College and Career Awareness

○ Practice technical reading and writing (e.g. diagrams, blueprints, how-to instructions or videos, documentation, etc.)

4: Apply critical thinking and problem-solving techniques. ● Apply critical thinking to solve a problem. ○ Understand the problem. ● Identify the problem.

● Explain what you know and what you need to know to create a solution. ● Develop a problem statement. ○ Research the problem. ● Gather relevant and accurate information from multiple sources and search engines. ● Collaborate to share information and ideas. ● Critically analyze possible solutions (e.g. consider multiple points of view) ○ Resolve the problem.

● Determine the best solution. ● Present the feedback solution.

○ Evaluate the solution. END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS I can identify the benefts of strong workplace skills. I can explain the negative consequences of underdeveloped workplace skills. I can identify and explain essential personal characteristics for the workplace. I can explain the different methods of communication. I can narrate how to use critical thinking and problem-solving skills to solve a problem. Performance Objective(s): Students will begin to create a portfolio that includes: ● A career assessment. ● Insights and reflections (positive and negative) related to the individual process of middle/junior high school, postsecondary, and career preparation aligned to individual Plan for College and Career Readiness PCCR). SCAFFOLDING IN ACTION

● Provide a graphic organizer, and model how to identify what happened first, next, or last; claim evidence to express an opinion. ● Provide word banks when students complete writing or speaking tasks to support their responses. ● For extended writing or speaking activities, provide a student an annotated model highlighting the language and structure a student will need to be able to reproduce their own. ● Allow students to use a mix of their home language and English. ● In discussion, model and have students use the sentence frames and word banks to support their responses. ● Provide visual vocabulary cards to build content knowledge. ● Engage the student in more student-teacher conversation or group the student with other advanced learners ready for more challenging dialog. ● Students lead discussions or ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details.

Skill Building

Extension