maintain a style appropriate to the writing task.

What are the key steps involved in planning an event like a winter formal?

How can you create an effective timeline to ensure all tasks are completed on time?

What strategies can help you prioritize tasks when managing a complex project?

What methods can be used to delegate tasks effectively among team members?

How do you monitor and adjust the plan to stay on track and meet deadlines?

How can you ensure effective communication and coordination among all parties involved?

Independent Work:

SMART Goals

Time Management Practice

Time Management Monsters

Procrastination Guided Notes

Time Management Self-Assessment

Whole Class Activities:

Time Management Ed Puzzle

Winter Festival Planning

Collaborative Group Work:

Time Management Vocabulary

Time Management Cumulative Project Directions

Time Management Cumulative Project Student Copy

Project Rubric

SMART Goals

Self-reflection

Procrastination

Scheduling

Delegate

Collaboration

Patience

Prioritorization

Deadlines

Strategizing

Self-motivation

Record Keeping

Focus

Productivitiy

Efficiency

Stress

Quality

Quantity

Developing a detailed plan for the event, including timelines and tasks.

Allocating time efficiently to complete all tasks by the deadlines.

Identifying and focusing on the most critical tasks first.

Assigning tasks to team members effectively.

Keeping all elements of a project well-structured and ordered.

Addressing and resolving issues that arise during planning.

Ensuring clear and effective communication among team members

Youtube

Edpuzzle

TED Talk

Evaluative Rubrics

Crash Course Business

Google Education Suite

Graphic Organizers

Guided Notes

Peer Discussion

Collaborative Group Summative Project

Whole Class Discussion

Independent Formative Assignments

Collaborative Formative Assignments

5 weeks

(every other day)

Navigating The School Community for Academic Success

(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(7)	9-10SL1d	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(3)	9-10W7	Gather relevant information from multiple sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for citation.

What role do guidance counselors play in supporting academic success?

How can you effectively use guidance services to address academic and personal challenges?

What should you look for when reviewing your progress report, and how can you use it to improve?

How can you manage andrganize your academic schedule to stay on track?

What criteria are used to determine if you are on track to pass for the year, and how can you monitor your progress?

Where can you seek help when facing academic difficulties, and what resources are available to you?

How can self-reflection help you understand your strengths, weaknesses, and areas for growth?

What strategies can you use to set and achieve academic goals effectively?

How can regular check-ins with your guidance counselor benefit your academic and personal development?

What steps can you take if you find yourself falling behind or struggling with your academic responsibilities?

Infographics:

PJHS Character Traits

Presentations:

Guidance Counselor Presentation

Graphic Organizer:

My Schedule

Assignments:

Guidance Guided Notes

Progress Report Reflection

My Schedule

Guidance Counselor

Progress Report

Academic Schedule

Self-Reflection

Academic Standing

Assistance

Goal Setting

Resources

Evaluation

Intervention

Self-Assessment

Character Ed

Support Services

Reflection

Personal Development

The role and importance of guidance counselors.

How to access and make the most of guidance support.

Analyzing and reflecting on academic progress reports.

Understanding and organizing your academic schedule.

Assessing if you are on track to pass for the year.

Identifying resources and strategies for academic assistance.

Reflecting on personal goals, strengths, and areas for improvement.

Infographics

Google Education Suite

Guidance Office Staff

Graphic Organizers

Reflection Forms

SchoolTool/PowerSchool

Reflection Forms

Graphic Organizers

Student/Teacher Conferences

2 weeks

(every other day)

Mastering Email Etiquette for Effective Communication

(4)	9-10L3a	Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type.
(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(6)	9-10W1c	Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.
(5)	9-10W1f	Maintain a style and tone appropriate to the writing task.
(4)	9-10W2f	Establish and maintain a style appropriate to the writing task.
(2)	9-10W3d	Use precise words and phrases, explicit details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
(5)	9-12LAS2	Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
(3)	9-12LAS2a	Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing.

What are the key components of a well-structured email?

How does the tone of an email affect its reception by different recipients, such as teachers or principals?

What are the differences between formal and informal email communication?

Why is it important to proofread emails before sending them?

How should you address and sign off an email to different recipients?

What is the appropriate response time for emails, and how does it vary by situation?

How can you ensure that your email is clear, concise, and effective in conveying your message?

What are some common mistakes in email communication, and how can they be avoided?

How do you manage email threads and follow-up in professional communication?

Infographics:

How to Format an Email

Mini-Lesson:

Email Etiquette

Assignments:

Email Etiquette: Practice Scenarios

Email Etiquette Quiz

Compose

Recipient

BCC

Subject

Inbox

Draft

Reply All

Forward

Attachment

Salutation

Signature

Spam

Read Receipt

Writing clear and effective emails.

Using appropriate tone and language for different recipients.

Structuring emails correctly with proper use of fields (To, CC, BCC).

Checking emails for spelling, grammar, and clarity before sending.

Crafting concise and relevant subject lines.

Adding and managing attachments in emails.

Understanding and applying proper etiquette in email communication.

Respecting confidentiality and understanding the use of CC and BCC.

A Love for Special Learning

Google Education Suite

Collaborative Learning Groups

Learning Stations

Graphic Organizers

Practice Emails

Peer Discussion

Collaborative Group Practice

Summative Quiz

3 weeks

(every other day)

Mail and Me: Exploring the USPS and Letter Writing

(3)	9-10R4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)
(6)	9-10W1c	Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.
(2)	9-10W1d	Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify the relationships among complex ideas and concepts.
(5)	9-10W1f	Maintain a style and tone appropriate to the writing task.
(3)	9-10W2a	Introduce and organize complex ideas, concepts, and information to make important connections and distinctions.
(5)	9-10W2c	Use precise language and content-specific vocabulary to express the appropriate complexity of a topic.

What is the USPS?

How do we use the USPS?

Hpw does the USPS ensure that letters and packages are delivered safely and efficiently across the country?

What are the key componenets of a properly addressed letter? Why is each part important?

Why is letter writing still important in the digital age?

What steps are involved in sending a letter from start to finish?

How can writing a letter to yourself help you reflect on your thoughts and goals?

Websites:

How to address an envelope to friends, family and everyone else

How to Write a Friendly Letter

Assignments:

Letter to Self: Friendly Letter Practice

Letter to Self Graphic Organizer

Letter to Self: USPS Tasks

Postage

Envelope

Address

Return Address

ZIP Code

Stamp

Certified Mail

Priority Mail

Recipient

First-Class Mail

Salutation

Closing

Self-reflection

Appreciation

Knowing how to correctly format and write a mailing address.

Understanding how to start and end a letter appropriately.

Structuring the content of a letter clearly and logically.

Writing legibly by hand or typing clearly on a computer.

Using proper grammar, punctuation, and spelling.

Adapting the tone of the letter based on its purpose (formal vs. informal).

Adhering to specific instructions for different types of letters.

Reviewing and improving drafts before finalizing the letter.

Understanding the correct format for different types of letters (e.g., formal, informal, thank you notes).

Considering the recipient’s feelings and perspective when writing.

Today

Study

Youtube

Edpuzzle

Google Education Suite

Learning Stations

Graphic Organizers

Practice Letters

Thank You Note - Veteran appreciation letter

Self-reflection practices

Peer discussion

Future self-reflection letter

Group cumulative project

10-14 weeks

(every other day)

Gratitude: A How-To Guide

(1)	9-10L3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(4)	9-10L3a	Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type.
(1)	9-10L4a	Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
(2)	9-10L6	Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.
(2)	9-10R1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)
(2)	9-10R2	Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL)
(2)	9-10R3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text. In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL) In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)
(3)	9-10R4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)
(2)	9-10R5	In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL) In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)
(2)	9-10R6	Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)
(1)	9-10R8	Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL)
(1)	9-10R9	Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
(10)	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(4)	9-10SL1a	Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
(8)	9-10SL1b	Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8)	9-10SL1c	Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(7)	9-10SL1d	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(4)	9-10SL2	Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.
(1)	9-10SL3	Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning or exaggerated or distorted evidence.
(2)	9-10SL4	Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience.
(4)	9-10SL5	Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(1)	9-10W1	Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(1)	9-10W1a	Introduce precise claim(s), distinguish the claim(s) from counterclaims, establish and organize clear relationships among claim(s), counterclaim(s), reasons, and evidence.
(1)	9-10W1b	Develop claim(s) and counterclaims in a balanced manner, supplying evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level and concerns.
(6)	9-10W1c	Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.
(2)	9-10W1d	Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify the relationships among complex ideas and concepts.
(1)	9-10W1e	Provide a concluding statement or section that explains the significance of the argument presented.
(5)	9-10W1f	Maintain a style and tone appropriate to the writing task.
(3)	9-10W2a	Introduce and organize complex ideas, concepts, and information to make important connections and distinctions.
(1)	9-10W2b	Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete details, quotations and paraphrased information or other examples appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.
(5)	9-10W2c	Use precise language and content-specific vocabulary to express the appropriate complexity of a topic.
(2)	9-10W2d	Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.
(1)	9-10W2e	Provide a concluding statement or section that explains the significance of the information presented.
(4)	9-10W2f	Establish and maintain a style appropriate to the writing task.
(1)	9-10W3	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
(1)	9-10W3a	Engage the reader by presenting a problem, conflict, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
(2)	9-10W3d	Use precise words and phrases, explicit details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
(1)	9-10W3e	Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
(1)	9-10W4	Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain divergences from the original when appropriate.
(4)	9-10W5	Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 9/10 Reading standards to both literary and informational text, where applicable.
(2)	9-10W6	Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation.
(3)	9-10W7	Gather relevant information from multiple sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for citation.
(2)	9-12LAS1	Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
(5)	9-12LAS2	Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.

What is gratitude?

How can practicing gratitude benefit our physical and mental health?

How do you practice gratitude?

Video:

Gratitude: The Short Film

Gratitude: What makes you happy? (Edpuzzle)

Articles:

The Neuroscience of Why Gratitude Makes Us Healthier

The Science of Happiness

The Science Of Gratitude: It Really Is The Little Things

Staying positive during difficult times

How to Foster Gratitude

7 Scientifically Proven Benefits Of Gratitude That Will Motivate You To Give Thanks Year-Round

The Neuroscience of Gratitude and Effects on the Brain

These researchers used Holocaust survivors’ memories to track how our brains process gratitude

Thanksgiving Science: Why Gratitude Is Good for You

Books:

If I Stay by Gayle Forman

It's All Love by Jenna Ortega

Frankly in Love by David Yoon

The Book Thief by Markus Zusak

Look Both Ways by Jason Reynolds

The Brief and Wonderous Life of Oscar Wao by Junot Diaz

Gratitude

Mental Health

Attitude

Consideration

Enthusiasm

Humility

Optomism

Contentment

Patience

Persistence

Pride

Purpose

Self-respect

Study

Research

Credibility

Cognition

Empathy

Intervention

Participants

Immunity

Stress

Pessimisism

Habit

Envy

Resilience

Interventions

Making predictions

Inferencing

Literature analysis

Reading stamina

Collaboration

Persuasion

Public speaking

Paraphrasing

Developing claims

Textual evidence

Determining credibility

Summarizing

Writing skills

Self-reflection

IXL

Google Education Suite

Sora

Youtube

Edpuzzle

Huffpost

NPR

Harvard Health Publishing

WebMD

Forbes

Positive Psychology

The Washington Post

Live Science

Reading Interest Inventory

Why Read? Learning Stations

Book Recommendation Posters

Literature Circle Instructional Binder

IXL Diagnostic

Gratitude Journals

Topic Journals

Literature Circles

Reading Response Organizers

Reading Interest Inventory

Learning Stations Response Sheet

Roundtable Discussions

Differentiated Media Text

Project Based Final Task