Grade: 9 Subject: Guidance
Unit: Academic
Time frame for Completion:
3/8/2016
1
Enduring Understandings / Big Ideas:
I will use effective time management skills. I will follow directions, regardless of my agreement or disagreement with the directions given.
I will listen to others effectively. I will self-advocate appropriately.
I will take personal pride in my work and myself. I will learn effective multi-tasking.
I will be self- aware (strengths, weaknesses, likes, dislikes and learning styles.) I will access resources for post-secondary planning.
Essential Questions: What are my strengths/weaknesses? Are my communication skills appropriate? What kind of student do I want to be? Do I
understand the importance of a good education? What does success mean to me?
Learning Competencies What the students will know
and be able to do upon
completion of the unit
Supportive Learning
Activities
100% of assignments turned
in on time

Use of calendar/planner to
keep track of assignments,
appointments, etc… on a
daily basis
Attend class and other
commitments regularly/ ontime
Know how to access
policies, rules, curricula,
etc.
Ask for clarification
Appropriately verbalize
concerns related to
assignments

[All activities are
structured to work
within each student’s
“zone of proximal
development*” in
English Language
Acquisition]
Through Digital Academy
in conjunction with
Guidance:
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Setting up ICal
Use of Online tools for
work submission
Sign up for Student
Portal
Through Teen Issues in
conjunction with Guidance:
Assessments
Formative:
 Wida Access
Placement Test (WAPT)
 Career/Interest
Inventory
Summative:
 Report card/transcript
review
Interim reports
Resources
Supplemental
Resources:


ESL staff
Bilingual dictionaries
ELL:
http://www.cal.org/siop:
Fifty Strategies for
Teaching; English
Language Learners, 2nd
edition; Adrienne Herrell,
Michael Jordan;
(Merrill/Prentice Hall,
2003)


Intentional Interviewing
and Counseling
-Allen E. Ivey
Reaching Out –
Interpersonal
Effectiveness and SelfActualization
-David W. Johnson
PDE Academic Standards
Every Teacher Teaches ESL
ELP Standard 1: English Language
Learners communicate in English for
social and instructional purposes
within the school setting.
ELP Standard 2: English Language
Learners communicate information,
ideas, and concepts necessary for
academic success in the content area
of Language Arts.
A:A1 Improve Academic Self-concept
A:A2 Acquire Skills for Improving
Learning
A:A3.1 Take responsibility for their
actions
A:A3.2 Demonstrate the ability to work
independently, as well as the ability to
work cooperatively with other students
A:A3.3 Develop a broad range of interests
and abilities
Grade: 9 Subject: Guidance
Unit: Academic
Time frame for Completion:
3/8/2016
2
Access appropriate
academic support.
Understand and practice
active listening skills
Take responsibility for
materials/belongings.
Written work, projects
and presentations should
be orderly and well
defined.
Pass classes with high
marks regardless of
interest in a specific
subject area.
Maintain appropriate
organization in order to
complete assigned tasks
in all classes.
Students will explore and
gain practical experience
to improve their
understanding and grasp
of the necessary skills for
academic success.

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Communication skills
Active Listening Skills
Taking responsibility for
your actions and
behavior
“I” messages
“How to” utilize UMAHS
supports and
resources.
Cross curricular study
skills



ASCA website
Communications
Lessons
iHelp Support Team
Gaggle.net
IST
A:A3.4 Demonstrate
dependability, productivity and
initiative
A:B1 Improve Learning A:B2.2
Use assessment results in
educational planning
A:B2.3 Develop and implement
annual plan of study to maximize
academic ability and achievement
A:B2.4 Apply knowledge of
aptitudes and interests to goal
setting
A:B2.5 Use problem-solving and
decision-making skills to assess
progress toward educational
goals
A:B2.6 Understand the
relationship between classroom
performance
and success in school
A:B2.7 Identify post-secondary
options consistent with interests,
achievement, aptitude and
abilities
A:C1.1 Demonstrate the ability to
balance school, studies,
extracurricular activities, leisure
time and family life
A:C1.3 Understand the
relationship between learning and
work
Grade: 9 Subject: Guidance
Unit: Academic
Time frame for Completion:
3/8/2016
3

*Zone of Proximal Development: That area between what the student is capable of at the moment and the point you want the student to
reach next (Vygotsky, 1978)
Stages of Second Language Acquisition: (Hill, J., Flynn, K., 2006)
Stage
Characteristics
Approximate Time Frame
Teacher Prompts
Preproduction
PDE: Entering
The student
 Has minimal comprehension
 Does not verbalize
 Nods “yes” and “no”
 Draws and points
0-6 months

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
Show me…
Circle the…
Where is…?
Who has…?
Early Production
PDE: Beginning
The student
 Has limited comprehension
 Produces one- or two-word
responses
 Participates using key words
and familiar phrases
 Uses present-tense verbs
The student
 Has good comprehension
 Can produce simple sentences
 Makes grammar and
pronunciation errors
 Frequently misunderstands
jokes
The Student
 Has excellent comprehension
 Makes few grammatical
errors
The student has a near native level
of speech.
6 months to 1 year
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Yes/no questions
Either/or questions
One-or two-word answers
Lists
Labels
1-3 years

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
Why…?
How…?
Explain…
Phrase or short-sentence answers
3-5 years
 What would happen if…?
 Why do you think…?
5-7 years
 Decide if…
 Retell…
Speech Emergence
PDE: Developing
Intermediate Fluency
PDE: Expanding
Advanced Fluency:
PDE: Bridging