The Madeline Hunter Model - TPA Expanded
The Madeline Hunter Model - TPA Expanded
Lesson Date
Students are in the 8 grade, they are do not have jobs yet. Many of them do not
understand what personal strengths and weaknesses are and have not talked about
what they will do in the future. They do not have a resume. Students all have
access to a personal electronic device
How does this lesson connect with and build on previous lesson(s) or learning?
The lesson will connect with the bigger class project.
How do you expect to build on this lesson in subsequent lessons?
I will build on this lesson plan, moving into
Materials and Resources:
IPAD, IMOVIE Application, Internet Access,
Management
The concepts contained in these standards are important for the successful
management of personal financial and business activities. They link to basic
economic concepts that all students should master, such as the following:
I. Foundations of Communication
Achievement Standard: Communicate in a clear, complete, concise, correct,
and courteous manner on personal and professional levels.
II. Societal Communication
Achievement Standard: Apply basic social communication skills in personal
and professional situations.
III. Workplace Communication
Achievement Standard: Incorporate appropriate leadership and supervision
techniques, customer service strategies, and personal ethics standards to
communicate effectively with various business constituencies.
IV. Technological Communication
Achievement Standard: Use technology to enhance the effectiveness of
communication.
Anticipatory Set:
(The hook - something to excite the students about the subject matter) The
students are currently doing a semester long project involving the creation of new
community. As students enter the classroom they are shown a clip of kick-Ass.
After the Clip students will be asked the question, if you had two special powers,
what would they be and how would you do good with them? This will get the
students to start thinking about who they are and what they stand for.
Personal Strengths
Zest: approaching life with excitement and energy; feeling alive and activated
Grit: finishing what one starts; completing something despite obstacles; a
combination of persistence and resilience.
Self-control: regulating what one feels and does; being self-disciplined Social
intelligence being aware of motives and feelings of other people and oneself
Gratitude: being aware of and thankful for the good things that happen
Love: valuing close relationships with others; being close to people
Hope: expecting the best in the future and working to achieve it
Humor: liking to laugh and tease; bringing smiles to other people; seeing a light side
Creativity: coming up with new and productive ways to think about and do things
Curiosity: taking an interest in experience for its own sake; finding things fascinating
Open-mindedness: examining things from all sides and not jumping to conclusions
Love of
Learning: mastering new skills and topics on ones own or in school
Wisdom: being able to provide good advice to others
Bravery: not running from threat, challenge, or pain; speaking up for whats right
Integrity: speaking the truth and presenting oneself sincerely and genuinely
Kindness: doing favors and good deeds for others; helping them; taking care of
them
Citizenship: working well as a member of a group or team; being loyal to the group
Fairness: treating all people the same; giving everyone a fair chance
Leadership: encouraging a group of which one is a valued member to accomplish
Forgiveness: forgiving those whove done wrong; accepting peoples shortcomings
Modesty: letting ones victories speak for themselves; not seeking the spotlights
Prudence/Discretion: being careful about ones choices; not taking undue risks
Appreciation of beauty: noticing and appreciating all kinds of beauty and excellence
Spirituality: having beliefs about the higher purpose and meaning of the universe
Purpose
5 min
General
greeting of
students
building
community
Hook.
Students get a
positive
feeling about
making a
difference and
a good laugh
10
Students begin
to think about
who they are
and what they
stand for
Students will
continue to
build
community
and bounce
their ideas off
someone
before we
share in the
big group
30
Students will
build
community.
Practice
presenting and
representing
themselves
through oral
presentation
5 min
Students get a
brief
introduction of
why it is
important to
know yourself
Day 2
Time 50
General
greeting of
students
building
community
5
Hook-Student
recall what we
talked about
the day before
and missing
students have
a chance to
get what going
on
10
25
Day 3
5
General
greeting of
students
building
community
Hook-Student
recall what we
talked about
the day before
and missing
students have
a chance to
get what going
on
10
Student can
complete
assignment,
practicing
deep thought
and prepare
for 1 minute
oral
presentation
30
Student
practice oral
presentation
skills, builds
community,
Winds down
the lesson and
poses a
question for
the next day
Lesson.
General
greeting of
students
building
community
Brings
students back
to topic
10
25
Day 4
Discuss
vocabulary
terms and
deeper
meaning
8
Student can
practice
application of
the deeper
meaning of
vocabulary
words
Reaffirming
pertinent
information for
students
General
greeting of
students
building
community
Day 5
5
15
Assessment
and literacy
project
25
Group
assessment of
what we have
learned about
servant
leadership
Reaffirming
pertinent
information to
students
Day 6
5
General
greeting of
students
building
community
assessing
student
engagement
and
understanding
of project
35
5
Day 7
5
General
greeting of
students
building
community
assessing
student
engagement
and
understanding
of project
35
student
complete
assignment
assessing
student
engagement
and
understanding
of project
Day 8
General
greeting of
students
building
community
15
hook-get
students
interested in
advertisement
gets students
engaged in
advertising
idea
15
new
assignment/Te
chnology
communicatio
n
students will
get a quick
look at the
application
and can ask
questions
about the
project
assessing
student
engagement
and
understanding
of project
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small
groups or pairs. The aim is to reinforce and extend the learning beyond the lesson
and ideally into real world settings.) Students are continually asking and answering
the question what are my strengths? why am I important? how can I use my
strengths for good? Why is it important to treat everyone with respect and why that
is important?
Closure:
(Statements or actions by you that help students make sense out of what has just
been taught, to help form a coherent picture, to eliminate confusion and frustration,
and to reinforce major points to be learned)
Reflection:
(What worked and didnt work for whom and why? What are instructional next
steps based on the data from this plan?)