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ACADEMIC MOMENTUM

5th Grade – Prepping for the Journey of Life

prepared by Michelle Jensen,

PhD

illustrations by Micah Mercer

INTRODUCTION

As part of Eastern Promise we are working to increase the “college going culture” of

our region. We hope to accomplish that through this program that we call,

“Academic Momentum”. This program has two phases. First, is a curricular program

that begins in the 5th grade. This activity involves students, parents and the schools

signing a “compact” that says the student will work toward developing academic

habits to prepare them for post-secondary education or training. As a part of this

plan, students participate in a visit to the EOU and Community College campuses

and get a chance to see what it would be like to be a student at a college/university.

Through this commitment on the part of the student, family and school they will

begin to form an informal plan regarding their projected educational and career

future. Continuing on through 6th, 7th, and 8th grades, students and parents will

become more acquainted with all the processes and procedures to apply to college,

acquire financial aid, and navigate the myriad of dimensions many of us see as

common.

Second, when the students enter the 9th grade, they will participate in a formal class

that follows a well developed and tested curriculum called “Career Choices”. This is

a rigorous class that requires career investigation and a formal 10-year-plan. The

significance of the 10-year- plan is that your typical high school freshman isn’t really

thinking years into the future and how academic decisions made in high school might

impact post-secondary education/training and career outlook. Because this class is

intense and rigorous, students can earn college credit. This class is utilized at several

institutions nationally and has resulted in demonstrated outcomes of increased high

school graduation rates, increased college attendance rates and overall student

engagement.

As the teacher, you are an integral part of the team. We are encouraging you to

take this curriculum and use it as a guide to have meaningful conversations with your

students about their future. We encourage you to develop your own way to approach

the materials. The most important thing is that students come away with a better

understanding of themselves and a broader idea of what their future could be.

We urge you to embed this into the culture of your classroom as opposed to doing an

isolated 8-lesson unit, though not to minimize the value of formal lessons. You may

do this by creating a “college corner” as a part of your room, providing a place for

students to post and share the information they gather during this curricular

experience. Additionally, it is important to capture those ‘teach-to’ moments as you

mold life skills and forward thinking in your students, helping your students to draw

the connection between their personal growth today and the future self they are

becoming.

THANK YOU for taking on this vital role in your students’ lives! Many of these

students may have never talked about their future before now. Your

conversations could be life changers!

ACADEMIC MOMENTUM

5th Grade – Prepping for the Journey of Life

prepared by Michelle Jensen,

PhD

illustrations by Micah Mercer

Pre What is Academic Momentum?

Lesson 1 Preparing for the Journey: Checklist

Lesson 2 Preparing for the Journey: Self-Awareness

Lesson 3 Preparing for the Journey: Support Team

Lesson 4 Preparing for the Journey: Creating a Vision of Your Future

Lesson 5 Preparing for the Journey: Education Pathways

Lesson 6 Preparing for the Journey: Career Clusters

Lesson 7 Preparing for the Journey: Financial Awareness

Lesson 8 Your Journey Starts Now: Goal Setting

College Campus Visit

Lesson 9 Personal Development Plan

Pre-Lesson: What is Academic Momentum?

Objective: Students will understand Academic Momentum as it relates to their

current educational experience and planning for the future.

Standards:

CCSS.ELA-LITERACY.RI.5.4

Determine the meaning of general academic and domain-specific words and phrases

in a text relevant to a grade 5 topic or subject area.

Materials: Academic Momentum Compact

Procedure:

Think about it: Write this quote on the board and have students think about it

for a minute then turn to partner to discuss its meaning and how it would relate

to them:

The 5 Truths about Success

1. It’s Hard Work! 2. You’ll need help. 3. Mistakes are life’s lessons. 4. Be persistent and consistent. 5. Keep Motivating Yourself!

Author Unknown

Read through “What is Academic Momentum?” with your students. Introduce

and discuss new terminology as listed below:

o Vocabulary:

1. Post- Secondary Education- any training or education that happens

after high school 2. Career – a job a person has for a long period of time with the option

of advancement 3. Goals -the object of a person's ambition or effort; an aim or desired

result. 4. Collaboration- working with others to produce or create something

5. Academic- relates to education 6. Momentum – forward movement

7. Future- time that is still to come, following the current moment

8. Success- accomplishment of aim or purpose 9. Self-Awareness- knowledge of one's own character, feelings, motives,

and desires.

10. Lifestyle- the way in which a person or group lives.

Review and Sign Academic Momentum Compact

http://www.corestandards.org/ELA-Literacy/RI/5/4/

What is Academic Momentum?

Every student has a dream of what they want to become in their lifetime. Whatever

the dream is you have to begin planning early for your career. The Academic

Momentum program will help you create the plan to accomplish your dream.

You are probably thinking, “Really? I’m only a 5th grader, a career is a long time

from now!” The truth is it takes a great deal of preparation to make your post-

secondary education and career actually happen after you graduate from high

school. You may not realize it but your interests, values, and skills will all help determine

your possible career or job choices in your future. Before you make those choices

you have a great deal to learn about yourself. This will be called self-awareness.

When you are finished with the Academic Momentum program in 8th grade, you will

have learned an incredible amount of very interesting and important information

about yourself, your family, your goals and what you want for your future lifestyle.

You are not alone in this journey. Your principal, counselor, teacher, classmates,

family & friends will be helping. They are part of a collaborative group that also

includes educational institutions you might recognize: Eastern Oregon University,

Blue Mountain Community College, Treasure Valley Community College and your

local Educational Service Districts. Together all of these groups will be working with

you to help you create a more successful future. This begins with everyone being in

agreement on some basic things. They are listed in the academic compact that we

are asking you to sign with your teacher and principal. Let’s get started!

Lesson One: The Checklist

Objective: Students will connect the importance of making a plan and success in

general to life and specifically to academic work.

Standards:

If you are using this lesson in small groups or partnerships- Comprehension and

Collaboration:

CCSS.ELA-LITERACY.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 5 topics and texts, building on others'

ideas and expressing their own clearly.

Materials: THE CHECKLIST worksheet

Procedure:

Think about it: Write this quote on the board and have students think about it

for a minute then turn to partner to discuss its meaning and how it would relate

to them:

“By failing to prepare, you are preparing to fail.” – Benjamin Franklin

Connection:

In life, when we do not make plans to be successful, we are bound to fail.

Provide examples for your students that are relevant based upon who they

are. (i.e. not studying for a test=lower test scores, no practice before a big

game=less likely to win, not working with your 4-H animal before fair=red

ribbon)

Use this opportunity to tie this life skill of planning ahead to something related

to your classwork. Is there a large project that students need to prepare for?

What will the consequences be if they did not prepare? How are they able to

make preparations? What would it look like, sound like, feel like to be

prepared?

Making it personal:

Using The Checklist worksheet, talk with students about the types of things

they need to discover and consider this year as they work through this

program and begin their journey towards college & career. This workseet is

intended to be a ‘teaser’ for the lessons to come. Extensions:

As with most of these lessons, you can extend this into journaling activities

beyond the formal lesson.

http://www.corestandards.org/ELA-Literacy/SL/5/1/

THE CHECKLIST

When you head out on a journey or a long trip it is important to have a checklist of

things to pack, a plan for where you are going and how you will get there. The same

is true for your life. YOUR LIFE is going to be a JOURNEY and will be more enjoyable

and fulfilling if you have a checklist. This year during Academic Momentum lessons

will be your opportunity to learn more about yourself, where you might be going in

life, and what you may choose for continued learning and a career.

Know what I am good at (skills).

Know what I like to do (interests).

Know who my mentors are.

Learn about lots of careers and jobs.

Know my options following high school.

Know how to pay for the journey.

Have goals with strategies to meet them.

Focus on personal growth.

Is there anything on this checklist that you’d like to know more about?

As we begin to work through this checklist to set you off on your journey, be thoughtful

about yourself and your life. If you have questions or want to know more, ask

questions of those adults in your life who are knowledgeable in this area.

LET’S GET STARTED!

Lesson Two: Self-Awareness

Objective: Students will be able to identify personal traits (skills and interests)

within themselves that are transferable to career options.

Standards:


Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.


Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in two or

more texts

Key Vocabulary:

Self-Awareness: A person’s ability to know himself.

Skills: Things that I am good at doing.

Interests: Things that I enjoy doing.

NOTE: Some things might fall into both categories which can be a little

confusing for some students.

Materials: Copies of skills worksheets found at http://www.bigbend.edu/wp-

content/uploads/student-life/career-placement-center/Skill-and-Abilities.pdf

Procedure:

Think about it: Write this quote on the board and have students think on it for

a minute then turn to partner to discuss its meaning and how it would relate to

them:

“Always be a first-rate version of yourself, instead of a second-rate

version of somebody else.” –Judy Garland

Connection:

When we ask ourselves “Who Am I?” we have to stop and pay attention to our

thoughts and feelings. Sometimes it is difficult to answer questions about what

we are good at and what we are interested in because our lives are so

responsive out of habit. We do what we have always done.

For this class, try to think beyond your habits and routine and dream about the

things you push away.

We also tend to become what we know. Often what we believe about

ourselves is just a reflection of what we have experienced rather that our

ability to dream. Therefore, we are going to explore new ideas this year!

Making it personal:



http://www.bigbend.edu/wp-content/uploads/student-life/career-placement-center/Skill-and-Abilities.pdf


Using this INCREDIBLE document and have your students use a highlighter to

mark what skills they currently have or would be interested in gaining:

http://www.bigbend.edu/wp-content/uploads/student-life/career-placement-

center/Skill-and-Abilities.pdf THEN, have your students use the worksheet

called Self- Awareness: Preparing for the Journey as a reflective writing tool.



SELF-AWARENESS: PREPARING FOR THE JOURNEY

When we STOP and REFLECT on a regular basis we begin to know ourselves.

This is an opportunity to learn a little more about yourself. Answer the following

questions and remember to use complete sentences when answering.

1. What makes you happy? (your values)

2. What makes you sad? (your values)

3. Imagine yourself at your happiest… what are you doing?

4. What do you want to learn more about? (your interests)

5. I am the most alive when I am

6. I love to and

.

Lesson Three: The Support Team

Objective: Students will be able to identify the value of having mentors and identify

individual who are currently great role models in their life.

Standards:


Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 5 topics and texts, building on others'


CCSS.ELA-LITERACY.L.5.2

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Materials: Who Are My Mentors? worksheet

Procedure:



them:

“I’ve learned that people will forget what you said, people will forget

what you did, but people will never forget how you made them feel.” –

Maya Angelou

Connection:

o There are people in our lives who, every time we are around them, they

just make us feel special.

o There are people in our lives that we loop up to for their success and

position in life.

These are some of the descriptions of who you might find around you as a role

model or a mentor.

o As a whole group, discuss the value/benefit of mentors in the journey of

life. (i.e. they have a lot of wisdom, they encourage us, they help us be

connected to other people, etc.)

Making it personal:

o Ask your students to brainstorm with partners some PLACES a 5th grade

student might find a mentor. (i.e. at home, at school, on a sports team,

at church, in the community at a business, etc.)

o Then invite your students to use the Who Are Your Mentors worksheet

to reflect on where they may have role models/mentors and who they

might be.

Extensions:

You may consider having your students write thanking someone who is a role

model/mentor for the value they bring to the student’s life.


http://www.corestandards.org/ELA-Literacy/L/5/2/

WHO ARE MY MENTORS?

1. Where are PLACES you go in your regular life? Think through

your weekly routine and adults you interact with. (Ex. School,

church, stores, friends’ houses, sporting teams, etc.)

2. Who are the PEOPLE at those places? Are they someone you

look up to in some way?

3. What is it that you enjoy about those people? What TRAITS in

them do you want to have for yourself?

4. Tell about the most influential adult you have in your life.

Why is this person the person you would choose? How is your

life different because they are in it?

Lesson Four: Creating a Vision of Your Future

Objective: Students will create a vision of the life they would expect at 30 years old.

Standards:

CCSS.ELA-LITERACY.L.5.3

Use knowledge of language and its conventions when writing, speaking, reading, or

listening.

CCSS.ELA-LITERACY.L.5.3.A

Expand, combine, and reduce sentences for meaning, reader/listener interest, and

style.

Materials: My Vision of the Future worksheet

Procedure:



them:

“A vision is not just a picture of what could be; it is an appeal to our

better selves, a call to become something more.” –Rosabeth Moss Kanter

Connection:

Our students create mental visions of their “possible selves” without ever

thinking about it. It is our job to help them re-imagine their futures by

challenging their visions. Encourage your students to imagine their VERY

best selves at 30 years old while they answer these questions about who they

dream to be. Challenge them to be something more than they currently think

they can.

Making it personal:

o Invite your students to fill out the questionnaire called My Vision of the

Future as a guide to imagine the future for themselves. Encourage

them to image what they REALLY think life will be like.

o Following the questionnaire, invite students to create a drawing of what

life will be like. Encourage creativity and as many details as possible.

o The end goal is to have students create a vision and for you, as the

teacher, to assess where your students are in their ‘view of self’. This

will be good information as you continue to teach these lessons and

modify to fit the needs of your students.

Extensions:

Extending this ‘vision of self’ into a writing activity via journal or essay form is

an option. You could choose a different age/stage of life and have students

write about that. For example, what is life like at 20 years old? We want

students to not only have a destination in mind, but also a connecting the dots

experience of ‘how are we going to get there’.

http://www.corestandards.org/ELA-Literacy/L/5/3/

http://www.corestandards.org/ELA-Literacy/L/5/3/a/

MY VISION OF THE FUTURE

Close your eyes and imagine yourself between the ages of 25-30 years

old. What will your life look like? Imagine with all your senses: visual,

auditory, touch, smell, taste. Let your imagination go and dream

beyond your typical thoughts. If the sky were the limit…. Answer these

questions to prepare yourself in the next activity of drawing your future.

YOUR CAREER/JOB

What would your job be?

How much money would you earn a month or year? _

What types of things do you do in your job?

How do you feel about your job?

Are you happy about your work?

YOUR LIFESTYLE

Where do you live? What city/state/country?

What type of home do you live in? Describe it. (a house, an apartment, a condo, ???)

What kinds of vehicles do you own? (a car, a truck, an SUV, a boat, ATV,etc)

Do you like the way that you live?

THE PEOPLE IN YOUR LIFE

Are you? Married Single

Do you have? Children Roommate Pets

Do you spend time with Family? Friends? Co-workers?

YOUR EDUCATION

You graduated from: High School College Graduate School

Your college/training was: 2 Year College 4 Year University

Trade School Military

How did your education prepare you for your career?

MY VISION OF THE FUTURE

Draw a picture of you at 25-30 years old including as many details

as possible about what your life will look like at that time.

Lesson Five: Education Pathways

Objective: Students will be able to identify that there are MANY ways to find a

destination in life. Each individual person’s path may be different.

Standards:





Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in two or

more texts.

Materials

Procedure:

“Happiness is direction, not a destination.” – Unknown. OR

“You have brains in your head. You have feet in your shoes. You can

steer yourself in any direction you choose.” - Dr. Seuss

Connection:

o When on a journey it is imperative to have a map with a destination and

to know how to get there. Sometimes there are detours along the way

and many routes can get a person to the same end result. The

JOURNEY/direction is really where happiness can be found.

o Help your students understand that first it is important to find a

direction they are interested in pursuing.

o Second, know that there are various options of how to go.

o And FINALLY… it’s ok to make changes along the way. The goal is to

enjoy the direction you are headed in.

o “Choose a job you love, and you will never have to work a day in your

life.” ~Confucius

Making it personal:

o Using the OCTOPUS Post-Secondary Options worksheet, teach your

students about the many options students have for when they graduate

high school (Post-Secondary Options). Compare and contrast each

option as much as possible.

o Have your students make personal connection with a paragraph

response at the bottom of the worksheet.



OCTOPUS POST-SECONDARY OPTIONS

When you finish high school, you will have many choices. Remember that there is

NO one RIGHT choice for a person. Everyone chooses for themselves what direction

to go. Let’s look at each of these options and compare them to your vision of the

future for your own life.

What do you see yourself choosing for your post-secondary (after high school)

plans? What direction will you be going?

Lesson Six: Career Clusters

(Much of this lesson is freely borrowed from Oregon Employment Department. If you are interested in diving

deep into this look at

https://www.qualityinfo.org/documents/10182/33976/Oregon+Career+Aware+I?version=1.0 )

Objective: Students will know that careers are grouped together in clusters. They

will also understand that within each cluster, there are varied levels of education

needed for similar job types.

Standards:


Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 5 topics and texts, building on others'


Extension Lesson: Integration of Knowledge and Ideas:


Draw on information from multiple print or digital sources, demonstrating the ability

to locate an answer to a question quickly or to solve a problem efficiently.

Materials: Career Clusters worksheet

Procedure:



them:

“Your work is going to fill a large part of your life, and the only way to

truly be satisfied is to do what you believe is great work. And the only

way to do great work is to love what you do.” –Steve Jobs

Connection:

o In the 5th grade we may not know EXACTLY what we will do for a job in

15-20 years, however we know what we love to do.

o Encourage your students to dream about jobs that might match

something they love to do.

Making it personal:

o Careers/Jobs are grouped together in clusters like grapes. They are

matched by interests (things we like) and skills (things we are good at).

o Stress to your student the importance of self-awareness in career

development. It is already happening and has been for many years

beginning by having an awareness that people have jobs.

o Use the Career Clusters worksheet- review the cluster types, have your

students come up with examples and have them share out with

partners, small groups or whole group, and have them choose a cluster

or two that they feel a connection with.

o We choose careers based upon what we know. It is important to find a

career cluster we think we like and explore other careers in that group.

https://www.qualityinfo.org/documents/10182/33976/Oregon+Career+Aware+I?version=1.0



Extensions:

Research career clusters and ask students to report out what they learn.

Other terminology for research is RIASEC- Realistic, Investigative, Social,

Enterprising, and Conventional Careers.

CAREER CLUSTERS

Careers are grouped together based upon interests (what we like) and skills (what

we are good at). Below are descriptions of each cluster. Circle the top two that you

like and think you might find an enjoyable career? Beside each description can you

write a career that might fit in the cluster?

The “Doers”_

People in these careers usually like to work with their hands. They tend to like to

work with things more than people. Often they like to be outdoors, play sports and

work with tools or machines.

The “Thinkers”_

People in these careers are usually good in science and math. They love to solve

problems and typically like to work alone. They generally like to explore and

understand things or events.

The “Creators”_

People in these careers usually like to work with creative ideas, have great

imaginations and like to express themselves. They tend to dislike working with

routines and rules. Creators usually enjoy classes in art, music, dance, and other

artistic mediums.

The “Helpers”

People in these careers are called the helpers because they like to help, teach, and

give advice to others. They are caretakers. They typically like to be with and work

with other people and find interest in helping solve problems.

The “Persuaders”

People who work in these careers usually like to talk others into doing things or they

like to give directions. They generally like to be the leader in a group.

The “Organizers”

People in these careers usually like follow orders and do things exactly according to

the directions. They do no usually like to work that does not have clear instructions

to follow. They are usually good in math, like to organize their things and like to

work indoors.

Lesson Seven: Financial Awareness

Objective: Students will have an awareness of the costs associated with post-

secondary education and that resources are available to make it possible.

Standards:




Procedure:



them: “An investment in knowledge always pays the best interest.” –

Benjamin Franklin

Connection:

o Education in the K-12 system is free.

o Post-Secondary Education (trade school, community college, and

universities) costs money.

o An INVESTMENT in yourself and your education will pay your more in

the long run (interest).

Making it personal: Introduce the Costs and Payment options to your

students followed by a team game of matching terminology to definitions.

Diving your class into two or more groups. Provide them with the definitions

or examples of each of these new terms and ask them to come up with the

actual term for your definition. Make this a fun competitive game.

The Cost of College includes:

Tuition & Fees- Money charged for post-secondary education (school past

high school).

Books & Supplies- Classes often require books or supplies and students are

required to purchase their own. Some students purchase used books

Room & Board- If a student is not living at home with their parents they will

have living expenses. These expenses are called room and board. This would

be both a place to live and food to eat.

Transportation – Typically students who live away at college will have

distance to travel between home and college. It is important to consider

transportation back and forth from home when budgeting expenses.

Depending upon the distance this expense varies.

Payment Options:

College Savings- Some families begin college savings accounts for children

at a very young age. However, it is never too late to start saving.


Grants- Grants are free money from the federal or state government. These

are given to those with the greatest financial need. Students never have to pay

this money back.

Scholarships- Scholarships are free money that also never needs to be

repaid. Scholarships are given by organizations and are an honor to receive.

Scholarships are given for MANY different reasons. Brainstorm with your

students types of scholarships available. (i.e. academic, sports, activities,

based on gender or race, 4-H, foster care, leadership etc.) It is important to

help students know that this is a very broad source of financial help.

Work-Study Programs- As a part of your financial aid package at college,

those with the greatest need are offered the work-study program. These

students are offered jobs on campus (usually in an area of interest) to help pay

for their college expenses. They work with your class schedule so that school

work is always the priority.

Student Loans- Students and their parents are allowed to borrow money to

pay for college. They MUST be paid back, usually after you finish college.

Work Part Time Job- Many students hold a part time job off campus while

attending college in order to pay their bills. Extensions:

As possible, always capture teach-to moments on this topic that affording

college expenses is ALWAYS an option, ESPECIALLY for our poorest of

families. For many of our Eastern Oregon families, this is the reason they

decide at an early age that they ‘cannot’ attend college. It is our job as

educated adults to show them the way.

Lesson Eight: Goal Setting

Objective: Students will be able to

Standards:

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others' ideas and expressing their own clearly and

persuasively.


Integrate and evaluate information presented in diverse media and formats,

including visually, quantitatively, and orally.


Evaluate a speaker's point of view, reasoning,

and use of evidence and rhetoric.

Materials: Achieve Goals worksheets

Procedure:



them:

“Go confidently in the directions of your dreams. Live the life you have

imagined.” –Henry David Thoreau

Connection: Often our students do not know HOW to go confidently in the

directions of their dreams or HOW to live the life they have imagined.

Learning the SKILL of goal setting is part of that process. Goal setting, much

like any skill, must be taught and practiced in order to be successful. Success

does not just fall in our laps. It’s hard work.

Making it personal:

Using the Achieve Goals page, talk your students through the parts of

successful goal setting and help them come up with examples along the way.

Then, have your students use the blank Achieve Goals sheet to think through

a goal they may set for this year, month, or day. Ideally, it would be a goal

you can support them in as their teacher.

Extensions:

Practice, Practice, Practice. Make goal setting and this topic part of your

day as often as possible.

http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/



When you set goals, it is important to know the long term vision

and the BIG WHY you want to reach that goal. Do your best to

envision what it would look like and feel like to meet the goal.

The clearer your vision, the smoother the process of meeting

your goal.

Have you heard of brainstorming? It is important when you are

creating a vision that you spend time writing down your ideas

about how you can form that vision into a goal. For example, if

you see yourself as a college student in your vision it would be

good to come up with ideas of what you need to do to get there.

Once you have ideas, it is important to make a plan. Sometimes

it’s best to work backwards from the goal and figure out what

you need to do to get from point A to point B. This stage of goal

setting is VERY important. If you had a goal to go on a trip to

another country it would be important to plan again so that you

have your passport ordered and in hand when it’s time to leave.

The same is true with all kinds of goals.

Once you have a plan, you make a strategy of how you will

accomplish all of the tasks you have to do. Meeting goals is a lot

of work and so rewarding. When will you do the things on your

planning list? How will you do them? Strategy is equally

important to meeting goals as is the plan itself.

In order to keep moving forward on a goal, you need motivation.

When motivation is INSIDE you, when it’s coming FROM you

instead of from someone else it is the most effective. Know WHY

you are wanting to reach this goal. It makes all of the difference

in motivation.

Lesson 9: Personal Development Plan

Objective: Students will take time to reflect on this unit and set goals for the next

year in the areas of personal growth, academic growth, and career planning.

Standards:

If you have students participate in small of group discussions:

Comprehension and Collaboration:


Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others' ideas and expressing

their own clearly and persuasively.


Integrate and evaluate information presented in diverse media and formats,

including visually, quantitatively, and orally.


Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Materials: Personal Development Plan




Academic Momentum Personal Development Plan

5th Grade

Student Name

Teacher Name

1. What did you learn about yourself during Academic Momentum this year?

2. Who are your mentors and why do you look up to them?

3. If you had to choose today, what career cluster do you imagine yourself in and

why is it a good fit?

4. What post-secondary pathway do you think you will go on (remember the

octopus of options)?

5. How you think going to college will impact YOUR life.

6. Goal Setting: everyone reaches goals differently. I will strive to accomplish

the goals listed below during my 6th Grade School Year.

a. Personal Goal (Something you want to achieve in your own life).

b. Academic Goal (Relates to your school work.)

c. Career Goal (Helps you get the job you want as an adult.)

7. Based on my Academic & Career Goals, circle the classes from the menu

listed below that will help me prepare for my future.

English Health

Math P.E.

Science Art/Music (circle one or both)

Social Studies Community Activities

Reading Other:

Congratulations on successfully planning for your future!

Date post:	11-Aug-2020
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