Creating a Personal Lifestyle

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  • Lesson Identification and TEKS Addressed

    Cluster : Career Development

    Course : Career Portals: Middle School

  • TEKS Student Expectations

    • (4) The student explores the professional skills needed for college and career success. The student is expected to:
      • (C) develop a personal six-or eight-year achievement plan that incorporates rigorous academic and relevant enrichment courses
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • investigate lifestyle choices as they begin to develop a personal achievement plan
    • begin exploring information that will lead to development a personal six-or eight-year achievement plan that incorporates rigorous academic and relevant enrichment courses
    • investigate opportunities for their future focusing on their talents, interests and ambitions in life
    • begin forming a plan to make smart choices for the duration of their educational career
  • Rationale

    Script:

    In today’s lesson we will focus on creating your future personal lifestyle.

    We will be exploring decisions that you need to make as you determine the components of your personal lifestyle. You will find that the choices and decisions you make NOW can and will affect your future.

    You will discover how the decisions and the choices your make right now can and will affect your future.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Decision: The act or process of deciding. the act of or need for making up one’s mind

    Education: The act or process of acquiring knowledge. A particular kind of instruction or training

    Housing: Any shelter, lodging, or dwelling place

    Lifestyle: A set of attitudes, habits, or possessions associated with a particular person or group

    Physical Health: Combination of good nutrition,exercise and rest

    Recreation: A favorite pastime or activity that promotes refreshment of health, relaxation, and enjoyment

    Relationships: An emotional or other connection between people: the relationship between teachers and students

    Transportation: Means of carrying or moving from one place to another

    Work: An effort directed to produce or accomplish something. Employment for pay

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with Internet access for multimedia presentations

    Materials:

    • Display poster board/large tablet from the previous lessons that have the different jobs on them
    • Markers/colored pencils
    • Various magazines
    • copies for handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Before class begins:

    Write the word LIFESTYLE vertically on the the board or instruct students to create it on their own paper.

    —-
    Questions:
    What is a lifestyle?
    What are some lifestyle choices?
    How are lifestyle choices determined?

    What are some of the tools or skills you can use to achieve the lifestyle you select? . Example: education; networking (communicating with the right people)

    —-
    Teacher note: Create your own Lifestyle Acrostic poem to share with students.

    Instruct students to create an ACROSTIC POEM using the each letter in the word LIFESTYLE. Display the poems in the classroom

    Example:

    Sandra Delgado’s Lifestyle Acrostic Poem

    • Living my life on my terms
    • In charge of my decisions
    • Failure cannot be an option
    • Each and every choice I make matters
    • Stay focused and continue to learn
    • Think before I act
    • You won’t get in the way of MY future
    • Live each day to the fullest
    • Especially if I begin today

    —-

    If time permits, allow students to personalize their Word Cloud – Lifestyle (see all Lessons Attachments tab) and place in their class folder/binder as a cover sheet for any other documents related to this lesson.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Introduce slide presentation Creating a Personal Lifestyle Part I PowerPoint™ (see All Lesson Attachments tab) and Creating a Personal Lifestyle Part II PowerPoint™ (see All Lesson Attachments tab). The PowerPoint™ was too large to upload, so it was divided into two presentations. Allow student questions and discussions. The purpose of this presentation is to have students begin thinking about their future and their expectations.

    Teacher note: Allow the needs of your students to dictate which slides you spend the most time on. This activity can span several days. The choice is yours!

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute the chart My Future Projections (see All Lesson Attachments tab). Guide students as they complete each section of the chart, projecting forward to being 25 years old.

    • Physical Health
    • Family and Relationships
    • Education
    • Housing
    • Transportation
    • Career/Job

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Once students complete My Future Projections, distribute and introduce My Personal Lifestyle Profile activity (see All Lesson Attachments tab). Provide students with *Rubric for *My Personal Lifestyle Profie.” Depending on the type of project you select for them to complete, create an appropriate rubric. See http://cte.sfasu.edu/classroom-essentials/rubrics/ for rubric templates.

    Instruct students to create a visual display of their projected personal lifestyle at age 25. They must include the information from their future projections activity as well as additional information of their choice. Quickly replay the slide presentations *Creating a Lifestyle Part I and Part II to refresh their memory as to other personal choices they may include in their visual project.

    Option A: Allow students to create their visual display on the handout.

    Option B: Allow students to create their Personal Lifestyle Profile on a poster board (or half sheet) instead of the handout. This allows them more space for the activity. Provide magazines, scissors, glue/glue sticks and markers/colored pencils.

    Option C: All students to create a virtual poster or story board using PowerPoint™, Glogster™ or other electronic program. This allows them to incorporate technology skills. Have students save their work on a pin drive.

    Students may use words, magazine pictures, hand drawn graphics clipart images and/or phrases to complete their personal profiles.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking

  • Lesson Closure

    During the end of each class allow all students the opportunity to share their Personal Profile with the class. After presentations, begin a classroom discussion regarding the importance of developing a plan to help them reach their projected goals.

    Activities on the topics of decision making, and setting long-term and short-term goals may be incorporated at this time.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student profile projects will be assessed with appropriate rubric.

    Word Cloud, project or image of project and rubric may be placed in Career Portfolio. See Enrichment Activity below.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking

  • References/Resources

    Books:

    • Aric Bostick_ I Rock Living My Dreams_ A Success System. St. Louis, Missouri: United States. 2009
    • Mindy Bingham and Sandy Stryker._ Career Choices: A Guide for Teens And Young Adults._Third Edition. United States, 2003 Print
    • M.B.Flippen.Teen Leadership Developing Leaders for the Future_ College Station, Texas. United States, 2001 Print

    Websites:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Instruct students to read the local newspaper or magazines and locate articles related to jobs and careers.

    Example:

    Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scratch paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.

  • Quotes

    Every Career Choice involves Sacrifices and Rewards.
    -Anonymous

    What we think, we become. All that we are arises with our thoughts. With our thoughts, we make the world.
    -The Buddha

    Life is either a daring adventure or nothing.
    -Helen Keller

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Creating My Personal Lifestyle Part I
    • Creating My Personal Lifestyle Part II

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizer:

    • Word Cloud – Lifestyle Choices
    • My Future Projections
    • My Personal Lifestyle Timeline

    Handouts:

    • Rubric for My Personal Lifestyle Timeline

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • A Lifestyle I have always dreamed of is ……………………
    • A Lifestyle I already know I hope I never experience is ………………
    • When I am 25 I hope to be working at ………………………………..

    Writing Strategy:

    RAFT Activity

    Role- First semester college student
    Audience – Parents
    Format – email
    Topic – How you are doing at an out-of-state college, away from home for the first time

  • Communication 90 Second Speech Topics

    • My Personal Lifestyle will……
    • I plan….
    • I will…
  • Other Essential Lesson Components

    Enrichment activity

    • Instruct students to place Word Cloud- Lifestyle in their Career Portfolio and their Personal Lifestyle Profile directly behind it.The assessment rubric may also be placed in portfolio. If profile project is over-sized, take a photo of the project and print so that students can place photo in their portfolio..

    Have students keep track of the progress toward their personal lifestyle choices on a student-made chart or log.

  • Family/Community Connection

    Create interview questions on lifestyle choices. Interview family members or teachers regarding the choices they have made in the past and the lifestyle they lead today.Share your findings with the class.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA) www.fcclainc.org

    Career Connection Units:
    Career Connection guides students to develop, plan, carry out, and evaluate projects. The projects improve the quality of life in six (6) units. Students focus activities on different aspects of career development. Students can choose a unit, then plan and carry out related projects that strengthen their awareness of skills needed for careers.
    PLUG IN to Careers — Understand work and the Career Connection Program
    SIGN ON to the Career Connection — Link personal interests, skills, and goals to career clusters
    PROGRAM Career Steps — Prepare with education, leadership, and work experience
    LINK UP to Jobs — Learn to find and land a job
    ACCESS SKILLS for Career Success— Practice being productive on the job
    INTEGRATE Work and Life — Manage interconnected roles in families, careers, and communities.

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see:
    http://www.nylc.org/

    Create a school wide campaign and Public Service Announcement (PSA) promoting self-awareness and the impact that making good decisions has on one’s future.

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