Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
Content Units
Managing Personal
Finances
 Making Correct
Change
Managing Personal
Finances
 Construct a
monthly personal
budget.
 Identify financial
information and
records that
should be retained

Know types of
taxes typically
assessed.
Accuplacer
Mathematics
030 – Student can add
subtract multiply and
divide positive whole
numbers, mixed numbers,
fractions and decimals
without a calculator.
Mathematics
030 – Student can add
subtract multiply and
divide positive whole
numbers, mixed numbers,
fractions and decimals
without a calculator.
060- Convert numbers in
percent form to decimal
and fractional form and
vice versa.
Solve percent applications
involving topics such as
commission discount,
simple interest and
percent increase/decrease
Mathematics
030 – Student can add
subtract multiply and
Essential Outcomes
Enhancement of
Academic Skills
 Think and problem
solve.
 Use math
concepts and
computations.
Responsible world citizen.


Think and problem
solve.
Use math
concepts and
computations.
Professionalism
 Developing
confidence.
Assignment
Identify Money & Make
Correct Change
Keeping Basic Financial
Records
 Students generate
a list of needs and
wants.
 Students learn
essential
vocabulary
(variable, fixed,
income, expense
etc)
 List basic terms
used in keeping
financial records
Calculate and Pay Taxes
 Class teams
develop a quiz
Assessment
Students role-play
customer and clerk in
purchasing items. Student
will make correct change
for three priced items
when role playing with the
sales clerk.
Given an income and list
of fixed and variable
expenses, students create
a monthly budget.
Students define and give
examples of basic terms.
Given a hypothetical job,
students complete a W-2
form.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett




Know penalties
and deadlines for
the payment of
taxes.
Complete a 1040
tax form.
Identify resources
for obtaining a
loan.
Name advantages
and disadvantages
of using credit
cards
divide positive whole
numbers, mixed numbers,
fractions and decimals
without a calculator.
060- Convert numbers in
percent form to decimal
and fractional form and
vice versa.
Solve percent applications
involving topics such as
commission discount,
simple interest and
percent increase/decrease
Reading
030- Understand the
difference between
general and specific ideas.
Comprehend relationship
of ideas.
Use background
knowledge
Read to confirm
predictions
Summarize and
paraphrase information
orally and in writing.
060 – Interpret graphs,
charts, tables and maps,
Intrapersonal Skills
 Self-determination

game using
pictures to
represent different
types of taxes.
Groups swap
games and play.
Class discusses
rationale for
paying taxes.
Using Credit Responsibility
 PPT lecture on
credit with notes.
 Discussion
advantages and
disadvantages of
using credit cards.
Given a hypothetical
income and deductions,
students complete a 1040
tax form.
Students complete a small
research project and
presentation or essay
comparing and contrasting
two different credit cards.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
critically analyze and
location fact/opinion and
cause/effect.
090 – Develop college
level vocabulary skills
Discriminate fact and
opinion.
130 – Understand the
value of reading, monitor
comprehension,
information analysis,
summaries, graphic and
visual aids, questioning
strategies and higher
order thinking skills to
solve problems.
151- Introduce various
methods of improving and
developing an
understanding of concepts
in content areas.
Writing
030- vocabulary is limited
to every day spoken
language and general
terms, words are often
misused, confusing, and or
misspelled.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
060 – Vocabulary is a
combination of everyday
spoken language, some
general terms, and some
language that is more
precise.
090- More
experimentation and risk
taking with vocabulary,
work on conveying precise
meaning.
121 – Delete obviously
synonymous and wordy
material in a sentence,
revise expression that
deviate from the style of
an essay.
Managing Personal
Finances
 Learn about
opening a
checking or
savings account
 Learn about
internet banking
Math
030 – Student can add,
subtract multiply and
divide positive whole
numbers, positive mixed
numbers, and decimals
without a calculator.
Writing
030 – Writing may sound
like a conversation or
Professionalism
 Developing
confidence.
Enhancement of
Academic Skills
 Write and speak
with clarity and
thoroughness
using accurate
grammar.
Using Banking Services
 Representative
from a local credit
union presents to
class.
 Students practice
check writing and
managing a
checking register.
Write checks, record
transactions.
Students compare banking
a two different institutions
and write a summary in
which they sate which
bank they would choose
and why.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
monologue, first sentence
may refer to the topic in a
general way, ideas are
often repeated in different
ways.
Writing moves from one
idea to another following
a kind of personal logic
instead of an organized
plan.
Body paragraphs are short
and repeat the same ideas
without development or
explanation.
060 – Writes about
assigned topic but main
idea is not clear and
supporting points are
loosely related to the
topic.
Writing is not usually
guided by a conscious plan
and often seems choppy
to the reader, often no
closing sentence is
present.
Body paragraphs may
have too many ideas

Use math
concepts and
computations.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
statement an d little
development or may be
very short.
090 – Main idea is stated
clearly but may be too
general to sum up the
supporting points of the
essay; supporting points
are related to the topic.
Overall organization is
logical, but ideas are
Often not connected
within and between
paragraphs, a concluding
sentence is usually present
but may simply repeat the
main idea without further
comment.
Body paragraphs typically
fall into 2 categories;
those with clearly stated
main ideas but not smooth
transitions or those with
more general topic
sentences include
interesting examples.
121 – Delete a clause or
sentence because it is
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
obviously irrelevant to the
essay, identify the basic
purpose or role a specified
phrase or sentence.
Select the most logical
place to add a sentence in
to a paragraph.
Develop ideas by using
some specific reasons
details and examples show
movement between
general and specific ideas
and examples.
Selecting and Maintaining
a household.
 Identify basic
appliances and
tools used in
exterior and
interior
maintenance.
 List routine
cleaning and
maintenance
activities.
 Outline a weekly
housekeeping
Interpersonal Skills
 Working
cooperatively.
 Problem solving
interpersonal
difficulties
Enhancement of
Academic Skills
 Think and problem
solve.
Maintaining Home
Exterior/Interior
 Students devise a
list of basic interior
and exterior
housekeeping
responsibilities,
anticipate
problems and
solutions with
potential
roommates.
Given a hypothetical living
situation with roommates,
students divide
housekeeping
responsibilities and create
a weekly schedule using
MS Excel or MS Word.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
routine.
List personal or
family housing
requirements,
including space,
location, yard.
 Identify different
types of housing
available in the
community.
 Identify
advantages and
disadvantages of
various housing
options.
 Identify
procedures for
renting an
apartment.
Identify procedures for
purchasing a house.

Reading
030 – Understand the
difference between
general and specific ideas.
State general topic of a
paragraph.
Recognize main idea and
supporting details.
Comprehend relationships
of ideas.
Preview background
knowledge, use
background knowledge,
read to confirm
predictions, summarize
and paraphrase
information orally and in
writing.
060 – Infer meaning of
words using context clues.
Consult the dictionary and
thesaurus to determine
pronunciation,
syllabication, parts of
speech, and exact
meanings.
Use concept mapping,
Interpersonal Skills
 Working with
peers and
supervisors
Intrapersonal Skills
 Self-determination
Enhancement of
Academic Skills
 Write and speak
with clarity and
thoroughness
using accurate
grammar.
Selecting Adequate
Housing.
 In groups students
identify and list
basic
requirements of
adequate housing.
 Discussion of
independent living
needs.
 PPT presentation
and notes about
Landlord Tenant
Law.
Students read a sample
lease agreement and
rewrite critical clauses in
laymen’s terms.
Students complete a lease
matrix in which they
compare and contrast
various housing and the
associated costs.
Students write compare
and contrast summaries
for three of the housing
selections they would
consider for themselves.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
outlining and or
annotations to show the
main idea and details in
the paragraph.
Analyze paragraph
structure to determine
major and minor details.
Discuss inferences drawn
through the analysis of the
reading to determine the
author’s purpose, tone,
and the main idea.
Identify examples of
organizational patterns
090 – Develop college
level vocabulary skills
locate the topic and main
idea in paragraphs essays
and longer passages.
130 – Understand the
value of reading, text
organization, vocational
related vocabulary
development, monitor
comprehension,
information analysis,
summaries.
151 – Understand the
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett



Describe
procedures for
connecting utility
services.
Acquire or ensure
presence of basic
household items.
Acquire or ensure
presence of
furniture and
major appliances.
interactive nature of the
reading process.
Introduce various methods
of improving and
developing an
understanding of concepts
in content areas.
Experience a wide range
of activities to enhance
learning in the content
areas.
Mathematics
Intrapersonal Skills
030- Students can add,
 Self-determination
subtract, multiply, and
divide positive whole
numbers, positive mixed
numbers, and decimals
without a calculator.
Reading
030 – Understand the
difference between
general and specific ideas.
State general topic of a
paragraph.
Recognize main idea and
supporting details.
Comprehend relationships
of ideas.
Set Up a Household
 Devise a list of
utility services.
 Look up
information on the
websites of local
utility companies.
 Devise a
procedure for
selecting and
connecting various
utilities in an
apartment.
 Devise a list of
necessary
household items
Students create a spread
sheet listing basic
household items and
approximate cost new and
used.
Write summary
statements describing
what they would choose
to purchase and why.
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Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
Preview background
knowledge, use
background knowledge,
read to confirm
predictions, summarize
and paraphrase
information orally and in
writing.
060 – Infer meaning of
words using context clues.
Consult the dictionary and
thesaurus to determine
pronunciation,
syllabication, parts of
speech, and exact
meanings.
Use concept mapping,
outlining and or
annotations to show the
main idea and details in
the paragraph.
Analyze paragraph
structure to determine
major and minor details.
Discuss inferences drawn
through the analysis of the
reading to determine the
author’s purpose, tone,
11
Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
and the main idea.
Identify examples of
organizational patterns
090 – Develop college
level vocabulary skills
locate the topic and main
idea in paragraphs essays
and longer passages.
130 – Understand the
value of reading, text
organization, vocational
related vocabulary
development, monitor
comprehension,
information analysis,
summaries.
151 – Understand the
interactive nature of the
reading process.
Introduce various methods
of improving and
developing an
understanding of concepts
in content areas.
Experience a wide range
of activities to enhance
learning in the content
areas.
12
Transitions 1
Quarter 1
Brenda Pomeroy, Laurie Allyn, Cash Hogsett
Writing
030 – Writing may sound
like a conversation or
monologue, first sentence
may refer to the topic in a
general way, ideas are
often repeated in different
ways.
Writing moves from one
idea to another following
a kind of personal logic
instead of an organized
plan.
Body paragraphs are short
and repeat the same ideas
without development or
explanation.
060 – Writes about
assigned topic but main
idea is not clear and
supporting points are
loosely related to the
topic.
Writing is not usually
guided by a conscious plan
and often seems choppy
to the reader, often no
closing sentence is
13
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
present.
Body paragraphs may
have too many ideas
statement an d little
development or may be
very short.
090 – Main idea is stated
clearly but may be too
general to sum up the
supporting points of the
essay; supporting points
are related to the topic.
Overall organization is
logical, but ideas are
Often not connected
within and between
paragraphs, a concluding
sentence is usually present
but may simply repeat the
main idea without further
comment.
Body paragraphs typically
fall into 2 categories;
those with clearly stated
main ideas but not smooth
transitions or those with
more general topic
sentences include
14
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Quarter 1
Brenda Pomeroy, Laurie Allyn, Cash Hogsett
interesting examples.
121 – Delete a clause or
sentence because it is
obviously irrelevant to the
essay, identify the basic
purpose or role a specified
phrase or sentence.
Select the most logical
place to add a sentence in
to a paragraph.
Develop ideas by using
some specific reasons
details and examples show
movement between
general and specific ideas
and examples.
Caring for Personal Needs
 Know ways
nutrition relates to
health.
 Know a meal
balanced for
nutritional and
caloric content.
 Know ways in
which exercise
relates to health.
Mathematics
030- Students can add,
subtract, multiply, and
divide positive whole
numbers, positive mixed
numbers, and decimals
without a calculator.
Reading
030 – Understand the
difference between
general and specific ideas.
Interpersonal Skills
 Problem solving
interpersonal
difficulties.
Intrapersonal Skills
 Selfdetermination.
 Understanding
personal strengths
weaknesses
talents and skills
Demonstrate Knowledge
of Physical Fitness,
Nutrition and Weight.
 Identify what
foods build
particular body
parts.
 Discuss
components of a
balanced meal.
 Learn food groups


Students examine
components of a
balanced meal;
discuss the pros
and cons of eating
out vs. cooking at
home.
Students watch
the film Supersize
me and write a
reflective essay.
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Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
State general topic of a
paragraph.
Recognize main idea and
supporting details.
Comprehend relationships
of ideas.
Preview background
knowledge, use
background knowledge,
read to confirm
predictions, summarize
and paraphrase
information orally and in
writing.
060 – Infer meaning of
words using context clues.
Consult the dictionary and
thesaurus to determine
pronunciation,
syllabication, parts of
speech, and exact
meanings.
Use concept mapping,
outlining and or
annotations to show the
main idea and details in
the paragraph.
Analyze paragraph
Lifelong Learner
 Developed strong
academic
foundation
Enhancement of
Academic Skills
 Write and speak
with clarity and
thoroughness.

and what various
foods do for the
body.
Learn best foods
for weight loss.


Class examines
BMI and calculates
their own BMI’s
Class examines
various ways in
which exercise
relates to healthy
living.
16
Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
structure to determine
major and minor details.
Discuss inferences drawn
through the analysis of the
reading to determine the
author’s purpose, tone,
and the main idea.
Identify examples of
organizational patterns
090 – Develop college
level vocabulary skills
locate the topic and main
idea in paragraphs essays
and longer passages.
130 – Understand the
value of reading, text
organization, vocational
related vocabulary
development, monitor
comprehension,
information analysis,
summaries.
151 – Understand the
interactive nature of the
reading process.
Introduce various methods
of improving and
developing an
17
Transitions 1
Quarter 1
Brenda Pomeroy, Laurie Allyn, Cash Hogsett
understanding of concepts
in content areas.
Experience a wide range
of activities to enhance
learning in the content
areas.
Writing
030 – Writing may sound
like a conversation or
monologue, first sentence
may refer to the topic in a
general way, ideas are
often repeated in different
ways.
Writing moves from one
idea to another following
a kind of personal logic
instead of an organized
plan.
Body paragraphs are short
and repeat the same ideas
without development or
explanation.
060 – Writes about
assigned topic but main
idea is not clear and
supporting points are
loosely related to the
18
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Quarter 1
Brenda Pomeroy, Laurie Allyn, Cash Hogsett
topic.
Writing is not usually
guided by a conscious plan
and often seems choppy
to the reader, often no
closing sentence is
present.
Body paragraphs may
have too many ideas
statement an d little
development or may be
very short.
090 – Main idea is stated
clearly but may be too
general to sum up the
supporting points of the
essay; supporting points
are related to the topic.
Overall organization is
logical, but ideas are
Often not connected
within and between
paragraphs, a concluding
sentence is usually present
but may simply repeat the
main idea without further
comment.
Body paragraphs typically
19
Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
Caring for Personal Needs
 Demonstrate the
basic aspects of
proper hygiene.
 Identify proper
fall into 2 categories;
those with clearly stated
main ideas but not smooth
transitions or those with
more general topic
sentences include
interesting examples.
121 – Delete a clause or
sentence because it is
obviously irrelevant to the
essay, identify the basic
purpose or role a specified
phrase or sentence.
Select the most logical
place to add a sentence in
to a paragraph.
Develop ideas by using
some specific reasons
details and examples show
movement between
general and specific ideas
and examples.
030- Students can add,
subtract, multiply, and
divide positive whole
numbers, positive mixed
numbers, and decimals
without a calculator.
Enhancement of
Academic Skills
 Think and problem
solve.
 Write and speak
with clarity and


Discussion of the
areas of the body
to be cleaned
when bathing and
showering.
Lists daily hygienic

Compare and
contrast brand
names and pricing
for various
products compute
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett

grooming.
Identify proper
product for
hygiene and
grooming.


thoroughness
using accurate
grammar.
Use math
concepts and
computations.


Practice Personal Safety
 Identify ways to
secure home from
intruders.
 Identify things to
do to avoid
personal assault.
 Identify selfprotection and or
self-defense
behaviors or
techniques.
 Identify potential
safety hazards in
the home.
Reading
030 – Understand the
difference between
general and specific ideas.
State general topic of a
paragraph.
Recognize main idea and
supporting details.
Comprehend relationships
of ideas.
Preview background
knowledge, use
background knowledge,
read to confirm
predictions, summarize
and paraphrase
information orally and in
Life Long Learner
 Developed a
strong academic
foundation
Intrapersonal Skills
 Understanding
personal
strengths,
weakness, talents,
and skills
Interpersonal Skills
 Problem solving
interpersonal
difficulties.





activities.
Identifies and
discusses the areas
of the body that
need to be
specially groomed
and the
appropriate
products.
Discuss the need
for oral hygiene.
Discuss purpose of
securing one’s
home from
intruders.
Discuss methods
of securing one’s
home.
Define personal
assault.
Assess behaviors
that could increase
and/or decrease
the chance of
personal assault.
Discuss protection
and self-defense
concepts.
financial impact of
purchases.
Students read a current
event pertaining to selfdefense.
Students participate in a
role play situation and
debrief how the situation
could have been
prevented.
21
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
writing.
060 – Infer meaning of
words using context clues.
Consult the dictionary and
thesaurus to determine
pronunciation,
syllabication, parts of
speech, and exact
meanings.
Use concept mapping,
outlining and or
annotations to show the
main idea and details in
the paragraph.
Analyze paragraph
structure to determine
major and minor details.
Discuss inferences drawn
through the analysis of the
reading to determine the
author’s purpose, tone,
and the main idea.
Identify examples of
organizational patterns
090 – Develop college
level vocabulary skills
locate the topic and main
idea in paragraphs essays



Students identify
poisonous
substances that
can be found in
the home.
Students discuss
the significance of
locating and
checking electrical
outlets, cords, gas
appliances, and
light switches for
safety.
Students learn first
aid.
22
Transitions 1
Quarter 1
Brenda Pomeroy, Laurie Allyn, Cash Hogsett
and longer passages.
130 – Understand the
value of reading, text
organization, vocational
related vocabulary
development, monitor
comprehension,
information analysis,
summaries.
151 – Understand the
interactive nature of the
reading process.
Introduce various methods
of improving and
developing an
understanding of concepts
in content areas.
Experience a wide range
of activities to enhance
learning in the content
areas.
Raising Children and
Meeting Marriage
Responsibilities;
demonstrate physical care
for raising children.
 List physical
Professionalism
 Developing and
using ethics.
 Developing
confidence.
Interpersonal Skills


Discuss
responsibilities of
parenting and
raising children.
Discuss financial
responsibilities of
Students construct a
symptom chart with
treatments for each
common disease.
Students act out a role
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett



responsibilities
involved in child
care.
Given a
hypothetical
situation,
demonstrate basic
safety measures
for a child who has
ingested a poison.
Identify common
childhood illnesses
and a symptom
and treatment for
each.
Identify basic
stages of child
development and
a characteristic of
each.

Problem solving
interpersonal
difficulties
Intrapersonal Skills
 Self-determination
 Understanding
personal strengths
weaknesses
talents and skills.





family life.
Learn the
importance of
prenatal care and
nutrition.
Class uses first
aid/poison control
learned in
previous lesson to
role play a
scenario with a
poisoned or
injured child.
Class discusses
disease prevention
techniques.
Students observe
pictures of
children at
different
developmental
levels and list
notable
characteristics of
children at those
levels.
Discuss typical and
atypical physical
play demonstrating first
aid.
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
Raising Children and
Meeting Marriage
Responsibilities




Identify changes
when a child
enters the family.
Name the
psychological
needs of the child
and how these can
be provided
Identify parental
responsibilities
involved in the
psychological care
of the child.
Identify common
family problems
and ways of
coping with
problems.
Writing
030 – Writing may sound
like a conversation or
monologue, first sentence
may refer to the topic in a
general way, ideas are
often repeated in different
ways.
Writing moves from one
idea to another following
a kind of personal logic
instead of an organized
plan.
Body paragraphs are short
and repeat the same ideas
without development or
explanation.
060 – Writes about
assigned topic but main
idea is not clear and
supporting points are
loosely related to the
topic.
Writing is not usually
guided by a conscious plan
Professionalism
 Developing and
using ethics.
 Developing
confidence.
Interpersonal Skills
 Problem solving
interpersonal
difficulties
Intrapersonal Skills
 Self-determination
Understanding personal
strengths weaknesses
talents and skills.
Enhancement of
Academic Skills
 Think and problem
solve.
 Write and speak
with clarity and
thoroughness
using accurate
grammar.






and neurological
growth and
development.
Brainstorm familial
roles and the
changes those
roes undergo
when a child
enters the family,
Discuss feelings
when siblings
entered the family
List ways the
family serves the
needs of children.
Class discusses
what they need
from their families.
Discuss the need
for love,
understanding,
physical contact,
structure, play etc.
Students
brainstorm and list
possible problems
and solutions.
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
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Students analyze
how their roles
with their parents
have changed as
they have gotten
older and write a
letter to their
future child stating
their parenting
values and
perception of how
the relationship
will grow and
change
throughout the
child’s life.
Students create a
quick reference
parenting
handbook.
Handbook
includes a list of
references and
agencies that
assist families in
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Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
and often seems choppy
to the reader, often no
closing sentence is
present.
Body paragraphs may
have too many ideas
statement an d little
development or may be
very short.
090 – Main idea is stated
clearly but may be too
general to sum up the
supporting points of the
essay; supporting points
are related to the topic.
Overall organization is
logical, but ideas are
Often not connected
within and between
paragraphs, a concluding
sentence is usually present
but may simply repeat the
main idea without further
comment.
Body paragraphs typically
fall into 2 categories;
those with clearly stated
main ideas but not smooth
the community.
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Transitions 1
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Brenda Pomeroy, Laurie Allyn, Cash Hogsett
transitions or those with
more general topic
sentences include
interesting examples.
121 – Delete a clause or
sentence because it is
obviously irrelevant to the
essay, identify the basic
purpose or role a specified
phrase or sentence.
Select the most logical
place to add a sentence in
to a paragraph.
Develop ideas by using
some specific reasons
details and examples show
movement between
general and specific ideas
and examples.
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