CALM Unit 1: Portfolio Creation

Date

Lesson Title

Week #1 Week A
11 & 21
Mon.
Labour Day
Sept. 5
Tues.
Orientation
Sept. 6

Thurs.
Sept. 8

Week #2
12 & 22
Tues.
Sept.
13

Portfolio

Week B
E-port Intro
Goal Setting
Bucket List

Outco
mes

Learning Activities

Assess
ment

Equipme
nt

None

1. Personal Expectations (what are you

expecting, what have you heard, how do you
learn best, etc.)
2. Circle Chair Name Game

, CALM
Intro.
Questionn
air,

None

1.
2.
3.
4.
5.

Formativ
e:
- Teacher
Observati
on
Summati
ve:
Formativ
e:
- Teacher
Observati
on
Summati
ve:

Formativ
e:
- Teacher
Observati
on
Summati
ve

SMART
Board,
Computers
, Goals &
Dreams
planner,
SMART
goals

C1, C2,
C3, C4,
C5, C6,
C7, C8,
C9,
C10,
C11

Sylibus, guidelines, expectations, Rubrics

Student log-in
Intro to Portfolio Interface
Brain Break

1. Bucket List (Goals and Dreams Planner)

2. Help students with E-portfolio Glitch,
Editing Page
3. How to set goals (SMART goals, lesson
#2 pptx)

Pptx,
Sylibus,
Student
log-in info,
Computers
, SMART
board,

Motivation

planner,

Thur.
Sept.
15

Bucket List

Fri.
Sept.
16

Goal Setting

Week #3 Week A
11 & 21
Tues.
Goal
Sept.
Framework
20

Thur.
Sept.
22

7 Habits
All About Me

1. SMARTER Goals Review

2. Top 5 Goals (SMARTER)

1. Top 5 Goals (SMARTER)

2. How to use new interface

1. RAP Presentation (outcome C 6 satisfied

here)
2. Top 5 Goals
3. Goal Framework (Top 1 goal)

1. Top 5
2. All About Me

Formativ
e:
- Teacher
Observati
on
Summati
ve
Formativ
e:
- Teacher
Observati
on
Summati
ve

Formativ
e:
- Teacher
Observati
on
Summati
ve
Formativ
e:
- Teacher
Observati
on
Summati
ve

SMART
Board,
Computers
,

SMART
Board,
Computers
,

SMART
Board,
Computers
,

Week #4 Week B
12 & 22
Tues.
Me*7 Habits
Sept.
27

1. All About Me

Thur.
Sept.
29

Career
Cruising *7
Habits

1. Habit 1: Be Proactive
2. Habit 2: Begin with the End in Mind
3. Career Cruising

Fri.
Sept.
30

Career
Cruising *7
Habits

1. Career Cruising

Week #5 Week A
11 & 21
Tues.
Career
Oct. 4
Cruising *7
habits

1. Career Cruising

Thur.
Oct. 6

1. Habit 3: Prioritize
2. Career Cruising

*7 Habits

Formativ
e:
- Teacher
Observati
on
Summati
ve
Formativ
e:
- Teacher
Observati
on
Summati
ve
Formativ
e:
- Teacher
Observati
on
Summati
ve

SMART
Board,
Computers
,

Formativ
e:
- Teacher
Observati
on
Summati
ve
Formativ
e:
- Teacher

SMART
Board,
Computers
,

SMART
Board,
Computers
,

SMART
Board,
Computers
,

SMART
Board,
Computers

Week #6
12 & 22
Mon.
Oct. 10
Tues.
Oct. 11

Observati
on
Summati
ve

Formativ
e:
- Teacher
Observati
on
Summati
ve
Formativ
e:
- Teacher
Observati
on
Summati
ve
Formativ
e:
- Teacher
Observati
on
Summati
ve

SMART
Board,
Computers
,

Formativ
e:
- Teacher
Observati
on

SMART
Board,
Computers
,

Week B
Thanks
Giving
7 Habits
Round Table

1. Habit 4: Think Win-Win

2. Habit 5: Try to Understand before being
Understood
3. Round Table

Thur.
Oct. 13

Career/Educ.
Plan

1. Habit 6: Synergize
2. Career Planning
3. Educ. Planning

Fri. Oct.
14

PM Skills *

1.
2.
3.
4.

Week #7
Tues.
Resume
Oct. 18

Habit # 7: Sharpen the Saw

Kahoot.it
Workability
Enter skills into Eportfolio

1. Workability completion
2. Resume pptx
3. Resume building

SMART
Board,
Computers
,

SMART
Board,
Computers
,

Thur.
Oct. 20

Fri. Oct.
21
Week #8
11 & 21
Tues.
Oct. 25

Thur.
Oct. 27

Resume
Cover Letter

1. Resume completion
2. Cover Letter pptx
3. Complete Cover Letter

Summati
ve
Formativ
e:
- Teacher
Observati
on
Summati
ve

Staff
Learning
Week A
Interview
skills

Portfolio
Due*
Interview

1. Videos: Watch videos on good/bad job

interview tactics/techniques. At the end
of each video, students will identify what
was good/bad/ugly
2. Mad Gab: Students will be given 1.5
mins to talk to their partner About
anything they choose. Students must
practice eye contact, and avoid using
fillers (a, um, like, you know). Students
are tasked to speak the whole 1.5 min
without stopping.
3. Interview PowerPoint: go through
powerpoint which outlines some key
elements to a successful interview.
4. Moc Interviews: students will be given
a potential career to interview for (there
will be four different career options,
group members may not select the same
one).

SMART
Board,
Computers
,

15 min Intro.
SLO

LEARNING OBJECTIVES
Formative & Summative
Students will:
ASSESSMENTS
None
- Personal get some background of me
Formative:
- Build their capacity for learning classmates
- Teacher observation
names
LEARNING RESOURCES CONSULTED
Resource #1: none
MATERIALS/ EQUIPMENT/ SET UP
Materials: clip board, attendance sheet, whistle
Set-up: make sure there is enogh open space to start the name game
PROCEDURE
Introduction (3 min.)
Attention Grabber:
- Personal Intro my background, personal philosophy, what excites me about the
upcoming semester
Assessment of Prior Knowledge:
- N/A
Expectations for Learning and Behaviour:
- N/A
Advance Organizer/Agenda:
1. Personal Introduction
2. Circle Chair Name Game
Transition to Body: Leading question:
- Take attendance
Body (10 min.):
Learning Activity #1:
Circle Name Game
- Students will be tasked with learning one persons name that is sitting beside
them. They will be given 1 min to learn their name and fill the time with small talk
(driving questions will be on the board). At the end of the 1 minute, I will ask 3
people to introduce
Formative Assessments
Specific Learner Considerations:
Transition to Activity #2:
Learning Activity #2:
Title
Formative & Summative Assessments
Specific Learner Considerations
Transition to Activity #3:
Learning Activity #3:
Title
Formative & Summative Assessments
Specific Learner Considerations
Transition to Activity #4:
Learning Activity #4:
Title
Formative & Summative Assessments
Specific Learner Considerations
Transition to Closure

Closure ( min.):
Consolidation/Assessment of Learning:
Feedback From Students:
Feedback To Students:
Transition To Next Lesson:
What went well:
What can be improved upon:
Describe how the students met your lesson objectives:

Lesson 1 E-Portfolio Intro

SLO

LEARNING OBJECTIVES
Formative & Summative
Students will:
ASSESSMENTS
None
- Indentify the course
Formative:
objectives and expectations
- Class conversation
- Apply their understanding
and create new background,
text and videos on their
eportfolio
LEARNING RESOURCES CONSULTED
Resource #1:
Resource #2:
Resource #3:
MATERIALS/ EQUIPMENT/ SET UP
Materials: clip board, attendance sheet, whistle
Set-up:
PROCEDURE
Introduction ( min.)
Attention Grabber:
Assessment of Prior Knowledge:
Expectations for Learning and Behaviour:
Advance Organizer/Agenda:
1. Syllabus, guidelines, expectations
2. Student log-in
3. Intro to Portfolio Interface
4. Brain Break
5. Intro Questionnaire
Transition to Body: Leading question:
Body ( min.):
Learning Activity #1:
1. Syllabus, guidelines, expectations
- Go through PowerPoint expectations slides

- Read through and hand out syllabus

Formative Assessments
- none
Specific Learner Considerations:
- visual auditory learners accommodated
Transition to Activity #2:
- Instruct students to select a lap top (row by row). Once they picked their laptop, turn it
on and log in.
Learning Activity #2:
Student log in and intro to E-Portfolio
- Instruct students to log-in to each computer
- Once all students have logged in, have each student follow your instructions on how to
create a username and password (students will come to my desk row by row to
record on the sheet their computer number, user name and password)
- E-portfolio interface:
o Introduce to students how to edit their pages. Walk through with them how to:
o Change their background, Title, Introduction
o Add a module to Intro page (one image, one video from YouTube)
o Preview vs. UPDATE changes
Formative & Summative Assessments
Specific Learner Considerations
Transition to Activity #3:
Learning Activity #3:
Brain Break
- Popcorn: Students stand around the outside of desks in one large circle. Goal is to
count to 20 as a group. Students cannot talk or signal each other. Students cannot
move unless they are counting. When counting you must pop-up in the air. You cannot
count twice in a row. If the person beside you counts, you cannot count. If people
move/speak at the same time, the group starts back at zero again.
Formative & Summative Assessments
Specific Learner Considerations
Transition to Activity #4:
Learning Activity #4:
CALM 20 Intro questionnaire
- Have students complete the questionnaire so I may take the time to learn a little more
about each student.
Formative & Summative Assessments
Specific Learner Considerations
Transition to Closure
Closure ( min.):
Consolidation/Assessment of Learning:
Feedback from Students:
Feedback to Students:
Transition To Next Lesson:
What went well:
What can be improved upon:
Describe how the students met your lesson objectives:

Lesson 2 Bucket List

SLO
C2, C5,
C11

LEARNING OBJECTIVES
Students will:
- Create a personal intro
- Create personal and professional goals

Formative & Summative

ASSESSMENTS
Formative: whole class
conversation
Summative: personal intro and
goal setting
LEARNING RESOURCES CONSULTED

Resource #1:
Resource #2:
Resource #3:
MATERIALS/ EQUIPMENT/ SET UP
Materials: clip board, attendance sheet, printed shield assignment), Goals and

Dreams printed, laptop carts booked, SMART Board

Set-up: none.
PROCEDURE
Introduction ( min.)
Attention Grabber:
- Who is your favourite pro athlethe, artist, celebrity? Do you think they made it that far
without setting clear goals?
Assessment of Prior Knowledge:
- What does SMART goals mean?
Expectations for Learning and Behaviour:
- Students will be expected to work independently. There should be no need for excessive
group conversations or discussions
Advance Organizer/Agenda:
1. All About Me (Shield Assignment) Help students with E-portfolio Glitch, Editing Page
2. Bucket List (Goals and Dreams Planner)
3. How to set goals (SMART goals, lesson #2 pptx)
4. Top 5 Goals
5. Goal Framework
Transition to Body: Leading question:
- Do you think goal setting is important?
Body ( min.):
Learning Activity #1:
Bucket List (Goals and Dreams Planner)
- Have each student take 10 minutes to complete their bucket list on paper. Instruct
students that there should be no conversations at this point. No cell phones at this
point. Simply write. Once the 10-minutes is up, we will complete a mad minute
Think, Pair, Share. Each student has the floor for one minute and must attempt to
talk the entire minute, then switch. Students will share their top 5-10 bucket list items.
If their partner wishes, they may barrow these ideas. Repeate with 2 different partners.
- Once paper sheets are filled out, students will log onto computers and begin finding
pictures for each of their 25 bucket list goals (show in SMART Board how/where to save
images).
- Once these students are set, begin working with students who have yet to create a
sign-in for their E-portfolio.
Summative Assessment:
- Summative assessment on this topic upon completion of E-portfolio
Specific Learner Considerations:

Some students may prefer to write rather than type when creating. These students will
be given that opportunity with hard copies.
Transition to Activity #2:
- Have students SAVE everything and half-close laptops
Learning Activity #2:
Demo / Instruct How to use Interface on E-portfolio
- Once all students have their profiles set-up, begin walking through with students how
to use the interface.
- Show students how to being the process of:
o Changing title, editing Bucket List
Formative & Summative Assessments
Specific Learner Considerations
Transition to Activity #3:
Learning Activity #4:
All About Me (Shield)
- As part of their E-portfolio, students must create an introductory page. Students will be
given driving questions that relate to their personal life philosophy, likes/dislikes, what
healthy living means, and what makes them unique.
- Students may record their paragraphs on paper or on their computer. However, all info
must make its way to their E-portfolio, so it would be worth while to type their
responses. Each topic should be accompanied by three photos (from internet or
personal)
Formative & Summative Assessments
Specific Learner Considerations
Transition to Closure
Closure ( min.):
Consolidation/Assessment of Learning:
Feedback From Students:
Feedback To Students:
Transition To Next Lesson:
What went well:
-

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson 3/4 Bucket cont., Top 5

SLO
C2, C5,
C11

LEARNING OBJECTIVES
Formative & Summative ASSESSMENTS
Students will:
- Apply SMARTER goal setting - Formative: Teacher observation and
in order to plan for life
discussion with class using exemplars.
goals
- Summative: Will be used as part of their
- Create online content and
final mark on their Eportfolio
images online
LEARNING RESOURCES CONSULTED
MATERIALS/ EQUIPMENT/ SET UP

Materials: clip board, attendance sheet, SMART board, laptops, bucket list sheets,

this is me sheets
Set-up: na
PROCEDURE

Introduction ( min.)
Attention Grabber:
http://gfycat.com/FixedVainGavial
Assessment of Prior Knowledge:
Expectations for Learning and Behaviour:
Advance Organizer/Agenda:
1. SMARTER Goals Review (5 min)
2. Top 5 SMARTER Goals (20)
3. Goal Framework (20)
4. All About Me (40)
NOTE: If Tech is working, we will take class time to learn how to add content online Title,
background, Images, Bucket List
Transition to Body: Leading question:
- All students to grab their computer at beginning of class in order to log-in.
Body ( min.):
Learning Activity #1:
SMARTER Goals (5min)
- Review SMARTER goals by placying the acronym on the whiteboard (not SMART board).
Remind students that when we create our Top 5 SMARTER Goals that they need to
adhear to being SMART.
Formative Assessments
Specific Learner Considerations:
Transition to Activity #2:
Learning Activity #2:
Top 5 SMARTER Goals (20)
-

Students will select their top 5 goals from their bucket list and create SMARTER goals
to achieve each of the 5 goals. Students will record these in Word and save them to
the personal drive. This will assist them in practicing where to save items in their
computer. It will also help them save time by copying and pasting their content into
their website once available to them.
Use my example from website (veterinarian) as a non-example and see if we can fix it
as a class to make it a SMARTER goal. In same groups as last class, take 5 min to
decide what is missing and how would you re-word it?

Formative & Summative Assessments

- Formative: Teacher observation and discussion with class using exemplars.
- Summative: Will be used as part of their final mark on their Eportfolio
Specific Learner Considerations
- The use of an exemplar is intended to help those who require visual aids to see it
before its completed, as well as see what a finished goal should look like.
Transition to Activity #3:
Learning Activity #3:
Transition to Activity #4:

Learning Activity #4:

Closure (10 min.):

Consolidation/Assessment of Learning:
- Have students trade their work with an elbow buddy. This quick 10 min peer review will
assist students in both finding mistakes and using partners work as inspiration for their
own.
Transition To Next Lesson:
- Next lesson we will be back in CALM working on completing our online portion of our
Eportfolio. Lots of time will be given to you in order to have it completed by the end of
the week.
What went well:
What can be improved upon:
Describe how the students met your lesson objectives:

Lesson 5 Top 5 & Goal Framework

SLO

LEARNING OBJECTIVES
Students will:

Formative & Summative ASSESSMENTS

LEARNING RESOURCES CONSULTED

Resource #1:
Resource #2:
Resource #3:
MATERIALS/ EQUIPMENT/ SET UP
Materials: clip board, attendance sheet, whistle
Set-up:
PROCEDURE
Introduction ( min.)
Attention Grabber:
Assessment of Prior Knowledge:
Expectations for Learning and Behaviour:
Advance Organizer/Agenda:
Transition to Body: Leading question:
Body ( min.):
Learning Activity #1:
Top 5 SMARTER Goals (20)
-

Students will select their top 5 goals from their bucket list and create SMARTER goals
to achieve each of the 5 goals. Students will record these in Word and save them to
the personal drive. This will assist them in practicing where to save items in their

computer. It will also help them save time by copying and pasting their content into
their website once available to them.
Use my example from website (veterinarian) as a non-example and see if we can fix it
as a class to make it a SMARTER goal. In same groups as last class, take 5 min to
decide what is missing and how would you re-word it?

Formative & Summative Assessments

- Formative: Teacher observation and discussion with class using exemplars.
- Summative: Will be used as part of their final mark on their Eportfolio
Specific Learner Considerations
- The use of an exemplar is intended to help those who require visual aids to see it
before its completed, as well as see what a finished goal should look like.
Learning Activity #2:
Goal Framework (20)
-

Students will select one of thir top 5 goals to complete goal framework questions. Now
that we have a SMARTER goal, we need to begin the planning process for achieving the
goal. Read through each question on the Goal Framework sheet to identify how to
answer these question (use my exemplar of verterinarian to show the class how
these questions might be answered)

Formative & Summative Assessments

- Formative: Teacher observation and discussion with class using exemplars.
- Summative: Will be used as part of their final mark on their Eportfolio
Specific Learner Considerations
- The use of an exemplar is intended to help those who require visual aids to see it
before its completed, as well as see what a finished goal should look like.
Transition to Activity #3:
Closure ( min.):
Consolidation/Assessment of Learning:
Feedback From Students:
Feedback To Students:
Transition To Next Lesson:
What went well:
What can be improved upon:
Describe how the students met your lesson objectives:

Lesson 6 Goal Framework & All About Me

SLO

LEARNING OBJECTIVES
Formative & Summative
Students will:
ASSESSMENTS
C2, C5,
Identify the process of narrowing Formative: Class and one on one
C11
down their goals in a more
conversation
specific manner.
Summative: Eportfolio page All About Me
LEARNING RESOURCES CONSULTED
Resource #1: Goal Framework Sheet
Resource #2: All About Me (Shield) Sheet
MATERIALS/ EQUIPMENT/ SET UP
Materials: clip board, attendance sheet, SMART Board, laptops
Set-up:

PROCEDURE
Introduction ( min.)
Attention Grabber:
- Discussion regarding stolen items from change room Remind students not to leave
anything they might be worried about having stolen. This is what lockers are for.
Advance Organizer/Agenda:
1. RAP Presentation (45min)
2. Goal Framework
3. All About Me
Transition to Body: Leading question:
- Welcome
Body ( min.):
Learning Activity #1:
Goal Framework (20)
-

Students will select one of thir top 5 goals to complete goal framework questions. Now
that we have a SMARTER goal, we need to begin the planning process for achieving the
goal. Read through each question on the Goal Framework sheet to identify how to
answer these question (use my exemplar of verterinarian to show the class how
these questions might be answered)

Formative & Summative Assessments

- Formative: Teacher observation and discussion with class using exemplars.
- Summative: Will be used as part of their final mark on their Eportfolio
Specific Learner Considerations
- The use of an exemplar is intended to help those who require visual aids to see it
before its completed, as well as see what a finished goal should look like.
Transition to Activity #2:
Learning Activity #2:
All About Me (40)
-

The purpose of this assignment is to provide potential employers/schools an

introduction of yourself. Answering these questions can often times be difficult to get
the ball rolling. Show students my example for a reference point.
Remind students that each topic is worth 3 points each. So, students should include
three talking points for each. Furthermore, students will be tasked to find images that
relate the the content they have written.

Formative & Summative Assessments

Specific Learner Considerations
Transition to Closure
Closure ( min.):
Consolidation/Assessment of Learning:
Feedback From Students:
Feedback To Students:
Transition To Next Lesson:
What went well:
What can be improved upon:
Describe how the students met your lesson objectives: