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School
101
Syllabus
Course
Description
High
School
101
is
a
freshman
only
required
semester-long
course,
offered
in
the
Family
and
Consumer
Sciences
Department.
This
class
is
an
innovative,
project-based
course
designed
to
engage
students
transitioning
from
junior
high-to-high
school.
The
ten
micro
units
involved
with
this
course
are
designed
to
provide
students
with
21st
century
skills
that
they
will
need
to
succeed
in
the
classroom
as
well
as
the
workplace.
High
school
101
will
address
challenges
at
the
beginning
of
high
school
that
will
create
a
smooth
transition.
This
course
requires
students
to
not
only
learn
these
vital
skills,
but
also
to
use
the
skills
in
practical,
project-based
lessons.
Pre-requisite
Courses
No
Pre-requisites
Instructional
Philosophy
Students
will
be
given
a
variety
of
challenging
real-world
projects
and
assignments
that
is
typical
with
learning
how
to
transition
from
junior
high
to
high
school.
Students
are
expected
to
turn
in
their
highest
quality
of
work
and
will
be
expected
to
re-do
projects/assignments
until
that
is
achieved.
Classroom
activities
will
include
many
hands-on
activities
and
projects,
research
projects,
reading
using
the
MAX
teaching
strategies
21st
Century
Skills,
problem
based
learning
and
problem
solving.
There
will
be
many
different
assessment
methods
including;
written
exams,
tests,
quizzes,
oral
and
written
projects,
research
projects
and
reading
assignments.
Course Goals
Recognize
time
management
as
skills
that
will
help
them
organize
and
maximize
their
daily
activities,
as
opposed
to
creating
more
work.
Identify
and
improve
the
students
recognition
of
intolerance.
Improve
their
ability
to
make,
manage,
multiply,
and
protect
their
hard-earned
money
that
will
impact
their
plans
for
their
future
and
their
quality
of
life.
Major
Assignments
Projects
Project
#1:
Unusual
Job
Interview
(100
Points)
15%
Students
are
to
conduct
an
interview
with
a
person
who
has
an
unusual
job.
Sample
questions
will
be
given
to
the
students
for
the
interview,
plus
the
student
for
the
interview
must
make
up
additional
questions.
This
is
to
get
the
students
talking
to
someone
they
may
not
be
familiar
with.
This
will
also
help
them
start
a
contact
list
for
future
references
when
all
the
unusual
job
interviews
are
presented
in
class.
Project
#2:
Pick
A
Flick
(100
Points)
15%
In
a
few
short
paragraphs
(100
-150
words),
students
should
describe
their
favorite
movie
they
have
ever
seen.
The
name
of
the
movie
MUST
be
mentioned
in
their
written
description.
The
description
should
clearly
explain
what
they
liked
most
about
the
movie
and
their
favorite
scene
in
the
movie.
After
they
do
their
description
they
are
to
make
a
presentation
in
one
of
three
ways.
The
three
ways
are
based
on
the
three
learning
styles
they
were
presented
in
class.
1. Poster/Painting/Computer
drawing
No
words
may
be
used.
One
of
these
visual
strategies
must
be
used
to
describe
the
favorite
movie.
2. Radio
Broadcast
Tape
record/Pod
cast/Song/Speech
Nothing
visual
may
be
used.
The
student
must
describe
the
movie
through
spoken
words
without
mentioning
the
name
of
the
movie.
3. Activity
Students
who
choose
this
medium
should
create
a
game
or
activity
that
will
describe
the
movie
to
their
fellow
classmates
without
mentioning
the
name
of
the
movie.
Project
#3:
Montana
Mission
(200
Points)
25%
This
is
a
twelve-day
technology
literacy
project.
Students
will
be
using
technology
literacy
tools
such
as:
Word
processing,
Spreadsheets,
Mind
Mapping,
Email,
Blogs
and
different
web
pages.
They
will
be
creating
a
fictional
trip
to
Montana
using
all
the
different
tools
mentioned
above.
When
they
are
in
Montana
they
will
be
doing
a
job
interview,
which
requires
the
students
to
create
cover
letters
and
resumes.
They
will
also
need
to
book
hotel
and
travel
accommodations
as
well.
They
have
a
budget
that
they
need
to
follow.
They
will
need
to
keep
track
of
this
budget
as
they
navigate
through
their
project.
All
of
the
information
they
gather
will
then
need
to
be
input
into
a
PowerPoint
presentation
that
will
be
presented
to
me.
Project
#4:
Daily
Spending
Log
(100
Points)
15%
Students
will
need
to
keep
a
daily
spending
log
for
a
period
of
two
weeks.
These
will
be
discussed
throughout
our
Financial
Literacy
unit
to
get
an
idea
of
what
they
are
spending
their
money
on
or
what
is
being
spent
on
them.
Grading
Plan
A
B
C
D
93
100%
85
92%
77
84%
70
76%
To
earn
and
A,
the
student
must:
Consistently
demonstrates
an
advanced
level
of
quality
of
work.
The
work
should
be
thorough,
extensive
and
complete.
The
student
should
show
mastery
in
evaluating,
synthesizing
and
applying
the
principals
taught
as
we
proceed
through
the
course.
To
earn
a
B,
the
student
must:
Consistently
demonstrates
proficient
level
of
quality
of
work.
All
components
of
work
are
complete.
To
earn
a
C,
the
student
must:
Demonstrate
a
basic
level
of
quality
of
work.
Shows
recognition
and
comprehension
of
the
skills
taught
in
Resource
Management.
All
components
of
work
are
complete.
Teacher
will
give
student
feedback
on
a
weekly
basis.
Every
Friday
the
student
will
get
a
print
out
of
their
grade.
This
will
keep
students
and
parents
up-to-date
on
their
progress
through
the
semester.
Progress
book
is
also
available
to
every
student
and
parent
to
keep
informed.
Re-Do Policy
If
a
student
has
earned
a
D
or
lower
on
an
assignment
or
project
they
must
re-do
the
assignment.
The
student
has
one
week
to
turn
in
the
assignment
to
get
credit
after
it
is
passed
back.
If
a
student
does
not
turn
in
an
assignment
on
time
they
will
only
get
half
credit
for
the
assignment.
If
it
is
a
major
assignment
or
project
they
will
receive
an
I
on
their
interim
or
report
card
until
the
assignment
is
turned
in.
If
you
have
a
questions
concerning
missing
work,
please
make
arrangements
to
see
the
teacher
anytime
except
for
the
last
week
of
the
grading
period.
Extra-Help
If
a
student
has
a
D
or
lower
and/or
more
than
two
missing
assignments
they
will
be
assigned
to
Study
Table
on
Tuesday
and/or
Thursday
after
school
to
get
their
grade
up/get
their
work
done.