Brookhaven High School

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Lesson Plans

Class Activities

Review for 2nd 9 week Final  
Activity Date: 12/12/2016

Monday-Review on 7 Army Values, 14 Leadership Traits, Preamble, Cadet Creed, Portfolio

Tuesday - Review Chain of Command 7 Army Values, 14 leadership traits, 16 Ranks, Preamble, Cadet Creed, Portfolio

Wednesday - 4 block Final Exam, March, Cadences, Review for 9 Week, Army Values, 14 leaderhship traits 

Thursday - 2nd, 3rd blocks Final Exam, Marching, Cadences, Review for 9 Week,  Army Values, 14 leadership traits

Friday - 1st block Final Exam, Marching

Orientation to Service Learning Continuation   
Activity Date: 12/5/2016

Monday-Orientation to Learning  Continuation

Tuesday-Orientation to Learning Continuation

Wednesday-Orientation to Learning Continuation Review

Thursday-Orientation to Learning Continuation Test

Friday-PT

 

 

CORE LET 1,2,3,4

Unit 3:  Foundations for Success

Chapter 8:  Making a Difference with Service Learning

Lesson 1:  Orientation to Service Learning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Identify the components of service learning

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES - RH.9-10.2.

Linked NHES: H2., H2.12.4., H3., H5., H5.12.4., H6., H6.12.1., H6.12.2., H6.12.3., H6.12.4.

Linked NASPE: Standard 5, Standard 6

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Distinguish between service learning and community service

Explain how service learning projects relate to Cadet learning in the classroom

Compare the types of service opportunities within your community

Identify the benefits of serving others within a community

Associate the roles and responsibilities of service learning teams

Define key words:  community service, debriefer, facilitator, learning log, orientation, recorder, reflection, reporter, service learning, timekeeper

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Inquire:  Guide Cadets to preview the Student Learning Plan. Post Double Bubble Map samples. Have Cadets list the attributes of service learning and community service in a Double Bubble Map to compare service learning to community service.

Gather:  Prepare to play Video #1: Introduction to Service Learning and Orientation to Service Learning animation. Guide Cadets to complete Exercise #1: What is Service Learning? to evaluate potential service learning projects.

Process:  Copy and distribute Exercise #2: Service Learning Scenarios. Have Cadets determine if these service learning scenarios meet the guidelines for an effective service learning project and create a Multi-Flow Map illustrating the causes and effects of each project.

Apply:  Copy and distribute the Orientation to Service Learning Performance Assessment Task. Cadets evaluate a potential project and write a proposal for a service learning project. Review key words.


CORE LET 1

Unit 3:  Foundations for Success

Chapter 8:  Making a Difference with Service Learning

Lesson 1:  Orientation to Service Learning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

 

Note:  This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 9 - Review and Disaster Simulationand materials for this lesson are found in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents of the TEEN CERT curriculum before implementation. Teen CERT lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals.

 

Instructor Lesson Plan:

Why is this lesson important?

John F. Kennedy reminded Americans to “Ask not what your country can do for you; ask what you can do for your country.” Take a look around you. There are many problems and people in need. Service learning experiences can become the starting point for reaching out — doing something good for those around you and making the world a better place. In this learning plan, identify the components of service learning and begin planning how you can help make a difference in your community.

 

Lesson Question

What is service learning, and how can participating in it help make a difference?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Identify the components of service learning

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Distinguish between service learning and community service

b.    Explain how service learning projects relate to Cadet learning in the classroom

c.     Compare the types of service opportunities within your community

d.    Identify the benefits of serving others within a community

e.     Associate the roles and responsibilities of service learning teams

f.     Define key words:  community service, debriefer, facilitator, learning log, orientation, recorder, reflection, reporter, service learning, timekeeper

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by evaluating examples of service learning projects to determine if they meet the requirements for a JROTC service learning project

·         by writing a brief proposal for a potential JROTC service learning project

·         by submitting their Learning Log with reflection responses about the features and benefits of service learning

·         when they describe how the project benefits the community

·         when they describe how the project enhances learning

·         when they describe how the project relates to the JROTC program curriculum

·         when they identify one or more JROTC competencies addressed by the service learning project

·         when they describe the role of teamwork in accomplishing the project

·         when they suggest ways that a project could be modified to ensure that it meets established guidelines for JROTC service learning projects

·         when their Learning Log reflects insights, thoughts, and ideas concerning service learning

 

NOTES:

 

 

Orientation to Service Learning  
Activity Date: 11/28/2016

 MONDAY -  Orientation to Service Learning, Creed, PreAmber, 23 Drill, Christmas Parade marching

TUESDAY - Orientation to Service Learning, Creed, PreAmber, 23 Drill, Christmas Parade marhing

WEDNESDAY - Orientation to Service Learning, Creed, PreAmber, 23 Drill, Christmas Parade

THURSDAY - Orientation to Service Learning, Creed, PreAmber, 23 Drill, Christmas Parade

FRIDAY - Orientation to Service Learning, Creed, PreAmber, 23 Drill, Christmas Parade Marching

 

 

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 8:  Making a Difference with Service Learning

Lesson 1:  Orientation to Service Learning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Identify the components of service learning

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES - RH.9-10.2.

Linked NHES: H2., H2.12.4., H3., H5., H5.12.4., H6., H6.12.1., H6.12.2., H6.12.3., H6.12.4.

Linked NASPE: Standard 5, Standard 6

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Distinguish between service learning and community service

Explain how service learning projects relate to Cadet learning in the classroom

Compare the types of service opportunities within your community

Identify the benefits of serving others within a community

Associate the roles and responsibilities of service learning teams

Define key words:  community service, debriefer, facilitator, learning log, orientation, recorder, reflection, reporter, service learning, timekeeper

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Inquire:  Guide Cadets to preview the Student Learning Plan. Post Double Bubble Map samples. Have Cadets list the attributes of service learning and community service in a Double Bubble Map to compare service learning to community service.

Gather:  Prepare to play Video #1: Introduction to Service Learning and Orientation to Service Learning animation. Guide Cadets to complete Exercise #1: What is Service Learning? to evaluate potential service learning projects.

Process:  Copy and distribute Exercise #2: Service Learning Scenarios. Have Cadets determine if these service learning scenarios meet the guidelines for an effective service learning project and create a Multi-Flow Map illustrating the causes and effects of each project.

Apply:  Copy and distribute the Orientation to Service Learning Performance Assessment Task. Cadets evaluate a potential project and write a proposal for a service learning project. Review key words.


CORE LET 1

Unit 3:  Foundations for Success

Chapter 8:  Making a Difference with Service Learning

Lesson 1:  Orientation to Service Learning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

 

Note:  This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 9 - Review and Disaster Simulationand materials for this lesson are found in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents of the TEEN CERT curriculum before implementation. Teen CERT lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals.

 

Instructor Lesson Plan:

Why is this lesson important?

John F. Kennedy reminded Americans to “Ask not what your country can do for you; ask what you can do for your country.” Take a look around you. There are many problems and people in need. Service learning experiences can become the starting point for reaching out — doing something good for those around you and making the world a better place. In this learning plan, identify the components of service learning and begin planning how you can help make a difference in your community.

 

Lesson Question

What is service learning, and how can participating in it help make a difference?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Identify the components of service learning

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Distinguish between service learning and community service

b.    Explain how service learning projects relate to Cadet learning in the classroom

c.     Compare the types of service opportunities within your community

d.    Identify the benefits of serving others within a community

e.     Associate the roles and responsibilities of service learning teams

f.     Define key words:  community service, debriefer, facilitator, learning log, orientation, recorder, reflection, reporter, service learning, timekeeper

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by evaluating examples of service learning projects to determine if they meet the requirements for a JROTC service learning project

·         by writing a brief proposal for a potential JROTC service learning project

·         by submitting their Learning Log with reflection responses about the features and benefits of service learning

·         when they describe how the project benefits the community

·         when they describe how the project enhances learning

·         when they describe how the project relates to the JROTC program curriculum

·         when they identify one or more JROTC competencies addressed by the service learning project

·         when they describe the role of teamwork in accomplishing the project

·         when they suggest ways that a project could be modified to ensure that it meets established guidelines for JROTC service learning projects

·         when their Learning Log reflects insights, thoughts, and ideas concerning service learning

 

NOTES:

 

 

Appreciating Diversity through Winning Colors  
Activity Date: 11/14/2016

Monday - Diversity through Winning Colors, Working on Resume', Cadet Creed, PreAmber, Marching, Portfolio 

Tuesday - Diversity through Winning Colors, Worling on Resume', Cadet Creed, PreAmber, Marching, Portfolio

Wednesday - Diversity through Winning Colors, Worling on Resume', Review for quiz, PreAmber, Marching, Portfolio

Thursday - Diversity through Winninng, Working on Resume', Test, 

Friday - Cadet Challenge Final Score

CORE LET 1,2,3,4

Unit 3:  Foundations for Success

Chapter 1:  Know Yourself – Socrates

Lesson 2:  Appreciating Diversity through Winning Colors®

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide: LTC (RET) Brenda Pullen

Lesson Competency:  Apply an appreciation of diversity to interpersonal situations

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NHES:  H2., H2.12.7., H2.12.8, H4., H4.12.1., H4.12.3.

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify key characteristics for each Winning Colors® behavior cluster: Builders, Planners, Adventurers, and Relaters

Determine factors that impact the behavior of others

Determine factors that impact how others perceive individual behavior

Select behaviors that promote success in a variety of situations

Define key words:  comfort zone, natural, and preference

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets use “likeness cards” to locate partners and discuss why the two “likeness cards” go together. Inquire: Guide Cadets review their Student Learning Plan. Cadets relate to their Winning Colors® and then switch colors based on various statements read to them from Exercise #1: Human Graph Activity. Cadets observe results of personal and group color change with preferences.

Gather: Display animation to introduce Cadets to the three awareness-enhancing behaviors. Cadets use a Tree Map to classify their own awareness behaviors and self-enhancement skills. Cadets begin to invite other ‘colors’ into their mix.

Process:  Display animation on Personal Ad directions. Cadets complete Exercise #2: Personal Ad and assess each other’s Personal Ads in teams.

Apply:  Lead Cadets in a brainstorming activity that highlights different approaches to solving a problem. Cadets complete the Appreciating Diversity through Winning Colors® Performance Assessment Task.

 

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 1:  Know Yourself – Socrates

Lesson 2:  Appreciating Diversity through Winning Colors®

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

When you understand yourself, you can begin to create a successful and happy life. It is also important to develop your awareness of others. As you go through life, you will notice differences and similarities between people. In this learning plan, you will learn about diversity and its value in teamwork.

 

Lesson Question

How do you discover more about personal preferences? 

 

What will Cadets accomplish in this lesson?

Lesson Competency

Apply an appreciation of diversity to interpersonal situations

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify key characteristics for each Winning Colors® behavior cluster: Builders, Planners, Adventurers, and Relaters

b.    Determine factors that impact the behavior of others

c.     Determine factors that impact how others perceive individual behavior

d.    Select behaviors that promote success in a variety of situations

e.     Define key words:  comfort zone, natural, and preference

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by writing an Appreciating Diversity Reflection

·         when the reflection identifies the strongest Winning Colors® for each person in a group or team that the Cadet belongs to

·         when the reflection summarizes the similarities and differences between the members of the group by their Winning Colors®

·         when the reflection identifies at least one strength that each person (including the Cadet) brings to the group

·         when the reflection describes how each person’s strengths can be valuable in working as a team to solve problems or accomplish goals

·         when the reflection summarizes the value of diversity in working as a group

 

NOTES:

 

 

 

 

 

 

 

Left Brain/Right Brain   
Activity Date: 11/7/2016

Monday-Left Brain/Right Brain, Prepare for Inspection JPA, Cadet Creed, Marching

Tuesday-Left Brain/Right Brain, Prepare for Inspection JPA, Cadet Creed, Marching

Wednesday-Left Brain/Right Brain, Prepare for Inspection JPA, Review, Marching

Thursday-Test, Left Brain/Right Brain, Prepare for inspection JPA, Test, 

Friday - PTA

 

ELECTIVE LET 1

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 2:  Left Brain/Right Brain

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Distinguish between the functions of the left and right brain

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RST.9-10. READING: SCIENCE & TECHNICAL SUBJECTS - RST.9-10.2.

Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the functions of the brain hemispheres

Describe the differences between global and analytical thinking

Explain how brain dominance helps determine personality and behavior

Determine personal information processing preferences

Define key words:  analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Play “Machine Charades.” Give Cadet teams index cards with the name of a machine for Cadet teams to act out. Direct Cadets to consider how they can guess the correct answer without using words.

Inquire:  Cadets view an animation and listen to a briefing about the left and right hemisphere. Cadets complete Exercise #1: Logical or Creative and Exercise #2: Global or Analytical.

Gather:  Cadets view Video #1: Left Brain/Right Brain and listen to a briefing about brain dominance. Cadets complete Exercise #3: Brain Dominance Inventory and Exercise #4: Left-Right Dominance.

Process:  Brief Cadets on verbal and visual thought strategies. Cadet teams create a Multi-Flow Map showing examples of different thought strategies to use for achieving an assigned goal.

Apply:  Cadets discuss left/right-brain characteristics of fictional characters. Distribute the Left-Brain/Right-Brain Performance Assessment Task and Scoring Guide.


ELECTIVE LET 1

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 2:  Left Brain/Right Brain

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:As additional resources for this lesson, you may use the Curriculum Manager content from Quantum Learning. Two videos from Quantum Learning are already incorporated into the PowerPoint presentation.

Instructor Lesson Plan:

Why is this lesson important?

Within the last 40 years scientists have shown that the left and right brain hemispheres have unique and specific functions. Before this breakthrough, brain function was a mystery. In this learning plan, you will explore the differences between each hemisphere and how they impact personality, behaviors, and learning.

 

Lesson Question

How do parts of the brain work together to increase the brain’s processing power?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Distinguish between the functions of left brain and right brain

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the functions of the brain hemispheres

b.    Describe the differences between global and analytical thinking

c.     Explain how brain dominance helps determine personality and behavior

d.    Determine personal information processing preferences

e.     Define key words:  analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a table that charts the Cadet’s daily activities as left-brained or right-brained

·         by writing a summary describing the Cadet’s personal brain hemisphere dominance

·         when the table includes columns for left and right brain hemispheres and rows for at least 20 activities

·         when the table relates each activity as right-brain or left-brain

·         when the table includes reasons for brain hemisphere identification for each activity

·         when the summary includes personal brain hemisphere dominance

·         when the summary relates the Cadet’s findings on Exercises #1 – 4

·         when the summary uses supporting facts for the Cadet’s conclusion about personal brain hemisphere dominance

 

NOTES:

 

 

 

 

 

Learning Style and Processing Preferences Continuation  
Activity Date: 10/31/2016

Monday-Learning Style and Processing, Formation, Current Event

Tuesday-Learning Style and Processing, Formation, Current Event, review

Wednesday-Learning Style Test, Formation, Marchining

Thursday-Wearing of Uniform, Drilling

Friday-PT

 

 

 

 

 

CORE LET 1, 2, 3. 4

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 3:  Learning Style and Processing Preferences

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Explain how learning styles and preferences can impact learning

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1., W.9-10.1.e., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.7., W.9-10.9., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., SL.9-10.4., - L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RST.9-10. READING: SCIENCE & TECHNICAL SUBJECTS - RST.9-10.2., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.2.a., WHST.9-10.9.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Assess the uniqueness of individual learning styles and preferences

Distinguish among the three sensory (perceptual) systems

Explain the essential elements of the learning process

Explain the five phases of learning in the Dunn and Dunn learning model

Define key words:  auditory, kinesthetic, mode, motivation, perception, reflex, schema, sensory, tactile

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Play a video that demonstrates the Cup Clap game. Cadets work in pairs to learn to play the game. Compare results of different Cadet pairs.

Inquire:  Cadets view the videos on Learning Styles and Multiple Intelligences. Distribute Exercise #1: Learning Styles Map and Exercise #2: Learning Styles Inventory to allow learners to explore their own learning style and preference.

Gather:  Brief Cadets on the learning process and Dunn and Dunn’s Learning Styles model. Cadets create a Flow Map showing the learning process for a skill. Cadets complete Exercise #3: Learning Activity Preference Match.

Process:  Cadet teams role-play how to teach learners with different learning style preferences.

Apply:  Copy and distribute the Learning Style and Processing Preferences Performance Assessment Task. Cadets work on the task in class as time allows.

 

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 3:  Learning Style and Processing Preferences

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

Learning styles describe the various ways people gather and process information. Each of us has a propensity for looking, listening, or touching in order to learn. Furthermore, each of us has specific times of the day and environments in which we learn best. In this learning plan, you will examine your own learning style and information processing preferences. You will also explore various learning models.

 

Lesson Question

What is the difference between learning and experiencing?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Explain how learning styles and preferences can impact learning

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Assess the uniqueness of individual learning styles and preferences

b.    Distinguish among the three sensory (perceptual) systems

c.     Explain the essential elements of the learning process

d.    Explain the five phases of learning in the Dunn and Dunn learning model

e.     Define key words:  auditory, kinesthetic, mode, motivation, perception, reflex, schema, sensory, tactile

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a learning plan for themselves

·         when their plan identifies the skill the Cadets want to learn

·         when their plan describes the Cadets’ learning styles and preference

·         when their plan applies the Dunn and Dunn learning model

·         when their plan lists steps in the teaching process that are tailored for the Cadets’ learning preferences

 

NOTES:

 

 

 

 

 

 

 

 

 

 

 

Learning Style and Processing Preferences  
Activity Date: 10/26/2016

Wednesday - Learning Style and Processing Preferences-Drill Formation, Cadet Creed, Preamble

Thursday - Learning Style and Processing Preferences-Drill Formation, Cadet Creed, Preamble

Friday - Learning Style and Processing Preferences - PT

 

CORE LET 1, 2, 3, 4

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 3:  Learning Style and Processing Preferences

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide: LTC Brenda Pullen (ret)

Lesson Competency:  Explain how learning styles and preferences can impact learning

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1., W.9-10.1.e., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.7., W.9-10.9., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., SL.9-10.4., - L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RST.9-10. READING: SCIENCE & TECHNICAL SUBJECTS - RST.9-10.2., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.2.a., WHST.9-10.9.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Assess the uniqueness of individual learning styles and preferences

Distinguish among the three sensory (perceptual) systems

Explain the essential elements of the learning process

Explain the five phases of learning in the Dunn and Dunn learning model

Define key words:  auditory, kinesthetic, mode, motivation, perception, reflex, schema, sensory, tactile

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Play a video that demonstrates the Cup Clap game. Cadets work in pairs to learn to play the game. Compare results of different Cadet pairs.

Inquire:  Cadets view the videos on Learning Styles and Multiple Intelligences. Distribute Exercise #1: Learning Styles Map and Exercise #2: Learning Styles Inventory to allow learners to explore their own learning style and preference.

Gather:  Brief Cadets on the learning process and Dunn and Dunn’s Learning Styles model. Cadets create a Flow Map showing the learning process for a skill. Cadets complete Exercise #3: Learning Activity Preference Match.

Process:  Cadet teams role-play how to teach learners with different learning style preferences.

Apply:  Copy and distribute the Learning Style and Processing Preferences Performance Assessment Task. Cadets work on the task in class as time allows.

 

 

CORE LET 1, 2, 3, 4

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 3:  Learning Style and Processing Preferences

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

Learning styles describe the various ways people gather and process information. Each of us has a propensity for looking, listening, or touching in order to learn. Furthermore, each of us has specific times of the day and environments in which we learn best. In this learning plan, you will examine your own learning style and information processing preferences. You will also explore various learning models.

 

Lesson Question

What is the difference between learning and experiencing?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Explain how learning styles and preferences can impact learning

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Assess the uniqueness of individual learning styles and preferences

b.    Distinguish among the three sensory (perceptual) systems

c.     Explain the essential elements of the learning process

d.    Explain the five phases of learning in the Dunn and Dunn learning model

e.     Define key words:  auditory, kinesthetic, mode, motivation, perception, reflex, schema, sensory, tactile

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a learning plan for themselves

·         when their plan identifies the skill the Cadets want to learn

·         when their plan describes the Cadets’ learning styles and preference

·         when their plan applies the Dunn and Dunn learning model

·         when their plan lists steps in the teaching process that are tailored for the Cadets’ learning preferences

 

NOTES:

 

 

 

 

 

 

 

 

 

NEFE Your Financial Plan, Budgeting, Investing, Review and Portfolio  
Activity Date: 10/17/2016

Monday NEFE Review, Portfolio, Area Compitition, Cadet Creed, Preamble, 23 Drill Commands

Tuesday NEFE Review, Portfolio, Area Compitition, Cadet Creed, Preamble, 23 Drill Commands

Wednesday NEFE Review, Portfolio, Area Compition, Cadet Creed, Preamble, 23 Drill Commands

Thursday NEFE Review, Portfolio, Area Compitition, Cadet Creed, Preamble,  Uniform

Friday PT

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 3:  NEFE - Budgeting: Making the Most of Your Money

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Outline a personal budget

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.2., RI.11-12.4., W.11-12. WRITING - W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.6.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the purpose of a budget

Determine resources available for financial objectives

Explain how to construct a simple budget

Define key words:  budget, cash flow, expenses, federal income tax, fixed expenses, gross income, income, Medicare tax, net income, payroll deductions, P.Y.F., Social Security tax, state income tax, taxes, variable expense

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets brainstorm ways to spend money.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan to preview the lesson activities. Guide Cadets to complete Exercise 2B: Values and Spending Survey so they can explore how their values impact their spending preferences.

Gather:  Prepare a question to follow up the Cadet reading in the Student Guide so Cadets identify the steps to prepare a budget. Guide Cadets to complete an assignment identifying types of expenses.

Process:  Guide Cadets to complete assignment: My Spending Plan.

Apply:  Copy and distribute NEFE - Budgeting: Making the Most of Your Money Performance Assessment Task. Cadets draft personal budgets. An option for the assessment is to make arrangements for Cadets to have access to spreadsheet software so they can use computers to create budgets. Review key words.

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 3:  NEFE - Budgeting: Making the Most of Your Money

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:Instructor reference materials, notes, and visual masters can be found in Lessons 1.2, and 1.4 located on the LET CM in the NEFE HSFPP Resource folder. Additional resources, including the Student Manual can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students:  http://hsfpp.org/.

Instructor Lesson Plan:

Why is this lesson important?

What do you spend your money on? Do you take in more money than you spend, or do you find yourself needing to borrow money to make purchases? A budget is a useful way to help you identify where your money goes and figure out how to make the most of it. When you are in control of your spending, you are able to make your money work for you. In this learning plan, you will create a personal budget that will match your financial goals.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Outline a personal budget

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the purpose of a budget

b.    Determine resources available for financial objectives

c.     Explain how to construct a simple budget

d.    Define key words:  budget, cash flow, expenses, federal income tax, fixed expenses, gross income, income, Medicare tax, net income, payroll deductions, P.Y.F., Social Security tax, state income tax, taxes, variable expense

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a personal budget

·         when their budget contains realistic data for a month

·         when their budget displays itemized income and expenses

·         when their budget matches personal financial goals and spending habits

 

NOTES:

 

 

 

 

 

 

 

 

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 4:  NEFE - Investing: Making Your Money Work for You

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Forecast personal savings and investments

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.2., RI.11-12.4., W.11-12. WRITING - W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.4., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.

Linked Math Common Core: FUNCTIONS: LINEAR, QUADRATIC, & EXPONENTIAL MODELS - HSF-LE.A.3.

Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Describe reasons for saving and investing

Describe how time, money, and rate of interest relate to meeting specific financial goals

Describe basic investment principles

Describe various savings and investment alternatives

Define key words:  bond, compounding, dividend, inflation rate, investing, mutual fund, stock, time value of money

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Focus discussion on what Cadets would do if they had a million dollars.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan to preview the lesson activities. Guide Cadets to complete a chart describing the features of saving and investing. Cadets read pages 3-7 in the NEFE Student Guide and discuss the Pay Yourself First strategy.

Gather:  Brief Cadets about how money grows over time. Assign Cadet teams an investing instrument to research. Direct them to create a Matrix chart and present their findings to the class.

Process:  Demonstrate the use of a financial calculator. Copy and distribute Exercise #1: Time Value of Money Problems so Cadets can calculate the time value of money. Copy and distribute Activity 4.4: Getting a Late Start. Review the correct answers with the class.

Apply:  Copy and distribute NEFE – Investing: Making Your Money Work for You Performance Assessment Task so Cadets can prepare a personal Saving and Investing Plan. NOTE: Excel software may be used to chart Saving and Investment Plans. Review key words.

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 4:  NEFE – Investing: Making Your Money Work for You

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:Instructor reference materials, notes, and visual masters can be found in Unit 4 located on the LET CM in the NEFE HSFPP Resource folder. Additional resources, including the Student Manual (NEFE HSFPP Mod1 MoneyMgmt-SG_1-pg_pub2012-04.pdf) can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students:  http://hsfpp.org/

Instructor Lesson Plan:

Why is this lesson important?

You can earn money by working or receive money as gifts. Another way to earn money is to make your money work for you. You can earn interest on savings or receive earnings from smart investments. In this learning plan, you will examine different ways to put your money to work by saving and investing. You will also consider saving and investing habits that will help you meet your financial goals.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Forecast personal savings and investments

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Describe reasons for saving and investing

b.    Describe how time, money, and rate of interest relate to meeting specific financial goals

c.     Describe basic investment principles

d.    Describe various savings and investment alternatives

e.     Define key words: bond, compounding, dividend, inflation rate, investing, mutual fund, stock, time value of money

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets outline a plan to use income and growth investments to help them meet their intermediate and long-term financial goals

·         when Cadets select at least two investing products for their investment plan

·         when Cadets outline their investing strategy (amount to invest, how often, and when to invest)

·         when Cadets predict the potential value of their investments three years from now

·         when Cadets classify their investment choices as income investment or growth investment

·         when Cadets balance the diversity of their investments

·         when Cadets’ plan is realistic for their current and near-future situation

·         when Cadets explain how their investing plan aligns with their intermediate and long-term financial goals

 

NOTES:

 

 

 

 

 

NEFE Your Financial Plan; Where It All Begins Continue  
Activity Date: 10/10/2016

Monday-Money Management Control Cash Flow-Formation, Cadet Creed, Preamble

Tuesday-Money Management Control Cash Flow-Formation, Cadet Creed, Preamble

Wednesday-Money Management Control Cash Flow-Formation, Cadet Creed, Preamble, Review

Thursday-Money Management Control Cash Flow-Formation, Cadet Creed, Preamble, Test

Friday-PE

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 3:  NEFE - Budgeting: Making the Most of Your Money

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Outline a personal budget

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.2., RI.11-12.4., W.11-12. WRITING - W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.6.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the purpose of a budget

Determine resources available for financial objectives

Explain how to construct a simple budget

Define key words:  budget, cash flow, expenses, federal income tax, fixed expenses, gross income, income, Medicare tax, net income, payroll deductions, P.Y.F., Social Security tax, state income tax, taxes, variable expense

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets brainstorm ways to spend money.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan to preview the lesson activities. Guide Cadets to complete Exercise 2B: Values and Spending Survey so they can explore how their values impact their spending preferences.

Gather:  Prepare a question to follow up the Cadet reading in the Student Guide so Cadets identify the steps to prepare a budget. Guide Cadets to complete an assignment identifying types of expenses.

Process:  Guide Cadets to complete assignment: My Spending Plan.

Apply:  Copy and distribute NEFE - Budgeting: Making the Most of Your Money Performance Assessment Task. Cadets draft personal budgets. An option for the assessment is to make arrangements for Cadets to have access to spreadsheet software so they can use computers to create budgets. Review key words.

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 3:  NEFE - Budgeting: Making the Most of Your Money

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:Instructor reference materials, notes, and visual masters can be found in Lessons 1.2, and 1.4 located on the LET CM in the NEFE HSFPP Resource folder. Additional resources, including the Student Manual can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students:  http://hsfpp.org/.

Instructor Lesson Plan:

Why is this lesson important?

What do you spend your money on? Do you take in more money than you spend, or do you find yourself needing to borrow money to make purchases? A budget is a useful way to help you identify where your money goes and figure out how to make the most of it. When you are in control of your spending, you are able to make your money work for you. In this learning plan, you will create a personal budget that will match your financial goals.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Outline a personal budget

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the purpose of a budget

b.    Determine resources available for financial objectives

c.     Explain how to construct a simple budget

d.    Define key words:  budget, cash flow, expenses, federal income tax, fixed expenses, gross income, income, Medicare tax, net income, payroll deductions, P.Y.F., Social Security tax, state income tax, taxes, variable expense

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a personal budget

·         when their budget contains realistic data for a month

·         when their budget displays itemized income and expenses

·         when their budget matches personal financial goals and spending habits

 

NOTES:

 

 

 

 

 

 

 

 

 

 

 

 

Review for Nine week Test  
Activity Date: 10/3/2016

MONDAY-Review-Formation-Creed, Preamble, Drill Questions, 23 Commands 

TUESDAY-Review-Formation-Creed, Preamble, Drill Questions, 23 Commands

WEDNESDAY-Review-Formation-Creed, Preamble, Drill Questions, 23 Commands

THURSDAY-Nine Week Exam

FRIDAY-Nine Week Exam

NEFE Your Financial Plan; Where It All Begins Continue  
Activity Date: 9/26/2016

MONDAY-NEFE, STUDY GUIDE QUESTIONS, FORMATION, MARCHING

TUESDAY- NEFE, STUDY GUIDE QUESTIONS, FORMATION, MARCHING

WEDNESDAY-NEFE, REVIEW, FORMATION, MARCHING

THURSDAY-NEFE, QUIZ, FORMATION, MARCHING

FRIDAY- PT CHALLENGE

CORE LET 1

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 1:  NEFE Introduction: Setting Financial Goals

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Determine personal financial goals

Linked ELA Common Core:  RI.9-10 READING INFORMATIONAL TEXT - RI.9-10.2, RI.9-10.4, SL.9-10 SPEAKING & LISTENING – SL.9-10.1, L.9-10. LANGUAGE - L.9-10.1, L.9-10.4.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Differentiate between Wants vs. Needs

Describe how values can influence decisions

Compare SMART (Specific, Measurable, Attainable, Relevant & Time-bound) goals

Discuss how goals impact actions

Define key words:  delayed gratification, goal, needs, SMART goals, values, wants

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Show Cadets a short video from www.spendster.org. Discuss spending habits.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan and preview the lesson activities. Distribute NEFE HSFPP student guides. Cadets complete and discuss “My Money Habits” activity.

Gather:  Create two signs and post at opposite ends of the room so Cadets differentiate between Wants vs. Needs. Brief Cadets on Wants vs. Needs.

Process:  Prepare to display visuals about SMART Goal Criteria and brief Cadets about SMART goals so Cadets practice writing goals. Cadets complete Exercise 1.6: SMART Goal Makeover.

Apply:  Cadets complete Challenge 1-A: My SMART Goals. Copy and distribute the NEFE Introduction: Setting Financial Goals Performance Assessment Task so Cadets identify personal financial goals. Review key words.

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 1:  NEFE Introduction: Setting Financial Goals

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:  Instructor reference materials, notes, and visual masters can be found in Lesson Plans 1-1 Money Habits and 1-2 Goals, which are located on the LET CM in the NEFE HSFPP Resource folder under Global Resources. Additional resources, including the NEFE Student Lesson Plans, can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students:  http://hsfpp.org/.

Instructor Lesson Plan:

Why is this lesson important?

Do you ever find that you don’t have enough money to buy something or participate in an activity? You may have already found that you need to make choices because your cash supply is limited. In this learning plan, you will compare your wants and needs. You will also set personal financial goals as the first step in creating your own financial plan.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Determine personal financial goals

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Differentiate between Wants vs. Needs

b.    Describe how values can influence decisions

c.     Compare SMART (Specific, Measurable, Attainable, Relevant, & Time-bound) goals

d.    Discuss how goals impact actions

e.     Define key words:  delayed gratification, goal, needs, SMART goals, values, wants

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by outlining personal financial goals and placing the goals in their Cadet Portfolio

·         when they identify at least two short-term, intermediate-term, and long-term financial goals

·         when their financial goals are written as SMART goals

 

NOTES:

 

 

 

 

 

 

 

 

 

NEFE Your Financial Plan; Where It All Begins Continue  
Activity Date: 9/19/2016

 

MONDAY- NEFE YOUR FINANCIAL PLAN; WHERE IT ALL BEGINS, CURRENT EVENT, FORMATION, MARCH

TUESDAY- NEFE YOUR FINANCIAL PLAN; WHERE IT ALL BEGINS, CURRENT EVENT, FORMATION, MARCH

WEDNESDAY- NEFE YOUR FINANCIAL PLAN, REVIEW QUESTIONS, FORMATION, MARCH

THURSDAY- DRILL QUIZ, FORMATION, MARCH

FRIDAY-PT-CADET CHALLENGE

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 3:  NEFE - Budgeting: Making the Most of Your Money

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Outline a personal budget

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.2., RI.11-12.4., W.11-12. WRITING - W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.6.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the purpose of a budget

Determine resources available for financial objectives

Explain how to construct a simple budget

Define key words:  budget, cash flow, expenses, federal income tax, fixed expenses, gross income, income, Medicare tax, net income, payroll deductions, P.Y.F., Social Security tax, state income tax, taxes, variable expense

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets brainstorm ways to spend money.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan to preview the lesson activities. Guide Cadets to complete Exercise 2B: Values and Spending Survey so they can explore how their values impact their spending preferences.

Gather:  Prepare a question to follow up the Cadet reading in the Student Guide so Cadets identify the steps to prepare a budget. Guide Cadets to complete an assignment identifying types of expenses.

Process:  Guide Cadets to complete assignment: My Spending Plan.

Apply:  Copy and distribute NEFE - Budgeting: Making the Most of Your Money Performance Assessment Task. Cadets draft personal budgets. An option for the assessment is to make arrangements for Cadets to have access to spreadsheet software so they can use computers to create budgets. Review key words.

 

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 3:  NEFE - Budgeting: Making the Most of Your Money

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:Instructor reference materials, notes, and visual masters can be found in Lessons 1.2, and 1.4 located on the LET CM in the NEFE HSFPP Resource folder. Additional resources, including the Student Manual can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students:  http://hsfpp.org/.

Instructor Lesson Plan:

Why is this lesson important?

What do you spend your money on? Do you take in more money than you spend, or do you find yourself needing to borrow money to make purchases? A budget is a useful way to help you identify where your money goes and figure out how to make the most of it. When you are in control of your spending, you are able to make your money work for you. In this learning plan, you will create a personal budget that will match your financial goals.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Outline a personal budget

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the purpose of a budget

b.    Determine resources available for financial objectives

c.     Explain how to construct a simple budget

d.    Define key words:  budget, cash flow, expenses, federal income tax, fixed expenses, gross income, income, Medicare tax, net income, payroll deductions, P.Y.F., Social Security tax, state income tax, taxes, variable expense

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a personal budget

·         when their budget contains realistic data for a month

·         when their budget displays itemized income and expenses

·         when their budget matches personal financial goals and spending habits

 

NOTES:

 

 

 

 

 

 

 

 

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 3:  NEFE - Budgeting: Making the Most of Your Money

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:Instructor reference materials, notes, and visual masters can be found in Lessons 1.2, and 1.4 located on the LET CM in the NEFE HSFPP Resource folder. Additional resources, including the Student Manual can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students:  http://hsfpp.org/.

Instructor Lesson Plan:

Why is this lesson important?

What do you spend your money on? Do you take in more money than you spend, or do you find yourself needing to borrow money to make purchases? A budget is a useful way to help you identify where your money goes and figure out how to make the most of it. When you are in control of your spending, you are able to make your money work for you. In this learning plan, you will create a personal budget that will match your financial goals.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Outline a personal budget

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the purpose of a budget

b.    Determine resources available for financial objectives

c.     Explain how to construct a simple budget

d.    Define key words:  budget, cash flow, expenses, federal income tax, fixed expenses, gross income, income, Medicare tax, net income, payroll deductions, P.Y.F., Social Security tax, state income tax, taxes, variable expense

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a personal budget

·         when their budget contains realistic data for a month

·         when their budget displays itemized income and expenses

·         when their budget matches personal financial goals and spending habits

 

NOTES:

 

 

 

 

 

 

 

 

NEFE Your Financial Plan; Where It All Begins  
Activity Date: 9/12/2016

Monday - NEFE Your Financial Plan-March-Formation

Tuesday - NEFE your Financial Plan-March-Formation 

Wednesday - NEFE - Your Financial Plan-March-Formation-Review

Thursday - NEFE - Your Financial Plan - March-Formation-Test

Friday-Physical Training

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 2:  NEFE – Your Financial Plan: Where It All Begins

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

LTC Brenda Pullen (ret)

Lesson Competency:  Plan personal financial goals

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.2., RI.11-12.4., W.11-12. WRITING - W.11-12.2., W.11-12.7., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.

Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

List SMART goal elements

Explain the purpose of a tracking your expenses

Discuss what influences financial decisions

Describe the DECIDE method

Define key words:  cash flow, decision-making, opportunity cost, restraint, SMART goals

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Arrange seating so Cadets sit in a circle. Have a Koosh ball available to facilitate Cadets taking turns sharing their financial goals.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan to preview the lesson activities. Distribute Student Guides. Guide Cadets to complete Activity 1.2: My Disappearing Dollars. Cadets create a Mind Map to brainstorm financial planning concepts.

Gather:  Present a briefing on SMART goals and the DECIDE method. Guide Cadets to complete an exercise using the DECIDE method.

Process:  Guide Cadets to Think-Pair-Share Exercise DECIDE on a Car.

Apply:  Copy and distribute the NEFE - Your Financial Plan: Where it All Begins. Complete the Performance Assessment Task and written reflection. Review key words.

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 2:  NEFE – Your Financial Plan: Where It All Begins

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:  Instructor reference materials, notes, and visual masters can be found in Lessons 1.1, 1.2, and 1.3 located on the LET CM in the NEFE HSFPP Resource folder. Additional resources, including the Student Manual can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students: http://hsfpp.org/.

Instructor Lesson Plan:

Why is this lesson important?

Many people find worries about money to be very stressful. However, with planning, you can reduce your money worries. Financial planning will help you have cash available to see a movie when you want to, buy new tires for your car, or someday buy furniture for your apartment. In this learning plan, you will review your personal financial goals and create a plan to reach those goals.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Plan personal financial goals

 

What will Cadets learn in this lesson?

Learning Objectives

a.     List SMART goal elements

b.    Explain the purpose of tracking your expenses

c.     Discuss what influences financial decisions

d.    Describe the DECIDE method

e.     Define key words:  cash flow, decision-making, opportunity cost, restraint, SMART goals

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by outlining a plan and Flow Map to meet personal financial goals and placing the plan in their Cadet Portfolio

·         when Cadets identify at least two short-term, intermediate-term, and long-term current financial goals as SMART goals

·         when Cadets have evidence of feedback from a related adult

·         when Cadets submit a one-week Disappearing Dollars activity

·         when Cadets reflect on how well their current spending habits match their goals

·         when Cadets’ Flow Map shows action steps to meet their short, intermediate, and long-term financial goals

 

NOTES:

 

 

 

 

 

 

 

 

 

Personal Goals Essay-Three Step Preparation  
Activity Date: 9/6/2016

Monday-Holiday

Tuesday-Preparing-Writing-Typing of Personal Goal Essay for this year/Formation/Marching/Cadet Creed/PreAmber/23rd Drill Commands

Wednesday-Measurement for Uniform-Continuation of Personal Goal Essay

Thursday-Typing of Essay for Test Grade

Friday-Physical Training

TAKING CHARGE KNOWING YOUR RESPONSIBILITIES AS A LEADER  
Activity Date: 8/29/2016

Monday - Taking Charge knowing your responsiblities as a leader-Review-Marching-Formation-23 Drill

Tuesday - Taking Charge knowing your responsibilities as a leader-Review-Marching-Formation-23 Drill

Wednesday - Taking Charge Knowing your responsibilities as a leader-Review-Marching-Formation

Thursday - Taking Charge Knowing your responsibilities as a leader - Test- Marching- Formation

Friday - Physical Training

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 5:  Leading Others

Lesson 2:  Taking Charge – Knowing Your Responsibilities as a Leader

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Perform the duties of a team leader, squad leader, platoon sergeant, or platoon leader

Linked ELA Common Core:  RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.3., W.11-12 WRITING - W.11-12.1., W.11-12.1.c., W.11-12.3., W.11-12.3.c., W.11-12.9., W.11-12.10., S.11-12 SPEAKING & LISTENING - SL.11-12.1., SL.11-12.1.c., SL.11-12.2., SL.11-12.4., L.11-12 LANGUAGE - L.11-12.6.

Linked NASPE: Standard 2

Linked JROTC Program Outcomes: Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Graduate prepared to excel in post-secondary options and career pathways. Appreciate the role of the military and other service organizations in building a constitutional republic.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

Metacognition

What?

So What?

Now What?

Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Describe the duties and responsibilities of the different leadership positions within a platoon

Explain the four steps leaders should use when assuming a new leadership position

Demonstrate the responsibilities of a team leader, squad leader, platoon sergeant, and platoon leader

Define key words:  implement, observe, plan

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Prepare to show video on procession and the need for a leader.

Inquire:  Guide Cadets to the Student Learning Plan and learning objectives. Divide Cadets into teams and distribute chart paper and markers. Teams brainstorm leadership duties in a Circle Map and Flow Map to show the steps taken to be a successful leader from an assigned case study.

Gather:  Display a Tree Map or graphic organizer samples. Assign teams a platoon leadership position to construct a Tree Map or classification graphic organizer showing the position’s responsibilities.

Process:  Re-assign platoon leadership positions to different teams so that they create a skit, song, rap, or poem explaining which responsibilities are most important to that position. Display Tree Map or classification graphic organizer to serve as criteria to evaluate the skit, song or rap. Have senior Cadets available to be interviewed. Guide Cadets to create 4-5 interview questions about taking charge in a leadership position, and to interview senior Cadets on their leadership experiences.

Apply:  Distribute the Taking Charge – Knowing your Responsibilities as a Leader Performance Assessment Task. Cadets develop a written paper or illustration summarizing the duties and responsibilities for leadership positions in a platoon.

 

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 5:  Leading Others

Lesson 2:  Taking Charge – Knowing Your Responsibilities as a Leader

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

As you become more involved in JROTC, you will have the opportunity to take charge of a unit and face the difficult task of leading several people. There are certain techniques and steps that will help you to adjust to your new assignment. Regardless of the level of development of your followers, especially in drill, your actions and behavior must be consistent with appropriate leader behavior. In this lesson, you will examine the steps recommended for taking charge of a unit and the responsibilities of team leaders, squad leaders, platoon sergeants, and platoon leaders. You will also create a plan of action for successfully taking charge of a unit.

 

Lesson Question

What are the basic responsibilities of team leaders, squad leaders, the platoon sergeant, and the platoon leader and how do Cadets apply leadership traits to these positions?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Perform the duties of a team leader, squad leader, platoon sergeant, or platoon leader

What will Cadets learn in this lesson?

Learning Objectives

a.    Describe the duties and responsibilities of the different leadership positions within a platoon

b.    Explain the four steps leaders should use when assuming a new leadership position

c.    Demonstrate the responsibilities of a team leader, squad leader, platoon sergeant, and platoon leader

d.    Define key words:  implement, observe, plan

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets provide a written paper or illustration summarizing the duties and responsibilities for leadership positions within a platoon

·         when Cadets describe the steps a leader should use when taking charge of a unit

·         when Cadets describe the structure of the platoon chain of command

·         when Cadets demonstrate the duties and responsibilities for leadership positions in a platoon

 

NOTES:

 

 

 

 

 

 

 

 

 

 

 

Celebrating Difference-culture  
Activity Date: 8/22/2016

Monday- Celebrating Differences-Culture - Formation/Marching/ Current Events

Tuesday-Celebrating Differences-Culture -Formation/Marching/Current Events

Wednesday-Celebrating Differences-Culture-Formation/Marching/Review

Thursday-Celebrating Differences-Culture-Formation/Marching/Test

Friday-Physical Training

 

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 4:  Leadership Strategies

Lesson 1:  Celebrating Differences – Culture and Individual Diversity

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others

Linked ELA Common Core RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.2, W.11-12. WRITING - W.11-12.1., W.11-12.1.a., W.11-12.1.b., W.11-12.1.e., W.11-12.2., W.11-12.3., W.11-12.3.b., W.11-12.3.c., W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.1.b., SL.11-12.1.c.,  SL.11-12.1.d., SL.11-12.4., SL.11-12.5., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.

Linked NHES:  H2., H2.12.1., H2.12.2., H2.12.3., H2.12.4., H2.12.6., H2.12.7., H2.12.8.

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify how people display prejudice toward others

Identify reasons for discrimination and stereotyping

Describe ways a leader can guide diverse groups to work together as a team

Define key words:  culture, discrimination, ethnic, impartial, inclusionary, minority, stereotype, synergy

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Direct Cadet teams to develop a Diversity Acrostic and share with others in the class.

Inquire:  Prepare for a discussion about “masculine” and “feminine.” Cadets complete Exercise #1: Diversity Objects as they view the related slide.

Gather:  Present the video on diversity. Assign discussion questions to teams and facilitate a discussion.

Process:  Provide items if needed for Cadets to role-play a fictitious group. Cadets play their roles as “group members” noting characteristics, attitudes, and behaviors of group as a whole. Cadets create a Bubble Map characterizing each team. Ask Cadets questions about what team they think would be most valuable under certain circumstances.

Apply:  Cadets consider their own stereotypes and prejudices. Distribute and have Cadets complete the Celebrating Differences – Culture and Individual Diversity Performance Assessment Task.

 

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 4:  Leadership Strategies

Lesson 1:  Celebrating Differences – Culture and Individual Diversity

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note: This JROTC lesson may be supplemented by AF JROTC Cultural Studies Awareness (CSA) lessons. The CSA lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals. For further details and a list of the associated CSA lessons, see Optional Activities at the end of this document.

Instructor Lesson Plan:

Why is this lesson important?

Each member of a team is unique. And each member brings different ideas, values, beliefs, and experiences to the team. Effective teams have synergy. That is, they cooperate and create better results than if they were working alone. They use team members’ differences to build a stronger team. In this lesson, you will take a look at how performance in a team may be affected by the stereotypes and prejudice. This will improve your contributions to a team and enhance your leadership skills.

 

Lesson Question

What is my role in diversity and cultural differences?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify how people display prejudice toward others

b.    Identify reasons for discrimination and stereotyping

c.     Describe ways a leader can guide diverse groups to work together as a team

d.    Define key words:  culture, discrimination, ethnic, impartial, inclusionary, minority, stereotype, synergy

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets create a written personal plan for accepting others who are different

·         when Cadets’ plans describe some of their prejudices and stereotypes

·         when Cadets’ plans describe misconceptions they have about others

·         when Cadets’ plans describe ways they can become more accepting or tolerant of other cultures or minority groups

·         when Cadets’ plans describe their personal goals toward becoming leaders who celebrate the differences in all people

 

NOTES:

 

 

 

 

 

 

 

 

x

TAKING CHARGE KNOWING YOUR RESPONSIBILITIES AS A LEADER  
Activity Date: 8/22/2016

Monday-TAKING CHARGE KNOWING YOUR RESPONSIBILITIES AS A LEADER/CURRENT EVENT/MARCH

Tuesday-TAKING CHARGE KNOWING YOUR RESPONSIBILITIES AS A LEADER/CURRENT EVENT/MARCH

Wednesday-TAKING CHARGE KNOWING YOUR RESPONSIBILITIES AS A LEADER/VIEW/MARCHING

Thursday-TAKING CHARGE KNOWING YOUR RESPONSIBILITIES AS A LEADER/TEST/MARCHING

Friday-PHYSICAL TRAINING

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 4:  Leadership Strategies

Lesson 1:  Celebrating Differences – Culture and Individual Diversity

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others

Linked ELA Common Core RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.2, W.11-12. WRITING - W.11-12.1., W.11-12.1.a., W.11-12.1.b., W.11-12.1.e., W.11-12.2., W.11-12.3., W.11-12.3.b., W.11-12.3.c., W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.1.b., SL.11-12.1.c.,  SL.11-12.1.d., SL.11-12.4., SL.11-12.5., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.

Linked NHES:  H2., H2.12.1., H2.12.2., H2.12.3., H2.12.4., H2.12.6., H2.12.7., H2.12.8.

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify how people display prejudice toward others

Identify reasons for discrimination and stereotyping

Describe ways a leader can guide diverse groups to work together as a team

Define key words:  culture, discrimination, ethnic, impartial, inclusionary, minority, stereotype, synergy

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Direct Cadet teams to develop a Diversity Acrostic and share with others in the class.

Inquire:  Prepare for a discussion about “masculine” and “feminine.” Cadets complete Exercise #1: Diversity Objects as they view the related slide.

Gather:  Present the video on diversity. Assign discussion questions to teams and facilitate a discussion.

Process:  Provide items if needed for Cadets to role-play a fictitious group. Cadets play their roles as “group members” noting characteristics, attitudes, and behaviors of group as a whole. Cadets create a Bubble Map characterizing each team. Ask Cadets questions about what team they think would be most valuable under certain circumstances.

Apply:  Cadets consider their own stereotypes and prejudices. Distribute and have Cadets complete the Celebrating Differences – Culture and Individual Diversity Performance Assessment Task.

 

 

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 4:  Leadership Strategies

Lesson 1:  Celebrating Differences – Culture and Individual Diversity

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note: This JROTC lesson may be supplemented by AF JROTC Cultural Studies Awareness (CSA) lessons. The CSA lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals. For further details and a list of the associated CSA lessons, see Optional Activities at the end of this document.

Instructor Lesson Plan:

Why is this lesson important?

Each member of a team is unique. And each member brings different ideas, values, beliefs, and experiences to the team. Effective teams have synergy. That is, they cooperate and create better results than if they were working alone. They use team members’ differences to build a stronger team. In this lesson, you will take a look at how performance in a team may be affected by the stereotypes and prejudice. This will improve your contributions to a team and enhance your leadership skills.

 

Lesson Question

What is my role in diversity and cultural differences?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify how people display prejudice toward others

b.    Identify reasons for discrimination and stereotyping

c.     Describe ways a leader can guide diverse groups to work together as a team

d.    Define key words:  culture, discrimination, ethnic, impartial, inclusionary, minority, stereotype, synergy

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets create a written personal plan for accepting others who are different

·         when Cadets’ plans describe some of their prejudices and stereotypes

·         when Cadets’ plans describe misconceptions they have about others

·         when Cadets’ plans describe ways they can become more accepting or tolerant of other cultures or minority groups

·         when Cadets’ plans describe their personal goals toward becoming leaders who celebrate the differences in all people

 

NOTES:

 

 

 

 

 

Celebrating Difference-culture  
Activity Date: 8/15/2016

 

Monday- Celebrating Differences-Culture - Formation/Marching/ Current Events

Tuesday-Celebrating Differences-Culture -Formation/Marching/Current Events

Wednesday-Celebrating Differences-Culture-Formation/Marching/Review

Thursday-Celebrating Differences-Culture-Formation/Marching/Test

Friday-Physical Training

 

 

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 4:  Leadership Strategies

Lesson 1:  Celebrating Differences – Culture and Individual Diversity

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others

Linked ELA Common Core RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.2, W.11-12. WRITING - W.11-12.1., W.11-12.1.a., W.11-12.1.b., W.11-12.1.e., W.11-12.2., W.11-12.3., W.11-12.3.b., W.11-12.3.c., W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.1.b., SL.11-12.1.c.,  SL.11-12.1.d., SL.11-12.4., SL.11-12.5., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.

Linked NHES:  H2., H2.12.1., H2.12.2., H2.12.3., H2.12.4., H2.12.6., H2.12.7., H2.12.8.

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify how people display prejudice toward others

Identify reasons for discrimination and stereotyping

Describe ways a leader can guide diverse groups to work together as a team

Define key words:  culture, discrimination, ethnic, impartial, inclusionary, minority, stereotype, synergy

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Direct Cadet teams to develop a Diversity Acrostic and share with others in the class.

Inquire:  Prepare for a discussion about “masculine” and “feminine.” Cadets complete Exercise #1: Diversity Objects as they view the related slide.

Gather:  Present the video on diversity. Assign discussion questions to teams and facilitate a discussion.

Process:  Provide items if needed for Cadets to role-play a fictitious group. Cadets play their roles as “group members” noting characteristics, attitudes, and behaviors of group as a whole. Cadets create a Bubble Map characterizing each team. Ask Cadets questions about what team they think would be most valuable under certain circumstances.

Apply:  Cadets consider their own stereotypes and prejudices. Distribute and have Cadets complete the Celebrating Differences – Culture and Individual Diversity Performance Assessment Task.

 

 

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 4:  Leadership Strategies

Lesson 1:  Celebrating Differences – Culture and Individual Diversity

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note: This JROTC lesson may be supplemented by AF JROTC Cultural Studies Awareness (CSA) lessons. The CSA lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals. For further details and a list of the associated CSA lessons, see Optional Activities at the end of this document.

Instructor Lesson Plan:

Why is this lesson important?

Each member of a team is unique. And each member brings different ideas, values, beliefs, and experiences to the team. Effective teams have synergy. That is, they cooperate and create better results than if they were working alone. They use team members’ differences to build a stronger team. In this lesson, you will take a look at how performance in a team may be affected by the stereotypes and prejudice. This will improve your contributions to a team and enhance your leadership skills.

 

Lesson Question

What is my role in diversity and cultural differences?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify how people display prejudice toward others

b.    Identify reasons for discrimination and stereotyping

c.     Describe ways a leader can guide diverse groups to work together as a team

d.    Define key words:  culture, discrimination, ethnic, impartial, inclusionary, minority, stereotype, synergy

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets create a written personal plan for accepting others who are different

·         when Cadets’ plans describe some of their prejudices and stereotypes

·         when Cadets’ plans describe misconceptions they have about others

·         when Cadets’ plans describe ways they can become more accepting or tolerant of other cultures or minority groups

·         when Cadets’ plans describe their personal goals toward becoming leaders who celebrate the differences in all people

 

NOTES:

 

 

 

 

 

You Are What You Eat  
Activity Date: 8/8/2016

1. You are what you eat/ Formation/ Marching

2. You are what you eat/ Formation/ Marching

3. You are what you eat/ Review / Marching

4. You are what  you eat/Test/ Marching

5. Physical Training-Cadet Challenge

 

CORE LET 2 3, 4

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Administrator Lesson Guide: LTC Brenda Pullen -RET

Lesson Competency:  Discover the nutritional needs necessary for your optimum health

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.3.b., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NHES: H1., H1.12.1., H6., H6.12.2., H6.12.3.

Linked JROTC Program Outcomes: Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the recommended daily nutrition guidelines

Identify foods that provide the recommended daily nutrition

Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

Correlate food portions and calories to optimum weight and health

Develop a nutritious diet for yourself

Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets order whatever they want from a mock menu in Exercise #1: Chez JROTC. Discuss with Cadets.

Inquire:  Introduce MyPlate and the food groups in it. Cadets complete Exercise #2: MyPlate and compare their last day’s meal contents to MyPlate proportions.

Gather Part 1:  Display Flash #1: Understanding Nutrition. Cadet teams build a Tree Map to illustrate the nutritional qualities of an assigned food group. Part 2:  Display Flash #2: Portions and Calories. Cadets use the Internet to research an assigned food topic, and the requirements for their gender and age.

Process Part 1:  Brief Cadets on portion sizes and caloric intake. Cadets continue to learn more about their dietary habits and nutritional success by completing Exercise #3: Daily Food Record. Part 2:  Cadets teams use Exercise #4: Perfect Menu to develop a solid, nutritious menu for one day using resources addressed in entire lesson.

Apply:  Cadets create a SuperTracker profile on the ChooseMyPlate website. Distribute the Nutrition - You Are What You Eat Performance Assessment Task.

 

 

CORE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Note:Several of the activities in this lesson require internet resources found at http://www.choosemyplate.gov/.

Instructor Lesson Plan:

Why is this lesson important?

Our diets have changed during the past 35 years. Americans now have a hurry-up lifestyle where convenience is more important than proper eating habits. For convenience, people tend to eat more fast foods and processed foods. Are these convenience foods wise choices? In this learning plan, you will explore how nutrients affect your body. You will also analyze the nutrition provided in a restaurant meal how nutrients and calories impact your entire health - not only today, but in the future too!

 

Lesson Question

How can Cadets ensure they are getting essential nutrients in what they eat?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Discover the nutritional needs necessary for your optimum health

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the recommended daily nutrition guidelines

b.    Identify foods that provide the recommended daily nutrition

c.     Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

d.    Correlate food portions and calories to optimum weight and health

e.     Develop a nutritious diet for yourself

f.     Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by developing a weekly menu plan that meets the USDA Dietary Guidelines for the Cadet’s weight, height, gender, and physical activity

·         when their plan includes printed copies of MyPlan and Sample Meals from SuperTracker

·         when their plan is appropriate for the Cadet’s age, gender, exercise level, and personal health goals

·         when their plan does not exceed recommended calories for the Cadet’s profile

·         when their plan includes the recommended balance of different foods

·         when their plan is one that the Cadet can reasonably maintain

 

NOTES:

 

 

 

 

Basic Command and Staff Principles  
Activity Date: 8/8/2016

1. Basic Command and Staff Principles/Formation/Marching

2. Basic Command and Staff Principles/Formation/Marching

3. Basic Command and Staff Principles/Formation/Review/March

4. Basic Command and Staff Principles/Formation/Test/March

5. Physical Training/PT

 

 

 

CORE LET 3

Unit 1:  Citizenship in Action

Chapter 1:  Foundations of Army JROTC and Getting Involved

Lesson 9:  Basic Command and Staff Principles

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

 

Administrator Lesson Guide:

Lesson Competency:  Demonstrate command and staff principles while performing the duties of an earned leadership position within your Cadet battalion

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.2., W.11-12. WRITING - W.11-12.1.b., W.11-12.1.c., W.11-12.2., W.11-12.2.a., W.11-12.2.b., W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.1.b., SL.11-12.1.c., SL.11-12.4., L.11-12. LANGUAGE - L.11-12.4., L.11-12.6.

Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

 

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Describe staff responsibilities and three common procedures used to coordinate staff actions

Compare the three types of staffs and their relationship to the commander

List the nine-step sequence of command and staff actions in the correct order

Clarify the scope and purpose of the commander's estimate

Define key words:  coordinating staff, course of action, echelon, personal staff, special staff

 

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

 

Lesson Preview:

Inquire:  Guide Cadets to the learning objectives and key words in their Student Learning Plan and preview the lesson activities. Display Visual #1: Basic Command and Staff Principles for Cadets to observe and analyze the structure of the chain of command.

Gather:  Divide the Cadets into 7 teams. Provide chart paper and markers and assign one topic per team to research. Have teams create a Thinking Map® to explain their topic and present it to the class.

Process:  Guide Cadets to volunteer for one of the battalion staff positions. Guide the Cadet Battalion Executive Officer to facilitate a staff planning exercise to provide the Battalion Commander with two options for visits to local places of interest.

Apply:  Copy and distribute the performance assessment task and scoring guide to Cadets. Guide Cadets to complete the Basic Command and Staff Principles Performance Assessment Task.

 

 

 

CORE LET 3

Unit 1:  Citizenship in Action

Chapter 1:  Foundations of Army JROTC and Getting Involved

Lesson 9:  Basic Command and Staff Principles

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

As commanders or staff officers in your Cadet battalion, being prepared to meet the challenges of your position is a major responsibility. Upon completion of this lesson, you will have a better understanding of command and staff procedures and how they relate to your duties in your Cadet battalion. This lesson will explain command and staff authority and responsibilities; principles underlying delegation of authority; command and staff actions; staff organization and operations; and the sequence of actions in making and executing decisions.

 

Lesson Question

What are the command and staff procedures?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Demonstrate command and staff principles while performing the duties of an earned leadership position within your Cadet battalion

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Describe staff responsibilities and three common procedures used to coordinate staff actions

b.    Compare the three types of staffs and their relationship to the commander

c.     List the nine-step sequence of command and staff actions in the correct order

d.    Clarify the scope and purpose of the commander's estimate

e.     Define key words:  coordinating staff, course of action, echelon, personal staff, special staff

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets write a summary describing the types, purposes, and responsibilities of battalion staffs and their relationship to the commander

·         when Cadets draw a Flow Map describing the nine-step sequence of command and staff actions in the correct order 

·         when Cadets correctly describe staff responsibilities and three common procedures used to coordinate staff actions

·         when Cadets accurately describe the three types of staffs and their relationship to the commander

·         when Cadets explain the scope and purpose of the commander’s estimate

 

NOTES:

 

 

 

 

 

 

 

 

 

Continuation of You Are What You Eat and 9 Week Test Review  
Activity Date: 5/9/2016

Monday - You Are What You Eat review and test/ current event/ formation march

Tuesday - Work on study guide for nine week test/ current event/ formation march/ cadet creed and preamble

Wednesday -Class participation on working on study guide/formation march/current event

Thursday - Class participation on reviewing the answers to the study guide/formation march/current event

Friday - Physical Trainning

Nutrients -You Are What You Eat  
Activity Date: 5/2/2016

MONDAY - You Are What You Eat, Formation, Current Events

TUESDAY - You Are What You Eat, Formation, Cadet Creed, Preamble, Marching, Current Events

WEDNESDAY - You Are What You Eat, Review, Reading, Definitions. Cadet Creed, 23 Commands, Current Events

THURDAY - You Are What You Eat, TEST, Class B Uniform Inspection, Current Event

FRIDAY - PHYSICAL TRAINING

 

 

 

 

CORE LET 2 3, 4

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Administrator Lesson Guide: LTC Brenda Pullen -RET

Lesson Competency:  Discover the nutritional needs necessary for your optimum health

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.3.b., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NHES: H1., H1.12.1., H6., H6.12.2., H6.12.3.

Linked JROTC Program Outcomes: Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the recommended daily nutrition guidelines

Identify foods that provide the recommended daily nutrition

Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

Correlate food portions and calories to optimum weight and health

Develop a nutritious diet for yourself

Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets order whatever they want from a mock menu in Exercise #1: Chez JROTC. Discuss with Cadets.

Inquire:  Introduce MyPlate and the food groups in it. Cadets complete Exercise #2: MyPlate and compare their last day’s meal contents to MyPlate proportions.

Gather Part 1:  Display Flash #1: Understanding Nutrition. Cadet teams build a Tree Map to illustrate the nutritional qualities of an assigned food group. Part 2:  Display Flash #2: Portions and Calories. Cadets use the Internet to research an assigned food topic, and the requirements for their gender and age.

Process Part 1:  Brief Cadets on portion sizes and caloric intake. Cadets continue to learn more about their dietary habits and nutritional success by completing Exercise #3: Daily Food Record. Part 2:  Cadets teams use Exercise #4: Perfect Menu to develop a solid, nutritious menu for one day using resources addressed in entire lesson.

Apply:  Cadets create a SuperTracker profile on the ChooseMyPlate website. Distribute the Nutrition - You Are What You Eat Performance Assessment Task.

 

 

CORE LET 2 3, 4

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Administrator Lesson Guide: LTC Brenda Pullen -RET

Lesson Competency:  Discover the nutritional needs necessary for your optimum health

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.3.b., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NHES: H1., H1.12.1., H6., H6.12.2., H6.12.3.

Linked JROTC Program Outcomes: Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the recommended daily nutrition guidelines

Identify foods that provide the recommended daily nutrition

Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

Correlate food portions and calories to optimum weight and health

Develop a nutritious diet for yourself

Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets order whatever they want from a mock menu in Exercise #1: Chez JROTC. Discuss with Cadets.

Inquire:  Introduce MyPlate and the food groups in it. Cadets complete Exercise #2: MyPlate and compare their last day’s meal contents to MyPlate proportions.

Gather Part 1:  Display Flash #1: Understanding Nutrition. Cadet teams build a Tree Map to illustrate the nutritional qualities of an assigned food group. Part 2:  Display Flash #2: Portions and Calories. Cadets use the Internet to research an assigned food topic, and the requirements for their gender and age.

Process Part 1:  Brief Cadets on portion sizes and caloric intake. Cadets continue to learn more about their dietary habits and nutritional success by completing Exercise #3: Daily Food Record. Part 2:  Cadets teams use Exercise #4: Perfect Menu to develop a solid, nutritious menu for one day using resources addressed in entire lesson.

Apply:  Cadets create a SuperTracker profile on the ChooseMyPlate website. Distribute the Nutrition - You Are What You Eat Performance Assessment Task.

 

 

CORE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Note:Several of the activities in this lesson require internet resources found at http://www.choosemyplate.gov/.

Instructor Lesson Plan:

Why is this lesson important?

Our diets have changed during the past 35 years. Americans now have a hurry-up lifestyle where convenience is more important than proper eating habits. For convenience, people tend to eat more fast foods and processed foods. Are these convenience foods wise choices? In this learning plan, you will explore how nutrients affect your body. You will also analyze the nutrition provided in a restaurant meal how nutrients and calories impact your entire health - not only today, but in the future too!

 

Lesson Question

How can Cadets ensure they are getting essential nutrients in what they eat?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Discover the nutritional needs necessary for your optimum health

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the recommended daily nutrition guidelines

b.    Identify foods that provide the recommended daily nutrition

c.     Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

d.    Correlate food portions and calories to optimum weight and health

e.     Develop a nutritious diet for yourself

f.     Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by developing a weekly menu plan that meets the USDA Dietary Guidelines for the Cadet’s weight, height, gender, and physical activity

·         when their plan includes printed copies of MyPlan and Sample Meals from SuperTracker

·         when their plan is appropriate for the Cadet’s age, gender, exercise level, and personal health goals

·         when their plan does not exceed recommended calories for the Cadet’s profile

·         when their plan includes the recommended balance of different foods

·         when their plan is one that the Cadet can reasonably maintain

 

NOTES:

 

 

 

CORE LET 2 3, 4

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Administrator Lesson Guide: LTC Brenda Pullen -RET

Lesson Competency:  Discover the nutritional needs necessary for your optimum health

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.3.b., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NHES: H1., H1.12.1., H6., H6.12.2., H6.12.3.

Linked JROTC Program Outcomes: Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the recommended daily nutrition guidelines

Identify foods that provide the recommended daily nutrition

Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

Correlate food portions and calories to optimum weight and health

Develop a nutritious diet for yourself

Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets order whatever they want from a mock menu in Exercise #1: Chez JROTC. Discuss with Cadets.

Inquire:  Introduce MyPlate and the food groups in it. Cadets complete Exercise #2: MyPlate and compare their last day’s meal contents to MyPlate proportions.

Gather Part 1:  Display Flash #1: Understanding Nutrition. Cadet teams build a Tree Map to illustrate the nutritional qualities of an assigned food group. Part 2:  Display Flash #2: Portions and Calories. Cadets use the Internet to research an assigned food topic, and the requirements for their gender and age.

Process Part 1:  Brief Cadets on portion sizes and caloric intake. Cadets continue to learn more about their dietary habits and nutritional success by completing Exercise #3: Daily Food Record. Part 2:  Cadets teams use Exercise #4: Perfect Menu to develop a solid, nutritious menu for one day using resources addressed in entire lesson.

Apply:  Cadets create a SuperTracker profile on the ChooseMyPlate website. Distribute the Nutrition - You Are What You Eat Performance Assessment Task.

 

 

CORE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Note:Several of the activities in this lesson require internet resources found at http://www.choosemyplate.gov/.

Instructor Lesson Plan:

Why is this lesson important?

Our diets have changed during the past 35 years. Americans now have a hurry-up lifestyle where convenience is more important than proper eating habits. For convenience, people tend to eat more fast foods and processed foods. Are these convenience foods wise choices? In this learning plan, you will explore how nutrients affect your body. You will also analyze the nutrition provided in a restaurant meal how nutrients and calories impact your entire health - not only today, but in the future too!

 

Lesson Question

How can Cadets ensure they are getting essential nutrients in what they eat?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Discover the nutritional needs necessary for your optimum health

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the recommended daily nutrition guidelines

b.    Identify foods that provide the recommended daily nutrition

c.     Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

d.    Correlate food portions and calories to optimum weight and health

e.     Develop a nutritious diet for yourself

f.     Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by developing a weekly menu plan that meets the USDA Dietary Guidelines for the Cadet’s weight, height, gender, and physical activity

·         when their plan includes printed copies of MyPlan and Sample Meals from SuperTracker

·         when their plan is appropriate for the Cadet’s age, gender, exercise level, and personal health goals

·         when their plan does not exceed recommended calories for the Cadet’s profile

·         when their plan includes the recommended balance of different foods

·         when their plan is one that the Cadet can reasonably maintain

 

NOTES:

 

 

 

CORE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 4:  Nutrition – You Are What You Eat

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Note:Several of the activities in this lesson require internet resources found at http://www.choosemyplate.gov/.

Instructor Lesson Plan:

Why is this lesson important?

Our diets have changed during the past 35 years. Americans now have a hurry-up lifestyle where convenience is more important than proper eating habits. For convenience, people tend to eat more fast foods and processed foods. Are these convenience foods wise choices? In this learning plan, you will explore how nutrients affect your body. You will also analyze the nutrition provided in a restaurant meal how nutrients and calories impact your entire health - not only today, but in the future too!

 

Lesson Question

How can Cadets ensure they are getting essential nutrients in what they eat?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Discover the nutritional needs necessary for your optimum health

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the recommended daily nutrition guidelines

b.    Identify foods that provide the recommended daily nutrition

c.     Explore the recommended daily intake of calories for a person of your age, gender, and physical condition

d.    Correlate food portions and calories to optimum weight and health

e.     Develop a nutritious diet for yourself

f.     Define key words:  carbohydrates, fats, minerals, protein, saturated fats, USDA Dietary Guidelines, vitamins, water soluble vitamins

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by developing a weekly menu plan that meets the USDA Dietary Guidelines for the Cadet’s weight, height, gender, and physical activity

·         when their plan includes printed copies of MyPlan and Sample Meals from SuperTracker

·         when their plan is appropriate for the Cadet’s age, gender, exercise level, and personal health goals

·         when their plan does not exceed recommended calories for the Cadet’s profile

·         when their plan includes the recommended balance of different foods

·         when their plan is one that the Cadet can reasonably maintain

 

NOTES:

 

 

 

Right Brain & Left Brain continuation  
Activity Date: 4/25/2016

MONDAY-Right Brain/Left Brain, formation, Marching, Cadet Creed, Preamble

TUESDAY-Right/Left Brain, Formation, marching, cadet creed, preamble, current event, make up uniform day

WEDNESDAY - Right/Left Brain, formation, marching, cadet creed, preamble, current event, Review

THURSDAY-Right/Left Brain, formation, marching, cadet creed, preamble,current event, test

FRIDAY-Physical Training

 

ELECTIVE LET 1

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 2:  Left Brain/Right Brain

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Distinguish between the functions of the left and right brain

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RST.9-10. READING: SCIENCE & TECHNICAL SUBJECTS - RST.9-10.2.

Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the functions of the brain hemispheres

Describe the differences between global and analytical thinking

Explain how brain dominance helps determine personality and behavior

Determine personal information processing preferences

Define key words:  analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Play “Machine Charades.” Give Cadet teams index cards with the name of a machine for Cadet teams to act out. Direct Cadets to consider how they can guess the correct answer without using words.

Inquire:  Cadets view an animation and listen to a briefing about the left and right hemisphere. Cadets complete Exercise #1: Logical or Creative and Exercise #2: Global or Analytical.

Gather:  Cadets view Video #1: Left Brain/Right Brain and listen to a briefing about brain dominance. Cadets complete Exercise #3: Brain Dominance Inventory and Exercise #4: Left-Right Dominance.

Process:  Brief Cadets on verbal and visual thought strategies. Cadet teams create a Multi-Flow Map showing examples of different thought strategies to use for achieving an assigned goal.

Apply:  Cadets discuss left/right-brain characteristics of fictional characters. Distribute the Left-Brain/Right-Brain Performance Assessment Task and Scoring Guide.


ELECTIVE LET 1

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 2:  Left Brain/Right Brain

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:As additional resources for this lesson, you may use the Curriculum Manager content from Quantum Learning. Two videos from Quantum Learning are already incorporated into the PowerPoint presentation.

Instructor Lesson Plan:

Why is this lesson important?

Within the last 40 years scientists have shown that the left and right brain hemispheres have unique and specific functions. Before this breakthrough, brain function was a mystery. In this learning plan, you will explore the differences between each hemisphere and how they impact personality, behaviors, and learning.

 

Lesson Question

How do parts of the brain work together to increase the brain’s processing power?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Distinguish between the functions of left brain and right brain

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the functions of the brain hemispheres

b.    Describe the differences between global and analytical thinking

c.     Explain how brain dominance helps determine personality and behavior

d.    Determine personal information processing preferences

e.     Define key words:  analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a table that charts the Cadet’s daily activities as left-brained or right-brained

·         by writing a summary describing the Cadet’s personal brain hemisphere dominance

·         when the table includes columns for left and right brain hemispheres and rows for at least 20 activities

·         when the table relates each activity as right-brain or left-brain

·         when the table includes reasons for brain hemisphere identification for each activity

·         when the summary includes personal brain hemisphere dominance

·         when the summary relates the Cadet’s findings on Exercises #1 – 4

·         when the summary uses supporting facts for the Cadet’s conclusion about personal brain hemisphere dominance

 

 

 

 

Right Brain/Left Brain  
Activity Date: 4/18/2016

Monday - Right Brain/Left Brain, Formation, Cadet Creed, Preamble, Marching

Tuesday - Right Brain/Left Brain, Formation, Cadet Creed, Preamble, Marching

Wednesday - Right Brain/Left Brain, Revuew, Formation, Cadet Creed, Preamble, Marching

Thursday - Right Brain/Left Brain Test, Formation, Ranks, Command Drill

Friday - Physical Training

 

 

 

ELECTIVE LET 1

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 2:  Left Brain/Right Brain

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Distinguish between the functions of the left and right brain

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RST.9-10. READING: SCIENCE & TECHNICAL SUBJECTS - RST.9-10.2.

Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the functions of the brain hemispheres

Describe the differences between global and analytical thinking

Explain how brain dominance helps determine personality and behavior

Determine personal information processing preferences

Define key words:  analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Play “Machine Charades.” Give Cadet teams index cards with the name of a machine for Cadet teams to act out. Direct Cadets to consider how they can guess the correct answer without using words.

Inquire:  Cadets view an animation and listen to a briefing about the left and right hemisphere. Cadets complete Exercise #1: Logical or Creative and Exercise #2: Global or Analytical.

Gather:  Cadets view Video #1: Left Brain/Right Brain and listen to a briefing about brain dominance. Cadets complete Exercise #3: Brain Dominance Inventory and Exercise #4: Left-Right Dominance.

Process:  Brief Cadets on verbal and visual thought strategies. Cadet teams create a Multi-Flow Map showing examples of different thought strategies to use for achieving an assigned goal.

Apply:  Cadets discuss left/right-brain characteristics of fictional characters. Distribute the Left-Brain/Right-Brain Performance Assessment Task and Scoring Guide.


ELECTIVE LET 1

Unit 3:  Foundations for Success

Chapter 2:  Learning to Learn

Lesson 2:  Left Brain/Right Brain

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:As additional resources for this lesson, you may use the Curriculum Manager content from Quantum Learning. Two videos from Quantum Learning are already incorporated into the PowerPoint presentation.

Instructor Lesson Plan:

Why is this lesson important?

Within the last 40 years scientists have shown that the left and right brain hemispheres have unique and specific functions. Before this breakthrough, brain function was a mystery. In this learning plan, you will explore the differences between each hemisphere and how they impact personality, behaviors, and learning.

 

Lesson Question

How do parts of the brain work together to increase the brain’s processing power?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Distinguish between the functions of left brain and right brain

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the functions of the brain hemispheres

b.    Describe the differences between global and analytical thinking

c.     Explain how brain dominance helps determine personality and behavior

d.    Determine personal information processing preferences

e.     Define key words:  analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a table that charts the Cadet’s daily activities as left-brained or right-brained

·         by writing a summary describing the Cadet’s personal brain hemisphere dominance

·         when the table includes columns for left and right brain hemispheres and rows for at least 20 activities

·         when the table relates each activity as right-brain or left-brain

·         when the table includes reasons for brain hemisphere identification for each activity

·         when the summary includes personal brain hemisphere dominance

·         when the summary relates the Cadet’s findings on Exercises #1 – 4

·         when the summary uses supporting facts for the Cadet’s conclusion about personal brain hemisphere dominance

 

NOTES:

 

 

 

 


Part 1: 45 minutes

 

Energizer:

Lesson Delivery Setup:

1.     This is an optional motivational activity and should be used at your discretion, or as time permits.

2.     Distribute index cards to Cadets with the name of a machine that has specialized parts that all have to work together to achieve the desired result. Examples: dishwasher, vacuum cleaner, computer, garage door opener, and blender. Include enough ideas for the number of small teams your class contains.

Student Learning Activity

Teaching Notes

 

Direct Cadet Focus:  Ask Cadets to think about how your brain can solve problems without using words.

 

Inform Cadets they’ll be playing a game like Charades, but that instead of a phrase, they’ll be asked to act out a type of machine.

Divide Cadets into teams of 3-6 people. Give each team one of the “machine” index cards. Tell the teams to prepare to present the machine kinesthetically or in motion, for the entire class. Using words, spoken or written, is not allowed.

Allow teams one minute for preparation.

Guide teams to present their machine while the rest of the class tries to guess the name of the machine and its function.

 

Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.

  • What did you learn from “demonstrating” your machine?
  • What do you think this activity has to do with how parts of the brain work together?
  • How can you apply what you have discovered in this activity as you learn more about parts of the brain and how the brain works?
     
Use and Effects of Drugs, Alcohol, and Substances-Continuation  
Activity Date: 4/11/2016

 

Monday - Use and Effects of Drugs, Alcohol, and Substances - Continuation - Cadt Creed, Formation, Preamble, 23 Command, Marching

Tuesday - Citizenship Skills - Cadet Creed, Formation, Preamble, 23 Command, Marching

Wednesday - Citizenship Skills Review - Cadet Creed, Preamble, Formation, 23 Command, Marching

Thursday - Citizenship Skills Test - Cadet Creed, Preamble, Formation, 23

Command, Marching

 

CORE LET 2

Unit 6:  Citizenship in American History and Government

Chapter 1:  You the People – Citizenship Skills

Lesson 2:  Citizenship Skills

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide: LTC Brenda Pullen (ret)

Lesson Competency:  Analyze what our country would be like without the seven citizenship skills

Linked ELA Common Core:  W.9-10. WRITING - W.9-10.10., L.9-10. LANGUAGE - L.9-10.4., L.9-10.4.a., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES - RH.9-10.1., RH.9-10.2., RH.9-10.3., RH.9-10.5., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.1.a.

Linked JROTC Program Outcomes:  Address civic concerns that impact the community and society at large. Appreciate the role of the military and other service organizations in building a constitutional republic.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Define the seven You the People citizenship skills

Relate the seven You the People citizenship skills to the Preamble of the Constitution

Explain the relationship between the citizenship skills and effective teamwork

Define key words:  balance, cooperation, fairness, patience, respect, self-improvement, strength

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Create the Exercise #1: Team Skills Sale Chart using the chart provided in the lesson presentation. Cadets brainstorm skills needed for teamwork and then, as a team, determine their value using an allotted budget.

Inquire:  Guide Cadets to the learning objectives and key words in their Student Learning Plan. Post signs in the room for each of the seven citizenship skills. Cadets brainstorm the definition of their assigned citizenship skill and its relationship to team work. Develop a class T-Chart and allow Cadets to add their information to the chart.

Gather:  In teams, Cadets read about each of the You the People citizenship skills and prepare to teach others through a graphic presentation. Presentations include the skill definition, example in everyday life, and how it supports the Preamble of the Constitution.

Process:  Cadets think about a person, character, politician, or notable who characterizes their assigned citizenship skill. Cadets then develop a song or poem that shows the relationship. Guide Cadets to develop a poem, rap, or song about a person who represents their assigned citizenship skill and a supporting Bridge Map.  

Apply:  Distribute the Citizenship Skills Performance Assessment Task. Cadets discuss citizenship skills and review key words.

 

 

FRIDAY - Physical Training (PT) - Lesson on Cadet Challenge see lesson plan this lesson is given twice a year to the students to measure their progress

ELECTIVE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 2:  Cadet Challenge

Time: 1350 minutes

·          90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

·          14 (fourteen) 90-minute lessons of physical fitness practice

Administrator Lesson Guide: LTC (ret) Brenda Pullen

Lesson Competency:  Meet the physical fitness standards for the Cadet Challenge

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.3.b., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NASPE: Standard 3

Linked JROTC Program Outcomes:  Make decisions that promote positive social, emotional, and physical health.  

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

  Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the five Cadet Challenge exercises

Describe the proper techniques for the Cadet Challenge exercises

Distinguish between the various fitness award categories

Determine your personal Cadet Challenge goal

Define key words:  Cadet Challenge, curl-ups, flexed-arm hang, pull-ups, shuttle run, V-sit reach

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets test themselves on their ability to do curl-ups and push-ups.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan. Brief Cadets on the Cadet Challenge and award opportunities.

Gather:  Brief Cadets on the fitness exercises of the Cadet Challenge program. Distribute Information Sheet #1: Cadet Challenge Criteria. Cadet teams create a performance standard checklist for the exercises.

Process:  In the gym, senior Cadets monitor each physical event for Cadets. Distribute copies of Exercise #1: Keeping Track of Your Progress on the Cadet Challenge so Cadets can log the results of their initial performance.

Apply:  Distribute copies of Handout #1: The Health Fitness Award. Cadets compare their initial performance on exercises to the standards listed in Handout #1: The Health Fitness Award. Distribute copies of the Cadet Challenge Performance Assessment Task. Cadets work on meeting the challenge in fourteen 90-minute lessons of practice.

 

 

 

ELECTIVE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 1:  Achieving a Healthy Lifestyle

Lesson 2:  Cadet Challenge

Time: 1350 minutes

·          90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

·          14 (fourteen) 90-minute lessons of physical fitness practice

Instructor Lesson Plan:

Why is this lesson important?

Do you think you are physically fit? Your physical condition will be checked through the Cadet Challenge. Cadet Challenge consists of five fitness exercises that test your physical ability. They require endurance, speed, strength, and flexibility. In this learning plan, you will practice the required exercises and prepare to meet the Cadet Challenge.

 

Lesson Question

Why is physical fitness important?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Meet the physical fitness standards for the Cadet Challenge

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the five Cadet Challenge exercises

b.    Describe the proper techniques for the Cadet Challenge exercises

c.     Distinguish between the various fitness award categories

d.    Determine your personal Cadet Challenge goal

e.     Define key words:  Cadet Challenge, curl-ups, flexed-arm hang, pull-ups, shuttle run, V-sit reach

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by performing required physical fitness exercises for the Cadet Challenge

·         when the Cadets set accurate physical fitness goals for the Cadet Challenge

·         when the Cadets meet the Cadet Challenge criteria for the one-mile run/walk

·         when the Cadets meet the Cadet Challenge criteria for the shuttle run

·         when the Cadets meet the Cadet Challenge criteria for pull-ups (or flexed-arm hang or right angle push-ups)

·         when the Cadets meet the Cadet Challenge criteria for curl-ups (or partial curl-ups)

·         when the Cadets meet the Cadet Challenge criteria for the V-sit reach (or sit and reach)

 

NOTES:

 

 

 

 

 

 

 

 

 

Use and Effects of Drugs, Alcohol, and Substances  
Activity Date: 4/4/2016

Monday-Use and Effects of Drugs, Alcohol, and Substances-Formation, Creed, Preamble, Marching, Current Events

Tuesday-Use and Effects of Drugs, Alcohol, and Substances-Formation, Creed, Preamble, Marching, Current Events, 23 Drill Commands

Wednesday - Use and Effects of Drugs, Alcohol, and Substances-Review, Formation, Creed, Preamble, Marching, Current Event, 23 Drill Cmd

Thursday - Use and Effects of Drugs, Alcohol, and Substances-Review, Formation, Creed, Preamble, Marching,Current Event, 23 Drill Cmd

Friday- Physical Training

 

CORE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 3:  Drug Awareness

Lesson 1:  Use & Effect of Drugs, Alcohol, and Substances

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Assess the impact of drug and substance abuse on life today

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.1.

Linked NHES:  H1., H1.12.2., H1.1.12.5., H1.12.7., H1.12.8., H1.12.9.

Linked JROTC Program Outcomes:  Address civic concerns that impact the community and society at large. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify commonly abused substances

Recognize the difference between drug use, misuse and abuse

Describe reasons why people might use, misuse or abuse alcohol or drugs

Identify the risks associated with alcohol and various drugs

Associate the consequences of alcohol and drug use, misuse and abuse to life

Define key words:  abuse, addiction, alcohol, controlled substance, dependency, depressed, distilled, drugs, ethyl alcohol, ferment, gateway, hallucinogens, inhalants, intoxicated, misuse, narcotics, nicotine, stimulants, substance, tobacco

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets experience loss of sight in a dark room or with blindfolds as a way to introduce the concept of physical impairment. Cadets compare and contrast their reactions in a Double Bubble Map or Venn Diagram sample.

Inquire:  Cadets complete and score the TeenGetgoing Self Assessment Quiz. The class begins work on a KWL chart or Tree Map listing what they know about alcohol and other drugs.

Gather:  Display the presentation on alcohol and other drugs. Cadets add what they’ve learned to the chart.

Process:  Cadets view/play the TeenGetgoing DUI game. Lead a class discussion about the effects of substance abuse on society at large.

Apply:  Copy and distribute the Use & Effect of Drugs, Alcohol, and Substances Performance Assessment Task and Exercises #1 – 4. Cadets create a substance abuse education proposal.

 

 

CORE LET 2

Unit 4:  Wellness, Fitness, and First Aid

Chapter 3:  Drug Awareness

Lesson 1:  Use & Effect of Drugs, Alcohol, and Substances

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note: This JROTC lesson may be supplemented by AF JROTC Cultural Studies Awareness (CSA) lessons. The CSA lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals. For further details and a list of the associated CSA lessons, see Optional Activities at the end of this document.

Instructor Lesson Plan:

Why is this lesson important?

Studies suggest that 90 percent of teens will “use” alcohol and/or other drugs during adolescence. Fifty percent of teens will “abuse” alcohol and/or drugs, and 15 percent will become “addicted” while still in adolescence! Look around your classroom. What kind of numbers does this represent? This learning plan will present the latest information about alcohol and drugs and allow you to process it in a way that is meaningful to both you and your community.

 

Lesson Question

What should a substance abuse prevention program do?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Assess the impact of drug and substance abuse on life today

 

What will Cadets learn in this lesson?

Learning Objectives

a.       Identify commonly abused substances

b.      Recognize the difference between drug use, misuse, and abuse

c.       Describe reasons why people might use, misuse, or abuse alcohol or drugs

d.      Identify the risks associated with alcohol and various drugs

e.      Associate the consequences of alcohol and drug use, misuse, and abuse to life

f.        Define key words:  abuse, addiction, alcohol, controlled substance, dependency, depressed, distilled, drugs, ethyl alcohol, ferment, gateway, hallucinogens, inhalants, intoxicated, misuse, narcotics, nicotine, stimulants, substance, tobacco

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by developing a proposal for educating others about a particular substance

·         when their proposal identifies a target audience

·         when their proposal identifies facts and current information about target substance(s)

·         when their proposal identifies information supporting why there is a need for education

·         when their proposal identifies types of education awareness tools: video, pamphlets, speakers, advertising, brochures

 

NOTES:

 

 

 

 

 

 

 

 

The Importance of Motivation  
Activity Date: 3/28/2016

Monday-OFF

Tuesday- The Importance of Motivation-Cadet Creed-PreAmber

Wednesday-The Imporance of Motivation- Review-Cadet Creed-PreAmber

Thursday-Motivation Project, Test

Friday -PT-Physical Training

 

 

 

 

CORE LET 2, 3, 4

Unit 2:  Leadership Theory and Application

Chapter 6:  Leadership Principles

Lesson 5:  Motivation

Time:  (a) Two 45-minute blocks with Part 1 and 2 for Days 1 and 2 or (b) One 90-minute period with Part 1 and 2

Administrator Lesson Guide: LTC (RET) BRENDA PULLEN

Lesson Competency:  Employ motivation strategies that inspire others to achieve goals

Linked ELA Common Core:  W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NHES: H4., H4.12.1., H5., H5.12.6., H8., H8.12.1., H8.12.2., H8.12.3., H8.12.4.

Linked JROTC Program Outcomes: Develop leadership skills [leadership], Build effective relationships with peers, co-workers, and the community (conflict resolution and service learning) [self management, personal success, life skills]

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Determine how individual performance within a group is influenced by expectations, ability, and motivation

Explain the 14 Principles of Motivation

Define key words:  alleviate, complement, intangible, prejudicial

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Arrange for space to demonstrate an activity with a Cadet volunteer so Cadets consider reactions to being pushed to determine preference of being asked or being told to do something.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan to preview the lesson activities. Cadets follow instructions to complete a task two different ways using Visual #1: Motivation and Expectation activity. Cadets contrast achievement using a motivational strategy.

Gather:  Part 1:  Present Principles of Motivation using Flash #1: Principles of Motivation or student textbooks. Cadets create class Double Bubble Map of characteristics and examples of Motivational Principles. Part 2:  Display Visual #2: The 11 Principles of Leadership. Cadets correlate how leadership and motivation relate using a Flow Map to illustrate a motivational process toward achieving a team goal.

Process:  Part 1:  Distribute Exercise #1: Motivation and Leadership. Cadet partners work through how to lead through given motivational situations. Cadets share responses with other teams. Part 2:  Distribute Exercise #2: Motivational Scenarios. Cadet partners use activity to work through given scenarios, responding as both a motivator and a leader.

Apply:  Cadets create a Double T-Chart identifying Motivational Principles used, examples, and plan for improvement. Distribute and review the Motivation Performance Assessment Task. Review key words.

 

How to form a Inspection and Physical Training Formation  
Activity Date: 3/21/2016

Monday-Each Student will form up an Inspection formation

Tuesday-Each Student will form PT formation

Wednesday-Each Student will Resite the 23 Drill Commands and March

Thursday-Each Student will Resite the Cadet Creed, PreAmber and 16 Cadet Ranks and Know what it look like

Friday-OFF

SPRING BREAK  
Activity Date: 3/14/2016
The Communication Process  
Activity Date: 3/7/2016

Monday - Communication Process -Formation-Marching-Current Event

Tuesday - Communication Process - Formation-Marching-Current Event

Wednesday - Communication Process Review - Formation-Marching-Current Event

Thursday - Communication Process Test-Uniform

Friday - PT

 

 

 

 

 

CORE LET 1-3

Unit 3: Foundations for Success

Chapter 4: Communication Skills

Lesson 1: The Communication Process

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Demonstrate how the communication process affects interaction between individuals

Linked ELA Common Core:  W.9-10. WRITING - W.9-10.1.a., W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked NHES: H4., H4.12.1., H4.12.2., H4.12.3., H4.12.4 

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Learning Objectives

Describe the communication process

Compare verbal and nonverbal means of communication

Identify the six steps of effective communication

Evaluate your communication style

Define key words:  audience analysis, channel, feedback, mixed messages, noise, nonverbal, receiver, setting, verbal

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer: List objects on the board that Cadets can draw on each other’s backs to focus on how communication occurs.

Inquire: Direct Cadets to play the “Sentence Game.” Lead a discussion about the communication challenges of the game.  

Gather:  Display animation of Communication. Cadets create Flow Maps illustrating the communication process and the steps for effective communication. Play Video #1: Communication Dos and Don’ts. Cadets Think-Pair-Share what they observed in the video.

Process:  Cadets review animation of Winning Colors® and Winning Colors® Power Words. Cadet teams create Tree Maps to illustrate communication techniques for each Winning Colors® category.

Apply: Copy and distribute the Communication Process Performance Assessment Task. Cadets perform a role-play in class demonstrating their communication skills.


CORE LET 1

Unit 3: Foundations for Success

Chapter 4: Communication Skills

Lesson 1: The Communication Process

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

Every day, one of your main activities is communicating with others. You communicate at home, at school, with your friends, and in the community. For some of you, you are also communicating in a job environment. For adults, communication at work can be the difference between success and failure. In this learning plan, you will identify your communication style and practice ways to clearly communicate with others.

 

Lesson Question

How does the communication process impact interaction between individuals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Demonstrate how the communication process affects interaction between individuals

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Describe the communication process

b.    Compare verbal and nonverbal means of communication

c.     Identify the six steps of effective communication

d.    Evaluate your communication style

e.     Define key words:  audience analysis, channel, feedback, mixed messages, noise, nonverbal, receiver, setting, verbal

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by demonstrating the communication process by writing a role-play skit

·         when their role-play skit includes examples of the consequences of poor verbal and nonverbal communications

·         when their role-play skit includes examples of clear verbal and nonverbal communications

 

 

NOTES:

 

 

 

 

 

 

 

 

 

 

 

Nine Week Final Review/Exam  
Activity Date: 2/29/2016

Monday - Nine Week  Final Review/Formation/Marching 

Tuesday - Nine Week Final Review/Formation/Marching

Wednesday - 4th Block Exam/Formation/Marching

Thursday - 2nd & 3rd Block Exam/Formation/Marching

Friday - 1st Block Exam/Formation/Marching

Orientation to Service Learning  
Activity Date: 2/22/2016

 

Monday-Orientation to Service Learning/Formation/Current Event

Tuesday-Orientation to Service Learning/Project/Current Event

Wednesday-Orientation to Service Learning Review/Formation/Current Event

Thursday-Orientation to Service Learning Test/Uniform Formation/23 Drill

Friday-Physical Training 

 

 

 

 

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 8:  Making a Difference with Service Learning

Lesson 1:  Orientation to Service Learning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Identify the components of service learning

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES - RH.9-10.2.

Linked NHES: H2., H2.12.4., H3., H5., H5.12.4., H6., H6.12.1., H6.12.2., H6.12.3., H6.12.4.

Linked NASPE: Standard 5, Standard 6

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Distinguish between service learning and community service

Explain how service learning projects relate to Cadet learning in the classroom

Compare the types of service opportunities within your community

Identify the benefits of serving others within a community

Associate the roles and responsibilities of service learning teams

Define key words:  community service, debriefer, facilitator, learning log, orientation, recorder, reflection, reporter, service learning, timekeeper

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Inquire:  Guide Cadets to preview the Student Learning Plan. Post Double Bubble Map samples. Have Cadets list the attributes of service learning and community service in a Double Bubble Map to compare service learning to community service.

Gather:  Prepare to play Video #1: Introduction to Service Learning and Orientation to Service Learning animation. Guide Cadets to complete Exercise #1: What is Service Learning? to evaluate potential service learning projects.

Process:  Copy and distribute Exercise #2: Service Learning Scenarios. Have Cadets determine if these service learning scenarios meet the guidelines for an effective service learning project and create a Multi-Flow Map illustrating the causes and effects of each project.

Apply:  Copy and distribute the Orientation to Service Learning Performance Assessment Task. Cadets evaluate a potential project and write a proposal for a service learning project. Review key words.


CORE LET 1

Unit 3:  Foundations for Success

Chapter 8:  Making a Difference with Service Learning

Lesson 1:  Orientation to Service Learning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

 

Note:  This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 9 - Review and Disaster Simulationand materials for this lesson are found in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents of the TEEN CERT curriculum before implementation. Teen CERT lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals.

 

Instructor Lesson Plan:

Why is this lesson important?

John F. Kennedy reminded Americans to “Ask not what your country can do for you; ask what you can do for your country.” Take a look around you. There are many problems and people in need. Service learning experiences can become the starting point for reaching out — doing something good for those around you and making the world a better place. In this learning plan, identify the components of service learning and begin planning how you can help make a difference in your community.

 

Lesson Question

What is service learning, and how can participating in it help make a difference?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Identify the components of service learning

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Distinguish between service learning and community service

b.    Explain how service learning projects relate to Cadet learning in the classroom

c.     Compare the types of service opportunities within your community

d.    Identify the benefits of serving others within a community

e.     Associate the roles and responsibilities of service learning teams

f.     Define key words:  community service, debriefer, facilitator, learning log, orientation, recorder, reflection, reporter, service learning, timekeeper

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by evaluating examples of service learning projects to determine if they meet the requirements for a JROTC service learning project

·         by writing a brief proposal for a potential JROTC service learning project

·         by submitting their Learning Log with reflection responses about the features and benefits of service learning

·         when they describe how the project benefits the community

·         when they describe how the project enhances learning

·         when they describe how the project relates to the JROTC program curriculum

·         when they identify one or more JROTC competencies addressed by the service learning project

·         when they describe the role of teamwork in accomplishing the project

·         when they suggest ways that a project could be modified to ensure that it meets established guidelines for JROTC service learning projects

·         when their Learning Log reflects insights, thoughts, and ideas concerning service learning

 

NOTES:

 

 

Reading with Meaning Continuation  
Activity Date: 2/15/2016

Monday-Students are on Holiday

Tuesday- Reading for Meaning/Group Project/Presentation/Formation/Current Event

Wednesday - Reading for Meaning/Review/Formation/Current Event

Thursday - Reading for Meaning/Test/Formation/Current Event

Friday - Phyiscal Training

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 3:  Study Skills

Lesson 2:  Reading for Meaning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

Reading forms the basis of your study skills. An active learner finds information on his or her own through reading. It’s a necessary study skill, but often difficult for many people. Using strategies to help identify word meanings and context meaning of a passage can help improve reading comprehension. In this learning plan, you will examine a variety of reading strategies and vocabulary building strategies designed to help raise your reading comprehension level.

 

Lesson Question

What can JROTC Cadets learn to do to improve their reading comprehension and become more effective readers?

 

What will Cadets accomplish in this lesson?

Lesson Competency

 Select reading comprehension strategies to enhance learning

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the purposes of reading

b.    Distinguish among reading comprehension strategies

c.     Distinguish among the types of context clues readers use to determine word meaning

d.    Recognize how to apply vocabulary strategies to enhance vocabulary context

e.     Relate vocabulary in context strategies to reading comprehension

f.     Define key words:  analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, properties, purpose, strategy, synonym 

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by applying vocabulary building and reading comprehension strategies to assigned readings

·         when they define the purpose of a selected reading

·         when they define the hypothesis of a selected reading

·         when they make predictions from a selected reading

·         when they use one of the four reading comprehension strategies to help improve their own reading comprehension

·         when they use one of the six vocabulary comprehension strategies to enhance their vocabulary skills and help improve their own reading comprehension

·         when they summarize in writing the strategies they selected and how they did or did not help their reading comprehension

 

NOTES:

 

 

 

Reading For Meaning  
Activity Date: 2/8/2016

Monday - Etquiette Review/Formation/Marching/Cadet Creed/PreAmber/Current Event

Tuesday - Etquiette Test/Formation/Current Event/Cadet Creed/Preamber

Wednesday - Reading For Meaning/Current Event/Cadet Creed/Preamber/Formation

Thursday - Reading For Meaning Project/Review/Test

Friday - Physical Training

 

CORE LET  1,2,3,4

Unit 3:  Foundations for Success

Chapter 3:  Study Skills

Lesson 2:  Reading for Meaning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide: LTC Brenda Pullen (RET)

Lesson Competency:  Select reading comprehension strategies to enhance your learning

Linked ELA Common Core:  W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Identify the purposes of reading

Distinguish among reading comprehension strategies

Distinguish among the types of context clues readers use to determine word meaning

Recognize how to apply vocabulary strategies to enhance vocabulary context

Relate vocabulary in context strategies to reading comprehension

Define key words:  analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, properties, purpose, strategy, and synonym

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Read Exercise #1: Energizer or prepare to play Audio #1: Energizer. Cadets look for clues indicating meaning in reading using Exercise #2: Can You Figure Out The Meaning.

Inquire:  Display learning objectives and guide Cadets to the learning objectives in their Student Learning Plan. Distribute Exercise #4: Thirteen Questions. Cadets chart and discuss various reading styles and habits.

Gather:  In teams, read student text and illustrate qualities of reading comprehension and vocabulary building strategies. Teams present the strategy they studied to class.

Process:  Create Double T-Chart. Copy and distribute Exercises #5 through #7 and #9 through #11. Cadets complete Exercise #15: Major Principles of the Constitution.

Apply:  Make copies of Exercises #5 through #14. Cadets complete Exercise #8: Reading Comprehension Strategies. Distribute the Reading for Meaning Performance Assessment Task. Review key words.

 

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 3:  Study Skills

Lesson 2:  Reading for Meaning

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

Reading forms the basis of your study skills. An active learner finds information on his or her own through reading. It’s a necessary study skill, but often difficult for many people. Using strategies to help identify word meanings and context meaning of a passage can help improve reading comprehension. In this learning plan, you will examine a variety of reading strategies and vocabulary building strategies designed to help raise your reading comprehension level.

 

Lesson Question

What can JROTC Cadets learn to do to improve their reading comprehension and become more effective readers?

 

What will Cadets accomplish in this lesson?

Lesson Competency

 Select reading comprehension strategies to enhance learning

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Identify the purposes of reading

b.    Distinguish among reading comprehension strategies

c.     Distinguish among the types of context clues readers use to determine word meaning

d.    Recognize how to apply vocabulary strategies to enhance vocabulary context

e.     Relate vocabulary in context strategies to reading comprehension

f.     Define key words:  analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, properties, purpose, strategy, synonym 

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by applying vocabulary building and reading comprehension strategies to assigned readings

·         when they define the purpose of a selected reading

·         when they define the hypothesis of a selected reading

·         when they make predictions from a selected reading

·         when they use one of the four reading comprehension strategies to help improve their own reading comprehension

·         when they use one of the six vocabulary comprehension strategies to enhance their vocabulary skills and help improve their own reading comprehension

·         when they summarize in writing the strategies they selected and how they did or did not help their reading comprehension

 

NOTES:

 

 

 

Cadet Etiquette-Continuation  
Activity Date: 2/1/2016

MONDAY-Cadet Etiquette-Continuation/Formation/Preamble/23 Drill Commands/Curent Event

TUESDAY-Cadet Etiquette-Continuation/Formation/Preamble/Cadet Creed/Current Event

WEDNEDSAY-Cadet Etiquette-Continuation/Formation/Preamble/Cadet Creed/Current Event

THURSDAY-Cadet Etiquette-Continuation Test/Formation/Cadet Creed/Preamble/Current Event

FRIDAY-PT  

 

 

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 10:  Planning Skills and Social Responsibility

Lesson 4:  Cadet Etiquette Guide

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency Apply the rules of etiquette to your role as a Cadet

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.3., RI.11-12.4., RI.11-12.7., W.11-12. WRITING - W.11-12.2., W.11-12.2.a., W.11-12.2.b., W.11-12.3.c., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.4., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Prepare invitations and thank-you notes

Exhibit appropriate etiquette when making introductions

Demonstrate proper dining etiquette

Define key words:  comradeship, curtly, dining-in, dining-out, etiquette, martial, monopolize, palate, place cards, protocol, receiving line, repast, sorbet, stag, stilted, tines

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Provide small candies, nuts, or grapes with bowls, utensils, mittens, and first aid tape. Cadets experience a new way to do a very familiar activity.

Inquire:  Copy and distribute the Student Learning Plan. Copy and distribute Exercise #1: Agree/Disagree. Post a Circle Map or Concept Web to list the qualities of etiquette.

Gather:  Provide dinner place setting, card stock paper, chart paper, and markers for Cadet teams set up “rules of etiquette” stations to teach others about proper etiquette. Provide a copy of the Cadet Desk Reference for appropriate dinner place setting example.

Process:  Provide dinner place setting and card stock paper for Cadet use while rotating to various stations for practice in a particular “rule of etiquette.”

Apply:  Copy and distribute Exercise #2: Cadet Ball Scenario/Menu for team collaboration on what is required when planning the Cadet Ball. Copy and distribute the Cadet Etiquette Guide Performance Assessment Task.

 

 

 

CORE LET 3

 

Unit 3:  Foundations for Success

Chapter 10:  Planning Skills and Social Responsibility

Lesson 4:  Cadet Etiquette Guide

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

There will be many occasions in life that will require you to interact in a variety of social situations. By knowing the rules of proper etiquette, you will not only make a good impression, you will feel more relaxed and confident in unfamiliar situations. In this lesson you will explore the proper social conduct and behavior for a variety of situations, including the Cadet Ball.

 

Lesson Question

How can you use the rules of etiquette required of Cadets in other types of life situations?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Apply the rules of etiquette to your role as a Cadet

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Prepare invitations and thank you notes

b.    Exhibit appropriate etiquette when making introductions

c.     Demonstrate proper dining etiquette

d.    Define key words:  comradeship, curtly, dining in, dining out, etiquette, martial, monopolize, palate, place cards, protocol, receiving line, repast, sorbet, stag, stilted, tines

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a Rules of Etiquette packet

·         when packet includes a written scenario of a social event

·         when packet includes details pertaining to the three “rules of etiquette”

·         when packet is neatly presented for use within the Cadet Portfolio

 

NOTES:

 

 

 

 

 

 

 

 

 

 

Cadet Etiquette  
Activity Date: 1/25/2016

Monday-Cadet Etiquette Guide/Formation/March

Tuesday-Cadet Etiquette Guide/Formation/March

Wednesday-Cadet Etiquette Guide/Formation/March

Thursday - Cadet Etiquette Guide/Formation/March

Friday - Cadet Etiquett Guide/Formation/March

 

 

 

 

 

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter 10:  Planning Skills and Social Responsibility

Lesson 4:  Cadet Etiquette Guide

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency Apply the rules of etiquette to your role as a Cadet

Linked ELA Common Core:  RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.3., RI.11-12.4., RI.11-12.7., W.11-12. WRITING - W.11-12.2., W.11-12.2.a., W.11-12.2.b., W.11-12.3.c., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.4., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Prepare invitations and thank-you notes

Exhibit appropriate etiquette when making introductions

Demonstrate proper dining etiquette

Define key words:  comradeship, curtly, dining-in, dining-out, etiquette, martial, monopolize, palate, place cards, protocol, receiving line, repast, sorbet, stag, stilted, tines

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Provide small candies, nuts, or grapes with bowls, utensils, mittens, and first aid tape. Cadets experience a new way to do a very familiar activity.

Inquire:  Copy and distribute the Student Learning Plan. Copy and distribute Exercise #1: Agree/Disagree. Post a Circle Map or Concept Web to list the qualities of etiquette.

Gather:  Provide dinner place setting, card stock paper, chart paper, and markers for Cadet teams set up “rules of etiquette” stations to teach others about proper etiquette. Provide a copy of the Cadet Desk Reference for appropriate dinner place setting example.

Process:  Provide dinner place setting and card stock paper for Cadet use while rotating to various stations for practice in a particular “rule of etiquette.”

Apply:  Copy and distribute Exercise #2: Cadet Ball Scenario/Menu for team collaboration on what is required when planning the Cadet Ball. Copy and distribute the Cadet Etiquette Guide Performance Assessment Task.

 

 

 

CORE LET 3

 

Unit 3:  Foundations for Success

Chapter 10:  Planning Skills and Social Responsibility

Lesson 4:  Cadet Etiquette Guide

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

There will be many occasions in life that will require you to interact in a variety of social situations. By knowing the rules of proper etiquette, you will not only make a good impression, you will feel more relaxed and confident in unfamiliar situations. In this lesson you will explore the proper social conduct and behavior for a variety of situations, including the Cadet Ball.

 

Lesson Question

How can you use the rules of etiquette required of Cadets in other types of life situations?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Apply the rules of etiquette to your role as a Cadet

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Prepare invitations and thank you notes

b.    Exhibit appropriate etiquette when making introductions

c.     Demonstrate proper dining etiquette

d.    Define key words:  comradeship, curtly, dining in, dining out, etiquette, martial, monopolize, palate, place cards, protocol, receiving line, repast, sorbet, stag, stilted, tines

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by creating a Rules of Etiquette packet

·         when packet includes a written scenario of a social event

·         when packet includes details pertaining to the three “rules of etiquette”

·         when packet is neatly presented for use within the Cadet Portfolio

 

NOTES:

 

 

 

 

 

 

 

 

 

 

 

TAKING CHARGE KNOWING YOUR RESPONSIBILITIES AS A LEADER  
Activity Date: 1/19/2016

 

MONDAY-MLK HOLIDAY

TUESDAY-KNOW YOUR RESPONSIBILITIES AS A LEADER/FORMATION/DRILL/RANK/PRESENTATION

WEDNESDAY-KNOW YOUR RESPONSIBILITIES AS A LEADER/FORMATION/DRILL/RANK/PRESENTATION/REVIEW

THURSDAY-KNOW YOUR RESPONSIBILITIES AS A LEADER/FORMATION/TEST

FRIDAY-PHYSICAL TRAINING 

 

 

 

 

 

 

CORE LET Unit 2:  Leadership Theory and Application

Chapter 5:  Leading Others

Lesson 2:  Taking Charge – Knowing Your Responsibilities as a Leader

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:  LTC BRENDA PULLEN (RET)

Lesson Competency:  Perform the duties of a team leader, squad leader, platoon sergeant, or platoon leader

Linked ELA Common Core:  RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.3., W.11-12 WRITING - W.11-12.1., W.11-12.1.c., W.11-12.3., W.11-12.3.c., W.11-12.9., W.11-12.10., S.11-12 SPEAKING & LISTENING - SL.11-12.1., SL.11-12.1.c., SL.11-12.2., SL.11-12.4., L.11-12 LANGUAGE - L.11-12.6.

Linked NASPE: Standard 2

Linked JROTC Program Outcomes: Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Graduate prepared to excel in post-secondary options and career pathways. Appreciate the role of the military and other service organizations in building a constitutional republic.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Describe the duties and responsibilities of the different leadership positions within a platoon

Explain the four steps leaders should use when assuming a new leadership position

Demonstrate the responsibilities of a team leader, squad leader, platoon sergeant, and platoon leader

Define key words:  implement, observe, plan

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Prepare to show video on procession and the need for a leader.

Inquire:  Guide Cadets to the Student Learning Plan and learning objectives. Divide Cadets into teams and distribute chart paper and markers. Teams brainstorm leadership duties in a Circle Map and Flow Map to show the steps taken to be a successful leader from an assigned case study.

Gather:  Display a Tree Map or graphic organizer samples. Assign teams a platoon leadership position to construct a Tree Map or classification graphic organizer showing the position’s responsibilities.

Process:  Re-assign platoon leadership positions to different teams so that they create a skit, song, rap, or poem explaining which responsibilities are most important to that position. Display Tree Map or classification graphic organizer to serve as criteria to evaluate the skit, song or rap. Have senior Cadets available to be interviewed. Guide Cadets to create 4-5 interview questions about taking charge in a leadership position, and to interview senior Cadets on their leadership experiences.

Apply:  Distribute the Taking Charge – Knowing your Responsibilities as a Leader Performance Assessment Task. Cadets develop a written paper or illustration summarizing the duties and responsibilities for leadership positions in a platoon.

 

 

 

CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 5:  Leading Others

Lesson 2:  Taking Charge – Knowing Your Responsibilities as a Leader

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Instructor Lesson Plan:

Why is this lesson important?

As you become more involved in JROTC, you will have the opportunity to take charge of a unit and face the difficult task of leading several people. There are certain techniques and steps that will help you to adjust to your new assignment. Regardless of the level of development of your followers, especially in drill, your actions and behavior must be consistent with appropriate leader behavior. In this lesson, you will examine the steps recommended for taking charge of a unit and the responsibilities of team leaders, squad leaders, platoon sergeants, and platoon leaders. You will also create a plan of action for successfully taking charge of a unit.

 

Lesson Question

What are the basic responsibilities of team leaders, squad leaders, the platoon sergeant, and the platoon leader and how do Cadets apply leadership traits to these positions?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Perform the duties of a team leader, squad leader, platoon sergeant, or platoon leader

What will Cadets learn in this lesson?

Learning Objectives

a.     Describe the duties and responsibilities of the different leadership positions within a platoon

b.    Explain the four steps leaders should use when assuming a new leadership position

c.     Demonstrate the responsibilities of a team leader, squad leader, platoon sergeant, and platoon leader

d.    Define key words:  implement, observe, plan

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets provide a written paper or illustration summarizing the duties and responsibilities for leadership positions within a platoon

·         when Cadets describe the steps a leader should use when taking charge of a unit

·         when Cadets describe the structure of the platoon chain of command

·         when Cadets demonstrate the duties and responsibilities for leadership positions in a platoon

 

NOTES:

 

 

 

 

 

 

 

 

 

 

Platoon Drill  
Activity Date: 1/11/2016

Monday-Platoon Drill-Bell Ringer-Current Event

Tuesday-Platoon Drill-Bell Ringer-Current Event

Wednesday - Platoon Drill-Bell Ringer-Current Event-Review

Thursday-Platoon Drill Test/Marching/Current Event

Friday-Physical Training

CORE LET 2, 3,4

Unit 2:  Leadership Theory and Application

Chapter 5:  Leading Others

Lesson 1:  Platoon Drill

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

 

Administrator Lesson Guide:

Lesson Competency:  Execute platoon drills

Linked ELA Common Core:  RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.3., W.11-12 WRITING – W.11-12.1., W.11-12.1.c., W.11-12.3., W.11-12.3.c., W.11-12.9., W.11-12.10., SL.11-12 SPEAKING & LISTENING - SL.11-12.1., SL.11-12.1.c., SL.11-12.4., L.11-12 LANGUAGE - L.11-12.6.

Linked NASPE: Standard 2

Linked JROTC Program Outcomes:  Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Appreciate the role of the military and other service organizations in building a constitutional republic.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

 

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Describe the correct response to the commands for forming and marching the platoon

Compare platoon drills and squad drills

Match drill commands to platoon formations

Define key words:  cover, flank, formations, interval, line, pivot

 

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

 

Lesson Preview:

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan. Display Tree Map and Double Bubble Map samples. Distribute chart paper and colored markers so Cadets can make a Tree Map and Double Bubble Map showing the similarities and differences between squad and platoon drill.

Gather:  Divide Cadets into teams to research specified drill tasks using the jigsaw technique and demonstrate them to the class. Assign senior Cadets as coaches.

Process:  Distribute Platoon Drill Performance Assessment Task and scoring guide for Cadets to use as they practice drill commands and actions. Cadets coach each other during practice.

Apply:  Prepare note cards with drill movements for Cadets to use during Platoon Drill Performance Assessment Task. Review the key words for understanding. Exercise #1: Platoon Drill may be used with CPS or assigned as homework for reinforcement.

 


CORE LET 3

Unit 2:  Leadership Theory and Application

Chapter 5:  Leading Others

Lesson 1:  Platoon Drill

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

 

Note:  As additional resources for this lesson, you may use a video camera or video device to record performance of Cadets.

 

Instructor Lesson Plan:

Why is this lesson important?

In earlier classes and leadership labs you should have become familiar with stationary movements, basic steps, marching techniques, and squad drill. The introduction of platoon drill is designed to give you a better understanding of the discipline and coordination that is required of a large group to perform well in drill. Platoons execute certain drills in the same way that squads do. These drills include: Inclining Around, Resting, Changing intervals in lines, Dismissing, and Marching to the flanks, Counting Off, and Marching in the opposite direction. In this learning plan you will compare squad drill with platoon drill. You will also learn and practice the commands and actions used in platoon drill.

 

Lesson Question

What are platoon formations and how are they different from squad formations?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Execute platoon drills

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Describe the correct response to the commands for forming and marching the platoon

b.    Compare platoon drills and squad drills

c.     Match drill commands to platoon formations

d.    Define key words:  cover, flank, formations, interval, line, pivot

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when your Cadets participate as a leader and follower in a platoon drill session

·         when your Cadets correctly respond to commands that form and march the platoon

·         when your Cadets use the proper command voice to demonstrate preparatory, execution, and two-part commands

·         when your Cadets demonstrate the commands that form, move, and dismiss a platoon

·         when your Cadets observe fellow Cadets as drill leaders and provide constructive feedback

 

NOTES:

 

 

 

 

 

 

 

 

Welcome/Introduction to JROTC  
Activity Date: 1/4/2016

Monday-Welcome/Inroduction to JROTC

Tuesday-Welcome/Introduction to JROTC

wednesday-Welcome/Introduction to JROTC

Thursday - Welcome/Introduction to JROTC

Friday - PT-Physical Training

Nine-Review and Final Exams  
Activity Date: 12/14/2015

Monday-Review/make up work

Tuesday-Review/make up work

Wednesday - Review for 1 & 3/ make up work/ Fourth block Exam

Thursday - Review for 1/make up work/ Third block Exam

Friday - Make up work/1st block Exam

Conflict Resolution and Diversity  
Activity Date: 12/7/2015

Monday- Conflict Resolution and Diversity/Bill Ringer/Project/Marching

Tuesday-Conflict Resolution and Diversity/Bill Ringer/Project/Marching

Wednesday-Conflict Resolution and Diversity/Project/14 Leadership Traits quiz/Review/Bell Ringer/Marching

Thursday-Conflict Resolution and Diversity Test/ Make-up Uniform/Marching

Friday-Physical Tranning

 

CORE LET 3

Unit 3:  Foundations for Success

Chapter  7:  Managing Conflict

Lesson 2:  Conflict Resolution and Diversity [Hate Comes Home®]

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Develop strategies for resolving conflict in a diverse, multi-cultural setting

Linked ELA Common Core:  RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.4., RI.11-12.7., W.11-12. WRITING - W.11-12.9., W.11-12.10., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.1.b., SL.11-12.1.c., SL.11-12.1.d., SL.11-12.2., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4.d., L.11-12.6.

Linked NHES: H1., H1.12.2., H4., H4.12.3.

Linked JROTC Program Outcomes:  Address civic concerns that impact the community and society at large. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Assess how age, race, ethnicity, gender, and other aspects of diversity impact perceptions of self and others.

Compare two or more points of view and the reasons behind them.

Clarify particular points of disagreement and agreement.

Identify appropriate intervention guidelines.

Review techniques for reducing conflict within a diverse population.

Define key words:anti-Semitism, bigotry,  hate-related words,  prejudice , racism, scapegoating, stereotype

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan. View introductory video from Hate Comes Home®. Create Circle Maps to describe each character’s point of view.

Gather:  Display animation of Conflict Resolution and Diversity and facilitate a discussion. Discuss definitions of terms related to prejudice. Read about Conflict Resolution and Diversity in the student text.

Process:  Work through two or more student scenarios from Hate Comes Home®. Review Circle maps from the Inquire phase. Discuss the consequences of the decisions that each person makes leading up to a conflict.

Apply:  Cadets complete the Conflict Resolution and Diversity Performance Assessment Task. Review key words.


CORE LET 3

Unit 3:  Foundations for Success

Chapter  7:  Managing Conflict

Lesson 2:  Conflict Resolution and Diversity [Hate Comes Home®]

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:Be sure to preview the Hate Comes Home® interactive video materials before using with Cadets. Read the introductory information in the Hate Comes Home® discussion guide. Depending on your school’s policies you may want to obtain parental permission before using the materials with Cadets. You may also have Cadets take the Cadet DL Course “Conflict Resolution” that is located on the JROTCDL.com web site.

Note:This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 8 – Terrorism, and materials for this lesson are found in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents of the TEEN CERT curriculum before implementation. Teen CERT lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals.

Instructor Lesson Plan:

Why is this lesson important?

Acts of bias such as stereotyping, jokes, and labeling may seem relatively harmless. However, they form the foundation for a “Pyramid of Hate.” This pyramid will eventually lead to prejudice, discrimination, violence, and genocide. In this learning plan, you will explore how acts of bias can lead to conflict. You will also review how confronting bias can help to avoid violence.

 

Lesson Question

How can we confront bias to avoid conflict based on prejudice?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Develop strategies for resolving conflict in a diverse, multi-cultural setting

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Assess how age, race, ethnicity, gender, and other aspects of diversity impact perceptions of self and others

b.    Compare two or more points of view and the reasons behind them

c.     Clarify particular points of disagreement and agreement

d.    Identify appropriate intervention guidelines

e.     Review techniques for reducing conflict within a diverse population

f.     Define key words:anti-Semitism bigotry, hate-related words, prejudice, racism, scapegoating, stereotype

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by applying strategies to confront bias to a situation in their lives in a written reflection

·         when they describe a situation where someone is expressing a biased point of view toward another group of people

·         when they summarize why the biased comments are inaccurate

·         when they describe how they will respond to the person to confront bias

·         when they describe the specific strategies that they will use to confront bias

·         when they describe how these strategies might help to confront bias and diffuse the situation

 

NOTES:

 

Cadet Portfolio\Annual Army Junior ROTC Essay Contest\Wreath Across America  
Activity Date: 11/30/2015

Monday-Cadet Portfolio/Essay/Creed/Current Event/Christmas Parade

Tuesday-Cadet Portfolio/Essay/Creed/Current Event/Make Up Uniform/Christmas Parade

Wednesday-Cadet Portfolio/Essay/Creed/Current Event/Christmas Parade

Thursday-Cadet Portfolio/turn in annual Essay/Exam

Friday-Physical Training

 

 

 

FOURTEEN LEADERSHIP TRAITS/NEEFE  
Activity Date: 11/16/2015

 

MONDAY - 14 LEADERSHIP TRAITS/NEEFE

TUESDAY - 14 LEADERSHIP TRAITS/NEEFE

WEDNESDAY - 14 LEADERSHIP TRAITS/NEEFE

THURSDAY - 14 LEADERSHIP TRAITS/NEEFE

FRIDAY - 14 LEADERSHIP TRAITS/NEEFE/PHYSICAL TRAINING

 

 

 

 

CORE LET 2, 3, 4

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 1:  NEFE Introduction: Setting Financial Goals

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide:

Lesson Competency:  Determine personal financial goals

Linked ELA Common Core:  RI.9-10 READING INFORMATIONAL TEXT - RI.9-10.2, RI.9-10.4, SL.9-10 SPEAKING & LISTENING – SL.9-10.1, L.9-10. LANGUAGE - L.9-10.1, L.9-10.4.

Linked JROTC Program Outcomes:  Graduate prepared to excel in post-secondary options and career pathways. Make decisions that promote positive social, emotional, and physical health.

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Differentiate between Wants vs. Needs

Describe how values can influence decisions

Compare SMART (Specific, Measurable, Attainable, Relevant & Time-bound) goals

Discuss how goals impact actions

Define key words:  delayed gratification, goal, needs, SMART goals, values, wants

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Show Cadets a short video from www.spendster.org. Discuss spending habits.

Inquire:  Guide Cadets to the learning objectives in their Student Learning Plan and preview the lesson activities. Distribute NEFE HSFPP student guides. Cadets complete and discuss “My Money Habits” activity.

Gather:  Create two signs and post at opposite ends of the room so Cadets differentiate between Wants vs. Needs. Brief Cadets on Wants vs. Needs.

Process:  Prepare to display visuals about SMART Goal Criteria and brief Cadets about SMART goals so Cadets practice writing goals. Cadets complete Exercise 1.6: SMART Goal Makeover.

Apply:  Cadets complete Challenge 1-A: My SMART Goals. Copy and distribute the NEFE Introduction: Setting Financial Goals Performance Assessment Task so Cadets identify personal financial goals. Review key words.

 

 

 

CORE LET 1

Unit 3:  Foundations for Success

Chapter 11:  NEFE High School Financial Planning Program

Lesson 1:  NEFE Introduction: Setting Financial Goals

Time:  (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note:  Instructor reference materials, notes, and visual masters can be found in Lesson Plans 1-1 Money Habits and 1-2 Goals, which are located on the LET CM in the NEFE HSFPP Resource folder under Global Resources. Additional resources, including the NEFE Student Lesson Plans, can also be found in this folder. In addition, there are online games and activities on the NEFE web site for students:  http://hsfpp.org/.

Instructor Lesson Plan:

Why is this lesson important?

Do you ever find that you don’t have enough money to buy something or participate in an activity? You may have already found that you need to make choices because your cash supply is limited. In this learning plan, you will compare your wants and needs. You will also set personal financial goals as the first step in creating your own financial plan.

 

Lesson Question

How can I plan to meet future financial goals?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Determine personal financial goals

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Differentiate between Wants vs. Needs

b.    Describe how values can influence decisions

c.     Compare SMART (Specific, Measurable, Attainable, Relevant, & Time-bound) goals

d.    Discuss how goals impact actions

e.     Define key words:  delayed gratification, goal, needs, SMART goals, values, wants

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         by outlining personal financial goals and placing the goals in their Cadet Portfolio

·         when they identify at least two short-term, intermediate-term, and long-term financial goals

·         when their financial goals are written as SMART goals

 

NOTES:

 

 

 

 

 

 

 

 

 

Prepare for Regional Drill Competition in Biloxi MS  
Activity Date: 11/9/2015

2015-Regional Drill Competition NOVEMBER 14

Drill Competition Questions for the Personal Inspection

Unarmed/Arm Inspection

Unarmed Squad

armed Platoon

unarmed Platoon

male/coed regulation Armed Squad

Color Guard

Unarmed Exhibition-Platoon/Squad

Armed Exhibition -Platoon/Squad

Prepare for Southwest Region Drill Competition Continue  
Activity Date: 10/26/2015

2015-Drill Competition OCTOBER 31

Drill Competition Questions for the Personal Inspection

Unarmed/Arm Inspection

Unarmed Squad

armed Platoon

unarmed Platoon

male/coed regulation Armed Squad

Color Guard

Unarmed Exhibition-Platoon/Squad

Armed Exhibition -Platoon/Squad

Prepare for Southwest Region Drill Competition   
Activity Date: 10/19/2015

2015-Drill Competition OCTOBER 31

Drill Competition Questions for the Personal Inspection

Unarmed/Arm Inspection

Unarmed Squad

armed Platoon

unarmed Platoon

male/coed regulation Armed Squad

Color Guard

Unarmed Exhibition-Platoon/Squad

Armed Exhibition -Platoon/Squad

YOUR PERSONAL APPEARANCE AND UNIFORM  
Activity Date: 10/12/2015

Monday-Your Personal Appearance and Uniform/Formation/Current Event/Marching

Tuesday-Your Personal Appearance and Uniform/Formation/Current Event/Marching

Wednesday-Your Personal Appearance and Uniform/Formation/Current Event/Marching/Review

Thursday-Your Personal Appearance and Uniform/Formation/Current Event/Marching/Test

Friday-Physical Training

CORE LET 2,3,4

Unit 1:  Citizenship in Action

Chapter 1:  Foundations of Army JROTC and Getting Involved

Lesson 5:  Your Personal Appearance and Uniform

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1

activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Administrator Lesson Guide: LTC Brenda Pullen (Retired)

Lesson Competency:  Demonstrate proper Cadet appearance

Linked ELA Common Core:  RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., W.9-10. WRITING - W.9-10.3.b., W.9-10.10., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., SL.9-10.1.b., SL.9-10.5., L.9-10. LANGUAGE - L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.d.

Linked JROTC Program Outcomes:  Maximize potential for success through learning and self-management [self management, study skills, personal success, life skills]

Thinking Processes

 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

 Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)

 Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)

 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

 Part-Whole - Brace Map* (Alt. = Pie Chart)

 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)

 Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

 Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Mapâ

Core Abilities

 Build your capacity for life-long learning

 Communicate using verbal, non-verbal, visual, and written techniques

 Take responsibility for your actions and choices

 Do your share as a good citizen in your school, community, country, and the world

 Treat self and others with respect

 Apply critical thinking techniques

Multiple Intelligences

 Bodily/Kinesthetic

 Visual/Spatial

 Logical/Mathematical

 Verbal/Linguistic

 Musical/Rhythmical

 Naturalist

 Interpersonal

 Intrapersonal

Bloom’s Taxonomy

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

Structured Reflection

  Metacognition

  What?

So What?

Now What?

  Socratic Dialog

  E-I-A-G

Authentic Assessment

 Observation Checklist

 Portfolio

 Rubric

 Test and Quizzes

 Thinking Map®

 Graphic Organizer

 Notebook Entries

 Logs

 Performance

 Project

Learning Objectives

Describe the uniform-wearing guidelines

Demonstrate placement of uniform awards, insignias, and decorations

Conduct a uniform pre-inspection

Prepare for uniform inspection

Define key words:  align, Army Combat Uniforms, bisecting, Class A and B Uniforms, chevron, ferrule, fitted, formal inspections, garrison cap / gray beret, gigline, hemmed, insignia, nap, nonsubdued, precedence, pre-inspection, shoulder marks, sized, tarnish 

Legend: 

£ Indicates item is not used in lesson

S Indicates item is used in lesson

Lesson Preview:

Energizer:  Cadets participate in activity to remember what the other Cadet was wearing. Cadets create Circle Map to help define remembered attire.

Inquire:  Cadet teams create Double Bubble Map comparing similarities and differences of JROTC uniforms to other types of uniforms. Cadets observe properly appearing and appointed uniforms and check what they know and need to learn about uniforms using Exercise #1: Uniform Matching.

Gather:  Part 1:  Cadets view Video #1: Clean Start. Cadets reflection on their appearance and consider areas that require improvement and more knowledge. Cadets check their comprehension of material by completing Exercise #5: Fill in the Blank and Exercise #6: Identify and Give Examples. Part 2:  Cadets work in teams to jigsaw content from the student text. Cadets teach others about their assigned text portion using a visual tool. Cadets check their comprehension of material by completing Exercises #5: Fill in the Blank and/or #7: Multiple Choice.

Process:  Part 1:  Cadets complete a Brace Map identifying the components of a proper uniform. Part 2:  Copy and distribute Exercise #4: Inspection Criteria Observation Checklist. Provide all uniform components for Cadets to “dress” mannequins appropriately. Exercises #2: Arrange Awards on a Uniform and #3: JROTC Uniform Items and Accessories for self-paced option only.

Apply: Copy and distribute Exercise #4: Inspection Criteria Observation Checklist and Your Personal Appearance and Uniform Performance Assessment Task. Cadets use Exercise #4: Inspection Criteria Observation Checklist to evaluate others’ uniforms and appearance. Review key words.

 

 

 

CORE LET 2,3,4

Unit 1:  Citizenship in Action

Chapter 1:  Foundations of Army JROTC and Getting Involved

Lesson 5:  Your Personal Appearance and Uniform

Time:  (a) Two 90-minute blocks with Part 1 and 2 for Days 1 and 2  or  (b) Four 45-minute periods with Part 1 activities for Days 1 and 2, and Part 2 activities for Days 3 and 4

Instructor Lesson Plan:

Why is this lesson important?

We often form opinions of others based on their personal appearance. A good personal appearance complements your JROTC uniform. A neatly pressed and clean uniform, with properly placed ribbons, awards, and insignia shows that JROTC Cadets have pride in themselves and their unit. This learning plan will expose you to all of the JROTC uniforms, their components, purpose, and proper maintenance. Activities and assessment will allow you to apply what you learn to your own appearance and uniform.

 

Lesson Question

How will proper uniform selection and insignia placement enhance your image and ability to be an outstanding Cadet?

 

What will Cadets accomplish in this lesson?

Lesson Competency

Demonstrate proper Cadet appearance

 

What will Cadets learn in this lesson?

Learning Objectives

a.     Describe the uniform-wearing guidelines

b.    Demonstrate placement of uniform awards, insignias, and decorations

c.     Conduct a uniform pre-inspection

d.    Prepare for uniform inspection

e.     Define key words:  align, Army Combat Uniforms, bisecting, Class A and B Uniforms, chevron, ferrule, fitted, formal inspections, garrison cap / gray beret, gigline, hemmed, insignia, nap, nonsubdued, precedence, pre-inspection, shoulder marks, sized, tarnish

 

When will your Cadets have successfully met this lesson’s purpose?

Performance Standards

·         when Cadets evaluate a fellow Cadet’s uniform and appearance

·         when Cadets provide written and oral feedback for improvement to evaluated Cadet

·         when Cadets make changes to their own appearance and uniform according to a peer evaluation

·         when Cadets document their changes on their checklist

 

NOTES: