Comprehensive Senior Year Curriculum Plan for Rivalee (2025–2026)

Overview: This mastery-based, self-paced curriculum is tailored to Rivalee’s interests and career goals, while meeting Wisconsin DPI high school graduation guidelines. It integrates English, Communications, Math, Social Studies (Psychology), and Physical Education/Health requirements with her internship experiences. Learning is project-based and tied to real-world tasks at James Stokes & Co., Stokhaus Media, LLC, and Stokeshire, ensuring that academic work reinforces her work-study and vice versa. The plan uses multimedia resources (podcasts, YouTube, audiobooks) to minimize heavy reading load, leveraging content like Khan Academy for math and Andrew Huberman’s science podcast for psychology insightszhihu.com. Rivalee will progress at her own pace but with a step-by-step structure outlined by quarters, achieving mastery in each unit before moving on. Below is a full-year breakdown with key content and projects for each term.

Quarter 1 (Fall 2025): Foundations and Explorations (Sept–Oct)

• English II & Written Communication: Begin with exploring C.S. Lewis’s works to build literature analysis and communication skills. Rivalee will listen to an audiobook of “The Lion, The Witch and The Wardrobe” (or another C.S. Lewis story) and keep a reading journal of themes and reflections. She will write a short essay on how the story’s themes (e.g. courage, faith, good vs. evil) can relate to modern life or business. In tandem, introduce fundamentals of business communication: have her draft a professional email or letter introducing the story’s lessons to a business audience (for instance, a memo about teamwork lessons from Narnia). Speech practice: Rivalee records a 3–5 minute video summary of the book’s message, as if delivering a book review or motivational talk on camera. This helps her become comfortable speaking in front of a camera while organizing her thoughts. The English and Writing assignments use the same material (Lewis’s story) to maximize efficiency – she’s analyzing literature while also practicing clear writing and speaking about it. By the end of Q1, she should have a graded essay and a recorded speech, both evaluated for clarity, organization, and engagement.

• Mathematics – Algebra 2 (via Khan Academy): Set up Khan Academy account and begin the Algebra II course content. In Q1, Rivalee will review core Algebra I concepts and then master early Algebra II units. Topics to cover: linear equations & inequalities, functions and graphs, and an introduction to quadratic functions. She should aim to complete Khan Academy’s first units (through basic quadratic equations) with a strong mastery level (e.g. 80% or higher on practice quizzes). Khan Academy’s system of practice and mastery challenges will be used – she can repeat exercises until she achieves proficiency. Weekly routine: approximately 3–5 hours of Khan Academy videos and problem sets, possibly broken into daily goals (e.g. watching tutorial videos and solving practice problems). By end of Q1, she’ll take a Khan unit test on these topics to ensure mastery. Any difficulties will be addressed by revisiting video lessons (Khan’s free video library covers all these topics in depth). This self-paced approach lets her accelerate when she grasps concepts quickly and spend more time on challenging areas.

• Psychology (Marketing & Motivation emphasis): Introduce psychology basics with a focus on what drives people’s behavior – perfect for understanding marketing and coaching. Rivalee will start by learning about the brain’s motivation pathways. Multimedia learning: She’ll watch or listen to an episode of the Huberman Lab podcast on the science of dopamine and motivation (Andrew Huberman, a Stanford neuroscientist, shares how dopamine influences drive and habit formationzhihu.com). This will give her a scientific foundation for motivation (e.g. how reward systems in the brain work). Concurrently, she’ll be introduced to marketing psychology fundamentals: for example, a short YouTube video on the “6 Principles of Persuasion” (based on Robert Cialdini’s research) to learn how factors like reciprocity, social proof, and scarcity influence peoplepsychologytoday.com. Reading/Listening: If available, she might listen to excerpts from “Influence: The Psychology of Persuasion” (Audible) or a summary to reinforce these concepts. Project: By the end of Q1, Rivalee will do a mini-analysis of a marketing example from her internship – for instance, examining a social media post or advertisement from Stokhaus Media or Stokeshire. She’ll write a one-page reflection identifying which psychology and persuasion principles she sees at play (e.g. “This Instagram promo uses social proof by showing many happy customers”). This ties her new knowledge directly into her work-study context.

• Personal Coaching & Fitness (Health/Wellness): This component leverages Rivalee’s bodybuilding training with Adam and preparation for hockey season to cover physical education and health in a personalized way. In Q1, focus on goal-setting and fundamentals of exercise science. Rivalee, with Adam’s guidance, will set specific fitness goals (e.g. increase squat weight by 20% or improve sprint speed for hockey) for the semester. She’ll study some basics of anatomy and strength training – for example, watching Khan Academy’s Introduction to Human Biology videos or a beginner’s fitness science video series – to understand how muscles work and how nutrition impacts performance. Training Log: She will maintain a workout and nutrition journal, logging her bodybuilding sessions (e.g. weightlifting routines) and hockey conditioning drills. Each week she’ll note progress (reps, weights, run times), as well as how she feels, to build self-awareness of her body’s responses. Coaching aspect: Since this is “Personal Coaching,” she’ll also learn motivational techniques to keep herself disciplined. For instance, applying what she learned in psychology about habit formation: she might design a habit tracker or reward system for consistent training (using dopamine hits like music or small treats after workouts to reinforce consistency). By end of Q1, she should write a short personal reflection on her progress and identify any adjustments needed (e.g. “I noticed I have low energy during Wednesday workouts – I will go to bed earlier on Tuesdays and see if it improves.”). This course not only counts for PE/Health credit, but also teaches her coaching skills – essentially how to motivate herself (and eventually others) for fitness.

• Physical Education – Bodybuilding & Hockey: (This overlaps with the above but is recorded as a separate official PE credit.) Rivalee’s daily routine in Q1 will include weight training sessions (3–4 times per week with Adam’s supervision) focusing on strength building for hockey, plus cardio and agility drills (e.g. running, skating drills as hockey preseason conditioning ramps up). She should accumulate at least the required PE hours (Wisconsin typically requires 1.5 credits of PE over high school, roughly 3 semesters’ worth – she’ll log hours toward that). Hockey preparation: As hockey season approaches, she’ll integrate more sport-specific practice (e.g. stickhandling, shooting drills, if available). She can also do cross-training like weekend hikes or biking for endurance. Assessment: At the end of Q1, do a fitness skills assessment – for example, measure her one-rep max in key lifts, time her 1-mile run, and do a hockey skills baseline (like shots on goal accuracy). These metrics will be used to show improvement over the year. All this physical activity is documented (perhaps in the same fitness journal mentioned above), and Adam can provide a brief written feedback on her effort and improvements to substantiate her PE grade.

• Work Study Integration: In the first quarter, the focus is on setting up a strong connection between her studies and her internship duties. Orientation with Mentor: With her father/mentor (James Stokes), Rivalee will outline her roles at James Stokes & Co., Stokhaus Media, and Stokeshire during the year. Likely, she will be rotating through tasks related to media production and marketing (given Stokhaus Media’s nature) and perhaps some business/finance or product work (with Stokeshire or the “& Co.” business). Together, they’ll identify 2–3 key projects she’ll contribute to this year – for example: managing social media content for Stokhaus, assisting with a video marketing campaign, and helping organize a client event. Once projects are identified, she’ll create a Learning Plan document: a short plan that lists what skills from school will help in each project (e.g. “Use my written communication skills to draft social media captions or press releases; apply psychology of marketing to increase engagement metrics; use algebra to analyze website traffic data”). This plan ensures her academic work and work-study projects inform each other. Weekly Journal: Rivalee will start a work-study journal (just a few paragraphs per week) where she reflects on her internship experiences – what she did, what she learned, and how it connects to her coursework. For instance, if she learned about social proof in psychology class and then noticed it being used in an advertisement at work, she would note that observation. Likewise, if her communication class taught her how to speak clearly on camera, she can reflect on using that skill in a team Zoom meeting or client call. By end of Q1, she will submit a brief report or have a meeting with her parent/mentor to review her progress in both academics and work, ensuring she’s on track and adjusting the plan if necessary (mastery-based means if she’s ahead or behind in any area, the pacing can be adapted in the next quarter).

Quarter 2 (Fall 2025): Skill Development & Application (Nov–Jan)

• English II & Written Communication: In Q2, Rivalee will delve into a different C.S. Lewis work and sharpen her persuasive communication skills. Literature focus: Choose a C.S. Lewis non-fiction or allegorical work – for example, “The Screwtape Letters” or selected essays from “Mere Christianity.” She can listen via audiobook to maintain the low-reading-load approach. These works differ in style from the Narnia novel, exposing her to Lewis’s persuasive and theological writing. Throughout the quarter, she’ll discuss (in writing or conversations) how Lewis builds arguments or conveys messages to the reader. Joint project (English & Comm): Rivalee will write a persuasive piece inspired by Lewis’s style. For instance, after reading “The Screwtape Letters” (which is written as advice from a senior demon to a junior demon on how to tempt a human), she could write a creative business-oriented parody: “The Client Letters” – advice from a senior marketing guru to a junior intern on how to persuade customers (infusing humor but also demonstrating understanding of persuasive tactics). This lets her be creative while practicing persuasive writing for a business context. She will also prepare and deliver a formal speech or presentation this quarter: perhaps a business pitch or persuasive speech. For example, she might choose a product or project from her internship and create a 5-minute pitch presentation, incorporating storytelling elements (maybe even a quote or analogy from Lewis’s works). She will practice this on camera, paying attention to professional body language and clear articulation (essential business communication skills). By the end of Q2, she should have: a) an essay or creative writing piece demonstrating literary understanding and persuasive technique, and b) a recorded presentation or speech (this could double as a real pitch she might use at work). Both will be evaluated for improvement from Q1 – looking at organization, persuasiveness, and confidence on camera.

• Mathematics – Algebra 2: In the second quarter, Rivalee will continue with Khan Academy Algebra 2, moving into more advanced topics. Topics to cover: quadratic functions in depth (graphing parabolas, solving quadratic equations by factoring, completing the square, and quadratic formula), as well as introductions to complex numbers and polynomials. By mid-year, she should also tackle exponential functions and logarithms if time permits (these might start in late Q2 or early Q3 depending on her pace). She’ll maintain the routine of video lessons + practice. Applied learning: To tie math into her life, we can introduce a small project: for instance, use algebra to model something relevant to her internship or personal finances. One idea is having her model a budget or savings plan using linear equations or basic compound interest (exponential growth). If Stokeshire involves any finance, she could simulate a scenario like “if we invest $X at 5% interest, what will be the value in 5 years (solve using an exponential formula).” Or, use algebra to analyze a trend (perhaps fit a linear equation to the growth of her Instagram followers on the company account over time). This demonstrates a practical use of Algebra. Mastery check: At the end of Q2, she will take a Khan Academy Algebra 2 Mid-Course Challenge (or similar comprehensive test covering units done so far). Mastery-based means any weak areas identified will lead to a review plan during winter break. If she’s struggling with certain problem types, she can get additional help (perhaps Adam or another mentor can assist, or use Khan Academy’s community Q&A). By the end of first semester, she should ideally complete roughly 50–60% of the Algebra 2 curriculum. This keeps her on track to finish Algebra 2 by year’s end, fulfilling her senior-year math requirement.

• Psychology (Marketing & Motivation): Q2 deepens the exploration of motivational psychology and how it applies to marketing and coaching. Key content themes: Intrinsic vs. extrinsic motivation, behavioral psychology basics, and persuasion techniques in marketing. Rivalee will listen to Daniel Pink’s “Drive” (Audible) or find a summary of its key points, to learn about autonomy, mastery, and purpose as drivers of motivation. She’ll also watch a TED Talk by Dan Pink, “The Puzzle of Motivation,” which is a concise overview of those ideas. This helps connect neuroscience (from Huberman) to real-world motivation strategies (from Pink)zhihu.com. On the marketing side, she’ll dive into Cialdini’s 6 principles of persuasion more formally. For example, use an online summary or Psychology Today article about these principles (reciprocity, consistency, social proof, liking, authority, scarcity)psychologytoday.com and have her identify examples of each principle in everyday advertising. She could also watch the short “Science of Persuasion” YouTube video (an animated overview of Cialdini’s principles). Project: Armed with this knowledge, Rivalee will develop a simple marketing/psychology project. One idea is to create a mock marketing campaign for a product or service she’s familiar with (perhaps a campaign for Stokhaus Media’s content or a product from Stokeshire). She should outline how she would appeal to customers’ motivations: e.g., “I will use scarcity by making this a limited-time offer, use authority by including an expert’s endorsement, and tap social proof by showing testimonials.” This can be presented as a short slide deck or written plan. Additionally, for the “coaching” aspect, she’ll study the science of habit formation (e.g., listen to a Huberman Lab segment or read a summary on how habits form through cue-routine-reward). She can then apply this by creating a personal habit plan for something she wants to improve (for instance, “studying math every morning at 9am after breakfast” as a habit – she’ll identify a cue and reward to lock it in). By the end of Q2, deliverables include: a) a short report or presentation on her marketing campaign idea using psychology principles, and b) a documented habit/motivation strategy she has implemented for herself (could tie into her fitness or study routine). These demonstrate her understanding of both marketing persuasion and personal motivation techniques.

• Personal Coaching & Fitness: In the second quarter, Rivalee’s focus is on applying coaching principles and continuing to improve fitness through hockey season. Hockey season is in full swing (assuming typical winter sports timing), so her fitness routine will shift to accommodate games and practices. She’ll learn about periodization – adjusting training intensity during the season to avoid burnout. For example, during heavy game weeks, strength training volume might reduce to allow recovery. Nutrition module: It’s important for health credit that she understand basic nutrition. She can watch educational videos or use resources (perhaps Huberman Lab episodes on nutrition or sports dietitians on YouTube) about fueling for performance – covering macronutrients, hydration, and recovery strategies. She’ll then put this into practice by planning a week’s meals that align with her training needs (e.g. higher protein on lifting days, proper carb intake before games, staying hydrated). Coaching others: If possible, arrange for Rivalee to mentor or coach a younger athlete or a peer this quarter. This could be informal – for instance, she could lead a couple of training sessions for a younger sibling or a junior teammate, teaching them an exercise or drilling hockey skills. Before doing so, she’ll plan how to motivate and instruct them (maybe set a small goal for the person, use positive reinforcement, etc.). After the session, she’ll reflect on what coaching techniques worked or what she learned about leadership. Tracking & Reflection: She continues her fitness journal. At mid-season, she’ll evaluate progress on her Q1 goals: e.g., “Goal was to squat X lbs – I’ve reached X-5, nearly there,” or “My endurance in third periods of games has improved as shown by…”. If goals are met early, set new ones for the off-season; if not, adjust the plan. By end of Q2, she will compile her Personal Fitness Portfolio – containing her training log highlights, her meal plan example, and a short write-up on “What strategies kept me motivated and how I will coach myself moving forward.” This satisfies a health education component (showing knowledge of fitness and nutrition) and demonstrates her developing coaching skills (knowing how to set goals and adjust plans for herself and others).

• Physical Education – Bodybuilding & Hockey: This quarter likely covers the bulk of hockey competition. Rivalee will get PE credit through her active participation in the hockey team (practices, games count towards hours) and continued strength training. Hockey activities: She should document her participation – e.g., number of practices attended, games played, minutes played if applicable, any personal stats (for fun). This documentation can be in her journal or a separate PE log. In-season training: With guidance from Adam, she’ll maintain strength with shorter, maintenance-level workouts (perhaps 2x/week focusing on core lifts, lighter volume) and prioritize injury prevention (stretching, mobility exercises, maybe yoga on rest days). Because hockey can be intense, ensure she monitors her health – possibly track her sleep hours and mood to notice signs of overtraining. Evaluation: At the end of the hockey season (likely late Q2 or early Q3), Rivalee can do a post-season fitness assessment. Compare her results to Q1: e.g., has her strength at least maintained or improved? Has her cardiovascular endurance increased? Also note any injuries or health issues and how they were handled (learning about RICE method for minor injuries or the importance of rest, etc., can be discussed for health credit). She should get feedback from her hockey coach if possible – a short note on her performance/effort can be included in her PE records. By quarter’s end, she should have met the required PE activity hours for the semester, demonstrated by her logs and reflections.

• Work Study Integration: In Q2, Rivalee starts taking on more substantive responsibilities in her internship projects, using skills from Q1 and new ones from Q2. For example, if she’s assisting with a social media campaign at Stokhaus Media, by now she might be creating actual content. She can use her English/Comm skills to write captions or script a short promo video. She can also apply her psychology insights: perhaps she suggests using a scarcity tactic (“Only 5 spots left!”) in a marketing post to create urgency – an idea directly coming from her studies. Mid-year project at work: It would be valuable for her learning to have a concrete outcome by the semester’s end. Suppose one of her projects was to help produce a short promotional video. In Q2, she could take the lead on writing the script (with mentor oversight), appear on camera or do voice-over (leveraging her on-camera practice from school), and help with editing or directing. The finished video could be one artifact of her work-study. Alternatively, if her role is more on the business side at James Stokes & Co., maybe she helps assemble a marketing analytics report (with guidance): she could use basic math to chart growth or survey results – tying in a bit of algebra and analytical thinking. Communication at work: By now, she should be regularly participating in meetings. Emphasize professional communication – she should practice writing professional emails, taking meeting notes, and even giving a short update in a team meeting. These experiences reinforce her written and oral communication coursework. Mentor check-in: Around the end of the semester (December or January), James Stokes (or another supervisor) will formally evaluate her performance so far – akin to a work report card. They can assess things like punctuality, initiative, communication, etc. Rivalee will include this feedback in her semester portfolio. Reflection and adjustment: In her weekly journal, she continues to document connections between school and work. For instance, she might write, “I noticed I was using a principle of persuasion (liking) when drafting our Instagram post – I made the tone friendly and relatable, remembering what I learned in psychology class.” She should also reflect on time management and self-pacing: how is she balancing self-paced school tasks with work deadlines? If any issues arose (like falling behind in algebra due to work hours), use winter break to catch up or adjust the schedule. By the end of Q2, she compiles a Semester Reflection Report covering highlights of what she learned academically, what she accomplished at work, and how each influenced the other. This comprehensive reflection will be part of her portfolio and help plan any changes for the second semester. (This report effectively serves as her 1st Semester Progress, aligning with what would be required for a progress report or transcript.)

(At the end of first semester, Rivalee should have grades/feedback for each course: English II, Written Comm, Psychology, Algebra 2, PE, Personal Coaching & Fitness, and Work Study, per Wisconsin DPI recording. The plan above ensures she has completed roughly half the content in each and has projects/artifacts to show for it.)

Quarter 3 (Spring 2026): Expansion and Leadership (Feb–Mar)

• English II & Written Communication: In Q3, the curriculum shifts toward more practical and integrative communication tasks, while still building on literature and critical thinking. Having covered substantial C.S. Lewis content, Rivalee will now synthesize those insights. One key project is a research or analytical paper: for example, “Storytelling in Business Communication – Lessons from C.S. Lewis.” In this paper, she would argue how narrative techniques (like metaphor, analogies, emotional appeal) used by Lewis in his stories can enhance business or marketing communication today. She’ll use examples from Lewis’s works (say, an example of powerful imagery or clarity in Mere Christianity) and draw parallels to modern advertising or speeches. This assignment builds research and analytical writing skills (meeting senior English standards) and double-counts for Written Comm because she’s focusing on communication strategy. Of course, this can be done with minimal additional reading – she can pull from the books she already covered and perhaps 1–2 supplementary sources (maybe an article on business storytelling). Writing process: She’ll outline the paper, get feedback (from her parent or a mentor acting as teacher), then draft and revise for a polished final product. Meanwhile, speaking skills continue: she will engage in a mock interview or impromptu speaking exercises. For instance, set up a mock job interview for a media/marketing position – she will prepare a resume (if not already) and then practice interviewing, possibly with James Stokes or another adult acting as the interviewer. This will test her ability to think on her feet and communicate professionally. Another idea: have her create a short “how-to” video or webinar on something she’s learned (e.g., “How to set up a social media page for your business” or even “Fitness tips for busy students”). This kind of expository speaking teaches her to explain concepts clearly and confidently, a valuable skill in both business and coaching. By the end of Q3, deliverables for English/Comm include: a completed research/analysis paper, a completed resume and experience doing a mock interview (with feedback on her strengths and areas to improve), and at least one “explainer” video or presentation that demonstrates clear, organized teaching of a concept. These show she’s applying her communication skills in diverse, real-world scenarios – exactly what a mastery-based senior English should achieve.

• Mathematics – Algebra 2: Quarter 3 is aimed at completing the Algebra 2 curriculum and reinforcing mastery. Topics: If exponential and logarithmic functions were not finished in Q2, they will be done now. Additionally, Algebra 2 often includes rational functions (fractions of polynomials), sequences and series, and possibly an introduction to trigonometry (sine, cosine basics) depending on the scope of her Algebra 2 course. Rivalee will work through these topics on Khan Academy, continuing the self-paced mastery approach. Real-world connection: Given her work context, this is a good time to introduce some data literacy. For example, she could use a simple dataset (maybe website visitors per month, or hockey game performance stats) and use algebraic concepts to analyze it. If she has learned about linear and exponential trends, she might try to fit a trend line to some growth data from work (“our YouTube channel subscribers grew from 100 to 500 over 6 months – roughly linear growth of ~80/month”) or calculate a projection (“if we keep gaining 50 followers a month, how many will we have by year-end?” – uses linear extrapolation). Or if she learned about exponential patterns, apply it to a hypothetical viral marketing scenario. Project: A mini “data analysis” project can be assigned: she collects some data relevant to her life or work (even personal fitness progress like weight lifted over weeks, or expenses over months which might grow with a pattern) and uses Algebra tools (graphs, formulas) to analyze or predict. This can be done in a simple report with a graph she creates (learning a bit of Excel or Google Sheets could be involved, integrating tech skills). Mastery checks: At this point she should be taking practice tests or even a past Algebra 2 final exam from a textbook to check her knowledge retention. Because it’s mastery-based, any gaps found now can be retaught or relearned in Q4. If she’s performing well, she could even start previewing Pre-Calculus topics (optional) or do some practical math like basic statistics or personal finance math (which could be valuable for life skills). By end of Q3, the expectation is that she has completed essentially all required Algebra 2 topics. The final quarter can then be used to solidify and review rather than learning new concepts, ensuring she truly masters the material.

• Psychology (Marketing & Motivation): In Q3, Rivalee will step into more applied psychology and advanced topics in marketing. Case studies: She’ll examine real-world examples of marketing and human behavior. One planned activity is to choose a successful marketing campaign or advertisement (past or present) and analyze why it worked from a psychological perspective. For instance, she could look at a Nike campaign and identify how it appealed to emotions (perhaps invoking inspiration and identity – “Just Do It” fosters a mindset, taps into motivation psychology). Or analyze a social media trend/challenge and discuss what psychological needs it fulfills (belonging, fun, etc.). She will write a brief case study report on her findings. Consumer behavior & branding: Introduce concepts of brand psychology – how colors, logos, and messaging create an emotional response. She might watch a documentary or YouTube series on consumer psychology or branding (like snippets from “The Persuaders” by PBS Frontline, which explores how marketers influence consumers). This will broaden her perspective beyond just individual persuasion techniques to big-picture marketing strategy. Coaching psychology: On the “science of motivation” side, Q3 could introduce positive psychology and mindset. Have her learn about Carol Dweck’s concept of Growth Mindset, which is key in both personal development and encouraging others (coaching). She can watch a TED Talk or Khan Academy’s segment on Growth Mindset. She’ll then reflect on her own mindset regarding challenges (maybe discuss how she approached learning Algebra or improving in hockey – did she embrace challenges or fear them?). Project – Design a Motivational Program: Combining what she’s learned, Rivalee will design a small workshop or program as if she were going to coach a group. For example, “A Motivation Workshop for Student Interns” – she outlines a 1-hour session teaching fellow interns how to set goals and build good habits. In it, she would incorporate a bit of neuroscience (maybe a simple explanation of dopamine/reward loops), some interactive activity (like writing down intrinsic goals), and use persuasive communication to inspire them. She doesn’t necessarily have to deliver this workshop (unless there’s an opportunity), but the act of designing it shows she can apply psychology to help others improve – the essence of coaching. Evaluation: By end of Q3, she should have a portfolio of psychology-related outputs: the marketing case study analysis, the outline or slides for her motivational workshop, and perhaps a personal reflection piece on how her view of motivation has changed since the start of the year. This demonstrates not only content knowledge but also her ability to apply psychology practically, a key outcome for this course.

• Personal Coaching & Fitness: With hockey season over (or ending) and perhaps spring off-season beginning, Q3 is about transition and stepping up personal goals. Review and reset: Rivalee will review her fitness progress from the season and set new fitness goals for spring. These might focus on bodybuilding specifically (since hockey obligations drop, she can dedicate time to strength or physique improvements), or new activities (maybe she wants to run a 5K or try a different sport in spring – if she likes, though hockey might have been the main sport). Advanced fitness knowledge: She’ll take a deeper dive into exercise science topics of interest. For example, learn about programming workouts for hypertrophy vs. strength – what rep ranges and strategies differ (she can find YouTube lectures or articles by reputable trainers). Or learn about mobility and injury prevention – maybe follow a short online course on stretching routines or stabilization exercises. Certification prep (optional): If Rivalee is interested in the field of fitness coaching, she might begin looking at materials from a certification like NASM or ACE (not to get certified yet, but to see what kind of knowledge is required). This can be casual – e.g., reading an article “Top 10 things a personal trainer should know.” It can inform her understanding and look good if she references it in her portfolio. Project – Personalized Training Plan: In Q3 she will create a 12-week personalized training program (a generic one as if she were a personal trainer). She can imagine a client (or herself) with a specific goal (e.g. “increase overall strength and muscle tone for a teen athlete in off-season”). She will outline weekly workouts, progression, and include motivational strategies (like tracking progress, deload weeks, etc.). She’ll base this on what she’s learned and currently practices. Possibly, she can share this plan with Adam to get his feedback – a form of assessment of her understanding. Leadership in fitness: To practice coaching others, she might organize a small group workout with friends now that she has more free time post-hockey. Even a weekend group hike or a mini “boot camp” in the park for friends/family where she leads the exercises can be a great experience. She’ll reflect on it in her journal: how did others respond? What did she enjoy about leading, and what was challenging? Health & wellness: Ensure she also covers any health education topics needed: this could include first aid basics, mental health awareness, etc. For instance, she could complete an online CPR/First Aid awareness module (sometimes Red Cross has online components) – important for coaches and something she can mention as part of her learning. By end of Q3, her Personal Coaching & Fitness work should culminate in a Coaching Portfolio containing: her 12-week program plan, a write-up of her leadership activity, and notes on advanced topics she studied. This shows comprehensive knowledge and application in fitness and coaching – aligning with DPI’s expectations for a health/PE elective in a personalized manner.

• Physical Education: In spring, Rivalee’s formal PE activities might shift if she engages in a spring sport or continues independent training. If she’s not in another organized sport, she will keep a structured fitness schedule to meet PE time requirements. This could involve daily outdoor activities as weather allows (running, biking) to keep cardio fitness, plus her strength training days. She might also try a new physical skill for variety – for example, yoga or martial arts classes once a week, just to broaden her physical literacy (if accessible). All such activities count toward PE hours. Assessment: If the school requires a health-related fitness test for seniors (some programs do), she can conduct it for herself: e.g., measure her resting heart rate, do a flexibility test (sit-and-reach), etc., and see how she compares to healthy benchmarks. Since she’s been working hard, ideally those numbers will be good, which she can document. By Q3 end, ensure she has logged enough PE hours for the semester and is on track to fulfill the 1.5 credit requirement by graduation. Her PE grade can be derived from her consistency and meeting of goals (likely an A given her dedication, as long as she completes the plan).

• Work Study Integration: Q3 is where Rivalee can truly shine as an emerging young professional, taking leadership in her internship tasks. Capstone Project begins: Identify a capstone-level project that she can own and complete by year’s end. For example, perhaps Stokhaus Media wants to launch a new YouTube series or a marketing campaign – Rivalee could be put in charge of it (under supervision). This would involve planning, executing, and analyzing results of a campaign. If that’s too large, another example: organizing a community event or workshop related to the business. Given her interests, maybe she could host a small seminar (online webinar) for one of the companies, like “Social Media Tips” for clients or “Wellness in the Workplace” – something that ties her communication and coaching skills with the business. She’d plan it in Q3 and execute in Q4. Increasing responsibilities: In daily work, she should attempt tasks with more autonomy now. If she was shadowing before, now she might be doing – e.g., editing videos, managing social media posts, writing blog articles, or assisting with client communications. Each time, she should apply her academic skills: use her writing training to proofread and ensure high-quality writing; use psychology to tweak messaging for better impact; use her professional speaking practice to contribute confidently in meetings or perhaps in a client presentation. Mentorship: It’s also a good time for her to seek a short mid-year review from colleagues – maybe ask a coworker, “How am I doing? What can I improve?” Learning to accept feedback is an important work skill. She can document this feedback and her response (e.g., if told to work on time management, she might adjust her schedule). Journal focus: In Q3, her work-study journal can focus on leadership experiences – she can note when she took initiative or solved a problem at work, and how it felt. For instance, “This week I led the brainstorming meeting for our new campaign – I applied what I learned in English about storytelling to suggest a theme, and it was well-received.” She should also note any challenges faced and analyze them (critical thinking). If a project didn’t go as expected, why not? What would she do differently next time? This reflective practice is part of mastery learning – learning from mistakes. Connecting to academics: As she’s designing her capstone project, ensure she leverages school projects as stepping stones. Perhaps her English research paper on storytelling can directly inform the marketing messages she’s crafting at work. Or her motivational workshop design from psychology class could actually be delivered as an employee wellness session at the company (if appropriate). By making these connections explicit, she’s effectively turning her work experience into an extension of her classroom and vice versa. By the end of Q3, she should have a clear plan for her capstone project and be roughly halfway through executing it. A brief Project Plan document will be created listing goals, timeline, and criteria for success (this mirrors project planning in professional settings and can be guided by her mentor). Heading into the final quarter, she’ll be ready to wrap up both her academic requirements and her major work contribution.

Quarter 4 (Spring 2026): Mastery & Capstone Completion (Apr–June)

• English II & Written Communication: The final quarter is about demonstrating mastery and preparing for post-high school communication needs. Rivalee will finalize an English portfolio that showcases her best work. This portfolio will include: a polished literary analysis (perhaps an improved version of her Q3 research paper after incorporating any feedback), a couple of her best professional writing samples (maybe the business memo or persuasive letter from earlier, refined to perfection), and a reflective essay about her growth in communication. In that reflective essay, she can discuss how focusing on C.S. Lewis broadened her thinking and how being in front of a camera improved her confidence. This not only satisfies an English credit requirement (reflection and meta-cognition) but provides closure to her studies. Speech/Presentation Capstone: For Written Communication, she will deliver a final speech. A great opportunity is her graduation/commencement-style speech or a “Ted Talk” simulation. She can imagine she’s been asked to speak on her journey of combining school with internship (or any topic she’s passionate about). She’ll write a 5-minute speech script, practice it, and then record it with as much polish as possible – incorporating good public speaking techniques (clear enunciation, eye contact with camera, maybe even some visual aids or slides if she’s comfortable). This speech lets her articulate her experiences and could double as a nice memento of her senior year. Another angle: if her work capstone project has a presentation component (for example, presenting results of a marketing campaign to the company), that presentation could serve as her final exam for Written Comm. She would just need to ensure it’s well-structured and practiced. Grammar and technical skills: To ensure mastery, she’ll do a final review of grammar and writing mechanics – possibly using an online tool or workbook for any weak spots noticed in her writing. Since she will likely need to write emails and reports beyond high school, emphasis on clarity and correctness is important. By the end of Q4, she should have turned in her complete English/Writing portfolio and delivered her final speech (with either the video or doing it live for her family/mentor). Her English II and Written Communication courses will conclude with evidence that she can analyze complex material, communicate effectively in writing, and speak confidently – all essential senior-level outcomes.

• Mathematics – Algebra 2: Quarter 4 is primarily for review, reinforcement, and real-world math skills. Since Rivalee likely finished new content in Q3, now she’ll focus on ensuring long-term retention and the ability to apply math. She will take a comprehensive Algebra 2 final exam or series of unit tests to certify her mastery. Any questions she gets wrong, she’ll revisit those topics with Khan videos or ask for help, closing the gaps. SAT/ACT Math (optional): If Rivalee plans to take college entrance exams (even if not, this is a good general math review), she can spend time on Khan Academy’s SAT prep for math or similar resources, as those integrate Algebra 2 concepts in practical problems. This can highlight any remaining weak areas in a real-world context. Project – Personal Finance Math: As a life-skill bonus, introduce a mini-unit on personal finance math, which often isn’t fully covered in Algebra 2 but is valuable. She can learn about calculating interest on loans, budgeting, and maybe how taxes work at a basic level. For example, have her create a simple budget for herself for a month of living expenses if she were living on her own, or calculate the cost of a car loan. This uses arithmetic and algebra in a practical way and ties nicely with her stepping into adult life. Application at work: If appropriate, she could use her math in a work scenario one more time – maybe finalize that analysis of marketing data she started, or if James Stokes & Co. is finance-related, she could try to understand a simple financial statement or inventory sheet with algebraic thinking (like solving for an unknown in a budget equation). By the end of Q4, Rivalee will compile a Math Mastery Report. This might include: her Khan Academy mastery percentage screenshot (showing she’s completed, say, 90-100% of Algebra 2 skills), a reflection on a couple of challenging topics she overcame (“I struggled with logarithms initially, but after practice I can now solve log equations confidently”), and one real-life problem she solved with algebra (like “Using an equation, I figured out how long it would take me to save $1000 given my current earnings”). This demonstrates to any reviewer that she has both the theoretical knowledge and practical quantitative reasoning skills – fulfilling her math credit in a mastery-based manner.

• Psychology (Marketing & Motivation): In Q4, the psychology course culminates in synthesizing knowledge and evaluating how it will be used moving forward. Culminating assessment: Rivalee will take some form of assessment of her psychology understanding – perhaps a project instead of a test. One idea is a “Psychology of Marketing” Handbook: she creates a short handbook or guide (targeted to future interns at Stokhaus Media, for instance) summarizing key concepts she learned (e.g., “Know your audience’s needs – see Maslow’s hierarchy, Principle of Liking – be relatable, etc., Dopamine – keep content rewarding but not overwhelming…”) in her own words. This handbook could have sections like Motivation 101, Persuasion Techniques, Building Habits (for consumers or employees), etc., almost like her personalized textbook. It can include illustrations or examples from her internship projects to make it concrete. Real-world test: If possible, she can put one of her ideas into action in a controlled way. For example, run a small experiment on social media: she could post two different styles of content (one using more emotional appeal, one more factual) and see which gets more engagement, analyzing the result (with caution that many factors affect this – but it’s a good learning exercise). Or, within her family or friends, try a “motivation intervention” – e.g., help a friend set a goal and coach them for a few weeks, then report on their progress. This would demonstrate her coaching ability and understanding of motivation. Reflection: As the course closes, she’ll write a final reflection on “Psychology in My Future.” She can address how understanding human behavior will help her in her career (whether she goes into marketing, management, or any field) and in personal life (e.g., maintaining her own motivation, helping others). She should also consider the ethical side – e.g., “I’ve learned how to persuade people, and I understand the importance of doing so ethically and not manipulatively.” This shows a mature grasp of the power of these skills. By end of Q4, she’ll have turned in the Psychology handbook/project and reflection. The psychology course thus concludes with her not only knowing the content but producing something useful out of it – aligning with project-based learning philosophy. It also counts as a social studies credit (psychology is a social science), satisfying Wisconsin’s requirements for a social studies elective in an engaging way.

• Personal Coaching & Fitness: The last quarter for this course is about demonstrating personal transformation and setting the stage for lifelong fitness. Final fitness assessment: Rivalee will conduct a comprehensive fitness evaluation at the end of the year. This includes re-testing any metrics from earlier (strength, endurance, etc.) and noting improvements. For example, compare her Q1 and Q4 squat weight, her mile time, her flexibility, etc. She should see measurable progress, which she can document in a table or chart (great for visual evidence in her portfolio). Culminating project: We can have Rivalee put everything she learned about fitness and motivation into a capstone project like a “Fit for Life Plan.” In this plan (could be a written plan or presentation), she outlines how she will continue to stay healthy and fit beyond high school. It will include her fitness goals for the next year (perhaps related to continuing bodybuilding competitions or playing sports recreationally), a weekly exercise schedule she plans to follow while maybe in college or working, and strategies to stay motivated (like finding workout buddies, scheduling workouts like appointments, using what she knows about habit formation). It could also include how she’ll balance nutrition and mental health – basically a holistic personal wellness plan. This serves as both a summative assessment (she’s applying knowledge to a real plan) and a practical roadmap for her future. Demonstration of coaching skill: If her earlier project of coaching someone did not come to fruition, maybe now she can do a small session – even if informally, she can “coach” a family member in some skill and get feedback from them. Alternatively, she could present what she learned about fitness to the family or a group (like a mini seminar “How to start weight training safely”), demonstrating her ability to communicate fitness concepts – a blend of her communication and coaching competencies. Certification or external validation: If feasible, she might take a basic CPR/AED certification test this quarter (often a one-day class) – achieving this would nicely complement her fitness coaching credential (many trainers need CPR certification). Or she could complete an online quiz from a personal training study guide to test her knowledge. While not required by DPI, these extras enrich her experience. By the end of Q4, she’ll submit her Personal Coaching & Fitness portfolio (accumulated from previous quarters and finalized with the new content). This portfolio will contain: her training logs, goal tracking charts, the 12-week program designed earlier, her Fit for Life Plan, and a summary of key learnings (perhaps a short essay “What coaching myself through this year taught me”). This comprehensive evidence should earn her the credit with flying colors, showing she not only stayed physically active (PE requirement) but also learned substantial health and coaching knowledge (health elective).

• Physical Education: By mid-spring, Rivalee will have completed most formal PE requirements. Q4 can be used to top off any needed hours and to explore enjoyable physical activities as she wraps up high school. She should continue some regular activity to stay sharp (maybe join a casual spring league if available, or simply keep hitting the gym). It’s also an opportunity for a fun physical challenge: for example, organize a senior year hiking trip or participate in a local 5K run or charity walk – something that celebrates her fitness. She can include a certificate or photo from such an event in her PE records as a final highlight. Final PE documentation: She’ll ensure all logs are finalized and perhaps write a brief summary of her physical education experience (what she enjoyed, the improvements she made, and the value of staying active). This reflection underscores the DPI’s goal of fostering lifelong fitness appreciation.

• Work Study Integration: Quarter 4 is the climax of her work-study and the time to reap the benefits of combining work and study. Complete the Capstone Project: Rivalee will finish the major project she started. If it was a marketing campaign, now she’ll conclude it and gather results (e.g., how many new customers, views, or leads did it generate?). She will then prepare a capstone presentation for her internship – essentially presenting to her father/mentor (and maybe the team) what she did, what the outcomes were, and what she learned. This could be during the final week of her internship or a special meeting. The presentation slides and report can double as part of her academic assessment for the Work Study credit. It should highlight her contributions and connect to skills learned: “I utilized my communication skills when I wrote the script for the promo video; I applied principles of psychology in choosing the ad’s wording; I even used some algebra when analyzing the viewership data.” This explicit connection shows she achieved the project-based learning objective of the year. Evaluation and feedback: James Stokes or the relevant supervisors should provide a final evaluation letter or form for Rivalee’s file, noting her performance and growth. This will be included in her portfolio and is great for her college/career references too. Transition/Next Steps: Since this is end of senior year, part of work-study wrap-up is preparing for what’s next. If she plans to continue working with these companies, perhaps outline a summer role. If she’s heading to college, maybe arrange a letter of recommendation from her mentor. As an academic exercise, she can update her resume with the internship experience and have it reviewed, ensuring she knows how to articulate her duties and accomplishments (e.g., “Intern – Assisted in developing a social media marketing campaign reaching X viewers”). Final reflection (Work Study): Rivalee will write a capstone reflection essay about her work-study program. She should address: the challenges of balancing work and school, the most important things she learned on the job, and how integrating her academic projects with work tasks enhanced her learning. For example, she might say working on real projects made concepts like persuasion “come alive” and that she’s more prepared for real jobs now. She can also mention any certifications or notable achievements (maybe “our campaign increased website traffic by 20%” or “I learned to use a professional video editing software”). This reflection not only cements her learning but also serves as a nice conclusion for her transcript/portfolio – showing maturity and insight. By the end of Q4, she will have essentially a Senior Portfolio that includes academic work (from all the courses above) and work-study results. It’s a comprehensive showcase that she met all requirements in a personalized way: English and Writing through integrated projects, Math through Khan mastery, Psychology as social studies via applied learning, Physical Ed and Health through her fitness journey, and Electives (like Work Study and Coaching) through practical experience.

Conclusion: This full-year curriculum is fully aligned with Wisconsin DPI’s requirements for a senior year, covering core subjects and electives in an innovative manner. Rivalee will earn her credits in English, Math, Social Studies, and Physical Education/Health by demonstrating mastery in each area through projects and practical application, rather than just seat time or exams. The curriculum’s self-paced nature allows her to delve deeply into topics of interest (C.S. Lewis literature, marketing psychology, fitness) while meeting state standards. The project-based learning approach, especially tying school projects to her internship tasks, is designed to enhance engagement and retention – when students see real-world relevance in what they study, their motivation and understanding increase. By leveraging multimedia resources (Khan Academy’s thousands of free instructional videos, educational podcasts, and audiobooks), the plan also accommodates Rivalee’s learning preferences and reduces excessive reading load without compromising content.

At the end of the 2025–2026 school year, Rivalee will not only have completed her senior year credits with strong performance, but also built a portfolio of work that demonstrates her skills to colleges or employers. She’ll have become a confident communicator (on paper and on camera), gained advanced insight into human behavior for marketing and coaching, strengthened her mathematical reasoning, and maintained exemplary physical fitness. This integrated curriculum ensures she graduates as a well-rounded, career-ready individual who has truly mastered her learning by applying it in meaningful contexts – the ultimate goal of a mastery-based, self-paced education.

Sources:

• Khan Academy – Free online learning platform with self-paced courses (extensive math content, including Algebra II).

• Psychology Today – Summary of Cialdini’s research on persuasion (key principles of influence in marketing/psychology)psychologytoday.com.

• Huberman Lab Podcast (Andrew Huberman, Ph.D.) – Science-based discussions on psychology & physiology (e.g., motivation, habits, health)zhihu.com.

• Rivalee’s 1st Semester Progress Report (2025) – Course list and interim grades (verification of curriculum components).

Senior Year 2025–2026 Plan for Rivalee

Rivalee’s senior year is built around interdisciplinary, mastery-based projects that align with Wisconsin DPI graduation requirements and her internship experiences. Each quarter combines core academics with practical tasks tied to her work-study at James Stokes & Co./Stokhaus Media. Content is self-paced and project-driven (e.g. programming or media projects)github.com. Key areas include English (literature and writing), Business Communication (speech and media), Psychology (with marketing/motivation), Math (Algebra via Khan Academy), and Physical Education (strength training & hockey). Audiobooks, educational videos, and podcasts (Huberman Lab, etc.) provide most content, minimizing heavy textbook reading.

• Standards & Credits: This plan meets Wisconsin’s required credits (English, math, science, social studies, health/PE, electives) by integrating English II, Algebra, psychology, PE, and electives into her projects. It emphasizes the 21st-century skills DPI expects (critical thinking, communication, collaboration, creativity) by having Rivalee create real products and presentations tied to her internship contextgithub.com.

English II & Writing (CS Lewis + Business Communication)

• Literature Focus: Throughout the year, Rivalee studies C.S. Lewis (e.g. Mere Christianity or The Screwtape Letters). These texts drive discussion of themes (ethics, rhetoric, persuasion) and provide content for communication projects. Using Lewis’s writing, she builds vocabulary and analytical skills, applying them to modern business contexts.

• Shared Material: English II and a Written Communication course use the same materials. For example, reading Lewis informs both literary analysis essays and business writing projects (reports, articles) on workplace ethics or leadership. This cross-curricular use deepens understanding and efficiency.

• Business Communication & Speech: Emphasis is on camera and presentation skills. Rivalee practices persuasive speaking by recording video pitches and mock press appearances. Projects include:

  • Filming a practice business speech or product pitch (tying to internship products).

  • Writing and delivering “news segments” or social media promos for Stokeshire or Stokhaus Media.

  • Peer review of videos to build confidence and on-camera presence.

• Assessment: Mastery is shown through a portfolio: recorded speeches, scripts, and polished written pieces. Projects are graded on clarity, professionalism, and connection to audience (business context).

Psychology (Marketing & Motivation Emphasis)

• Overview: A survey of psychology introduces major concepts (learning, development, cognition), but every topic is tied to marketing and coaching. For instance, studying Pavlovian conditioning and the science of motivation helps Rivalee understand consumer behavior and employee motivation.

• Applied Projects:

  • A marketing psychology project: Using Huberman Lab podcast insights (e.g. focus, motivation, decision-making), Rivalee analyzes an advertising campaign or designs one for a Stokeshire product. She might create storyboards or short video ads that leverage motivational techniques (fear of missing out, social proof, etc.).

  • A coaching & motivation study: She reads/listens to motivational speakers or marketing experts (via Audible or YouTube) and synthesizes strategies for leadership in a business setting.

• Integration with Work-Study: Insights from James Stokes & Co. (e.g. how Stokes motivates a sales team) become case studies. Rivalee might write a blog post or deliver a mini-training session using learned psychology principles.

• Resources: Huberman podcasts (on neuroscience and behavior) supplement textbook learning. For example, a segment on stress resilience can become a discussion topic about workplace stress management.

• Assessment: Success is measured by applied assignments – e.g., an ad campaign plan using psychological principles, or a reflection essay on motivation at work.

Mathematics (Algebra – Khan Academy)

• Curriculum: Rivalee completes her required Algebra credit through Khan Academy’s self-paced modules. She works on Algebra II topics (functions, quadratics, data analysis, etc.) until mastery is shown on each quiz.

• Pacing: Khan lets her progress as fast or slow as needed. If she struggles with a concept, she reviews videos and re-attempts problems until proficiency. This mastery approach ensures she truly understands each algebra topicgithub.com.

• Integration: Math skills are applied to her projects where possible (e.g. analyzing workout data for PE, budgeting in business projects).

• Assessment: Mastery is demonstrated by Khan’s built-in assessments. Rivalee sets milestones (e.g. complete 4 units per quarter) and tracks progress online.

Physical Education (Strength Training & Hockey)

• Workout Plan: Under coach Adam’s guidance, Rivalee follows a structured strength-training routine. Learning about exercise science and nutrition (via videos/podcasts) complements hands-on workouts.

• Hockey Season: Practices and games are woven into her schedule. During hockey season, PE projects might include recording her fitness progress or analyzing game statistics.

• Assessment: Achievement is shown through fitness goals (strength benchmarks, endurance times) and coach evaluations. She maintains a workout journal (written or video) to self-assess.

Projects & Work-Study Integration

• Capstone Projects: Each semester culminates in a project blending academics and internships. For example:

  • Fall: Produce a short documentary or social-media series about Stokeshire’s history or product (English + media skills).

  • Winter: Create a marketing campaign for a fictitious or existing product using psychological appeals (Psych + English/Comm).

  • Spring: Develop a comprehensive business plan pitch (research, writing, and video presentation) for a startup idea informed by her internship.

• Ongoing Integration: Weekly tasks tie school to work. Perhaps she writes weekly marketing blurbs for Stokhäuser’s social channels or volunteers to write press releases for James Stokes & Co.

• Mastery Approach: Each module (e.g. “Business Writing,” “Marketing Psychology,” “Algebra II – Quadratics”) has clear learning targets. Rivalee works until she meets them, using projects as evidence of mastery.

• Self-Paced Learning: She may spend more time where needed (e.g. extra math practice, or rewriting a communication draft until polished) before moving on.

Curriculum Timeline (Example Yearly Flow)

1. Quarter 1 (Fall 2025):

   • English/Comm: Read C.S. Lewis; begin writing business-style summaries and reflexive journals. Practice short camera introductions.

   • Psychology: Learn motivation basics; listen to a Huberman episode on reward systems. Plan a small ad using a motivational hook.

   • Math: Start Algebra II – linear/quadratic review on Khan.

   • PE: Begin strength cycle; hockey conditioning starts.

   • Project: Make a “Welcome” video for a Stokhäuser event (speaking practice + editing).

2. Quarter 2 (Winter 2025–2026):

   • English/Comm: Continue Lewis; focus on writing persuasive speeches. Record a business presentation.

   • Psychology: Study consumer behavior (e.g. case study on a marketing campaign); write a short analysis.

   • Math: Complete Khan units on quadratics/exponentials.

   • PE: Maintain fitness plan; hockey season in full swing.

   • Project: Design and film a social-media ad for a company product (applying psychology of motivation).

3. Quarter 3 (Spring 2026):

   • English/Comm: Finish Lewis. Craft final written report tying Lewis’s themes to leadership/ethics.

   • Psychology: Explore group dynamics and coaching; present a mini training session to peers.

   • Math: Algebra – finish exponential/logarithms, advanced functions.

   • PE: Focus on hockey skills and final strength benchmarks.

   • Project: Write and pitch a business plan (document + recorded pitch) for a hypothetical venture.

4. Quarter 4 (Spring/Summer 2026):

   • English/Comm: Work on a capstone multimedia project (e.g. short film or multi-article series) about Rivalee’s internship experience, demonstrating polished communication.

   • Psychology: Reflect on personal growth; share a video about “what motivates me”.

   • Math: Finalize any remaining Khan topics (statistics/finance basics if needed).

   • PE: Participate in final hockey games; prepare for off-season training.

   • Project: Compile portfolio of all projects (videos, writings, plans) to demonstrate mastery and readiness for graduation and postsecondary goals.

Throughout the year, Rivalee’s pace is flexible: she may advance quickly in some areas or revisit content until fully confident. Project-based tasks (like building a video project or writing a full campaign) anchor her learning in real-world practicegithub.com. The curriculum leverages her interests (media, coaching, fitness) and career goals (marketing/media communication), while fulfilling Wisconsin DPI credit requirements and developing critical workplace skills (communication, self-direction, problem-solving) that are key in 21st-century learninggithub.com.

Sources: This curriculum draws on project-based and mastery-learning principles (e.g. learning by building complete applications or campaignsgithub.com) and aligns with Wisconsin education guidelines for a personalized, career-relevant senior year.

 4-Year Plan Outline

Here’s a rough semester-by-semester plan tailored for Rivalee (assuming Fall start) for the Sport Management major at UWEC, with focus on sport + marketing + branding + fitness industry. She should consult an advisor each semester to tailor exactly.

Year 1 (Freshman)

• Fall:

  • BSAD 180 – Foundations for Success in Business (3 cr) catalog.uwec.edu

  • MATH 109 – Algebra for Calculus (4 cr) (this is the math entry point) catalog.uwec.edu

  • WRIT 114 or WRIT 120 – Writing/Reading Seminar (5 cr) catalog.uwec.edu

  • Liberal Education (LE) Core: Natural Sciences (K1) (3–4 cr)

  • Introduction to Sport/Exercise course or intramural fitness involvement (non-credit or elective)

• Spring:

  • ECON 103 – Principles of Microeconomics (3 cr) catalog.uwec.edu

  • ECON 104 – Principles of Macroeconomics (3 cr) catalog.uwec.edu

  • LE Core Humanities (K3)

  • Introductory business communication or marketing course if available

  • Fitness/strength training club or gym leadership involvement

Year 2 (Sophomore)

• Fall:

  • ACCT 201 – Introduction to Accounting (3 cr) catalog.uwec.edu

  • BCOM 206 – Business Communication (3 cr) catalog.uwec.edu

  • IS 240 – Information Systems in Business (3 cr) catalog.uwec.edu

  • MGMT 220 – Introduction to Sport Management (3 cr) catalog.uwec.edu

  • LE Core Fine Arts (K4)

• Spring:

  • MGMT 340 – Organizational Behavior (3 cr) catalog.uwec.edu

  • MKTG 330 – Principles of Marketing (3 cr) catalog.uwec.edu

  • MGMT 300 – Personal Leadership Management (3 cr) catalog.uwec.edu

  • LE Core Social Science (K2)

  • Maybe start a minor or certificate in communication or branding

Year 3 (Junior)

• Fall:

  • BLAW 305 – Legal & Regulatory Environment (3 cr) catalog.uwec.edu

  • MGMT 320 – Trends & Issues in Sport (3 cr) catalog.uwec.edu

  • Elective: MKTG 426 Sports Marketing (3 cr) (or alternative) catalog.uwec.edu

  • Minor/certificate communication courses (e.g., CJ 260 Introduction to Strategic Communication) UW-Eau Claire

  • Internship planning: find summer internship in sport/fitness marketing

• Spring:

  • MGMT 321 – Sport Event & Facilities Management (3 cr) catalog.uwec.edu

  • MGMT 349 – Human Resource Management (3 cr) catalog.uwec.edu

  • Elective: maybe digital marketing, social media analytics

  • Continue involvement in sport/fitness clubs or lead a fitness initiative on campus

  • Summer internship (fitness brand, gym marketing, sports team marketing)

Year 4 (Senior)

• Fall:

  • MGMT 446 – Advanced Organizational Behavior (3 cr) catalog.uwec.edu

  • MGMT 449 – Strategic Management in a Global Business Environment (3 cr) catalog.uwec.edu

  • Elective: People Analytics (MGMT 456) or Marketing & Sales Analytics (MKTG 338) (3 cr) catalog.uwec.edu

  • Capstone or major project: marketing plan for sport/fitness business

  • Networking: connect with alumni in sports/fitness marketing

• Spring:

  • Final electives to fill credit requirement (120 cr)

  • Capstone continuation or major internship

  • Career prep: resume/portfolio of marketing work, personal brand (linked to bodybuilding/fitness background)

  • Possibly study abroad or high-impact course if fits