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Wrap-up prompts reflection on gains, preferences, and challenges.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/august-making-decisions-9th-grade/293269/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/august-making-decisions-9th-grade/293269.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-17",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main learning outcome for August’s lesson on decisions?","Question",{"text":63,"@type":64},"Students recognize how high school decisions affect post-secondary and employment opportunities, and they build skills for making better decisions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What activities do students complete during the August lesson?",{"text":68,"@type":64},"Students reflect on past decisions, imagine their future ten years ahead, record goal-related and goal-diverting decisions, read the Six Steps to Better Decision-Making, and complete an Academic Decisions scenario comparing class options.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the lesson help students choose between academic options like Honors Biology and an Easy Elective?",{"text":72,"@type":64},"Students list advantages and disadvantages for both options, then discuss which option they chose and why, including consideration of other challenging courses.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},293269,1791129163,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","August – Making Decisions 9th Grade  \nLearning Outcome  \nStudents will recognize how the decisions they make during high school can affect post-secondary and employment opportunities. Students will gain skills for making better decisions.  \nNC Guidance Essential Standards Alignment: RED.C.1. 2; EEE.C.2. 2; I.C.2. 2; EI.CR.1. 1; EI.CR.3. 2; P.CR.4. 1; I.CR.4.1 Introduction  \nBegin the class by asking students to share decisions they have made and perhaps times they did not make decisions – which is also a decision! Ask questions such as,“How did you feel when you were faced with that choice?” and “What led you to make that decision?” Briefly discuss and process these experiences.  \nActivity  \n1. Tell students to turn to the August monthly activity. Ask a volunteer to read the short passage about the man and the wise old sage. Ask your students to describe how the passage relates to their own lives. Have them record their answers in the activity.  \n2. Ask the students to imagine their life ten years into the future. How old are they? Where do they think they will live? What year will it be? Will they be working at a particular job? Attending college? Running their own businesses? Students should record these responses on their activity pages.  \n3. Ask the students to think of two decisions they can make today that can bring them closer to their goals and two decisions that might take them further away from their goals. Remind students to record their responses in the spaces provided.  \n• Tell students,“Don’t worry if you don’t know your exact future. During the next few months, these activities will help you learn more about yourself and explore careers and options you had never even thought about. The smartest move for you as freshmen is to make decisions that keep options for your future open rather than close doors.”  \n4. Instruct students to read the Six Steps to Better Decision-Making. Ask students,“Think about a decision you need to make in the next month. How will these six steps help you?”  \n5. If you have more than 20 minutes for the lesson and your students have access to the Internet, ask [them to go to CFNC.org/9-10 and](them to go to CFNC.org/9-10 and) try the Career-O-Matic.  \n6. Have students work individually or in pairs to complete the Academic Decisions scenario. With one remaining class to schedule, the students must choose between an Honors Biology class (I) or Easy Elective (III) . Write both the advantages and disadvantages for both classes – a pro and con list of both Honors Biology and an Easy Elective class. Discuss which class the students chose, and why.  \n• Encourage your students to consider other challenging courses besides Honors Biology. Such classes may include more work but remind students that it is beneficial for them to challenge themselves academically.  \n7. If you have more than 40 minutes for the lesson, it may be helpful to have various job or college applications on hand for students to peruse. If your students have access to the Internet, they can visit the online college applications [at CFNC.org](at CFNC.org).  \n• Ask students to locate the questions about convictions, pending criminal charges, and disciplinary actions on these applications. Remind your students that they will need to provide honest answers when they apply for colleges and jobs, or else their offers of college admission or employment could be revoked.  \nWrap Up  \nDiscuss the experience of completing the many activities above and ask the students what they gained from the activity, what they liked most, and what parts were challenging.  \nSeptember – Learning Styles 9th Grade  \nLearning Outcome  \nStudents will gain awareness of different learning styles and complete the Learning Style Inventory on [CFNC.org](CFNC.org).  \nNC Guidance Essential Standards Alignment: P.C.1. 2; EI.CR.4.1 Introduction  \nBegin the class by asking the students how they prefer to study – do they make flash cards, study in groups, read class note","cbCaifrh9CzpHwlY","https://ap.wps.com/l/cbCaifrh9CzpHwlY","pdf",208607,16,"English","# August – Making Decisions 9th Grade\n## Learning Outcome\n## NC Guidance Essential Standards Alignment\n## Introduction\n## Activity\n## Wrap Up\n# September – Learning Styles 9th Grade\n## Learning Outcome\n## Introduction\n## Activity\n## Wrap Up\n# October – Study Habits for Success 9th Grade","[{\"question\":\"What is the main learning outcome for August’s lesson on decisions?\",\"answer\":\"Students recognize how high school decisions affect post-secondary and employment opportunities, and they build skills for making better decisions.\"},{\"question\":\"What activities do students complete during the August lesson?\",\"answer\":\"Students reflect on past decisions, imagine their future ten years ahead, record goal-related and goal-diverting decisions, read the Six Steps to Better Decision-Making, and complete an Academic Decisions scenario comparing class options.\"},{\"question\":\"How does the lesson help students choose between academic options like Honors Biology and an Easy Elective?\",\"answer\":\"Students list advantages and disadvantages for both options, then discuss which option they chose and why, including consideration of other challenging courses.\"}]","August - Making Decisions 9th Grade | PDF",1789661800]