mission statement writing - PDF by smashingpumpkins


									Treasure Coast High School

Visionary House Integrated Lesson Plan Date/Timeframe 10 Class Periods in August –September Unit Essential Question/Enduring Resources Required and Location of Resources Understanding:
Being an adult means you have a personal obligation to take care of yourself. Control your own destiny or someone else will. How can daily decisions and attitudes affect the path to your own success and happiness? Lap top Lab Power Point-to write mission statement Digital Cameras Publisher- to write business cards Samples of mission statements (both teachers’ personal mission statements and corporate) Stamps of each team teacher’s signatures A Mock Passport for each student Posted vision statements Posted definitions of: proactive, reactive, paradigms, principles, deposit, withdrawal, mission statement

Place principles in the center of your life.

Lesson Objective (Content and Substance)
• • • • Students use the writing process to design a personal mission statement. This personal mission statement will guide career exploration planning and reinforce planning for senior culminating project. Students use the writing process to write journal reflections (metacognition) Students will the writing process to write a personal narrative. Students will be able to articulate concepts considered important to successful teens: Being Proactive, Shifting Paradigms, Using a Relationship Bank Account, developing a mission statement.


Overview of Activities/Lessons By Course (Organization of Knowledge) Course Day One Introduction to the 7 Habits of Mind SREM NMT ENG 11

Am Hist

Alg 2

Mar. Sci


Setting: Each teacher’s classroom during 1 period. Teacher will read aloud or use interactive reading for pages 1-9 of the Seven Habits of Highly Effective Teens. Students will keep Cornell Notes. Students will be directed to reflect on their own good habits and bad habits in a T-chart. Students will then share in pairs. Students will receive stamps for: 1. Cornell Notes 2. T-chart on good and bad habits. Setting: Each teacher’s classroom during 2nd period. Teacher will summarize pages 11-27 and discuss briefly with students. Make sure and define “paradigm” and “principle.” In the 7 Habits WORKBOOK, students will reflect on the activity on page 4 and fill out the chart. Discuss the “What You See is What You Get Activity” on pages 5-6 with class. Have students complete the graphic on page 6 (What is my life centered on) and the chart on page 7 ( Listing principles and explaining why these principles are important to you.) Students will receive stamps for: 1. Graphic page 6 (What is my life centered on?) 2. T-chart page 7 (List important principles and why they are important to you) Setting: Each teacher’s classroom during 3rd period. Teacher needs to read for their own learning pages 133-143 (it’s the background information on relationship bank accounts). Create a jigsaw by grouping students into heterogeneous groups and assigning each group to read and define specific sections of pages 133-143: Keeping Promises Do Small Acts of Kindness Be Loyal Listen Say You’re Sorry Set Clear Expectations

Day Two Paradigm Shifts

Day Three Relationship Bank Accounts

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Have each group report back what their section means and give examples of the above terms in actions and explain why these terms are important to relationship-building. Each group will also add bullets to a Relationship Bank Account t-chart that lists withdrawals and deposits. Students will receive a stamp for: 1. Participation in the group jigsaw.

Day Four Being Proactive Day Five-Nine Journey of Discovery (Writing a Mission Statement) Day Ten Writing a Mission Statement (Rough Drafts) Day Eleven Final Drafts

Setting: Each teacher’s classroom during 1st period. Teacher will use 10-15 minutes to define the terms (direct instruction) proactive versus reactive. Students will then write a one page reflection: (What do I want out of the Visionary House? (What do I wish to gain from this program?) Setting: 7th period Each teacher in seventh period goes through each specific question (except for question #3 and question #10) on the Journey of Discovery. The students have their passports that they must get stamped as they complete each of the ten steps on the Journey. It will take 2-3 stops on the journey each day Monday- Thursday. Setting: All students will be gathered in the 1-126 quad. There will be one of four methods for writing a mission statement set up in the four classroom spaces. Computer laptops will also be set up in the quad space. All students will first learn about each method for writing a mission statement. Sample mission statements from teachers and corporate entities will be used as examples. Students will then have a choice about which room to join based on their preference for writing their rough drafts. Students will use the Think Pair Share method to share their rough drafts. At the end of the session all teachers will divide up the mission statements and review them and give feedback to be returned so that students may write their final draft. Setting: English and/or reading class. Final drafts will be due to the teacher who gave feedback on the rough draft. There will be an assigned writing grade to be slotted into their English class and an assigned CTE grade (based on completion of the passport) to be slotted into either SREM or NMT/Digital Design.

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Steps: Notes on differentiated instruction/ special instructions for IEP/ESOL students
• • • IEP students will be given accommodations based on their IEP. 7 Habits Terms will be posted in the room with their definitions. ESOL students may be given more time, or asked to complete their assignments using the ESOL resource room. ESOL students may also be paired with another student who can assist them.

Assessment (Product Focus)

Scaffolding Activities

1. Chart on Good Habits and Bad Habits (Day One) 2. Two column notes on chapter one (Day One) 3. Graphic: What is my life centered on. (Day Two) 4. T-chart: What are my principles (Day Two) 5. Stamp for participation in the Relationship Bank Account Jigsaw (Day Three) 6. One-page reflection on What I Want Out of the Visionary House (Day Four) 7. Passport that documents homework completion of each step of the Journey of Discovery (except for steps 3 and 10) 8. Mission Statement (using PPT, graphics) assessed using Conventions trait and homework completion (passport).

Final Product

Protection from adverse consequences
• Students who do not complete the passport or mission statement writing will be identified and sent during a special class period to be re-taught and finish the assignment. No one is excused from writing a mission statement. No student is required to stand up and share their journey of discovery with another student. Students may request not to hang their mission statement up if they feel it is private.

Measuring Engagement
1. Informal Ongoing Assessment 2. Optional Suggestion box with exit slips. 3. Engage-o-meter on Day 10 with room for comments.

• •

Clear and Compelling Standards (Crosswalks)
CTE Standard(s) 1.0 Demonstrate Employability Skills Presentation Production 201.0 Demonstrate proficiency in using presentation software and equipment. Sunshine State Standards LAB 141 Selects and uses appropriate pre-writing strategies such as brainstorming, graphic organizers, and outlines. LAA 248 Synthesizes information from multiple sources to draw conclusions. LAB 143 Produces final documents that have been edited…. Including appropriate use of graphics, tables…illustrations… LAC 345 Develops and sustains a line of argument and provides appropriate support.

Bloom’s Taxonomy (Rigor)
X Evaluation X Synthesis X Analysis X Application X Comprehension X Knowledge Rigor Relevance Model: o Quadrant A o Quadrant B o Quadrant C X Quadrant D

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