CCSSA 11 GO 1 - Introduction

Sample Lesson Plan Using Template: The following template for General Outcome One, Personal Choices, has been developed to help you select a theme which you will use to intentionally permeate the Specific Outcome outlined in the Career and Life Management Curriculum Guide with a Catholic vision of life.

Planning Template – General Outcome One

GO 1: Personal Choices

Specific Outcome: (CALM Program of Studies) Circle the specific outcome(s) to be taught in this lesson.

P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14

Theme: (Catholic Resource) Which theme, taken from the Catholic Resource, best addresses the specific outcome you plan to teach?

___Topic 1 Promoting Wellness ____Topic 2 Tending our Spirituality ____Topic 3 Conscience Formation __x_Topic 4 Faithful Relationships

Essential Questions: Identified with each theme (Catholic Resource) 1. How do choices create faithful relationships? 2. How do my choices nurture faithful relationships in others?

Assessment Evidence: (Catholic Resource) What will students know and be able to do? Select one or two knowledge and/or appropriation questions that deal with specific outcome bullets.

1. How does chastity contribute to healthy sexuality and responsible sexual behaviour? 2. Give three examples of how you treat others with dignity.

Resource Selections: (Catholic Resource) Choose excerpt(s) from the Catholic Resource: Scripture/CCC/Encyclicals/Journal Questions

a. Ecclesiastes 3: 1-8, Page 28 b. Catechism of the Catholic Church #2395, Page 30 c. Evangelium Vitae (The Gospel of Life) #97.2, Page 31

Strategies for Intentional Permeation: How will you use this/these excerpt(s) to support the desired outcome? a. Opening Prayer; b. Intro. to lesson, c. Lesson summary

CCSSA 12 GO 1 - Introduction

SUGGESTED METHODOLOGY

Using the Career and Life Management (CALM) 2002 Program of Studies and A Catholic Resource for Teaching Career and Life Management 2006:

1. Choose which General Outcome (One, Two or Three) from the CALM Program of Studies you wish to teach.

2. Locate the specific Planning Template in the Catholic Resource for Teaching CALM:

General Outcome One (Page 10), General Outcome Two (Page 36), General Outcome Three (Page 56), or see Appendix 3 (Pages 93-95).

3. Complete the template to guide your teaching.

Note: The Catholic Resource offers several themes that may be used when intentionally permeating the lesson:

a. Select the specific outcome(s) that will be covered in your lesson.

b. Choose the theme that best addresses the specific outcome you wish to teach. For

example, under GO 1, “Personal Choices”, P4, “develop approaches/tactics for creative problem solving and decision making” could be addressed through any one of three themes identified: wellness, spirituality or conscience formation.

c. Identify the essential questions for your lesson. These are located at the beginning

of each theme in the Catholic Resource. The first question addresses the outcomes expected in the CALM Program of Studies. The second question challenges the prevalent individualism in the course.

d. Select the knowledge and appropriation questions you will use to assess student

learning. These are located in ‘C,’ the Journal Section, at the end of each theme in the Catholic Resource.

e. Choose appropriate excerpts from Scripture, the Catechism of the Catholic Church,

or Encyclicals located within each theme.

f. Identify the strategy you will use with these excerpts to achieve the desired outcome: journal entries, action plans, dramatization, research and essay writing, issues project, written interview, etc.

CCSSA 13 GO 1 - Introduction

SUGGESTED INSTRUCTIONAL STRATEGIES There are numerous techniques teachers can employ to help students make meaningful connections between lived experience and knowledge. CALM Program of Studies strategies that can be effective with high school students include:

1. Cooperative learning – students, working in small groups, complete tasks or projects (See Career and Life Management (CALM), Chapter 5, Page 41)

2. Think-pair-share – students reflect on a question posed by the teacher, discuss the question with a partner, then share their answers with the whole class (CALM Chapter 5, Page 42)

3. Group discussion – students are clearly instructed in the tasks of group members (CALM Chapter 5, Pages 43-47)

4. Independent study – the students’ placement on a continuum from basic skills of independence to fully self-guided learning determines their readiness (CALM Chapter 5, Pages 48-49)

5. Journals and learning logs – students explore ideas and clarify their own thinking by writing about a variety of topics and experiences

(CALM Chapter 5, Pages 50-52) 6. Role-playing – students develop communication skills, express feelings and increase

awareness of how others think and feel (CALM Chapter 5, Page 53) 7. Cognitive organizers – students organize information and ideas graphically or visually:

Venn Diagrams, Plus/Minus/Interesting Chart, Decision-Making Model, Mind Map, etc. (CALM Chapter 5, Pages 55-59) 8. Literature – students respond to what they read through a variety of post-reading

activities (CALM Chapter 5, Pages 59-60) 9. Service learning – students participate by goal-setting and action, planning a project that

positively affects others (CALM Chapter 5, Pages 60-64) 10. Issue-based inquiry – students use a step-by-step social-action model to identify issues,

investigate issues, make decisions, defend positions, take action and evaluate results. (CALM Chapter 5, Pages 65-73)

Additional strategies used by teachers to achieve lesson outcomes include:

1. Collage – pictures and words put together to convey a particular message 2. Creative writing – poetry: diamonte, haiku, concrete poem, cinquain 3. Interviews and/or panel discussions 4. Debate 5. PowerPoint presentations

CCSSA 14 GO 1 – Theme 1

Theme 1: Promoting Wellness CALM Specific Outcomes P1-P2, P4-P8, P13-P14 Essential Questions: 1. How do my choices promote personal wellness? 2. How do my choices promote wellness in the community? Specific Outcomes from the CALM Program of Studies (Pages 6-8) Students will: P1 analyze the dimensions of health and their interrelatedness, the impact of the

determinants of health, and the dynamic nature of balance in life P2 evaluate choices and combinations of choices that can create barriers to

achieving and maintaining health, and identify actions to improve health P4 develop approaches/tactics for creative problem solving and decision making P5 apply a variety of strategies for lifelong learning P6 determine practices and behaviours that contribute to optimal physical well-

being P7 analyze a variety of strategies to achieve and enhance emotional and spiritual

well-being P8 develop and assess strategies for anticipating, identifying, managing and

embracing change P13 investigate how science, technology and media affect wellness P14 evaluate resources and support systems for each dimension of health and well-being for self and others Linking the theme ‘Promoting Wellness’ to Outcomes P1-P2, P4-P8, P13-P14 By approaching the teaching of these nine specific outcomes through the theme ‘wellness’ students will come to understand that good health is a gift to be treasured (P1). Reflecting on the five dimensions of well-being and identifying where they would locate themselves on a continuum, students will grow to appreciate the need for balance in each area of their life (P2). They will grow in confidence that the choices they make will impact one or more aspects of health in positive ways (P4), and they will develop strategies to use throughout life that contribute to choosing the good in order to deal positively with continual change (P5-P8). Finally, students will not only recognize how our understanding of wellness is shaped by external forces (P13), but also how to choose resources and support systems that contribute to wellness (P14).

CCSSA 15 GO 1 – Theme 1

A. Sacred Scripture (New Revised Standard Version Catholic Edition) 1. Old Testament Sirach 30.14-16, 21-25 Better off poor, healthy, and fit than rich and afflicted in body. Health and fitness are better than any gold, and a robust body than countless riches. There is no wealth better than health of body, and no gladness above joy of heart. Do not give yourself over to sorrow, and do not distress yourself deliberately. A joyful heart is life itself, and rejoicing lengthens one’s life span. Indulge yourself and take comfort and remove sorrow far from you for sorrow has destroyed many, and no advantage ever comes from it. Jealousy and anger shorten life, and anxiety brings on premature old age. Those who are cheerful and merry at table will benefit from their food. Genesis 1.26-30 Then God said, “Let us make humankind in our image, according to our likeness; and let them have dominion over the fish of the sea, and over the birds of the air, and over the cattle, and over all the wild animals of the earth, and over every creeping thing that creeps upon the earth.” So God created humankind in his image,

in the image of God he created them. Male and female he created them.

God blessed them and God said to them, “Be fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves upon the earth.” God said, “See, I have given you every plant yielding seed that is upon the face of all the earth, and every tree with seed in its fruit; you shall have them for food. And to every beast of the earth, and to every bird of the air, and to everything that creeps on the earth, everything that has the breath of life, I have given every green plant for food.” And it was so. God saw everything that he had made, and indeed, it was very good.