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The Madeline Hunter Model TPA Expanded

Teacher Name: Ewell Bryant


and Time:
Day 1-10
Number of Students:

Lesson Date

Miscellaneous Information (special considerations for instruction): This instruction is


based on a joint curriculum with 3 other teachers. The premise of the curriculum is
to teach students through an interdisciplinary lens focusing on the content areas of
Math, Earth Science and Business Education.
This is a semester long project based activity answering the driving question of in a
post-apocalyptic world, how does cooperation benefit society?
The premise of the backstory is that the world is restarting after an apocalypse. We
have chosen zombies, however for differentiation purposes the main idea could be
changed to whatever the students are interested in. For example if the group is
interested in earth science we could change it to volcano or astronomy could be a
giant meteor crash.
The current Synopsis: The Walking Living
The year is 2020. The world has been fighting a zombie apocalypse for the last 4
years. With most of or all of the zombies destroyed you are a 1 of 600 people left to
reorganize the world. You and the others need to create a new way of life, form
communities and figure out how to live. The 600 people have been living
separately for a couple of months in groups of 100 people. Each one of the groups
has a specific skill set that could potentially help the other. Each community is
trying to add to their population with people not yet committed but can bring a
valuable skill set to their group
Students will create a sustainable community in which its survival will be
determined by interdependent relations with other communities and intradependent
relation with their own community.
This particular unit will focus on Business Education: Career Development and
computer applications
Instructional Context:
th

Students are in the 8 grade, they are do not have jobs yet. Many of them do not
understand what personal strengths and weaknesses are and have not talked about
what they will do in the future. They do not have a resume. Students all have
access to a personal electronic device

How does this lesson connect with and build on previous lesson(s) or learning?
The lesson will connect with the bigger class project.
How do you expect to build on this lesson in subsequent lessons?
I will build on this lesson plan, moving into
Materials and Resources:
IPAD, IMOVIE Application, Internet Access,

What is the lesson objective?


(What will the students learn and/or demonstrate?)The students will learn more
about themselves and what career path they may take. They will also learn to more
about computer applications. Students will demonstrate this through resume
building and Personal Advertisement Video

Standards addressed and expectations of students:


(MN State or National Standards)

The Career Development Standards accordingly focus on the following skills:


Assessing personal skills, abilities, and aptitudes for making a good career fit.
Using career resources to explore career opportunities in both domestic and
international markets.
Developing expectations for workplace-related values, such as a strong work
ethic, good working relationships, ability to succeed in culturally diverse environments,
strong communication skills, continual skill improvement, and competence in managing
ones career.
Managing the school-to-work transition, including job-search strategies and
opportunities for personal and professional growth.
Whether the methodology includes informational interviewing, Internet searches, mentoring, job
shadowing, school-to-career initiatives, or cooperative education, these career development
standards are appropriate for all students and all program areas and play an increasingly
important role in the entire educational system.
I. Self-Awareness
Achievement Standard: Assess personal skills, abilities, and aptitudes and personal strengths and
weaknesses as they relate to career exploration and development.

Management

MANAGEMENT is the process of using organizational resources effectively and efficiently to


achieve organizational goals through planning, organizing, leading/directing, and
evaluating/controlling. Management education helps students understand and analyze various
management theories and apply them to the workplace. Management education also helps
students understand basic management functions, their interrelationships, and the organizations
competitive niche.
Successful managers are able to maximize the utilization of human resources. They are leaders
who understand the benefits of teamwork and consensus building inside and outside an
organizations operations. They recognize the importance of technology and information
management in the decision-making process and the value of ethics and social responsibility in
building and maintaining business relationships. And like entrepreneurs, successful managers
know that the ability to discern and respond quickly to changing economic conditions and new
business opportunities is crucial to remaining viable in the marketplace.
These revised standards therefore reflect:
an increased emphasis on the higher-level thinking skills required to successfully
manage people and businesses,
a recognition of the role change management plays in todays organizations,
an appreciation for the importance of ethical and corporate responsibility, and
the necessity of incorporating global perspectives in business today.
I. Management Functions
Achievement Standard: Analyze the management functions and their implementation and
integration within the business environment.
II. Management Theories
Achievement Standard: Analyze management theories and their application within the business
environment.
IV. Personal Management Skills
Achievement Standard: Develop personal management skills to function effectively and
efficiently in a business environment.
Communication
THE AMERICAN ECONOMY is based on a private enterprise system in which
the millions of individual choices made by consumers, workers, and citizens,
in sum, affect the decisions made by business owners and government
officials.
The preservation and effectiveness of such a system depends on the ability
of individuals to make wise economic decisions related to their personal
financial affairs, the successful operation of organizations, and the economic
activities of the country. To make these informed decisions, individuals must
understand how the system operates as well as their own role in the system.

The concepts contained in these standards are important for the successful
management of personal financial and business activities. They link to basic
economic concepts that all students should master, such as the following:
I. Foundations of Communication
Achievement Standard: Communicate in a clear, complete, concise, correct,
and courteous manner on personal and professional levels.
II. Societal Communication
Achievement Standard: Apply basic social communication skills in personal
and professional situations.
III. Workplace Communication
Achievement Standard: Incorporate appropriate leadership and supervision
techniques, customer service strategies, and personal ethics standards to
communicate effectively with various business constituencies.
IV. Technological Communication
Achievement Standard: Use technology to enhance the effectiveness of
communication.
Anticipatory Set:
(The hook - something to excite the students about the subject matter) The
students are currently doing a semester long project involving the creation of new
community. As students enter the classroom they are shown a clip of kick-Ass.
After the Clip students will be asked the question, if you had two special powers,
what would they be and how would you do good with them? This will get the
students to start thinking about who they are and what they stand for.

Academic Language/Language Function Objectives:


(Vocabulary that essential for you as a teacher to include in this lesson and for the
students to understand and use)

Personal Strengths
Zest: approaching life with excitement and energy; feeling alive and activated
Grit: finishing what one starts; completing something despite obstacles; a
combination of persistence and resilience.
Self-control: regulating what one feels and does; being self-disciplined Social
intelligence being aware of motives and feelings of other people and oneself
Gratitude: being aware of and thankful for the good things that happen
Love: valuing close relationships with others; being close to people
Hope: expecting the best in the future and working to achieve it
Humor: liking to laugh and tease; bringing smiles to other people; seeing a light side
Creativity: coming up with new and productive ways to think about and do things
Curiosity: taking an interest in experience for its own sake; finding things fascinating
Open-mindedness: examining things from all sides and not jumping to conclusions
Love of
Learning: mastering new skills and topics on ones own or in school
Wisdom: being able to provide good advice to others
Bravery: not running from threat, challenge, or pain; speaking up for whats right
Integrity: speaking the truth and presenting oneself sincerely and genuinely
Kindness: doing favors and good deeds for others; helping them; taking care of
them
Citizenship: working well as a member of a group or team; being loyal to the group
Fairness: treating all people the same; giving everyone a fair chance
Leadership: encouraging a group of which one is a valued member to accomplish
Forgiveness: forgiving those whove done wrong; accepting peoples shortcomings
Modesty: letting ones victories speak for themselves; not seeking the spotlights
Prudence/Discretion: being careful about ones choices; not taking undue risks
Appreciation of beauty: noticing and appreciating all kinds of beauty and excellence
Spirituality: having beliefs about the higher purpose and meaning of the universe

Personal Weaknesses: Student Lead

Servant Leadership Characteristics


Foresight: the abilities to understand the lessons from the past, the realities of the
present and the likely consequence of a decision from the future
Conceptualization: the ability to look at a problem or an organization beyond day to
day realities, dreaming the big dream and not always focus on day to day realities
Persuasion: the ability to convince others, rather than coerce compliance through
positional authority
Awareness: being able to view most situations from a more integrated, holistic
position
Healing: the ability to make or help those who are experiencing emotional hurts
whole. Also being able to repair strained or damaged relationships
Listening: Looking to identify the will of the group and help clarify that will; paying
attention closely to what is being said and offering reflection
Commitment to the Growth of people: the servant leader is deeply committed to the
growth of each and every individual within his or her organization
Building Community: Creating a team orientated organization that focuses on
positively shaping human lives and breeding a place of inclusiveness

Teaching/Instructional Strategies and Learning Tasks (procedures and


timelines):
(Teacher talk/Input, modeling, and checking for understanding)
Time
50m

Instructional Strategies and Learning Tasks

Purpose

5 min

Welcoming & Snacks/waiting for stragglers

General
greeting of
students
building
community

Hook-Students watch a clip an appropriate clip of


Kick-Ass. Showing a teenage kid talking about what
he can do to change the world for the better

Hook.
Students get a
positive
feeling about
making a
difference and

a good laugh
10

Students are asked the question if they could have


two special powers or skills, what they would they be
and what Good would they use them for

Students begin
to think about
who they are
and what they
stand for

Students will pair share super power reflection with


someone they do not normally talk to

Students will
continue to
build
community
and bounce
their ideas off
someone
before we
share in the
big group

30

Group share about super power reflection in front of


the class

Students will
build
community.
Practice
presenting and
representing
themselves
through oral
presentation

5 min

Lecture and integrated class reflection about knowing


who you are and what you stand for. Why that
matters in life and business? Question is posed for
thought for next class.

Students get a
brief
introduction of
why it is
important to
know yourself

Day 2
Time 50

Instructional Strategies and Learning Tasks

Welcoming & Snacks/waiting for stragglers

General
greeting of
students
building

community
5

Reflection about previous lesson and Posed questions


for thought

Hook-Student
recall what we
talked about
the day before
and missing
students have
a chance to
get what going
on

10

Posed question What is the difference between


Student
internal and external strengths and Weaknesses? Pair understand
share and discussion
the difference
between the
two topics

25

Lecture and Class learning discussion Students are


introduced to two visual guides displaying strengths
and the definitions. Items are discussed thoroughly
through class discussion. Words can be added to the
list Students are asked to pick words out of the
strength dictionary that describe them

Reflection Pose Question What advantage do the


strength you chose give you in your work and school
career

Day 3
5

Welcoming & Snacks/waiting for stragglers

General
greeting of
students
building
community

Reflection about previous lesson and Posed questions


for thought

Hook-Student
recall what we
talked about
the day before
and missing
students have
a chance to
get what going

on
10

Students will have 10 minutes of silent reflection on


their words and why they chose them. They will also
reflect on why the ones they chose will be important
in their professional and work life. This will be
directed by specific questions

Student can
complete
assignment,
practicing
deep thought
and prepare
for 1 minute
oral
presentation

30

Students will have 1 minute or less to come up and


present their reflection piece

Student
practice oral
presentation
skills, builds
community,

Class group discussion about knowing oneself


Poses the question Knowing your strengths and
weakness is a key part of your work life especially in
a leadership role. you have identified your
strengths, in your opinion is there a difference
between Manager & Leader and if so what strengths a
person can possess to separate them

Winds down
the lesson and
poses a
question for
the next day
Lesson.

Welcoming & Snacks/waiting for stragglers

General
greeting of
students
building
community

Reflection about previous lesson and Posed questions


for thought/Break into small groups and discuss

Brings
students back
to topic

10

Lecture and group discussion about the Idea of


management vs leadership

25

Introduce 10 characteristics of a servant leader

Day 4

Discuss
vocabulary
terms and

deeper
meaning
8

Student will work through assignment matching


terms with scenarios

Student can
practice
application of
the deeper
meaning of
vocabulary
words

Short reflection of the day recapping what we learned

Reaffirming
pertinent
information for
students

Welcoming & Snacks/waiting for stragglers

General
greeting of
students
building
community

Day 5
5

Class is broken into two teams

15

Recap what we learned during the week & assign


written project
World view project-Each student will write a 500 word
or more essay about their personal strengths and
weaknesses, how they developed them and how they
will help them in the future. They will also include in
the essay one adult in their life who they view as a
Servant Leader and why. If they do not have a person
they can research someone

Assessment
and literacy
project

25

Who wants to be a millionaire/Servant Leader Game


PP

Group
assessment of
what we have
learned about
servant
leadership

Reflection about the week/recapping what we learned


today.

Reaffirming
pertinent
information to

students
Day 6
5

Welcoming & Snacks/waiting for stragglers/agenda


items

General
greeting of
students
building
community

Reflections and questions about All about me Project

assessing
student
engagement
and
understanding
of project

35

Project Workday All about Me

5
Day 7
5

Welcoming & Snacks/waiting for stragglers/agenda


items

General
greeting of
students
building
community

Reflections and questions about All about me Project

assessing
student
engagement
and
understanding
of project

35

Project Workday All about Me

student
complete
assignment

Reflections and questions about All about me Project

assessing

Last day of project. If students want more time due


date is Day 10

student
engagement
and
understanding
of project

Day 8

Welcoming & Snacks/waiting for stragglers

General
greeting of
students
building
community

15

Introductory video advertisements

hook-get
students
interested in
advertisement

top ten superbowl commercials

Discussion about what the advertisements are selling

gets students
engaged in
advertising
idea

15

Introduction into second part of All about me Project


creating a 5 minute commercial about themselves
based off the paper they wrote. Video will be their
interview to join one of the communities for the
walking dead unit project

new
assignment/Te
chnology
communicatio
n

students will use IPAD IMOVIE Application to create


commercial
5

Project questions and application review

students will
get a quick
look at the
application
and can ask
questions
about the
project

Reflection of the days progress,


Assign homework-go forward with producing
advertisement or wait for further instruction next day
in class

assessing
student
engagement
and
understanding
of project

Guided practice and monitoring and assessments:


(Monitor orally individually or together; monitor via written language or via a task
performance; monitor via group sampling or visual answers, e.g. thumbs. Monitor
to know if the students are learning the lesson and the objectives are being met)
During Project and instruction teacher is present and engaged with students.
Teacher uses real life experience when talking about the importance of knowing
oneself. Teacher also will use student stories and experience to guide instruction
and discussion

Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small
groups or pairs. The aim is to reinforce and extend the learning beyond the lesson
and ideally into real world settings.) Students are continually asking and answering
the question what are my strengths? why am I important? how can I use my
strengths for good? Why is it important to treat everyone with respect and why that
is important?

Closure:
(Statements or actions by you that help students make sense out of what has just
been taught, to help form a coherent picture, to eliminate confusion and frustration,
and to reinforce major points to be learned)

Reflection:
(What worked and didnt work for whom and why? What are instructional next
steps based on the data from this plan?)