Family & Consumer Sciences A

○​ Teachers offer guided data analysis protocols, career cluster comparison charts, and discussion prompts.

Strand 1, Standard 2 : FCCLA Step One ●​ Review the FCCLA planning process

○​ Teacher-led walkthroughs of the FCCLA planning process, Step One guidelines, and evaluation rubrics. ○​ Students engage in guided note-taking, Q&A sessions, and annotating key documents. ●​ Self-reflective exercises on interests, values, skills, and learning styles ○​ Students complete self-assessment tools (e.g., interest inventories, learning style quizzes) and respond with written reflections or vision boards. ○​ The teacher facilitates guided reflection prompts and group discussions. ○​ Students use SMART goal templates to write goals across life domains. ○​ Teachers model goal writing, provide examples, and lead goal refinement activities. ●​ Practice writing personal mission statements ○​ Students write mission statements through brainstorming, graphic organizers, and peer discussion. ○​ Teachers provide sentence starters, examples, and revision mini-lessons. ○​ Students engage in structured peer review sessions using checklists and sentence stems. ○​ Teachers guide with feedback norms, model effective critique, and allow for revisions. ●​ Develop SMART goals ●​ Peer review and feedback ○​ Students use planners, checklists, or digital tools to map out project deadlines and checkpoints. ○​ Teachers model backward planning, set interim goals, and monitor progress checkpoints. ●​ Career fair or roundtable networking ○​ Students engage in structured meet-and-greet or Q&A sessions with professionals across various FCS fields. ○​ Teachers prepare students through pre-event research, question planning activities, and reflection prompts afterward. ●​ Create videos, websites, or information campaigns ○​ Students collaborate to develop digital media ●​ Time management strategies

Extension