GEAR Up 3   (#1700620)

Version for Academic Year:

Course Standards

General Course Information and Notes

General Notes

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a program designed to increase students’ aspirations toward high school and beyond and ultimately increase the number of students who are prepared to enter and succeed in postsecondary education.  

The purpose of this course is to prepare students for college readiness and success. Students will receive instruction, supported by state standards, in areas that include:

  • Student Agency -  activities that focus on student initiative, problem solving, decision making, leadership, and community involvement;
  • Rigorous Academic Preparedness - academic success skills with activities that focus on writing, mathematics, collaboration, public speaking, and organization; and
  • College and Careers - activities related to college preparation and building career knowledge.

This course will target students in the academic middle with the desire to attend college and the willingness to work hard. Through participation in this course, students will be well equipped to access and complete rigorous courses with the end goal being matriculation into and completion of postsecondary educational programs.   

Eligibility for this course could be be determined by the student’s grade 10 FSA scores and Lexile levels. Students scoring at FSA Levels 2/3 and with a Lexile level = 680 could be given priority for this course.  

English Language Development (ELD) Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.

Qualifications

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree.

General Information

Course Number: 1700620
Abbreviated Title: GEAR UP 3
Number of Credits: One (1) credit
Course Length: Year (Y)
Course Type: Elective Course
Course Level: 2
Course Status: Draft - Course Pending Approval

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

Blasting Off with Active and Passive Voice:

Learn to distinguish between passive and active voice and how to revise sentences by changing them from passive voice to active voice in this interactive Space Race-themed tutorial.

Type: Original Student Tutorial

In the Driver's Seat!:

Learn tips to identify the strengths and weaknesses of a source you want to use as evidence in a piece of writing. By the end of this interactive tutorial, you'll be able to identify the strengths and weaknesses of a source by answering the following questions: Does the source align to the requirements of the task? Does the source support your purpose for writing? Does the source meet the needs of your audience?

Type: Original Student Tutorial

Tutorials

How to Avoid Plagiarism:

This tutorial from the University of Maryland University College's Writing Center will help you understand and evaluate three ways to use source material: quoting, paraphrasing, and summarizing. The resource also provides guidelines to help you avoid even unintentional plagiarism mistakes. Once you complete the interactive exercises and answer every question on the final quiz correctly, you will receive a printable certificate of completion. Simply click on the hyperlink for the Interactive Version to begin.

Type: Tutorial

Proper Techniques for Research and Writing:

This tutorial provides you with step-by-step instructions for all aspects of writing a research paper and includes a comprehensive list of links to various style guides. Quizzes are also provided for self-assessment. Simply click start at the bottom of the home page to begin the presentation. If you want to only use portions of the tutorial, use the scroll down menu from the Jump To section located at the top of each presentation slide.

Type: Tutorial

Purdue OWL: Personal Statement:

In this vidcast from the Purdue Online Writing Lab, you will learn how to write your personal statement for your college application. Further, you will be able to write for a specific audience while adhering to particular guidelines for your format and style. Note- the vidcast may take a minute or two to load.

Type: Tutorial

Recognizing and Avoiding Plagiarism:

This tutorial from Cornell University includes the what, why, how, and when of documenting sources in a research paper. You will learn what plagiarism is, when and how to document sources, the difference between primary and secondary sources, and definitions of the following words: documentation, citation, and reference. Afterward, you will have a chance to identify correct and incorrect examples of proper documentation.

Type: Tutorial

Guide to Grammar and Writing: Principles of Composition:

This is a comprehensive guide that can help students with writing. This resource includes materials that will help students write in different formats, including personal essays, cause/effect papers, essays about literature, and research papers. There are materials that will help students with different aspects of the writing process, including how to develop an introduction or conclusion, how to write a thesis statement, and how to effectively use transitions.

Type: Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.

The following standards are also included in this course to support students' understanding of the course objectives.

  • Evaluate the impact of decisions on others.
  • Create a systematic decision-making model for personal financial decisions and circumstances.
  • Maintain a strong support network for academic and career success.
  • Identify mentors who influence, support, and guide future transitions and success.
  • Demonstrate an understanding of positive self-worth and recognize limits in the emotional capacity of individuals.
  • Identify personal attributes as areas of strength or weakness.
  • Differentiate between individual strengths and weaknesses as motivators and/or limiters.
  • Celebrate self-advocacy as a personal strength.
  • Accept weaknesses as an opportunity for change.
  • Reflect on conflict situations to strengthen ability to deal with the emotions that accompany conflict in leadership roles.
  • Negotiate roles within a collaborative group through the adoption of effective elements of collaboration.
  • Adjust ineffective verbal and non-verbal communication into effective communication.
  • Speak effectively before whole class.