MADISON PUBLIC SCHOOLS
Life Skills
Authored by: Alyssa Pehowic
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Life Skills is a seventh and eight grade level class designed for special education students who need to
learn specific life skills to help them succeed in the workplace and community. No prior experience is
necessary for taking this class. The curriculum teaches and reinforces everyday life experiences and social
skills needed to be successful. All in-class activities require active participation on the part of the student.
Units of study include presenting a professional and positive image, navigating the community,
communication, keeping financial records, and various components of cooking.
II. RATIONALE
The Life Skills course at Madison Junior School is designed to help students transition to secondary
education with a goal toward post-secondary planning. Lessons and activities in this course will prepare
students to attain and practice the skills necessary for them to function as independent citizens upon
completion of high school. Throughout this course, students will gain self-confidence in their ability to use
these skills outside of school.
III. STUDENT OUTCOMES (Linked to New Jersey Core Curriculum Standards)
STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order
to be functional members of society.
A. Critical Thinking
1. Communicate, analyze data, apply technology, and problem solve.
2. Describe how personal beliefs and attitudes affect decision-making.
3. Identify and assess problems that interfere with attaining goals.
4. Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information.
5. Practice goal setting and decision-making in areas relative to life skills.
B. Self-Management
1. Develop and implement a personal growth plan that includes short- and long-term goals to
enhance development.
2. Demonstrate responsibility for personal actions and contributions to group activities.
3. Explain the need for, and advantages of, lifelong learning.
C. Interpersonal Communication
1. Demonstrate respect and flexibility in interpersonal and group situations.
2. Organize thoughts to reflect logical thinking and speaking.
3. Work cooperatively with others to solve a problem.
4. Demonstrate appropriate social skills within group activities.
5. Practice the skills necessary to avoid physical and verbal confrontation in individual and group
settings.
6. Participate as a member of a team and contribute to group effort.
D. Character Development and Ethics
1. Explain and demonstrate how character and behavior affects and influences the actions of others
in the home, school, and community.
2. Describe and demonstrate appropriate character traits, social skills, and positive attitudes needed
for the home, school, community, and workplace.
3. List problems and their causes, effects, and solutions that are faced in the home, school, and/or
community.
4. Describe how personal ethics influence decision making.
E. Consumer and Personal Finance Skills
1. Identify and demonstrate personal finance skills in checkbook maintenance and investing.
2. Construct a simple personal savings/spending plan.
3. Understand that people make financial choices that have costs, benefits, and consequences.
4. Explain the difference in cost between cash and credit purchases.
5. Compare prices of similar items from different sellers.
F. Safety
1. Demonstrate appropriate safety procedures for hands-on experiences.
2. Demonstrate the use of recommended safety and protective devices.
3. Describe appropriate response procedures for emergency situations.
IV. ESSENTIAL CONTENT
Unit 1: Being Successful (social/emotional)
o
Anti-Competition
Cooperation
Teamwork
Helping hands
o
Compassion
How would you feel?
How can you help someone in need?
o
Listening
Talking to peers, adults or teachers
Listening to understand
Listening in group setting
o
Conversations
Importance of conversing with peers, adults or teachers
Talking with someone vs. at someone
o
Presentation skills
Eye contact
Voice
Time management
Preparation of presentation
Planning
Unit 2: Transportation
o
Reading schedules
Bus
Train
Arrivals / Departures at airport
o
Safety / Time management
Rules
How to get on or off properly
Managing time effectively
o
Visitations / Field Trips
Bus trip to neighboring town
Train ride to neighboring town
Unit 3: Getting to know your community
o
Directions
Following directions in your community
Important places
o
Local Map activities
How to get around your community (Madison)
Street names
Businesses in your community (Madison)
o
Signs in the Community
Importance of signs
Knowing different signs
Location of signs
o
Important people in your community
Policeman
Fireman
Postman
Librarian
Mayor
Teacher
Councilman
Postman
o
Visitation / Field trips
o Local borough
o Local police/fire station
o Local Library
Unit 4: Post Office/Letter
o
Addressing/mailing envelopes
Return address
Mailing address
Postage placement
Postage price
o
Thank you letters
Correct format of a thank you letter
Correctly stuffing envelopes
o
Visitation / Field trip
Local Post office
Unit 5: Budgeting/managing finances
o
Checking Account
Making a deposit
Making a withdraw
Writing a check
Balancing account
o
Saving Account
Importance of saving
Interest rates
Depositing
o
Paying Bills
Budgeting your accounts
Billing periods
Keeping records
Paying on time
Types of bills
o
Visitation / Field trip
Local Bank
Unit 6: Shopping (grocery, clothes, etc.)
o
Making Lists
Importance of lists
How to make a list
Individual lists
Group lists
o
Coupon and Savings
How to save
Using coupons
Savings with coupons
o
Locate and price items
Categories of aisles
Location of items
Location of price
o
Tax/Discount
Calculating tax
Calculating discount
o
Visitation / Field Trip
Local Grocery Store
Local Mall
Unit 7: In the kitchen
o
Preparing for meals
Lists that correspond to recipe
Getting the most for your money (saving)
Trip to local grocery store
o
Cooking
Safety
Proper use of kitchen utensils
Setting a table
Following recipes
Preparing food using different appliances (skillet, microwave, etc.)
o
Restaurant
Ordering from a menu
Etiquette in restaurant
Calculating tip
o
Visitation / Field trip
Local restaurant
V. STRATEGIES
1.
2.
3.
4.
5.
6.
7.
Teacher demonstration
Multi-media presentation
Guided practice
Group work
Class discussions and critique
Collaborative projects
Field trips
VI. EVALUATION
This course provides students with exposure and introduction to life skills that will help them become
independent as they grow and develop. To that end, each student will be assessed on effort and participation,
and on the individual’s growth and development as a student. The evaluations and assessments allow the
teacher to analyze each student’s knowledge and skills. Students will receive both oral and written critique
from the teacher. Emphasis should be placed on the individuals’ ability to understand and apply the skills
covered in each unit. Evaluations should be used to disclose the student’s progress as well as areas for future
growth.
Methods of Evaluation and Assessment:
•
•
•
Observation
Individual critique
Daily participation
•
•
•
Written evaluations
Use of knowledge during outside visits
Reflection on field activities
VII. REQUIRED RESOURCES
The following resources may prove helpful:
Life Skills
www.edhelper.com
Community and Transportation
www.rosenet.org
Postage
http://www.abcteach.com/free/e/envelope_formatting.pdf
http://www.paperdollsdesign.com/collections/AddressingGuide.pdf
http://sitemason.vanderbilt.edu/files/i9jOpi/Ch%2012%20Thank%20You%20Letters.pdf
Cooking
Dewitt, Lois. (2002). Pop it in the Oven. New York, NY: Three Rivers Press.
http://www.cooks.com/rec/search/0,1-0,toaster_oven,FF.html
http://www.bettycrocker.com/Search/SearchResults.aspx?Refinement=Microwave&tab=recipes&WT.mc_id=paid_
search_phase2_08&WT.srch=1&esrc=335
Grocery Shopping
http://www.lsa.umich.edu/UMICH/eli/Home/Instruction/Migrant%20Workers/MigrantESL_6.pdf
http://www.simpleanddelicious.com/saveShop/groceryList.jsp?nuggetId=50383&WT.mc_id=SDPPC_GOOG86_B
&WT.mc_ev=click&WT.srch=1
VIII. SCOPE AND SEQUENCE
The units and objectives of this course are intended to serve as guidelines and parameters for the instructor.
The time allocated for each unit of study is flexible to allow the instructor to adapt the curriculum to the needs
of the learners. It is also intended to allow the instructor to adjust for varying time needed for certain projects.
The instructor is encouraged to use his or her creativity and professional judgment to develop projects that
accomplish the objectives for each unit of study.
Unit 1: Being Successful (social/emotional) – 4 weeks
Unit 2: Transportation – 4 weeks
Unit 3: Getting to know your community – 6 weeks
Unit 4: Post Office/Letter - 4 weeks
Unit 5: Budgeting/managing finances – 6 weeks
Unit 6: Shopping (grocery, clothes, etc.) - 6 weeks
Unit 7: In the kitchen – 6 weeks