THE TEACHER’S MAP: UNIT 1
9TH GRADE HOW TO DO SCHOOL
Stage 1: Desired Results
SEL IL State Standards:
Common Core State Standards:
1B.4a. Set priorities in building on strengths and
CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme
identifying areas for improvement.
or central idea of a text and analyze in detail its
1B.5a. Implement a plan to build on a strength,
development over the course of the text, including
meet a need, or address a challenge.
how it emerges and is shaped and refined by
1C.4a. Identify strategies to make use of resources specific details; provide an objective summary of
and overcome obstacles to achieve goals.
the text.
2A.4a. Analyze similarities and differences
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers
between one’s own and others’ perspectives.
to set rules for collegial discussions and decision2A.4b. Use conversation skills to understand
making (e.g., informal consensus, taking votes on
others’ feelings and perspectives.
key issues, presentation of alternate views), clear
2B.4b. Demonstrate respect for individuals from
goals and deadlines, and individual roles as
different social and cultural groups.
needed.
2C.4b. Evaluate one’s contribution in groups as a
CCSS.ELA-LITERACY.SL.9-10.1.C Propel
member and a leader.
conversations by posing and responding to
2C.5a. Evaluate the application of communication
questions that relate the current discussion to
and social skills in daily interactions with peers,
broader themes or larger ideas; actively
teachers and families.
incorporate others into the discussion; and clarify,
B. Recognize personal qualities and external
verify, or challenge ideas and conclusions
supports.
CCSS.ELA-LITERACY.SL.9-10.1.D Respond
thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when
warranted, qualify or justify their own views and
understanding and make new connections in light
of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.4 Determine the
meaning of words and phrases as they are used in
the text, including figurative and connotative
meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and
place; how it sets a formal or informal tone).
Enduring Understandings:
Essential Questions:
1) What is my personal story, and how does it
 My personal legacy is connected to my group
connect with the stories of others?
legacy; I am responsible both for others and
2) What strategies will best help me be
myself.
successful?
 School rules and resources are in place to
3)
How is high school different from my old
support my success.
school?
 When I understand the Feeling Zones, I can
4)
What skills, strategies, and attitudes do I need
break down problems into manageable parts.
to help me succeed?
 Without structure, things fall apart;
5) How can my classroom community help me
organizational tools and strategies help me
succeed?
achieve my goals.
9th Grade How to Do School  www.umojacorporation.org
Students will know…
(Knowledge)
 Why their participation is important; how their
behavior influences other group members and
contributes to the success of the group
 Growth happens when we are challenged
 An individual’s work style and ethic are key
factors in long term success
 Group norms balance the needs of all
individuals and help groups operate
successfully
 Freshman Seminar is a safe community space
where they can tell their stories and push each
other to succeed
Material Preparation:
A master supply list for each unit is provided. The following materials
should be sought after in advance as they are not necessarily readily
available:




Lesson 6: Identify key staff, information and
dates you plan on sharing with the students
Lesson 9: Identify 24 important dates in the
school year (national holidays, grading periods,
school celebrations, etc.) for Bingo
Lesson 15: Oh, The Places You’ll Go! By Dr.
Seuss
Lesson 18-19: Wilma Unlimited: How Wilma
Rudolph Became the World's Fastest Woman
By Kathleen Krull and David Diaz
Students will be able to…
(Skills)
 Explain the purpose of working together to
support individual and group achievement of
goals
 Identify school, adult and peer resources to
support their learning and journey to success
 Identify the habits of mind that lead to
organizational success
 Explain the purpose of Freshman Seminar
 Set group norms through consensus
 Identify key milestones in their life and
symbols to represent them
 Author a vision of what they want their
collective future in high school to be
Culture Keepers:
“Keepers” refers to both the community building mini-lessons and the
physical artifacts created by your class that should be kept for later
use or visually accessible. You will likely need to revisit these
resources when it is necessary to address class culture related issues.
Mini-Lessons
Physical Artifacts
Lesson 2/3: Where Am I?
Lesson 3: Feeling Zones
Lesson 4: We’re All Connected
Lesson 4: Group Puzzle
Lesson 11: My Team Line Up
Lesson 14: Cartoon Stories
Lesson 12: Being a Team Player Lesson 15-21: Autobiography
Lesson 13: The A team
Packets (Examples for next
Lesson 22: Our Class Story
year)
Lesson 18-19: Group Norm
Bumper Stickers
Lesson 22: Our Shared Story
Stage 2: Assessment Evidence
SEL Performance Task:
Other Evidence including RtI opportunities:
Students will write, illustrate, and publish the story  Exit Slip Activities
of their lives leading up to high school using the
 Facilitation Notes: Throughout the lesson
genre of a children’s story book. Students will
plans see notes during each activity for
build up to this final product by identifying key
alternative assignments, best practices, and
milestones in their life path and the ‘moral’ of
other hints to improve the outcome
their personal story. Students will tell their story
 RtI: As needed and determined by the internal
to others in small group celebration and reflection
processes developed at your school, students
will include an exercise in which the class will craft
will move closer to the unit’s desired results
the story of their advisory as a collective. This
when they are provided with additional
creative process reinforces the vision work that
opportunities for assessment:
aligns with goal setting, one of the most important
o 1-on-1 conferencing opportunities during
foundations of academic performance habits.
workshop time
o Self-monitoring checklists: printed out
version of the daily assignments to be
9th Grade How to Do School  www.umojacorporation.org
o
o
checked off as completed
Check in/check out: can be used as an
academic or behavior intervention to give
frequent feedback to students working to
improve
Group monitoring: when several students
need intervention, it is helpful to have the
whole class work toward daily goals.
Implement a way to frequently, visibly
show progress toward that goal during
class.
Stage 3: Learning Plan
Supplemental Material:
The following activities provide excellent opportunities for teachers to 
Optional Materials on the supply list
Formative Assessment Possibilities:
monitor students’ comprehension and learning needs within the unit.
Lesson 1: Bumper Sticker
Lesson 2: Feeling Zones
Lesson 4: Group Puzzle
Lesson 5: My Mission Statements
Lesson 6: Quiz Show
Lesson 8: Be Ready, Be Successful
Lesson 10: My Priorities
Lesson 14: Cartoon Strip
Lesson 15: Telling My Story Through Symbols
Lesson 16: Listening Lab
Lesson 17: Giving Voice to Our Symbols
Lesson 18: Writing the Future
Lesson 19: Writing Our Moral
Lesson 20: Publication Party
9th Grade How to Do School  www.umojacorporation.org
SECTI
ONDI
VI
DER
THE TEACHER’S MAP: UNIT 1
10TH GRADE HOW TO DO SCHOOL
Welcome Sophomore Seminar Teachers!
Did you know that the Greek roots of the word sophomore are sophos and moros which translates
oxymoronically to wise fool? Perhaps it makes sense when you consider the unique position and
identity (or lack thereof) for sophomores at this particular time in their high school career. They are
expected to embrace a more mature persona however this can be challenging without any definitive
goals or milestones associated with this year like preparing for the ACT or college applications. Veteran
sophomore teachers know that without constant investment, sophomores feel a bit lost and
disconnected from what is best for them. Therefore, your role as a sophomore seminar teacher is
crucially connected to helping them make meaning of this year and to explicitly connect them to
relevant goals that reinforce academic achievement and personal growth.
This first unit provides the vital foundation for cultivating academic performance skills including habits,
behaviors, mindsets, and goal-setting. How to Do School equally emphasizes the importance of your
community’s collective and individual aspirations. Our aim is to introduce and norm the skills,
knowledge, and attitudes essential to bond the community while simultaneously connecting
individual students to the power of improving their performance sophomore year.
The performance task for How to Do School emphasizes the power of collective goals and working
together to reach individual goals. The assignment requires individual students to represent their
G.R.O.W. goals through illustrated symbols and to present this to the class. Next groups study and
synthesize the individual goals presented to choose one overarching goal the seminar class can
achieve together. Groups present possible seminar G.R.O.W. goals and a vote selects the winning goal.
Finally students voice their individual contributions necessary to achieve their seminar goal and receive
bracelets to symbolize their commitments. We strongly suggest you model the process along with your
students by sharing your own G.R.O.W. goal and how you will participate to support your seminar’s
class goal.
How to Do School richly addresses social emotional learning standards. Every lesson includes activities,
narration, and reflection to help your students address challenges, respect other perspectives, and
understand one’s individual responsibility to the group, at times as a member, at times as a leader.
These skills are not easy for everyone to develop and certainly will not develop for everyone at the same
time. Your job is, of course, to consistently model supportive language and to identify students who,
for example, may not feel comfortable sharing in large groups, may assume every discussion is a
debate rather than a dialogue, may want to work alone finding that process more comfortable, or
may want to take charge in every situation. Consider that some students will all enter your class
dependent on the structures and routines from their freshman year and may struggle with the increased
autonomy of sophomore year. What to do when you identify students who are on far ends of the
spectrum, who spend energy removing themselves from the class or overpowering the class? The first
step is to identify them without judgment, commit to setting goals with consistent, positive feedback,
and to support their transformation. We do include facilitator’s notes within the Step-by-Step
Procedures section of every lesson plan to suggest alternatives aimed to hit the same outcome.
Additionally, this unit, as all of Umoja’s Seminar Units, has been created with lots of room for your
individual customization. Think of it as a house that has its basic structure and foundation but still needs
window shades, counter tops and your other personal touches. Within this unit, you will find many
opportunities to infuse additional reading or writing assignments to increase academic press or to
differentiate learning experiences to meet the needs of different learners.
10th Grade How to Do School  www.umojacorporation.org
Lastly, just like other classes you teach, you will need to additionally plan to implement structures and
routines that will ensure smooth transitions between activities, what to do if a student is absent,
where will you hang the most important lesson artifacts, etc. It is essential to give these sorts of
“culture playbook” routines some thought and to plan how to teach and reinforce them every day.
Finally, consider how you will infuse positivity and celebrations into class on a regular basis. Will you
wrap-up every lesson with 3 seminar shout-outs? Will you end every week with a whip-around
gratitude circle? How will you model that communities show appreciation and gratitude?
This is an incredibly exciting unit, rich with lessons that lay the groundwork designed to sustain your
community through challenging times. How to Do School deliberately targets your students’ academic
performance skills and strengthens their confidence to overcome obstacles that will undoubtedly arise,
not only this year but throughout high school. It is right here, during these first few weeks, that your
students will begin to see themselves not just as sophomores, but as young adults capable and
deserving of the opportunity to be exceptional. With your help they will quickly adjust to their physical
environment and to the new mental map required to succeed.
Thank you for your commitment.
Stage 1: Desired Results
SEL IL State Standards:
Common Core State Standards:
1B.4a. Set priorities in building on strengths and
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and
identifying areas for improvement.
thorough textual evidence to support analysis of
1B.5a. Implement a plan to build on a strength,
what the text says explicitly as well as inferences
meet a need, or address a challenge.
drawn from the text.
1B.5b. Evaluate how developing interests and
CCSS.ELA-LITERACY.SL.9-10.1.A Come to
filling useful roles support school and life success.
discussions prepared, having read and researched
1C.4a. Identify strategies to make use of resources material under study; explicitly draw on that
and overcome obstacles to achieve goals.
preparation by referring to evidence from texts
2A.4b. Use conversation skills to understand
and other research on the topic or issue to
others’ feelings and perspectives.
stimulate a thoughtful, well-reasoned exchange of
2C.4a. Evaluate the effects of requesting support
ideas.
from and providing support to others.
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers
2C.4b. Evaluate one’s contribution in groups as a
to set rules for collegial discussions and decisionmember and a leader.
making (e.g., informal consensus, taking votes on
2C.5a. Evaluate the application of communication
key issues, presentation of alternate views), clear
and social skills in daily interactions with peers,
goals and deadlines, and individual roles as
teachers and families.
needed.
3A.4b. Evaluate how social norms and the
CCSS.ELA-LITERACY.SL.9-10.1.C Propel
expectations of authority influence personal
conversations by posing and responding to
decisions and actions.
questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.W.9-10.3.E Provide a
conclusion that follows from and reflects on what
is experienced, observed, or resolved over the
course of the narrative.
Enduring Understandings:
Essential Questions:
1) What skills, strategies, and attitudes do I need
 My personal legacy is connected to my group
to help me succeed?
legacy; I am responsible both for others and
10th Grade How to Do School  www.umojacorporation.org
myself.
 School rules and resources are in place to
support my success.
 The only way to get better is to put greater
effort and concentration into practicing new
skills.
 Without structure, things fall apart;
organizational tools and strategies help me
achieve my goals.
Students will know…
(Knowledge)
 Why their participation is important; how their
behavior influences other group members and
contributes to the success of the group
 Growth happens when we concentrate and
put forth effort
 Identify necessary action steps to maintain or
improve GPA, organization, and attendance
 Group norms balance the needs of all
individuals and help groups operate
successfully
 Sophomore Seminar is a safe community space
where they can tell their stories and push each
other to succeed
Material Preparation:
A master supply list for each unit is provided. The following materials
should be sought after in advance as they are not necessarily readily
available:




Lesson 1: Shoebox for the Seminar Question
Box
Lesson 2: Family reunion nametags could take
30-60 minutes to generate depending on the
size of your class
Lesson 15: Copies of students’ most recent
report card or progress report
Lesson 24: Climbing rope for activity
2) What will make or break my success
sophomore year?
3) How can Seminar help me achieve my goals
and what is my role in helping others?
4) Am I on track to graduate and advance to
college?
5) How do I write my own destiny and create my
own future?
Students will be able to…
(Skills)
 Explain the purpose of working together to
support individual and group achievement of
goals
 Identify school, adult, and peer supports for
success at school this year
 Craft group behavioral guidelines
 Identify their successes and obstacles as they
work to improve their organizational skills
 Explain the difference between a growth
mindset and a fixed mindset and the impact of
each on academic performance
 Evaluate personal behaviors that increase
academic and personal success
 Write a G.R.O.W. goal and articulate the
importance of forming detailed steps when
working to complete a goal
Culture Keepers:
“Keepers” refers to both the community building mini-lessons and the
physical artifacts created by your class that should be kept for later
use or visually accessible. You will likely need to revisit these
resources when it is necessary to address class culture related issues.
Mini-Lessons
Physical Artifacts
Lesson 2: Family Reunion
Lesson 7: Signed Group Norms
Lesson 7: Setting Norms
Poster
Lesson 13: New Actions, New
Lesson 8: My Life Map
Priorities: Create Your Own
Lesson 17: My Brain is a
Schedule
Muscle Letters to Self
Lesson 20: Where I Want to Be
Lesson 27: Leaf Symbols on the
Group Tree Poster
Lesson 28: Seminar Goal 1
Stage 2: Assessment Evidence
SEL Performance Task:
Other Evidence including RtI opportunities:
Students learn to craft goals that are grounded,
 Exit Slip Activities
reachable, on-time, and connect to why the goal is  Facilitation Notes: Throughout the lesson
important (G.R.O.W.). They set individual
plans see notes during each activity for
G.R.O.W. goals for improving their academic
alternative assignments, best practices, and
10th Grade How to Do School  www.umojacorporation.org
potential and represent them through illustrated
leaf symbols. Students present individual goals to
the class and place their leaf on a tree poster to
show the relationship between individual goals.
Next groups study and synthesize the individual
goals presented to choose one overarching goal
the seminar class can achieve together. Groups
present possible seminar G.R.O.W. goals and a
vote selects the winning goal. Finally students
voice their individual contributions necessary to
achieve their seminar goal and receive bracelets to
symbolize their commitments.

other hints to improve the outcome
RtI: As needed and determined by the internal
processes developed at your school, students
will move closer to the unit’s desired results
when they are provided with additional
opportunities for assessment:
o 1-on-1 conferencing opportunities during
workshop time
o Self-monitoring checklists: printed out
version of the daily assignments to be
checked off as completed
o Check in/check out: can be used as an
academic or behavior intervention to give
frequent feedback to students working to
improve
o Group monitoring: when several students
need intervention, it is helpful to have the
whole class work toward daily goals.
Implement a way to frequently, visibly
show progress toward that goal during
class.
Stage 3: Learning Plan
Formative Assessment Possibilities:
Supplemental Material:
The following activities provide excellent opportunities for teachers to 
Optional Materials on the supply list
monitor students’ comprehension and learning needs within the unit.
Lesson 3: School Family Tree
Lesson 6: Personal Values
Lesson 8: My Life Map
Lesson 9: Sophomore CD
Lesson 10: Starting New Habits
Lesson 13: New Actions, New Priorities—Create
Your Own Schedule!
Lesson 15: Zeros are Bombs
Lesson 16: Calculating My GPA
Lesson 17: Even Geniuses Work Hard
Lesson 18: My Own Mindset
Lesson 19: Write My Own Destiny
Lesson 20: Where I Want to Be
Lesson 23: How I Lead the Group
Lesson 25: Setting a New G.R.O.W. Goal
10th Grade How to Do School  www.umojacorporation.org