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Diploma Decoder

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Pamela S. Robinson, Ph.D.

Tier 1
For Schools

Lesson Plan

Diploma Decoder Lesson Plan

Students will identify Alabama’s specific credit requirements for graduation and create a personalized four-year course plan to meet those requirements.

Understanding state diploma criteria empowers students to take ownership of course selection, stay on track for graduation, and make informed decisions about their high school journey.

Audience

9th Grade

Time

30 minutes

Approach

Chart analysis, scenario work, and individual planning

Materials

  • Alabama Diploma Credit Chart, - High School Course Sequence Worksheet, - Graduation Pathway Scenario Cards, and - Diploma Decoder Assessment Rubric

Prep

Prepare Lesson Materials

10 minutes

  • Review the Alabama Diploma Credit Chart, High School Course Sequence Worksheet, Graduation Pathway Scenario Cards, and Diploma Decoder Assessment Rubric.
  • Print one worksheet per student and one full set of scenario cards per small group.
  • Arrange desks into small groups of 3–4.
  • Project the Alabama diploma chart on the board or screen.

Step 1

Introduction & Hook

5 minutes

  • Ask: “What does a diploma represent? Why plan your courses early?”
  • Display the Alabama Diploma Credit Chart and highlight total credits and subject breakdown.
  • Clarify key terms: credits, electives, core courses.

Step 2

Group Exploration

10 minutes

  • Divide students into small groups and distribute one set of Graduation Pathway Scenario Cards per group.
  • In groups, students read their scenario and use the Alabama Diploma Credit Chart to determine which courses the fictional student must take each year.
  • Groups record course selections on a blank copy of the High School Course Sequence Worksheet.

Step 3

Individual Planning

10 minutes

  • Hand out the High School Course Sequence Worksheet to each student.
  • Students map out their own four-year course plan, ensuring they meet all credit requirements (core, electives, electives focus areas).
  • Teacher circulates to answer questions and confirm alignment with the Alabama Diploma Credit Chart.

Step 4

Assessment & Wrap-Up

5 minutes

  • Distribute the Diploma Decoder Assessment Rubric as a quick exit ticket.
  • Students reflect in writing: one key insight and one question about diploma requirements.
  • Collect worksheets and exit tickets to gauge understanding and plan follow-up support.
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Slide Deck

Diploma Decoder

Exploring Alabama High School Diploma Requirements

Welcome students and introduce the topic. Explain that today we’ll decode what it takes to earn an Alabama high school diploma.

Lesson Objectives

• Identify Alabama’s credit requirements for graduation
• Create a personalized four-year course plan to meet those requirements

Read each objective aloud and clarify any questions. Make sure students know what they’ll accomplish.

Why Plan Your Courses?

• Stay on track to graduate
• Explore interests through electives
• Prepare for college and careers

Start with a brief discussion. Ask “Why might planning courses early matter?” Solicit 2–3 student responses.

Alabama Diploma Requirements

Total Credits Required: 24
• English: 4 credits
• Math: 4 credits
• Science: 3 credits
• Social Studies: 3 credits
• Career/Technical: 1 credit
• Foreign Language: 2 credits
• Fine Arts: 1 credit
• Electives: 6 credits

Display the full chart on the screen. Highlight total credits and each subject area as you speak.

Understanding the Credit Chart

Refer to the Alabama Diploma Credit Chart to see subject requirements and credit distribution visually.

Project the Alabama Diploma Credit Chart. Walk through how to read rows and columns.

Group Exploration Activity

  1. In groups of 3–4, take a set of Graduation Pathway Scenario Cards.
  2. Identify courses needed each year.
  3. Record selections on the High School Course Sequence Worksheet.

Explain group roles: reader, recorder, presenter. Ensure each group has a full set of cards and a blank worksheet.

Scenario Example

Scenario: "Maria wants STEM focus."
• Year 1: English I, Algebra I, Biology, World History, Spanish I, Art
• Check each against credit chart

Model one scenario quickly. Show how to match credits and fill year 1 courses.

Individual Planning

Use your own High School Course Sequence Worksheet to map out:
• Core courses each year
• Elective choices
• Special focus areas

Distribute individual worksheets. Circulate and support students as they plan their own four-year sequence.

Assessment & Reflection

• Exit Ticket: Write one key insight and one question you still have.
• Submit with the Diploma Decoder Assessment Rubric.

Collect worksheets and exit tickets at the door. Use rubric to assess understanding.

Next Steps

• Review your plan with a school counselor.
• Adjust course selections before scheduling.
• Keep your four-year plan updated as interests change.

Summarize next steps. Encourage students to meet with counselors if questions remain.

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Worksheet

High School Course Sequence Worksheet

Use this template to plan your courses for each year of high school. Ensure you meet Alabama’s diploma requirements (24 credits total). Fill in each subject area and elective choices.

YearEnglishMathScienceSocial StudiesCareer/TechnicalForeign LanguageFine ArtsElective Slot 1Elective Slot 2
9th Grade (Year 1)
10th Grade (Year 2)
11th Grade (Year 3)
12th Grade (Year 4)

Notes and Reflections

Use this space to note counseling appointments, prerequisites, or special comments about your plan.





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Reading

Alabama Diploma Credit Chart

To earn a standard Alabama high school diploma, students must complete 24 total credits distributed across the following subject areas:

Subject AreaCredits RequiredSample Courses
English Language Arts4English I, English II, English III, English IV
Mathematics4Algebra I, Geometry, Algebra II, Pre-Calculus
Science3Biology, Chemistry, Physics
Social Studies3World History, U.S. History, Government
Career/Technical1Computer Applications, Principles of Agriscience, Business Technology
Foreign Language2Spanish I & II, French I & II
Fine Arts1Art I, Band, Choir
Electives6Any state-approved 1-credit courses

Total Credits Required: 24

Notes and Definitions

  • Core Courses: English, Math, Science, and Social Studies are considered core and must be completed at the specified levels.
  • Career/Technical: Designed to prepare students for workforce skills or industry certifications.
  • Foreign Language: Two credits in the same language to satisfy college entrance requirements.
  • Fine Arts: Courses designed to develop artistic skills in visual or performing arts.
  • Electives: Free choice courses that allow exploration of interests or additional focus areas (e.g., STEM, CTE pathway, arts).

Use this chart when planning your four-year course sequence on the High School Course Sequence Worksheet.

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Activity

Graduation Pathway Scenario Cards

Instructions: In your group, choose one scenario card. Using the Alabama Diploma Credit Chart, plan a four-year course sequence that fulfills all diploma requirements and aligns with the student’s goals. Record your selections on the High School Course Sequence Worksheet.

Card 1: Maria – STEM Focus

Profile: Maria excels in math and science. She’s captain of the robotics club and wants to study engineering in college.
Goal: Take Pre-Calculus and AP Calculus by senior year; include a science elective in a STEM field.
Considerations: She enjoys Spanish and hopes to continue through Spanish II.




Card 2: Jamal – Fine Arts Enthusiast

Profile: Jamal is a talented saxophonist in the school band and an aspiring graphic artist.
Goal: Complete Band I–IV and Art I & II; earn the Fine Arts credit early and explore a second art-related elective.
Considerations: He also needs core courses on schedule but wants ample rehearsal time.




Card 3: Sophie – World Languages & International Studies

Profile: Sophie is fluent in Spanish from middle school and is eager to pursue a career in international relations.
Goal: Finish Spanish II in 9th grade, then take Spanish III and French I & II.
Considerations: She must satisfy the two-credit foreign language requirement with one language sequence, but she’d like extra exploration.




Card 4: Aiden – Career/Technical & Business Pathway

Profile: Aiden plans to enter the tech workforce after graduation and wants hands-on skills.
Goal: Earn credits in Computer Applications, Business Technology, and Principles of Agriscience or another CTE elective.
Considerations: He must also complete core classes and would like to fit in an extra elective related to cybersecurity or coding.




Card 5: Luis – Well-Rounded Explorer

Profile: Luis is undecided but loves history, wants to join FBLA, and play varsity soccer.
Goal: Keep options open: balance core courses, select one social studies elective (e.g., Psychology), one CTE elective (e.g., Computer Applications), and maintain sports eligibility.
Considerations: Limited after-school availability means he can only take two electives each year beyond core requirements.




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Rubric

Diploma Decoder Assessment Rubric

Criteria4 – Exemplary3 – Proficient2 – Developing1 – Beginning
Understanding of Diploma RequirementsAccurately identifies all 24 credits and subject areas; explains definitions correctly.Identifies most credit requirements with minor omissions; definitions mostly correct.Identifies some requirements; several omissions or misunderstandings.Fails to identify requirements; significant misunderstandings.
Plan Accuracy & CompletenessFour-year plan meets all credit requirements with balanced sequencing and no gaps.Plan meets most requirements; 1–2 minor sequencing or credit gaps.Plan has several missing credits or sequencing issues; needs revision.Plan is incomplete or does not meet requirements.
Alignment with Personal Goals & ElectivesCourse choices clearly align with scenario or personal goals; electives purposeful.Some alignment with goals; electives partially purposeful.Limited alignment; electives appear random or unfocused.No clear alignment with goals; electives missing or irrelevant.
Reflection & Question QualityInsightful key insight; thoughtful, relevant question showing deeper understanding.Clear insight; question indicates curiosity.Basic reflection or question; limited depth.Reflection or question missing or off-topic.

Scoring Guide:

  • 16–13 = Mastery
  • 12–9 = Approaching Mastery
  • 8–5 = Developing
  • 4–1 = Beginning
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