High School Grade
Project
12 weeks
Confidence Compass: Navigating Life's Transitions
1-pager
Purpose
The purpose of this project is to facilitate personal growth and self-discovery among 12th-grade students as they prepare for college. Through hands-on, real-world experiences, students will cultivate resilience and confidence by exploring their values, strengths, and aspirations. This journey will equip them with the skills and mindset needed to navigate the transition to independence and make informed decisions about their future.
Learning goals
Students will identify and articulate personal values and goals that guide their decision-making processes. They will develop critical thinking and problem-solving skills by engaging in real-world scenarios that simulate life transitions. Students will build resilience by reflecting on challenges and successes, fostering a growth mindset. They will enhance communication and collaboration skills through group projects and presentations. Students will cultivate self-awareness and confidence, preparing them for the transition to college and beyond.
Standards
- Common Core - CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- Common Core - CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- Common Core - CCSS.ELA-LITERACY.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Products
Students will create a personal growth portfolio that includes a reflective journal, a vision board, and a personal manifesto. They will also develop a capstone presentation where they share their journey, insights, and future aspirations with peers and mentors. These products will serve as tangible representations of their readiness to embrace new challenges and opportunities beyond high school.
Launch
Kick off the project with a "Vision Board Workshop" where students create visual representations of their future aspirations and the personal growth they wish to achieve. Facilitate discussions around the themes of resilience and confidence, encouraging students to share their visions and support each other's goals. This collaborative activity sets the stage for the project by fostering a sense of community and shared purpose among students.
Exhibition
Students will host a "Journey to Independence" showcase where they present personal growth portfolios, including reflective essays, vision boards, and skill development projects. They will engage in panel discussions with peers and mentors, sharing insights and strategies for navigating future transitions. The event will also feature interactive workshops led by students, demonstrating practical skills they've honed, such as budgeting, time management, and self-care practices.
Plan
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 |
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| Activities |
Kick off the week with an interactive 'Vision Board Workshop'. Invite students to bring magazines, newspapers, and digital resources to create a collage that represents their aspirations, goals, and personal growth targets.
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Facilitate a group discussion around the themes of resilience and confidence. Encourage students to share stories or examples of resilience in their lives and how they envision these qualities helping them in the future.
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Introduce reflective journaling as a practice. Guide students in starting a personal journal to document their thoughts, feelings, and reflections on their journey of self-discovery and growth.
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Have students begin outlining their personal manifesto. Provide prompts that help them articulate their core values, strengths, and aspirations.
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| Deliverables |
1. A completed vision board that visually represents each student's future aspirations and personal growth goals.
2. Initial journal entry reflecting on personal definitions of resilience and confidence and how these will be pivotal in their transition to college. |
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| Preparation |
1. Gather and organize supplies for the Vision Board Workshop, such as magazines, newspapers, scissors, glue, poster boards, and digital resources (if applicable).
2. Prepare discussion prompts and questions to facilitate the group conversation on resilience and confidence. 3. Create a journaling guide with prompts to help students start their reflective journals. 4. Develop a template or guideline for the personal manifesto to help students structure their thoughts and ideas. |
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| Week 2 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Conduct a 'Values Exploration' workshop where students engage in activities to identify and prioritize their core values. Use exercises like value sorting cards and group discussions to facilitate deeper understanding.
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Guide students to start drafting their 'Personal Manifesto'. Encourage them to incorporate their identified values, aspirations, and strengths. Provide time for peer feedback to refine their ideas.
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Introduce a 'Resilience Storytelling' activity where students share a personal story of overcoming a challenge. Facilitate a sharing circle to foster a supportive environment for storytelling.
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Set up a 'Goal Setting' session where students translate their values into actionable, short-term and long-term goals. Utilize SMART criteria to ensure goals are specific, measurable, achievable, relevant, and time-bound.
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| Deliverables |
1. A draft of the 'Personal Manifesto' that articulates each student's core values, strengths, and aspirations.
2. A written reflection on their resilience storytelling experience and what they learned about themselves and others. |
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| Preparation |
1. Prepare value sorting cards and materials for the 'Values Exploration' workshop.
2. Create a guide with examples and prompts for drafting the 'Personal Manifesto'. 3. Organize a supportive framework for the 'Resilience Storytelling' activity, ensuring a safe and respectful environment for sharing. 4. Develop a template for the 'Goal Setting' session, including an explanation of SMART criteria. |
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| Week 3 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Host a 'Strengths Identification' workshop where students engage in activities to uncover their personal strengths. Use tools like strength assessments or group activities to help students recognize their unique abilities.
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Facilitate a 'Peer Strengths Feedback' session where students share observations about each other's strengths. Encourage positive and constructive feedback to foster a supportive community.
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Guide students in refining their 'Personal Manifesto' by integrating identified strengths. Provide time for drafting and peer review to deepen their understanding.
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Introduce a 'Scenario-Based Problem Solving' activity where students apply their strengths to navigate hypothetical life transitions. Use real-world scenarios to simulate challenges and encourage collaborative problem-solving.
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| Deliverables |
1. A refined draft of the 'Personal Manifesto' that incorporates each student's identified strengths.
2. A written reflection on the 'Scenario-Based Problem Solving' activity, detailing how their strengths contributed to finding solutions. |
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| Preparation |
1. Prepare materials for the 'Strengths Identification' workshop, such as strength assessment tools or activity guides.
2. Organize a framework and guidelines for the 'Peer Strengths Feedback' session, ensuring a respectful and constructive environment. 3. Develop prompts and examples for refining the 'Personal Manifesto' with integrated strengths. 4. Create scenarios and materials for the 'Scenario-Based Problem Solving' activity, including guidelines for collaborative engagement. |
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| Week 4 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Facilitate a 'Future Self-Reflection' session where students envision their lives in college and beyond. Encourage them to write a letter to their future selves, detailing aspirations, potential challenges, and strategies for overcoming them.
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Conduct a 'Networking and Relationship Building' workshop. Invite guest speakers from college alumni or local professionals to share insights on building meaningful connections. Engage students in role-playing exercises to practice networking skills.
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Organize a 'College Research and Planning' activity. Guide students in researching potential colleges, exploring programs, and understanding admission requirements. Encourage students to consider how their values and strengths align with their choices.
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| Deliverables |
1. A reflective letter to their future selves, outlining their aspirations and strategies for personal and academic success.
2. A list of potential colleges with a brief rationale for each choice, highlighting how they align with the student's values and strengths. |
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| Preparation |
1. Prepare prompts and guiding questions for the 'Future Self-Reflection' session to stimulate thoughtful responses.
2. Coordinate with guest speakers for the 'Networking and Relationship Building' workshop, and prepare role-playing scenarios. 3. Create a resource guide for the 'College Research and Planning' activity, including links to college websites, program descriptions, and admission requirements. |
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| Week 5 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Conduct a 'Decision-Making Simulation' workshop where students engage in role-playing scenarios to practice making informed decisions. Use real-life situations such as choosing a college major, managing finances, and balancing work-life responsibilities.
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Facilitate a 'Mindfulness and Stress Management' session to help students develop coping strategies for transition-related stress. Introduce techniques such as meditation, deep breathing, and time management exercises.
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Organize a 'Peer Support Network' activity where students form small groups to share experiences, provide feedback, and offer support on their decision-making processes and stress management practices.
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| Deliverables |
1. A decision-making reflection journal entry where students document a decision-making scenario they participated in, the options considered, and the outcome of their decision.
2. A personal stress management plan that outlines strategies and techniques each student plans to use to manage stress effectively during transitions. |
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| Preparation |
1. Develop role-play scenarios and guidelines for the 'Decision-Making Simulation' workshop, ensuring they are relevant to students' future transitions.
2. Prepare resources and materials for the 'Mindfulness and Stress Management' session, including guided meditation scripts and stress management worksheets. 3. Create a framework for the 'Peer Support Network' activity, providing guidelines for effective group discussions and feedback. |
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| Week 6 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Facilitate a 'Financial Literacy and Budgeting' workshop where students learn essential skills for managing personal finances. Include activities like creating a mock budget, understanding credit, and exploring savings plans.
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Conduct a 'Life Skills Fair' where students rotate through stations that focus on practical skills such as meal planning, basic home maintenance, and time management strategies.
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Guide students to begin drafting a 'Personal Action Plan' that outlines steps to achieve their immediate post-high school goals. Encourage them to incorporate their financial literacy learnings, life skills, and personal growth insights.
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| Deliverables |
1. A completed mock budget that reflects an understanding of income, expenses, savings, and credit management.
2. A draft of the 'Personal Action Plan' that includes short-term goals, actionable steps, and resources needed to achieve these goals. |
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| Preparation |
1. Prepare materials and resources for the 'Financial Literacy and Budgeting' workshop, including budgeting templates, credit information, and savings plan guides.
2. Organize the 'Life Skills Fair' by setting up stations and arranging for any materials or guest facilitators needed for each skill area. 3. Create a guide for the 'Personal Action Plan' with prompts and examples to help students structure their plans effectively. |
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| Week 7 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Host a 'Leadership and Teamwork Skills' workshop where students engage in team-building exercises and leadership role plays. Focus on collaborative problem-solving and effective communication techniques.
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Facilitate a 'Community Service Project Planning' session where students brainstorm ideas for a small-scale service project they can execute. Encourage them to consider how their skills and interests can contribute to the community.
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Guide students in refining their 'Personal Action Plan' to include leadership and teamwork goals. Encourage them to identify ways they can lead or collaborate within their planned post-high school endeavors.
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| Deliverables |
1. A reflection on the 'Leadership and Teamwork Skills' workshop, detailing personal insights and areas for growth in collaboration and leadership.
2. A preliminary proposal for a community service project, outlining the project's objectives, potential impact, and roles for team members. |
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| Preparation |
1. Prepare materials and resources for the 'Leadership and Teamwork Skills' workshop, including activity guides, role-play scenarios, and evaluation criteria.
2. Organize a brainstorming framework and provide examples for the 'Community Service Project Planning' session, ensuring students have a clear understanding of project planning steps. 3. Create prompts and examples for refining the 'Personal Action Plan' with leadership and teamwork goals. |
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| Week 8 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Conduct a 'Capstone Presentation Workshop' where students learn to craft and deliver compelling presentations. Focus on organizing content, creating engaging visuals, and practicing delivery techniques.
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Facilitate a 'Peer Review and Feedback' session where students present a draft version of their capstone presentation to small groups. Encourage constructive feedback and provide a checklist for effective presentations.
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Guide students in refining their 'Personal Growth Portfolio' by incorporating feedback from peers and mentors. Encourage them to reflect on their journey and articulate key insights and learnings.
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| Deliverables |
1. A draft version of the capstone presentation that includes organized content, visuals, and a practiced delivery plan.
2. A refined 'Personal Growth Portfolio' incorporating feedback, with updated reflective journal entries highlighting key insights. |
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| Preparation |
1. Develop a presentation workshop guide, including tips for organizing content, creating visuals, and enhancing delivery skills.
2. Prepare a feedback checklist for the 'Peer Review and Feedback' session to ensure specific and actionable critiques. 3. Create guidelines and examples for students to refine their 'Personal Growth Portfolio' based on peer and mentor feedback. |
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| Week 9 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Organize a 'Career Exploration and Planning' workshop where students research potential career paths aligned with their interests and strengths. Provide resources for exploring job descriptions, required skills, and educational pathways.
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Facilitate a 'Mock Interview' session where students practice presenting themselves in a professional setting. Have them prepare resumes and cover letters tailored to their chosen career paths.
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Conduct a 'Networking Practice' activity where students engage in simulated networking events with peers. Encourage them to practice introducing themselves, asking questions, and making connections.
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| Deliverables |
1. A detailed career exploration report that includes research on potential career paths, required skills, and educational pathways.
2. A polished resume and cover letter tailored to a chosen career path, reflecting students' skills and experiences. |
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| Preparation |
1. Gather resources and create a guide for the 'Career Exploration and Planning' workshop, including links to career databases, job description templates, and skill assessment tools.
2. Develop mock interview questions and provide guidelines for creating resumes and cover letters, including examples and templates. 3. Set up scenarios for the 'Networking Practice' activity, ensuring students have a structured environment to practice networking skills. |
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| Week 10 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Facilitate a 'Public Speaking and Presentation Skills' workshop where students practice techniques for effective verbal and non-verbal communication. Include activities like vocal exercises, body language awareness, and storytelling.
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Conduct a 'Capstone Presentation Rehearsal' session where students present their refined capstone presentations to a small audience of peers and mentors. Encourage a supportive environment for practice and constructive feedback.
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Guide students in finalizing their 'Personal Growth Portfolio'. Encourage them to ensure all components, such as the reflective journal, vision board, and personal manifesto, are cohesive and complete.
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| Deliverables |
1. A final version of the capstone presentation that incorporates rehearsal feedback, demonstrating improved public speaking and presentation skills.
2. A completed 'Personal Growth Portfolio' ready for the final showcase, featuring a reflective journal, vision board, and personal manifesto. |
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| Preparation |
1. Prepare materials and resources for the 'Public Speaking and Presentation Skills' workshop, including vocal exercise guides, body language tips, and storytelling prompts.
2. Organize a schedule and criteria for the 'Capstone Presentation Rehearsal', ensuring a supportive and constructive environment for feedback. 3. Provide a checklist for students to use in finalizing their 'Personal Growth Portfolio', ensuring all components are complete and well-integrated. |
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| Week 11 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Conduct a 'Final Capstone Presentation Practice' session where students rehearse their presentations in the actual venue for the showcase event. Provide opportunities for students to receive peer and mentor feedback.
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Facilitate a 'Portfolio Review and Reflection' meeting where students review their complete 'Personal Growth Portfolio' with a mentor. Encourage them to reflect on their journey and identify key milestones and growth moments.
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Organize a 'Showcase Preparation' day where students collaborate to set up the exhibition space, ensuring their vision boards, personal manifestos, and other portfolio elements are displayed effectively.
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| Deliverables |
1. A final rehearsal performance of the capstone presentation, incorporating last-minute adjustments and feedback.
2. A completed and reviewed 'Personal Growth Portfolio', ready for the showcase exhibition. |
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| Preparation |
1. Coordinate with mentors for the 'Portfolio Review and Reflection' meetings, ensuring they have a checklist and reflection prompts to guide discussions.
2. Prepare the showcase venue, including arranging necessary technology for presentations and display areas for portfolios. 3. Develop a schedule for the 'Final Capstone Presentation Practice' and ensure all students have adequate time for feedback and adjustments. |
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| Week 12 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Host the 'Journey to Independence' showcase event where students present their personal growth portfolios, including reflective essays, vision boards, and personal manifestos.
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Facilitate panel discussions with students and mentors during the showcase, where students share insights and strategies for navigating future transitions.
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Conduct interactive workshops led by students during the showcase, focusing on practical skills they've developed, such as budgeting, time management, and self-care practices.
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| Deliverables |
1. A successful presentation of the 'Journey to Independence' showcase, highlighting student portfolios and skills demonstrations.
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| Preparation |
1. Coordinate the final setup of the showcase venue, ensuring all technology and display materials are prepared and functioning.
2. Invite mentors, family members, and community stakeholders to attend the showcase and participate in panel discussions. 3. Prepare a program schedule for the event, including timings for presentations, panel discussions, and workshops. |
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