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