FCS A B Int

challenges and explaining how they relate to the stage of development.

Strand 5, Standard 2 : Generations ●​ Interview someone of a different generation.

○​ Teachers will model effective interview techniques, including how to develop open-ended questions, practice active listening, and take accurate notes. ○​ Students will be provided with a sample interview guide and a rubric outlining expectations for respectful communication and depth of inquiry. ●​ Create lists of ways to strengthen bonds between generations. ○​ After interviews, students will engage in small-group discussions to synthesize insights and identify themes from their interviews. ○​ Students will use a think-pair-share or gallery walk protocol to share and refine their ideas. Strand 5, Standard 3 : Self-Concept and Personal Development: ●​ Self-reflection activities ○​ Students will participate in structured self-reflection through guided journaling prompts, the creation of personal mission statements, and values clarification activities. ○​ Teachers will model reflective thinking and provide sentence stems or graphic organizers to support student responses.​ ●​ Explicit Instruction on Emotional Intelligence Skills ○​ Lessons will introduce core concepts of emotional intelligence, including self-awareness, self-regulation, and self-management strategies. ○​ Teachers will use explicit instruction, including modeling, role-playing, and think-alouds, to teach these skills. ○​ Students will engage in scenario-based activities to practice recognizing and managing emotions in themselves and others. ●​ Personality/strengths assessments to explore individual traits ○​ Students will complete personality or strengths inventories (e.g., You Science). ○​ Teachers will facilitate discussions to help students interpret their results and make connections to learning preferences, communication styles, and career goals.

Strand 5, Standard 4 : Personal Values ●​ Create a vision board

○​ Students will identify and illustrate both tangible (e.g., career, lifestyle) and intangible (e.g., integrity, compassion) values through the creation of a personal vision board. ○​ Teachers will guide students in brainstorming values, using examples and a values inventory for support.​ ●​ Role-playing scenarios demonstrating responsible decision-making