Chapter Eleven: The World Around Me - GHSBAKER
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Table of Contents Chapter Eleven: The World Around Me ...................................................................................................... 2 Chapter Twelve: My Future, My Way ....................................................................................................... 19 Chapter Thirteen: My Role In the World ................................................................................................... 51 Chapter Fourteen: Where I Want to Go ...................................................................................................... 69 Chapter Fifteen: How Do I Survive Testing Week? .........86 Page 1 Chapter Eleven: The World Around Me At a glance In this Chapter. . . Teacher Resources http://ghsbaker.wikispaces.com/freshman+seminar Gifted Hands, Chapters 3-6: Overcoming Obstacles Gifted Hands Film: Reflection MLK’s poems and letters: citizenship, tolerance and your contributions to the world around you Your life online: Privacy is the best policy Facebook and Twitter could cost you The costs of texting and sexting Cyberbullying: New law proposals, readings and debate Summative assessment for Internet Life: Short answer/creation/critique Guest Speaker Topics: Overcoming obstacles in life How to portray yourself online and in social media. The benefits and dangers of a life online Materials provided for this chapter: Gifted Hands readings (Chapters 3-6) MLK readings (World House, Ballad of Birmingham) World House poster worksheet TPSATT poetry analysis sheet Cyberbullying articles, laws Students Professional Facebook Sample Internet and Social Media Safety Summative Quiz Student Activities Reminders Lesson 1: GH Chap. 3: Anticipation Guide, Theme Poster L2: GH Chap. 4: Reading and debate L3: GH Chap. 5: Think/Pair/Share, Poster Walk/Critique L4: GH Chap. 6: Four Corners/Objective and Subjective summaries L5:World House Jigsaw and “My House” posters L6: Ballad of Birmingham poetry analysis (TPASTT sheet provided) Objective and subjective summaries L7: Internet Life: Online privacy questionnaire, cautionary tales of internet, commenter board mayhem L8: Facebook and Twitter: What role should they play in our lives? Sample Facebook Template L9: Sexting and texting: What is it doing to us, our language and our lives? Poll anywhere L10: Cyberbullying: Analyzing New Laws and Debate L11: Summative assessment: Internet Life Chapter 11 requires you to have a DVD copy of Gifted Hands or a copy of the movie in another format if you choose to show the movie. Digital copies of chapters 3-6 of Gifted Hands will be provided for you to make copies. CHECK THE WIKI! No school on Jan 2-3 and 16. Page 2 Lessons: Gifted Hands: 4 classes, MLK, 2 classes, My Connected Life, 4 classes ALL needed originals are provided following this lesson pacing/outline Each chapter of the book is available for you to print class sets or a copy for each student. Each chapter 3-6 has its own lesson. (If you choose to screen the movie and use reflection and discussion questions provided, that is 2 lessons worth of content.) Gifted Hands, Chapter 3 (Lesson 1/10 in this unit) Needed: Anticipation guide 15 minutes, Chapter 3 During Reading questions and discussion (As a class), 35 minutes. After reading poster (on white paper or butcher paper with markers, color pencils), 30 minutes. Gifted Hands, Chapter 4 (Lesson 2/10) Needed: Quickwrite/share 10 minutes, Chapter 4 During Reading Questions 25-30 minutes, Congress-style speeches and debate 40-45 minutes. Gifted Hands, Chapter 5 (Lesson 3/10) Needed: During reading questions (Read individually) 20-25 minutes, Discussion of During Reading charts 15 minutes, Four Corners debate (In groups of 4) 30-40 minutes Gifted Hands, Chapter 6 (Lesson 4/10) Needed: Whole class choral reading of chapter, 15 minutes. After Reading Think/Pair/Share: 20 minutes. Poster creation and walk: 30 minutes. Gifted Hands quiz: 15-20 minutes. (You could give the quiz at the beginning of lesson 5 if you run out of time.) MLK World House (Lesson 5/10) Needed: World House reading, (Broken into 6 sections for groups) 20 minutes. Jigsaw sharing by each group, 20 minutes. World House poster creation 35-40 minutes. MLK Ballad of Birmingham (Lesson 6/10) Needed: Ballad of Birmingham Poem and TPASTT guide. Whole class reading of poem, 15 minutes. TPASTT poetry analysis: 40 minutes. MLK video options, 20-25 minutes. My Connected Life: Intro and Online/Media Privacy concerns (Lesson 7/10) Needed: Online privacy questionnaire: 25 minutes (including discussion of answers). Facebook and Twitter could cost you: Story of Emma Sullivan and Tweeting Bad About the Governor reading and discussion questions: 30-40 minutes. Commenter board mayhem, 10-15 minutes. Texting, Sexting and Video: Lessons to Learn(Lesson 8/10) Needed: Cautionary tales of using cell phones and YouTube to spread the wrong information, 25 minutes. Students write objective and subjective summaries of readings, 15-20 minutes. Poster walk/ creating illustrations of positive ways to use texting, video on phones, internet 30-35 minutes. Cyberbullying: New Laws and Debate (Lesson 9/10) Needed: Copies of proposed cyberbullying laws and current laws for Tennessee and other states. Read,analyze\ and brainstorm new ideas, 25-35 minutes. Congress-style debate and proposal of new cyberbullying laws, 30-40 minutes. Summative assessment for My Connected Life (Lesson 10/10) Needed: Student groups will present their cyberbullying law proposals to class, class will vote on proposals, 20-30 minutes. Summative assessment, 20-25 minutes. Page 3 Gifted Hands Anticipation Guide Directions: Read each statement. Decide whether you think it is true or false. Select your answer, then explain why you chose it. 1. A person's dreams can come true. True/ False _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2. The public education system is a form of discrimination. True/False ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. Education is a means to level the playing field in life and get out of a life of poverty. True/False ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4. If a person is born in poverty, he or she will always live that kind of life. True/False ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5. You have to have a special talent like being a rapper, singer, or athlete to acquire wealth. True/False ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Page 4 6. Life is always fair. True/False ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 7. People should be happy with the status quo. True/False ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Page 5 Gifted Hands Chapter 3 Guide Entry Journal: Anticipation Guide During Reading: - Connect. When the reading pauses on p. 24, make a connection to the text. Good readers are always thinking about how what they are currently reading relates – or connects – to what they already know. You can relate the events or characters of story to yourself (text to self), another book, story, poem or song (text to text), or to a known “event” that you could find out about on the news or from history (text to world) - Summarize. When the reading pauses on p. 27, summarize how Bennie decided that he knew he wanted to be a doctor. Attempt to convey all key ideas in less than 25 words. - Discuss. When you stop at the end of the chapter, think about what these events say about education, poverty, and fairness. What does this chapter suggest about the True/False statements you answered above? Make at least one comment in class discussion. After Reading. After reading, make a poster that shows one of the following tensions/themes. On p. 24, Bennie says, “No one ever said, ‘This isn’t the way normal people live.’” Draw a poster that shows the difference between Bennie’s life in Boston and the “normal” life he references here. Draw a picture of the career Bennie wants to be and compare it with what you want to be. Include details and symbols that show what it would take to be each. Draw a chart that compares the feelings that Bennie had in the classroom with the kinds of attitudes and emotions that successful students had in the classroom. Include two ideas at the bottom of your poster on how to help students achieve the second set of attitudes and feelings in and about school. Page 6 Gifted Hands Chapter 4 Guide Before Reading – Quickwrite: What is success? What does it take to be successful? During Reading: Respond to the following questions as you encounter the answers in your reading. 1. What was the first thing that happened to help Bennie improve in school? 2. What level of education did Bennie’s mother have? How did this affect the way that she viewed education for Bennie and Curtis? 3. What does Bennie’s mother do to help him improve in school? 4. What happened to Bennie’s spelling, vocabulary and comprehension as he continued to read? 5. Bennie encountered three episodes of prejudice. Describe the three encounters with prejudice that he had and explain what kind of effect the situations had on him. After Reading: Debate. First, what two positive changes allowed Bennie to be successful? Now, write a quick speech for the upcoming congress-style debate. Would you make your kids read two books a week like Sonya Carson did? Do you think parents should? Should children’s television (or now internet time) be limited? Why or why not? Congressional Debate Rules: Alternate between speeches in favor of and against the idea of limiting television & requiring reading. Each speech should not exceed one minute, and should be well-structured, with evidence & reasoning. Your speech may respond to a previous speech. No one may speak twice until everyone with their hand up has already spoken. Students may switch sides during debate. Page 7 Gifted Hands Chapter 5 Four Corners Overview: Students will read Chapter 5, “Big Boy’s Problem,” and participate in a Four Corners activity surrounding the topics of school dress codes, student self-esteem and the effect of teens’ social lives on their education. Four Corners: Directions below are for each statement the teacher gives/reads to the class: Listen to the statement about the topic and decide if they strongly agree, agree, disagree, or strongly disagree with the statement. Work in groups of four to record information in support of their position. Reconsider their stance/argument in light of new information given by others in the group Write a concise paragraph as a group expressing their opinion about the statement. 1. High school students in the United States are way too focused on their appearance at school instead of their education. 2. Students would feel better about themselves and school if they did not feel the need to compete with other students’ clothing, phones, etc. 3. Too many American 7th-12th graders know more about their Facebook page than they do the subjects they study at school. This is a huge reason why students achievement suffers. 4. There is a direct relationship between how much you party and hang out with your friends and how well you do in school. Staying up until midnight or later does not make you a good student. 5. If every school had uniforms there would be less fights, gangs, drugs and distractions. All schools should have uniforms. You are being graded on your participation in your group and by contributing to the debate on each statement. Page 8 Gifted Hands Chapter 6 Poster walk bullying Overview: Students will be reading Chapter 6, “Terrible Temper” and analyzing their own behavior in bullying situations so they can compare Ben Carson’s actions to their own and create a poster that represents their response to a bullying incident. Students will then create their own graphic/textual representations of being bullied that incorporate any knowledge gained from the chapter. Students who have not been exposed to a bullying situation must still create a poster with their hypothetical response. Think/Pair/Share: Students will choose a partner to respond to the chapter with, answering the following questions and being ready to discuss them when called upon during whole-class sharing: 1. Was Ben’s action against Jerry bullying? How would you have responded to another student making fun of you? 2. Does bullying always have a physical element to it? 3. Why did Jerry embarrass Ben? (What was the source of the joke) 4. Is it possible for a bully to be bullied by others? 5. Why do children and teens bully each other? Poster Creation/Walk: Each student will create their own poster on construction paper, butcher paper or white paper that has the following items answered in the drawing/illustration. You may also use poetry, song/rap lyrics or a short story to add to your picture. 1. Think of a time you were bullied or saw someone bullied. Was the result anything like what happened to Ben? 2. How did you react? Would you change how you acted or what you said? 3. Are you Jerry or Ben in this situation? 4. How did the consequences of Ben’s actions change your mind about bullying? Students will then walk the room and view their classmates’ posters. Post-it notes could be used for students to provide immediate feedback on their classmates’ work. Page 9 Gifted Hands Chapter 4-6 UNIT Quiz On a separate piece of paper, use complete sentences to respond to the following questions. Be sure to include examples and support for your answers. Directions: 1. Compare and contrast Wilson Junior High and Hunter Junior High. 2. Describe the big problem that Bennie faced when he changed schools. 3. Explain how Bennie's attitude changed when he got to Hunter Junior High. 4. Bennie says that he would "die a thousand deaths" if anyone knew that his family received food stamps. Explain what this means. 5. What level of education did Bennie's mother have? How did this affect the way she viewed education for Bennie and Curtis? 6. Give one example of Bennie's terrible temper, and explain why it was an important part of his life story. 7. Dr. Ben Carson believes that "we create our own destiny by the way we do things. We have to take advantage of opportunities and be responsible for our choices. Explain whether you agree or disagree with his thoughts. 8. Explain how Bennie's mother's decision to limit the number of TV. programs they could watch and require them to read books and write book reports affected their lives. Page 10 The World House Poster Project Speech by Martin Luther King, Jr. Directions: STEP ONE JIGSAW: Each group will read the opening paragraph and their assigned section and report out to the class the three main ideas (about one from each paragraph) from their section and one quote they think best reflects the message of their entire section. STEP TWO POSTER: Each person then will create their own “World House” poster, filling in each level of their house with a drawing that reflects what is important to them. The drawings do not have to be works of art, they simply must be a “house” that reflects what makes you who you are and what values, people and ideas are important to you. Opening (All students should read) Some years ago a famous novelist died. Among his papers was found a list of suggested plots for future stories, the most prominently underscored being this one: “A widely separated family inherits a house in which they have to live together.” This is the great new problem of mankind. We have inherited a large house, a great “world house” in which we have to live together-black and white, Easterner and Westerner, Gentile and Jew, Catholic and Protestant, Moslem and Hindu-a family unduly separated in ideas, culture and interest, who, because we can never again live apart, must learn somehow to live with each other in peace. Group 1’s sectionHowever deeply American Negroes are caught in the struggle to be at last at home in our homeland of the United States, we cannot ignore the larger world house in which we are also dwellers. Equality with whites will not solve the problems of either whites or Negroes if it means equality in a world society stricken by poverty and in a universe doomed to extinction by war. All inhabitants of the globe are now neighbors. This world-wide neighborhood has been brought into being as a result of the modern scientific and technological Page 11 revolutions. The world of today is vastly different from the world of just one hundred years ago. A century ago Thomas Edison had not yet invented the incandescent lamp to bring light to many dark places of the earth. The Wright brothers had not yet invented that fascinating mechanical bird that would spread its gigantic wings across the skies and soon dwarf distance and place time in the service of man. Einstein had not yet challenged an axiom and the theory of relativity had not yet been posited. Human beings, searching a century ago as now for better understanding, had no television, no radios, no telephones and no motion pictures through which to communicate. Medical science had not yet discovered the wonder drugs to end many dread plagues and diseases. One hundred years ago military men had not yet developed the terrifying weapons of warfare that we know today-not the bomber, an airborne fortress raining down death; nor napalm, that burner of all things and flesh in its path. Group 2’s sectionA century ago there were no sky-scraping buildings to kiss the stars and no gargantuan bridges to span the waters. Science had not yet peered into the unfathomable ranges of interstellar space, nor had it penetrated oceanic depths. All these new inventions, these new ideas, these sometimes fascinating and sometimes frightening developments, came later. Most of them have come within the past sixty years, sometimes with agonizing slowness, more characteristically with bewildering speed, but always with enormous significance for our future. The years ahead will see a continuation of the same dramatic developments. Physical science will carve new highways through the stratosphere. In a few years astronauts and cosmonauts will probably walk comfortably across the uncertain pathways of the moon. In two or three years it will be possible, because of the new supersonic jets, to fly from New York to London in two and one-half hours. In the years ahead medical science will greatly prolong the lives of men by finding a cure for cancer and deadly heart ailments. Automation and cyber nation will Page 12 make it possible for working people to have undreamed-of amounts of leisure time. All this is a dazzling picture of the furniture, the workshop, the spacious rooms, the new decorations and the architectural pattern of the large world house in which we are living. Group 3’s sectionAlong with the scientific and technological revolution, we have also witnessed a world-wide freedom revolution over the last few decades. The present upsurge of the Negro people of the United States grows out of a deep and passionate determination to make freedom and equality a reality “here” and “now.” In one sense the civil rights movement in the United States is a special American phenomenon which must be understood in the light of American history and dealt with in terms of the American situation. But on another and more important level, what is happening in the United States today is a significant part of a world development. We live in a day, said the philosopher Alfred North Whitehead, “when civilization is shifting its basic outlook; a major turning point in history where the presuppositions on which society is structured are being analyzed, sharply challenged, and profoundly changed.” What we are seeing now is a freedom explosion, the realization of “an idea whose time has come,” to use Victor Hugo’s phrase. The deep rumbling of discontent that we hear today is the thunder of disinherited masses, rising from dungeons of oppression to the bright hills of freedom. In one majestic chorus the rising masses are singing, in the words of our freedom song, “Ain’t gonna let nobody turn us around.” All over the world like a fever, freedom is spreading in the widest liberation movement in history. The great masses of people are determined to end the exploitation of their races and lands. They are awake and moving toward their goal like a tidal wave. You can hear them rumbling in every village street, on the docks, in the houses, among the students, in the churches and at political meetings. Page 13 Group 4’s sectionFor several centuries the direction of history flowed from the nations and societies of Western Europe out into the rest of the world in “conquests” of various sorts. That period, the era of colonialism, is at an end. East is moving West. The earth is being redistributed. Yes, we are “shifting our basic outlooks.” These developments should not surprise any student of history. Oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests itself. The Bible tells the thrilling story of how Moses stood in Pharaoh’s court centuries ago and cried, “Let my people go.” This was an opening chapter in a continuing story. The present struggle in the United States is a later chapter in the same story. Something within has reminded the Negro of his birthright of freedom, and something without has reminded him that it can be gained. Consciously or unconsciously, he has been caught up by the spirit of the times, and with his black brothers of Africa and his brown and yellow brothers in Asia, South America and the Caribbean, the United States Negro is moving with a sense of great urgency toward the promised land of racial justice. Group 5’s sectionNothing could be more tragic than for men to live in these revolutionary times and fail to achieve the new attitudes and the new mental outlooks that the new situation demands. In Washington Irving’s familiar story of Rip Van Winkle, the one thing that we usually remember is that Rip slept twenty years. There is another important point, however, that is almost always overlooked. It was the sign on the inn in the little town on the Hudson from which Rip departed and scaled the mountain for his long sleep. When he went up, the sign had a picture of King George III of England. When he came down, twenty years later, the sign had a picture of George Washington. As he looked at the picture of the first President of the United States, Rip was confused, flustered and lost. He knew not who Washington was. The most striking thing about this story is not that Rip slept twenty years, but that he slept through Page 14 a revolution that would alter the course of human history. One of the great liabilities of history is that all too many people fail to remain awake through great periods of social change. Every society has its protectors of the status quo and its fraternities of the indifferent who are notorious for sleeping through revolutions. But today our very survival depends on our ability to stay awake, to adjust to new ideas, to remain vigilant and to face the challenge of change. The large house in which we live demands that we transform this world-wide neighborhood into a world-wide brotherhood. Together we must learn to live as brothers or together we will be forced to perish as fools. Group 6’s sectionWe must work passionately and indefatigably to bridge the gulf between our scientific progress and our moral progress. One of the great problems of mankind is that we suffer from a poverty of the spirit which stands in glaring contrast to our scientific and technological abundance. The richer we have become materially, the poorer we have become morally and spiritually. Every man lives in two realms, the internal and the external. The internal is that realm of spiritual ends expressed in art, literature, morals and religion. The external is that complex of devices, techniques, mechanisms and instrumentalities by means of which we live. Our problem today is that we have allowed the internal to become lost in the external. We have allowed the means by which we live to outdistance the ends for which we live. So much of modern life can be summarized in that suggestive phrase of Thoreau: “Improved means to an unimproved end.” This is the serious predicament, the deep and haunting problem, confronting modern man. Enlarged material powers spell enlarged peril if there is not proportionate growth of the soul. When the external of man’s nature subjugates the internal, dark storm clouds begin to form. Page 15 Name: ____________________ Date: __________________________ Class: ________________ The World House Worksheet Page 16 Directions: Each class will read the following poem, with sections divided among the class. Students will then be asked to interpret the poem using a TPASTT analysis to better understand the poem and explain what they have read. Students will then write two short single-paragraph summaries: one objective, stating the facts of the poem as they read them, and one subjective, a summary where you state your own opinion of the poem. The Ballad of Birmingham By Dudley Randall 1914–2000 “Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?” “No, baby, no, you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails Aren’t good for a little child.” “But, mother, I won’t be alone. Other children will go with me, And march the streets of Birmingham To make our country free.” “No, baby, no, you may not go, For I fear those guns will fire. But you may go to church instead And sing in the children’s choir.” She has combed and brushed her night-dark hair, And bathed rose petal sweet, And drawn white gloves on her small brown hands, And white shoes on her feet. The mother smiled to know her child Was in the sacred place, But that smile was the last smile To come upon her face. For when she heard the explosion, Her eyes grew wet and wild. She raced through the streets of Birmingham Calling for her child. She clawed through bits of glass and brick, Then lifted out a shoe. “O, here’s the shoe my baby wore, But, baby, where are you?” Page 17 Analyzing and explaining what you just read: Directions: After you have read the poem a second time individually, answer each section of the chart based on your analysis of the poem and its parts. Title of poem means Paraphrase parts of the poem Attitude What is the attitude of the author and/or characters? Shift At first we think or feel one way – then there is a shift: identify the shifts and explain them Title revisited Any new insights on meaning or significance of title? Theme/Ideas Any patterns of certain ideas that repeat in the poem? Page 18 Chapter Twelve: My Future, My Way At a glance Teacher Resources In this Chapter. . . Preparation for Academy Choice for next year Academy tours Registration Student Activities http://ghsbaker.wikispaces.com/freshman+seminar Guidance Counselors Academies in your school Reminders Profilers Academy Tours Registration Lesson Plans: (Tentative Dates, Three-Week Unit) GOAL: To make sure that students are fully prepared to make academy decisions February 6th – 10th: PREPARATION for Academy Tours, Academy Choices, Registration Attached documents: - College For TN (CFT) Interest Profiler - CFT Career Cluster Survey - CFT Basic Skills Survey - CFT Transferable Skills Checklist - CFT Work Values Sorter - CFT The Career Key - Make sure that all students complete AT LEAST THREE of the surveys from College for TN (www.collegefortn.org). - If you cannot get time in a lab, we have included the hard copies of all of the surveys. - The three surveys that we most highly recommend are: - The Career Cluster Survey - The Work Values Sorter - The Career Key - NOTE: The Transferable Skills Checklist is extensive and should be completed as an enrichment activity for any student who has already completed the other five surveys. February 13th – 17th: Academy Tours, Presentations Each school can design Academy Tours and Presentations as they would like, but we recommend a rotation during which all freshmen are allowed to preview each of the school’s specific academies. Keep in mind:According to the MNPS website, the Academies of Nashville offer students: Page 19 relevant and rigorous curriculum; 21st Century Skills such as critical thinking, information, communication, and technology literacy, and lifeskills (www.p21.org); the opportunity to form closer relationships with teachers and advisors; practical work experience through job shadowing and internships; the possibility for career certifications; the opportunity to learn in the context of a particular career or subject theme; more engaging curriculum and instruction; most importantly, preparation for college AND career. It is VERY important that the freshmen take this process seriously. In order to ensure that they do, we recommend that all freshmen in Freshman Seminar classes TAKE NOTES on the Academy Presentations in order to make a well-informed decision. February 21st-24th: RegistrationThe following is a list of academies by MNPS high school (as of 2011): Antioch High School The Academy of Hospitality The Academy of Technology & Communication The Academy of Teaching & Service Tennessee Credit Union Academy of Business & Finance Cane Ridge High School The Academy of Arts & Communication The Academy of Architecture & Construction The Academy of Health Management The Academy of Law Glencliff High School The Ford Academy of Business The Academy of Medical Science & Research The Academy of Environmental & Urban Planning The Academy of Hospitality & Marketing Hillsboro High School The Academy of Global Health & Science The Academy of International Business & Communication The Academy of International Fine Arts Page 20 Hillwood High School The Academy of Art, Design & Communication The Academy of Business & Hospitality The Academy of Health Sciences Maplewood High School The Academy of Consumer Services The Academy of Energy & Power The Academy of Health & Emergency Services McGavock High School The Academy of Digital Design & Communication The Academy of Health Science & Law US Community Credit Union Academy of Hospitality & Finance The Academy of Aviation & Transportation Gaylord Entertainment Academy of Hospitality John Overton High School The Academy of Information Technology The Academy of Biotechnology & Health Sciences The Academy of Engineering The Academy of Musical Performance Peal Cohn High School The Academy of Entertainment Communication The Academy of Entertainment Management Stratford High School The Academy of Science & Engineering The Academy of National Safety & Security Technologies Whites Creek High School The Academy of Community Health The Academy of Public Service We encourage each high school to display each of their academies in a positive light. With the help of Freshman Seminar teachers, guidance counselors will collect registration forms from all freshmen during this week. Page 21 Interest Profiler (College for TN) Do you like to… - Build kitchen cabinets? - Guard money in an armored car? - Study space travel? - Make a map of the bottom of the ocean? - Conduct a symphony orchestra? - Write stories or articles for a magazine? - Teach an individual an exercise routine? - Perform nursing duties in a hospital? - Buy and sell stocks and bonds? - Manage a retail store? - Develop a spreadsheet using software? - Proofread records or forms? - Operate a dairy farm? - Lay brick or tile? - Study the history of past civilizations? - Study animal behavior? - Direct a play? - Create dance routines for a show? - Give CPR to someone who has stopped breathing? - Help people with personal or emotional problems? - Sell telephone and communication equipment? - Operate a beauty salon or barber shop? - Use a computer program to generate bills? - Schedule conferences for an organization? - Monitor a machine on an assembly line? - Repair household appliances? - Develop a new machine? - Plan a research study? - Write books and plays? - Play a musical instrument? - Teach children how to read? - Work with mentally disabled kids? - Sell merchandise over the telephone? - Run a stand that sells newspaper or magazines? - Keep accounts payable/receivable for an office? - Load computer software into a network? - Drive a taxi cab? - Install flooring in houses? - Study ways to reduce water pollution? - Develop a new medical treatment? - Perform comedy routines in front of an audience? - Perform as an extra in movies? - Teach an elementary school class? - Give career guidance to people? - Give a presentation about a product? - Buy and sell land? - Transfer funds between banks using a computer? - Organize and schedule meetings? - Raise fish in a fish hatchery? - Build a brick walkway? - Determine the infection rate of a new disease? - Study rocks and minerals? - Write reviews for books or plays? - Compose or arrange music? - Supervise the activities of children at camp? - Help people with family-related problems? - Sell CDs and tapes at a record store? - Run a toy store? - Edit and format documents? - Operate a calculator? - Assemble electronic parts? - Drive a truck to deliver packages? - Diagnose and treat sick animals? - Study the personalities of world leaders? - Act in a movie? - Dance in a Broadway show? - Perform rehabilitation therapy? - Do volunteer work at a non-profit organization? - Manage the operations of a hotel? - Sell houses? - Direct or transfer phone calls? - Perform office filing tasks? - Paint houses? - Enforce fish and game laws? - Conduct chemical experiments? - Conduct biological research? - Draw pictures? - Sing professionally? - Help elderly people with their daily activities? - Teach children how to play sports? - Sell candy or popcorn at sporting events? - Manage a supermarket? - Compute and record statistical data? - Generate monthly payroll checks? - Operate a grinding machine in a factory? - Work on an off-shore rig? - Study the population growth of a city? - Study whales and other types of marine life? - Perform stunts for a movie or TV show? - Create special effects for a movie? - Help disabled people improve their daily life? - Teach sign language? - Manage a department within a large company? - Sell a soft drink product line? - Take notes during a meeting? - Keep shipping and receiving records? Page 22 - Perform lawn care services? - Assemble products in a factory? - Investigate crimes? - Study the movement of planets? - Conduct a musical choir? - Act in a play? - Help people who have problems with drugs? - Help conduct a group therapy session? - Sell refreshments at a movie theater? - Sell hair-care products to salons? - Calculate the wages of employees? - Assist senior-level accountants in bookkeeping? - Catch a fish as a member of a fishing crew? - Refinish furniture? - Examine blood samples? - Investigate the cause of a fire? - Paint a set for plays? - Audition singers and musicians? - Help families care for ill relatives? - Provide health care benefits? - Start your own business? - Negotiate business contracts? - Type labels for envelopes and packages? - Inventory supplies using a hand-held computer? - Fix a broken faucet? - Do cleaning or maintenance work? - Study the structure of the human body? - Develop psychological profiles of criminals? - Design sets for plays? - Announce a radio show? - Plan exercises for disabled patients? - Counsel people who have a life-threatening illness? - Represent a client in a lawsuit? - Negotiate contracts for professional athletes? - Develop an office filing system? - Keep records of financial transactions? - Maintain the grounds of a park? - Operate a machine on a production line? - Develop a way to better predict the weather? - Work in a biology lab? - Write scripts for movies and TV shows? - Write a song? - Teach disabled people daily activities? - Organize activities at a recreational facility? - Be responsible for the operation of a company? - Market a new line of clothing? - Record information for customers? - Photocopy letters and reports? - Spray trees and plants? - Test the quality of machine parts? - Invent a replace for sugar? - Study genetics? - Perform a jazz or tap dance? - Direct a movie? - Take care of children at a day-care center? - Organize field trips for disabled people? - Sell newspaper advertisements? - Sell merchandise at a department store? - Record rent payments? - Enter information into a database? - Operate a motorboat to carry passengers? - Repair and install locks? - Study the governments of different countries? - Do research on plants or animals? - Sing in a band? - Design artwork for a magazine? - Assist doctors in treating patients? - Work with juveniles on probation? - Sell automobiles? - Work in a clothing store? - Keep inventory records? - Maintain employee records? - Set up and operate machines to make products? - Put out forest fires? - Do lab tests to identify diseases? - Study weather conditions? - Edit movies? - Pose for a photographer? - Provide physical therapy? - Teach a high school class? - Sell restaurant franchises to individuals? - Sell computer equipment in a store? - Stamp, sort, and distribute mail for an organization? - Handle customers’ bank transactions? CHOOSE YOUR TOP TEN INTERESTS. 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________ 5. ______________________________ 6. ______________________________ 7. ______________________________ 8. ______________________________ 9. ______________________________ 10. _____________________________ Page 23 OF THOSE TOP TEN INTERESTS, CHOOSE FIVE INTERESTS THAT YOU COULD DO IN A SINGLE JOB. WHAT’S THE JOB? IF THAT JOB DOESN’T EXIST, CREATE ONE. WHAT IS IT CALLED? WHAT WILL YOU DO? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ INTEREST AREAS: Realistic, Investigative, Artistic, Social, Enterprising, Conventional Realistic People with this interest... are "Do-ers". enjoy "hands-on" activities building, tinkering, fixing. prefer concrete (vs. abstract) problems. find that using tools and machinery seems to come naturally. often enjoy working outdoors. may describe themselves as athletic. Investigative People with this interest... are "Thinkers". enjoy observing, learning, evaluating. like the challenge of thinking through problems. prefer working on their own. often use science and math in problem solving. may describe themselves as inventive and original. Artistic People with this interest... are "Creators". enjoy art of all types, including drama, music, literature, poetry. like using their imagination and creativity. prefer working in unstructured environments. have a need to express themselves. may describe themselves as sensitive or emotional. Page 24 Social People with this interest... are "Helpers". enjoy assisting people in various ways. like working in groups. find that verbal and communication skills come naturally. Enterprising People with this interest... are "Persuaders". enjoy leading or managing other people. often respond well to competition and enjoy leading teams. are willing to take risks. value status, power, money and material possessions. describe themselves as ambitious or energetic. Conventional People with this interest... are "Organizers". enjoy systematic, step-by-step work tasks. like to keep things neat and in order. prefer working in stable environments with predictable routines. are detail-oriented and persistent may describe themselves as efficient or dependable. Page 25 BASIC SKILLS SURVEY (College for TN) FOR EACH SECTION, CIRCLE YOUR HIGHEST LEVEL THAT YOU HAVE ACHIEVED. YOU MAY CONSIDER A LEVEL ACHIEVED IF YOU FEEL THAT YOU CAN ACCOMPLISH TWO OF THE THREE TASKS IN THAT LEVEL. READING COMPREHENSION Level 1 Read most street and road signs. Recognize almost all three- and four-letter words and know their meaning. Read from a third-grade story book and understand the story. Level 2 Read most children's storybooks with understanding. Read most sixth-grade textbooks with understanding. Read and understand step-by-step instructions on a form to complete and give back to the school. Level 3 Read and understand the description of a movie on the back of a video box. Read newspaper and popular magazine articles with understanding. Read most ninth-grade textbooks with understanding. Level 4 Read and understand a memo from your boss describing new policies for the company. Read a bus schedule and determine how to get where you need to go. Read most high school textbooks with understanding. Level 5 Read and understand a company manual explaining insurance benefits to the employee. Read government documents with understanding. Read most college textbooks with understanding. Level 6 Read scientific articles from a professional journal and explain the meaning. Read technical manuals about equipment and use the information to solve equipment problems. Read the great literary writers and provide an interpretation and evaluation of their work. Level 7 Read a long and difficult book in two hours and give a detailed review and critique of the book. Read two to three advanced technical books each week (professional and graduate school level). Read two to three books a week of Shakespeare and other literary writers (for pleasure and with depth of understanding). Page 26 ACTIVE LISTENING Level 1 When your parent asks you to do something, you can repeat back the request. You remember the due dates of homework assignments. Listen to an interesting story and tell someone what it was about. Level 2 When your teacher gives a school assignment, you remember what is asked for. When the team captain calls for a play to be run, you remember what you are supposed to do. As a food counter worker, take a customer's order and tell it accurately to the person in the kitchen. Level 3 When a family member says something you disagree with, don't interrupt, but make sure you understand. As an ambulance driver, follow directions of the radio dispatcher to an emergency address. Be introduced to three new people in a group and remember their names. Level 4 Do telephoning for a survey company and accurately record the response to each question. Listen to customer complaints and write accurate reports to give to your supervisor. While taking accurate notes of a teacher's lecture, separate main points from details and opinion from fact. Level 5 Interview salespeople to learn about their products, make recommendations (and give supporting evidence) to management. As a reporter, listen and take notes at a press conference, then write an accurate news article. As a police detective, question a suspect to obtain all relevant information. Level 6 As a counseling psychologist, accurately reflect back the feelings of an exceptionally troubled client. In a political debate, without using notes, challenge in detail all 10 points made by an opponent. Preside as a judge at a courtroom trial as lawyers present complex, conflicting arguments. Level 7 As an architect, question and accurately record client needs in constructing a $1-billion building. Be an interpreter for two presidents at war (they speak different languages and you know both languages). Negotiate peace between two hostile, warring nations. Page 27 WRITING Level 1 Write your name and full address. Write a note to a parent explaining that you are going to a friend's house. Write a note to a friend telling about your family. Level 2 Write an accurate and understandable telephone message. Write simple sentences containing subjects, verbs and objects. Write simple sentences using basic capitalization and punctuation. Level 3 Write a short article that friends find enjoyable to read. Submit a one-page theme to your teacher that gets at least a B grade for organization, content and purpose. Submit a one-page theme to your teacher that gets at least a B grade for grammar, punctuation and spelling. Level 4 Write articles for the school newspaper. Write a memo to company employees explaining a new company rule about sick leave. Submit a one-page theme to your teacher with no errors in grammar, punctuation or spelling. Level 5 Write an error-free letter to your state senator and make an effective case for your point of view. Write a two-page opinion piece to the editor of a large newspaper and have it selected for publication. Serve as the editor, manager and main writer of a large company monthly newsletter. Level 6 Write a 30-page report of a company research project that receives congratulations from the company president. Write a 115-page master's degree thesis and have it approved. Write a novel that is accepted for publication. Level 7 Maintain employment as a speechwriter for the most powerful politicians in the nation. Write a screenplay that earns an Academy Award. Write a book that wins the Pulitzer Prize. Page 28 SPEAKING Level 1 Tell a friend about an interesting experience you had. Tell another person about a movie you have seen. When asked, give directions to a familiar place in your neighborhood. Level 2 When a teacher asks if you have questions, clearly ask a question. Manage a booth at a school event and give information to students. Greet a group of new students and take them on a school tour. Level 3 Present a concern to the school principal about a problem you notice at the school. Present a five-minute report to the class so that the teacher congratulates you for a job well done. Make an announcement at a school assembly comfortably and skillfully. Level 4 In a work situation, interview job applicants and obtain information about their qualifications. Confidently give a 10-minute talk to a community or church organization and receive genuine compliments. In a high school speech class, confidently present speeches to the class and earn A's on your presentations. Level 5 On the school TV or loudspeaking system, regularly make announcements and interview school celebrities. In a meeting sponsored by the governor, go up to the microphone and skillfully present your personal views. In a high school state speaking contest, be one of the five finalists. Level 6 Confidently speak for 15 minutes at a school assembly and receive a standing ovation. A dozen experienced newscasters audition to be the 10 p.m. T.V. news anchor. You are selected for the job. Comfortably and effectively argue a legal case before the Supreme Court. Level 7 Speak fluently and confidently to the state legislature and cause the members to change their minds about a bill. Dealing with a topic of national interest, win a debate against accomplished lawyers on national television. Be selected to go on a national, televised speaking tour with the best motivational speakers in the nation. Page 29 MATHEMATICS Level 1 Count from one to 100 by ones, twos, fives and 10s. Decide whether addition or subtraction should be used in solving a simple problem. Add and subtract two-digit numbers (24 + 63 =__; and 86 - 33 =__). Level 2 Count out the correct amount of change to be returned to a customer. Solve simple problems requiring multiplication and division (8 x 9 = __; and 56 / 8 = __). Solve simple problems requiring the use of decimals and fractions (11.02 x 2.20 = __; and 5/2 + 5/4 = __). Level 3 From story problems, set up and solve any three- or four-digit problems in addition, subtraction, decimals and fractions. conversion problems related to: cup-pint-quart; inch-foot-yard; ounce-pound-ton; or metric conversions. Solve Compute a 22 percent price discount, interest rates and payments on a loan, and a 19 percent commission on a sale. Level 4 Calculate the square footage of a new home under construction. Determine perimeter, surface area, lateral area and volume for a variety of geometric shapes and objects. Solve algebraic problems using the Pythagorean Theorem. Level 5 Interpret research data by calculating mean, median, mode and range. Create suitable graphics to display results. opinion research projects to determine public attitudes. Analyze and communicate the results. Prepare a budget, track actual expenditures and keep books balanced for a large company. Level 6 As an operations research analyst, calculate the best inventory level for each part needed on a production line. Develop a mathematical model to simulate and resolve an engineering problem. Design insurance, financial and pension plans. Ensure that these plans are maintained on a sound financial basis. Level 7 Develop a model to determine the most cost-effective airline flight schedule connecting 98 cities. Design experiments to discover and explain laws of nature, such as electromagnetism and nuclear interactions. Design a mathematical model that successfully forecasts the effect of taxes and interest rates on the economy. Page 30 Design SCIENCE Level 1 Observe, sort and classify objects by size, color and weight. Use instruments to measure length, temperature, volume and weight. Read tables, graphs and charts. Level 2 Observe the growth of a living organism. Accurately record the growth on tables, graphs or charts. Plan and conduct an experiment demonstrating that environmental conditions affect plant growth. Given equipment and instructions, conduct tests to determine soil quality. Level 3 Take a position on a scientific issue (e.g., global warming, acid rain) and provide evidence for your conclusion. Following instructions, build and draw diagrams for simple electrical circuits. Investigate and measure propulsion, friction, gravity and magnetism. Level 4 Explain the scientific method and how it relates to experimentation, evidence, hypotheses, theory, and law. Given instructions and instruments, research and report on local water system purity (e.g., tap water, streams, etc). statistical methods to test the accuracy of experimental results and to make predictions. Apply Level 5 Design and conduct a scientific experiment. Present and defend the findings to a knowledgeable audience. With adequate evidence, predict the long-range environmental and social impact of a government policy. Build a stripped-down automobile that is propelled by something other than gasoline. Level 6 Develop new processes to more fully utilize radioactive and nuclear energy for industrial and medical uses. Develop new power-producing machines to increase effectiveness and efficiency of industrial production. Conduct analyses of aerodynamic systems to find out how practical an aircraft design is. Level 7 Use genetic engineering to develop food crops that produce more food using less water and are resistant to disease. Nobel Prize for discovering an easily administered cure for one of man's most troublesome diseases. Invent the means to remove harmful contaminants from the world's water supplies and make it cost-effective. Page 31 Win a CRITICAL THINKING Level 1 Understand statements, questions and graphics. Recognize different points of view. Recognize there is a difference between accurate and inaccurate information. Level 2 Understand supporting and opposing arguments for requiring students to wear school uniforms. A worker you supervise is late for work. Evaluate the excuse given and decide if pay should be withheld. In an advertisement, separate supporting facts from sales hype. Level 3 When friends are not getting along, help them identify the problems and come to an acceptable solution. In a political debate, evaluate each candidate's arguments, reasoning and evidence. Take a position unpopular with most of your friends. Win them over using evidence and logic. Level 4 Evaluate customer complaints and decide what should be done about each complaint. In a manufacturing plant, defective products are increasing. Determine the reason. Arrive at an informed occupational decision based on investigation and evaluation of alternatives. Level 5 In a company, employee morale is very low. Determine the reasons and recommend solutions. A businessman is losing customers. Develop and implement a plan that will increase sales. Write a master's degree thesis on a controversial subject. Successfully defend your conclusions. Level 6 Write an article in a professional journal sharply disagreeing with a previous author. Give reasons and evidence. Write a legal brief challenging a federal law you think is unfair to local residents. Convince management to adopt a total-quality, zero-defects approach to manufacturing. Level 7 As a member of the Supreme Court, rule on the issue of human cloning. Publish your reasons. Draft a new tax bill for Congress that achieves overwhelming bipartisan and public support. As president of a nation on the brink of war, evaluate options and make a decision. Page 32 ACTIVE LEARNING Level 1 Read a chapter in a book and answer the questions at the end of the chapter. See a science fiction movie and separate fact from fiction. On an assignment given by a teacher, ask questions until it is clear what the teacher wants. Level 2 You are asked to change your attitude about school. Write a page on how that might affect your school success. Read a local story on a flu epidemic. Determine if workers are at risk and how to minimize the risk. Read a newspaper article on consumer spending habits. Determine the implications for job opportunities. Level 3 Read a book on self-understanding. Find ways to apply the information. Read an article on a subject and be stimulated to read other articles offering different points of view. Keep a written record of important thoughts, sayings and ideas. Think about their meaning and usefulness. Level 4 If you were to change careers (or career plans), explain how it would affect your lifestyle. When you need hard-to-get information, explain how and where you can find the information. The restaurant you work for has changed its menu. Determine the impact on items that must be purchased. Level 5 In counseling out-of-work people, help them understand their options and the likely consequences of each. Project the likely impact of a new board-of-directors president on company policy. Calculate the social implications if biotechnology increased human life expectancy to age 100. Level 6 A new, stronger, lighter material is discovered. Identify implications for product design in your company. The sales manager wants to change the commission plan for salespeople. Calculate the results on sales. Research various federal economic policies and their impact on the stock market. Level 7 Lawmakers are considering a change in corporate taxes. Calculate the impact on your company. For each quarter-of-a-percent the federal interest rate is raised, forecast the probable impact on the economy. As advisor to the president, research foreign policy options and explain the probable consequences of each. Page 33 LEARNING STRATEGIES Level 1 Learn to do a simple task by watching a parent or other family member. Learn something new from a teacher. When you don't know how to do something, ask a question and get the answer. Level 2 When you miss a week of school, figure out how to get caught up. In a new subject area, do what the teacher asks even though the method seems strange. Learn a different method of completing a school assignment from a classmate. Level 3 When the coach gives instructions, help other players perform to expectation. Schedule focused and effective study time at a place where you can concentrate without distraction. Use a process to help read effectively, such as scan, question, read, recite and then review. Level 4 Use memory techniques or methods to remember school information for tests. Know and use your own personal learning style (e.g., right or left brain; visual or audio, logical or intuitive). Assist younger students who have trouble in school by finding a different approach that might help them. Level 5 When new skills are needed, independently develop a plan and quickly acquire the necessary skills. Create teaching approaches for students who have very different learning styles (left-brain, right-brain, etc). Company employees must be retrained in a new technology. Develop a training plan and implement it. Level 6 Teach teachers a variety of ways they can effectively teach students who have learning difficulties. Apply principles of educational psychology to develop new teaching methods for an innovative school. Seventy percent of employees are failing a certification test. You devise and implement a plan allowing 90 percent to pass. Level 7 Develop a radically different approach to education and teaching. Present and defend it to the state legislature. Write a PhD-level book on teaching strategies. As school superintendent, provide the leadership to dramatically increase student achievement. Page 34 MONITORING Level 1 Your parents tell you they will give you an allowance if you keep your room clean. Set up a checklist and record if your room is clean each evening. Your doctor tells you that you have high blood pressure. Check your blood pressure once a day and record the results on a graph. Level 2 Your English teacher tells you the content of your papers is good but grammar, spelling, etc. are not. Carefully proofread and correct all errors on each of the papers you turn in. Your parents provide you with a cellphone on condition you never exceed the 200 minute- per-month limit. Keep track of the minutes you use so you do not go over the 200-minute limit. Level 3 You are a senior in school and have been told you can earn a scholarship to college if you maintain a 3.7 grade-point average. Calculate your grade-point average each week and chart it on a graph. You take a full load of college classes, work 30 hours a week and are falling behind. Set up a time schedule and a "to do" list. Each day, plan necessary tasks and check to see that you have accomplished them. Level 4 In a manufacturing plant, assembly-line machines must operate at all times. Establish a plan to monitor machines to pick up early warning signs that indicate the machine may be in need of repair or maintenance. Determine which feed is best for lambs by feeding different groups of lambs different diets and monitoring growth, wool quality and overall attractiveness. Recommend the most effective feed and provide evidence. Level 5 A small retail store must begin tracking merchandise it receives and sells so it always knows current inventory. Using a computer program, set up a process so the owner always has a record of current inventory. Little league baseball players want their own baseball cards like professionals. Develop a method to gather individual statistics, keep records current and produce a constantly updated baseball card for each player. Level 6 A school district receives a $5-million federal grant with specific guidelines on how it can be spent. Keep track of school district spending and determine if spending is in compliance with the law. A company is losing money and asks you to create a plan to increase productivity. Analyze productivity levels, create plans for increased productivity, implement plans on a small scale and evaluate results. Level 7 A large manufacturing company is receiving complaints about its product. Develop a plan to gather all necessary data, analyze the problem using statistical charts and recommend a solution backed by evidence. The government wants you to forecast when the national debt will be eliminated. Analyze income and expenditures, develop a forecasting model, forecast as requested and present evidence for your conclusions. Page 35 IN WHICH SECTION HAVE YOU ACHIEVED THE HIGHEST LEVEL? ________________________________________________________ HOW DID YOU ACHIEVE THIS LEVEL? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ______________________________________________ WHICH SECTION DO YOU NEED TO WORK ON? ____________________________ HOW DO YOU PLAN TO GET BETTER? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________ Page 36 CAREER CLUSTER SURVEY (College for TN) CHOOSE THE ACTIVITIES IN WHICH YOU HAVE INTEREST. Study how plants and animals live and grow Understand and interpret diagrams and directions Use my creativity to tell people about something Do repetitive tasks while staying flexible Exchange ideas with many kinds of people Mathematical Interested in politics Work in high pressure situations Explore new things Take an interest in people and their needs Use computers in my work Remain calm in high pressure or dangerous situations Learn things by working with my hands Go to stores and buy things Figure out formulas Visit new places Protect the earth's resources Envision a finished product Perform for an audience Do calculations and work with detailed information Tutor others Perform work on a deadline Discuss and debate ideas Make sick people and animals feel better Work with all kinds of people Volunteer or get involved in the community Use logic and reason to solve a problem Use observations to make a decision Page 37 Assemble something Be the one to direct things Find the answer to a question Be able to notice and react quickly Go hunting or fishing Make things by hand Use my reading and writing skills Lead a group of people Attend school Look at existing data to predict what will happen next Plan things to do and work together with other people Use logic and existing data to make a decision Plan fun activities for other people Listen to other people's opinions, even if I don't agree Operate machinery and follow set procedures Communicate with others Perform repetitive tasks that require organization and accuracy Create displays to promote concepts Perform duties in a lab Figure out a mechanical problem Take care of the environment Do work that requires accuracy Play a musical instrument Network with business people Organize activities for other people Do my work according to a set of rules Do detailed work Learn about health and science Have an adaptable schedule Help people be their best Follow technical instructions and diagrams to solve problems Be in charge Do things that yield material results Page 38 Enjoy speaking in front of an audience Investigate how something works Find productive ways to do things Be outside in different types of weather Figure out a technical problem Do artistic and creative things Use computer programs Be in charge of several things at once Read financial information and explain it to others Do a lot of different things that may change frequently Participate in health and science classes Help people make decisions Work with people of all ages Adjust to the unexpected Follow the rules Use math to figure out a problem Influence people to buy or do something Learn about new technology Predict needs and be ready for them Make a budget and keep records Study architecture Use technology to record pictures and sounds Write reports and communicate information Learn new things Be responsible when handling money Evaluate information and explain it Act quickly and calmly in emergency situations Communicate clearly and politely Come up with a new way to do something Play video games and analyze how they work Argue and win debates Operate tools and machinery Page 39 Explain my ideas to others Figure out the best way do something by experimenting Drive or ride Use and maintain machinery Use procedures that are clear and ordered Use design skills to create pamphlets and other documents Plan my work and follow instructions independently Assist others in rising above difficulties Take pride in my appearance Explore new places Be accurate and follow instructions rigorously Learn more about how other people live Get to know all types of people Be able to focus on something for a long time Examine and evaluate others' behavior Using a flat drawing, be able to picture something in three dimensions Find ways to make extra money Be detail-oriented and ensure everything is exact Move objects GIVEN THE INTERESTS YOU CHOSE, WHAT TYPES OF CAREERS DO YOU THINK WOULD FIT YOUR PERSONALITY AND INTERESTS? Page 40 CAREER CLUSTERS (Varies by school): Arts, AV Technology, and Communication; Hospitality and Tourism; Human Services; Government and Public Administration; Law, Public Safety, Corrections, and Security; Marketing, Sales, and Service; Business, Management, and Administration; Education and Training; Health Science; Transportation, Distribution, and Logistics; Manufacturing; Agriculture, Food, and Natural Resources; Information Technology; Finance. PERSONAL QUALITIES Independent Certain Inquisitive Neat and organized Able to use creativity and imagination Competitive Well-ordered and efficient Good at following directions Sociable Inspired Trustworthy Compassionate Able to communicate clearly Able to see the details in the big picture Kind-hearted Reliable Tactful Observant Good communicator/good listener Aggressive Rational thinker Curious Daring Mechanical Practical Energetic Keen Detail-orientated Good at details Interested in new technology Sensible Tolerant Someone who enjoys nature Ready to lend a hand Able to follow directions Confident Can use a large vocabulary with confidence Interested in community service Realistic and rational Thoughtful and precise WHICH OF THESE QUALITIES DO YOU FEEL WOULD HELP YOU MOST IN A POTENTIAL FUTURE CAREER? WHAT ARE YOUR STRENGTHS? WHAT ARE YOUR WEAKNESSES? Page 41 TRANSFERABLE SKILLS SURVEY (College for TN) GETTING INFORMATION NEEDED TO DO THE JOB Skills in this cluster involve observing, researching, investigating, examining, evaluating, collecting, surveying, and otherwise getting information from a variety of sources. They also include monitoring and diagnosing some conditions and situations. Check the skills that you know you can do today – and the ones you're planning to develop in the future Diagnosing diseases and disorders Researching life sciences Researching mathematics Researching social sciences Researching physical sciences Researching business problems to develop solutions Investigating data to solve problems Examining and evaluating financial records Evaluating the quality of products and materials Collecting information about laws and regulations Surveying and measuring land Evaluating student work INSPECTING EQUIPMENT, PRODUCTS, OR MATERIALS Skills in this cluster involve inspecting items to identify the causes of errors or other problems or defects. Check the skills that you know you can do today – and the ones you're planning to develop in the future Inspecting materials to check standards Inspecting products and materials Inspecting machines Inspecting tools and equipment Inspecting vehicles PROCESSING INFORMATION Skills in this cluster involve checking, verifying, processing, computing, entering, and transmitting information or data. Check the skills that you know you can do today – and the ones you're planning to develop in the future Operating word processors Checking meters and gauges Transmitting information electronically Preparing orders for supplies Processing sales and purchasing information Processing numbers and figures Preparing electronic data files Computing and totaling charges Processing data on computers Page 42 REVIEWING OR ANALYZING DATA OR INFORMATION Skills in this cluster involve reviewing and analyzing data, information, plans, or materials. Proofreading is included in this cluster. Check the skills that you know you can do today – and the ones you're planning to develop in the future Analyzing mathematics data Analyzing social science data Analyzing and interpreting life science data Analyzing and interpreting physical science data Analyzing and testing engineering plans Observing and analyzing physical problems Reviewing and evaluating educational materials Reviewing and evaluating personnel records Reviewing and evaluating data reports Reviewing and evaluating real estate value and records Proofreading data for accuracy THINKING AND WORKING CREATIVELY Skills in this cluster involve writing ideas, creating and sketching designs, and creating images and concepts. They also include creating and interpreting dance, musical, and dramatic roles. Check the skills that you know you can do today – and the ones you're planning to develop in the future Writing ideas Producing designs of ideas or letters Designing and arranging objects Creating fashion and style designs Creating photographic and motion picture images Creating and portraying dramatic and dance roles Creating and interpreting musical ideas Creating engineering concepts Sketching original designs for materials and products Creating design concepts for machines and equipment Creating design concepts for products and processes Creating design concepts for structures and facilities Writing and reporting on news events Preparing educational materials Page 43 DEVELOPING OBJECTIVES AND STRATEGIES Skills in this cluster involve developing objectives and planning strategies to achieve the objectives. Check the skills that you know you can do today – and the ones you're planning to develop in the future Formulating program policy and goals Planning project activities Planning education and training programs Planning health care treatments Planning land and water surveys FOLLOWING WRITTEN OR SPOKEN INSTRUCTIONS Skills in this cluster involve understanding and following instructions, orders, guidelines, diagrams, and blueprints. Check the skills that you know you can do today – and the ones you're planning to develop in the future Following written production guidelines Following plant operating regulations Following equipment and machine operating instructions Following spoken instructions Following navigation instructions Following written repair work orders Following written construction work orders Following written machining work orders Following written assembly work orders Following travel directions Following construction blueprints and plans Following manufacturing blueprints and diagrams GROWING AND HARVESTING PLANTS AND ANIMALS Skills in this cluster involve 1) raising, caring for, and capturing livestock, poultry, fish, and other animal life, and 2) planting, nurturing, and harvesting plant life. Check the skills that you know you can do today – and the ones you're planning to develop in the future Raising or capturing fish or animals Growing and harvesting plants HANDLING AND MOVING OBJECTS Skills in this cluster involve using one's hands and arms to handle, sort, work with, manipulate, load, place, move, adjust, and test a wide variety of items. Check the skills that you know you can do today – and the ones you're planning to develop in the future Smoothing soft surfaces Sawing materials Coating or painting objects Printing material Adjusting controls on machines Moving earth and rocks Page 44 Moving gases and liquids Fitting and joining small parts Sewing materials Developing and printing film Cleaning objects and buildings Preparing food for customers Measuring ingredients for recipes Moving material by hand or machine Filling and packing containers Feeding and removing products in machines Filing documents Loading and unloading materials Weighing and marking products Handling and/or testing nuclear substances Handling and/or testing chemicals Receiving and storing stock Sorting products and materials Sorting paper materials Processing and delivering mail CONTROLLING MACHINES AND PROCESSES Skills in this cluster involve using control devices or direct physical activity 1) to prepare machines and equipment for operation, 2) to start, stop, control, and adjust the progress of machines and equipment, and 3) to operate a wide variety of machines and equipment. Check the skills that you know you can do today – and the ones you're planning to develop in the future Operating machines or equipment to produce heat and power Grinding or cutting with abrasives Boring holes with cutting tools Cutting and slicing with tools Cutting and slicing with machines Milling, turning, and planing materials Shaping parts by machine Heating and pressing metals and plastics Drying, mixing, and separating materials Winding and coiling materials Using welding and soldering machines and equipment Operating power, gas, or chemical plant systems Operating metal or plastic working production machines Operating printing machines Page 45 Operating textile production machines Operating extruding production machines Operating woodworking production machines Setting up machines Setting up equipment Operating audio-visual equipment Operating office machines Operating laboratory testing equipment Assembling equipment and products Operating computer numerically controlled (CNC) machines OPERATING VEHICLES AND MECHANIZED DEVICES OR EQUIPMENT Skills in this cluster involve navigating, driving, and operating many types of vehicles and mechanized equipment. Check the skills that you know you can do today – and the ones you're planning to develop in the future Operating trains, buses, or trucks to transport people or freight Operating agricultural machinery Operating earth moving or drilling equipment Driving vehicles of less than three tons Driving emergency vehicles Navigating ships or aircraft to transport people or freight Operating material moving or paving equipment INTERACTING WITH COMPUTERS AND OTHER ELECTRONIC EQUIPMENT Skills in this cluster involve operating electronic equipment and machines, such as computers, radar, communications equipment, testing and diagnostic instruments, drafting equipment, and audio-visual equipment. Check the skills that you know you can do today – and the ones you're planning to develop in the future Operating radar equipment Operating computers to record and analyze physical science data Operating computers to record and analyze life science data Operating computers to record and analyze engineering data Operating computers to lay out designs and colors Operating computers to create engineering designs Page 46 WORK VALUES SORTER (College for TN) SORT THE WORK VALUES INTO THE CHART BASED ON IMPORTANCE TO YOU. MOST IMPORTANT MORE IMPORTANT IMPORTANT LESS IMPORTANT LEAST IMPORTANT In my ideal job, it is important that… 1. I make use of my abilities. 2. I would be treated fairly by the company. 3. I could be busy all the time. 4. The job would provide an opportunity for advancement. 5. I could give directions and instructions to others. 6. This work could give me a feeling of accomplishment. 7. My pay would compare well with that of other workers. 8. My co-workers would be easy to get along with. 9. I could try out my own ideas. 10. I could work alone. 11. I would never be pressured to do things that go against my sense of right and wrong. 12. I could receive recognition for the work I do. 13. I could make decisions on my own. 14. The job would provide for steady employment. 15. I could do things for other people. 16. I have supervisors who would back up their employers with management. 17. I have supervisors who train their workers well. 18. I could do something different every day. 19. The job would have good working conditions. 20. I could plan my work with little supervision. Page 47 WHICH VALUES WERE YOUR TOP FOUR VALUES? 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ WHY DO YOU FEEL THIS WAY ABOUT EACH WORK VALUE? Achievement It's very important to you that your work allows you to use your best abilities. You want to see the results of your work and get a feeling of accomplishment. Recognition It's very important to you that your work satisfies your need for prestige and leadership opportunities, as well as opportunities for advancement. Relationships It's very important to you that you have friendly co-workers. You would like to be of service to others without compromising your sense of right and wrong. Support It's very important to you to know the company stands behind its workers and has competent, considerate and fair management. Working Conditions It's very important to you that your work satisfies your needs in areas like salary, job security and your working style preferences, such as working alone, staying busy all the time or having variety in your work tasks. Independence It's very important to you that your work allows you to make decisions on your own. You want to try out your own ideas and work with little supervision. AFTER READING THE DESCRIPTIONS, WHICH OF THESE WORK VALUES IS MOST IMPORTANT TO YOU? Page 48 Name: _________________________ Date: ________________________ Class: _____________ Career Pathway Notes: Fill this out while touring the pathways or listening to speakers. Pathway: _____________________________________ What is the focus of this pathway? What sort of classes would you have to take in this academy? What sort of jobs does this pathway prepare you for? Is this pathway for you? Why/Why not? Pathway: _____________________________________ What is the focus of this pathway? What sort of classes would you have to take in this academy? What sort of jobs does this pathway prepare you for? Is this pathway for you? Why/Why not? Pathway: _____________________________________ What is the focus of this pathway? What sort of classes would you have to take in this academy? What sort of jobs does this pathway prepare you for? Is this pathway for you? Why/Why not? Page 49 Interview: If the teacher allows you, ask one student in each pathway these questions: 1. What do you like most about your academy? 2. What are some memorable activities you have done? 3. What do you DISLIKE about your academy? 4. Why should I join your academy? Now that you have visited all the pathways in your building, pick your top two choices. List them below: 1. 2. Now, which one of these pathways ties in directly to the job you want in the future? Choose one pathway: ______________________________________________________________ Explain why this pathway is the BEST choice for you. Consider the classes you will take, the activities you will be involved in, and how it will affect your future plans. Remember, you are only allowed to change pathways ONE time before graduation. This means the pathway you pick will determine the classes you take in 10th, 11th, and 12th grades. Page 50 Chapter Thirteen: My Role in the World At a glance Teacher Resources In this Chapter. . . Ford PAS activities http://ghsbaker.wikispaces.com/freshman+seminar Ford PAS curriculum Commercials Advertisements Student Activities Reminders Media Types of Communication Quick ‘N Tastee Restaurant Activities Slogans and Logos Creation of products Lesson Plans: Activity One: 2 days Give students Ford PAS activity one: Guided notes for Media and Messages They should create their own definition, picture, and example from life for the four terms on the page. Discuss how these things are used in our world and what purpose they serve. Next, have students read page 7-8 and complete the correlating page. Put students in groups of four, and complete the team communication techniques sheet (pages 9-12). Activity Two: 3 days Now that you have learned how to communicate, you will need to practice it in a business situation. Complete the second activity. You will need to make copies of pages 16-20. The group should finish the categorization page. Each student should fill out the page in the group. Afterwards, have students fill out the reflection. Apply the information to the job they want to have in the future. Next, Fill out the second activity sheet. Use pages 29-30 to complete the short report activity. Reflect with student about the importance of proper English usage and the need for compentent writing. Activity Three: 2 Days Using FORD PAS curriculum on pages 42-47, have students read the article about critiquing cover letters. Review when to use a cover letter and the parts that should be noticed. Then, show students the Quick n tastee want ad. Break down the ad to see exactly what the company is looking for. Have students break up into groups and analyze the three cover letters. Answer the questions on the page. When students have finished and decided upon a candidate, put the names of the three people on chart paper or the white board. Have students put Pros and Cons for each candidate. Use a class discussion to see which candidate is best. Activity Four and Five: 2 days Have students fill out the top three questions (what is a slogan, logo, and the difference?). Play the slogan and logo game (on website). Fill out the reflection. Have students break up into groups and create a new beverage. They must have a logo and slogan for the beverage. Activity Six: 2-3 days Page 51 Use the powerpoint from the website/cd, have students create their own definition for each persuasive device then show them the actual definition and record it. On day two, use the commercials from the cd to have students analyze the commercials and fill out the media log. Then, use the ads from magazines to have students do the same. Final Project: 2-3 days Give students the Choiceboard activity. Students must complete one box from each section to demonstrate mastery of each section. Additional Activities: 1-2 days If you have time, you can have students create their own small business. Fill out the attached sheet. Page 52 Name: ______________________ ________ Date: __________________ Class: _________ Ford PAS: Activity One: Guided Notes for Media and Messages Learning Goal: Define key terms that tie in with communication in our world Identify a variety of persuasive techniques in verbal and visual communications Vocabulary: Definition Picture Media: Hint: Think about the types of media you see and hear everyday Communication: Hint: How do you communicate with others? Persuasion: Hint: How do you convince others? Types of Communication: Hint; What are the ways you communicate? Page 53 Example from Life Name: _____________________________________ Date: ______________________ Class: _______ Ford PAS: Activity One Read the “Noteworthy Ideas” page from the FORD PAS curriculum. 1. Explain why communication is important and how is it processed. 2. What can help you with communication? 3. List some note taking tips that you and your group can use. a) b) c) In your group of four, read the “Team Communication Techniques.” Each member should have a role that rotates with each section. Role One: Reader This person should read the section aloud to the group Role Two: Recorder This person records the main idea of the passage Role Three: Reflector This person puts the main idea of the paragraph in the group’s own words Role Four: questioner This person writes down any questions that the group may have while reading the paragraphs Use this page to collect your information: Be prepared to explain each section to the class Page 54 Reader Main Idea: recorder Paraphrased Main Idea: Reflector Persuasive Speaking Active Listening Feedback Page 55 Questions: Questioner Name; ______________________ Date: ____________________ Class: ___________________ Ford PAS: Activity Two Yamayama Foods is looking to open two new restaurant locations and add two new items to the menu. Your group is to analyze the information from each set of surveys. Fill out the chart above. Decide as a group where you would open two new restaurants and explain why. Choose two new menu items and explain why. Read pages 14 -21. Record the information on this page. Analyze the information, and make your decision based upon it. Your entire group must be in agreement. You must also be prepared to defend your answer using persuasive language. Use the blank boxes to create the categories your group feels are important. Elm City Great Heights Norrington Oceanside Upper Falls My group has decided upon these two restaurant locations: 1. 2. Page 56 Explain. What information caused you to pick them? My group has decided upon these two restaurant menu items: 1. 2. Explain. What information caused you to pick them? Reflection: Did you find this exercise easy or hard? Why? Go back to your career research. Using the ONE career that you are most interested in, what sort of decisions do you think you might have to make with a group? Why is communication such an important skill to have? Name: _______________________ Date: ____________________ Class: ____________ Page 57 Ford PAS: Activity Two Read pages 29-30 Use the information found on these pages to create a short report about the locations and menu items that your group decided upon. Date: To: From: Subject: Introduction: What is the subject and purpose? (5 sentence minimum) Information: List your choices and reasons why you chose them (5 sentence minimum) Conclusion: Restate your recommendations and suggest actions to be taken from this point. (5 sentence minimum) Name: ______________________________ Date: ____________________ class: _______________ Ford PAS: Activity Three Page 58 The Importance of writing Read pages 42- 47: 1. What is the purpose of a cover letter? Scenario: You are part of the Human Resources department of Quick ‘n Tastee. It is your job to hire a new employee. Use the information you acquired while preparing for the career fair to help you make your decision. Page 44: Read the Job Description: Breakdown the paragraph What will this person need to be able to do? What educational requirements are needed for this job? What skills should this person have? What 21st century skills should this person have? Page 45: Teresa Lopez 1. What first impression do you have about this person based on the cover letter? 2. What skills does the applicant appear to have that would make her a good fit for this job? 3. Does this applicant do a good job of communicating her qualifications and interest in the job? Why or Why not? 4. Do you have any reservations about hiring this applicant as a potential employee of Quick ‘n Tastee? What are they? Why do you have them? 5. Would you recommend bringing this person in for a job interview? Why or Why not? Page 46: Alex Nielsen 1. What first impression do you have about this person based on the cover letter? Page 59 2. What skills does the applicant appear to have that would make him a good fit for this job? 3. Does this applicant do a good job of communicating his qualifications and interest in the job? Why or Why not? 4. Do you have any reservations about hiring this applicant as a potential employee of Quick ‘n Tastee? What are they? Why do you have them? 5. Would you recommend bringing this person in for a job interview? Why or Why not? Page 47: Joseph Wong 1. What first impression do you have about this person based on the cover letter? 2. What skills does the applicant appear to have that would make him a good fit for this job? 3. Does this applicant do a good job of communicating his qualifications and interest in the job? Why or Why not? 4. Do you have any reservations about hiring this applicant as a potential employee of Quick ‘n Tastee? What are they? Why do you have them? 5. Would you recommend bringing this person in for a job interview? Why or Why not? Pick your top choice from the three candidates. Why would you hire this person? What makes him/her better than the other choices? Name: _____________________________ Date: __________________ Class; __________ Ford PAS: Activity Four and Five Page 60 Logos and Slogans: page 73-74 What is a slogan? What is a logo? What is the difference? Play the logo and slogan game. Reflect: What makes a slogan or logo most memorable to you? Why? Creation: You and your group are in charge of creating a new beverage for Coca- Cola. You must create a product name, a slogan, and a logo. Use the can below to decorate your product. Page 61 Name: _______________________________ Date:_____________________ Class: _____________ Ford PAS: Activity Six Analyzing Advertisements: The following are the most common types of persuasive devices used to get consumers to buy a product. Watch the commercials and create your own definition for the listed terms. Type of Persuasive Device Bandwagon Definition based off of example Testimonial Statistics Name Calling Appeal to Fear Loaded Words Humor Page 62 Actual Definition Which one of these types of persuasive language is most effective on YOU? Explain. Name; ____________________ Date: ____________________ Class: ________________________ Ford PAS: Activity Six Analyzing ads: When you watch TV or flip through a magazine, you will notice that certain ads are aimed at specific genders or age groups. This is called a Target Audience. Use the log below to analyze the commercials shown to you. Commercial Number one: Target Audience: What is the ad trying to sell? What persuasive Page 63 Logo and Slogan What do you like most about the How do you know? devices are used? commercial? Commercial Number Two: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like the most about the commercial? Commercial Number Three: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like most about the commercial? Commercial Number Four: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like most about the commercial? Commercial Number Five: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like most about the commercial? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like most about the commercial? Media Log: Magazine Ads Commercial Number one: Target Audience: How do you know? Page 64 Commercial Number Two: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like the most about the commercial? Commercial Number Three: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like most about the commercial? Commercial Number Four: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like most about the commercial? Commercial Number Five: Target Audience: How do you know? What is the ad trying to sell? What persuasive devices are used? Logo and Slogan What do you like most about the commercial? Name: ___________________________ Date:_________________________ Class: _______________ FORD PAS CULMINATING PROJECT Choice Board Activity: Circle ONE box from each column. Pay attention to the deadlines from your teacher. Writing: Persuasive Devices Communication Draft a short report informing your classmates and teachers Create a poster using six Act out a business meeting and have students display Page 65 Activity Two persuasive techniques found in media (newspapers/magazines/etc.) and provide labeled examples of each. proper and improper active listening techniques. Be prepared to explain the strategies used why your examples are proper or improper. Draft a cover letter for the job you plan on getting in 10 years. Be sure to include the skills you will need to be able to do and explain why you will be good at it. Create a flyer for a product you create using a persuasive technique. Identify the persuasive technique used. Activity Three Pretend you are the owner of a fast food restaurant. Write a letter to your customers telling them about two new menu items you are going to offer. Include your logo and slogan. Create a want ad for librarian in your school. Be sure to communicate the skills needed to complete the job and the environment and climate the person would be working in. Create a cartoon depicting a product comparison and use 2 persuasive techniques. Identify the persuasive technique used. Create a commercial or business letter to convince your principal to add 30 minutes to lunch. Be sure to include at least TWO persuasive devices. The assignment from this column is due ________________________ The assignment from this column is due ________________________ The assignment from this column is due ________________________ You earned _________/ ___________ Points for this section. You earned _________/ ___________ Points for this section You earned _________/ ___________ Points for this section about your plans for the future. Be sure to include two goals and the action steps you are going to take to get there. Reflection: Now that you have seen the importance of communication in the business world, explain why it is important to be a well-rounded communicator in our society. Name: _________________________ Date: ____________________ Class: _______________________ Small Business Activity Group Members ____________________________________________________________________ You are responsible for opening a new business in your neighborhood. Page 66 What will your business be? ______________________________________________________________________________ Give good reasons for your decision. If there are already businesses of this type, why do we need another one? If there are not businesses of this type, then why do we need one now? _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________ BUSINESS INFORMATION: Name of Business: Description: What? Where? When? Why? Benefits of your business to the neighborhood: 1. 2. 3. 4. 5. List the employees that you will need to hire and write a job description for each employee. 1. 2. 3. 4. Page 67 5. 6. 7. 8. 9. 10. In the space below, draw what your facility will look like. Create want ads for the classifieds for 2 of your positions in order to recruit potential employees. 1. 2. Chapter Fourteen: Where I want to go At a glance Teacher Resources In this Chapter. . . College Research Types of post-secondary education http://ghsbaker.wikispaces.com/freshman+seminar http://www.e-referencedesk.com/education/typesof-schools/ Page 68 Student Activities Reminders Word Search Pre Assessment College Scavenger Hunt College Terms “Why Should I think about College?” “What if a traditional four year college is not for me?” CollegeforTN.org activity LAB TIME NEEDED FOR THIS CHAPTER!! Lesson Plans: Have students complete the college related words word search. Use this identify vocabulary that students are not familiar with. Have students look up the words they are unfamiliar with and create their own definitions. Pre Assessment Use this form to generate interest and get to know your student’s plans for the future. This can be used as a class discussion tool also. Go through the answers with your students. FS College Scavenger Hunt: Possibly 2 days Computer time needed! Pair students up and have them search for the items listed on the paper. Reinforce the ideas of college with the college terms sheet. Have students match up the term with the definition. This is another opportunity to establish collegiate vocabulary. This can allow students to demonstrate what they already know and what you might need to reteach or review. Put students in groups of three people. Have them read through the article “Why should I think about college?’ When students are finished with the article, have them create a pro/con list. What are the pros of going to college? What are the cons? Create a class list. Decide what priorities for the future either validate or invalidate college for the students. “What if a traditional four year college if not for me?” Begin class with a journal entry: Is college for me? Discuss the concerns of students who don’t feel a college is the right place for them. Address their concerns and offer solutions. Read the article “What if a traditional four year college is not for me?” Discuss the careers that may benefit from a non-traditional university or college. Have students write an essay explaining their plan after school. My goal is to become a __________________ after high school. I will achieve this goal by ______________________________. This goal fits with my career path because ____________________________________________________. These things could prevent me from reaching this goal: __________________________________________. I can overcome these things by____________________________________________________________. Use these sentence frames to help students with their essay. Page 69 Choosing a Major: Use this article to help students understand that it is ok to not have your entire life planned out. Sometimes we have to re-evaluate to know what we want. Our wants and needs change as we grow older. Use the class time to discuss the factors that could influence students to change their minds about their course of study. What are the negatives of changing your mind in college? What are the positives about it? What should you do if you change your mind WHILE IN college? College for TN activity: follow directions on the page College Research activity: Minimum of three days Follow directions on the page. Name: _______________________ Period: _____ Score: ______/50 possible points College-Related Words D D C M M H R F O L L P R G A R X S R V C A M A J O R O G S R T F O S Y X S E E E A A Y T I S R E F M E S S E N C U A H O T A M L I Z R R A C P U E S A O S Z W B L P F E R X O S G A D I P L O M A Z H D S M A X T G P I B Y R T G N P X S P Page 70 C G L K R J D I H W M Q I M I Q M I T P O F A E S O B G F R C Q W O W Q V Z F P B N W U D I P S Z N Q I H K I L U V H O H C C S M L L W V S L S Z J V L C S P P J E E D R J L U Y S Z J M C U S Y L Y A X H H N L T F N O M D U G H I K Z C T E A F I F F R V O U D G W C Z B C E ASSISTANTS AWARDS CAREERS CLASSES CLUBS COLLEGE COMPUTERS CRAMMING CREDITS DIPLOMA G E H O U W T R Q C J C M G U W S P T Z V Q O O O U O Q P H P C X P O H E W Y L N U N L A Y L M X B W F W C W C I W O K F T B W N Q X J H O U P V M C E J O H S V A W H M I O O Y S Q Y V I N U N A A L V F H J D V A K I G I B G Z H D N S T T R L I Z O Z T W Y M T P O T T N P W I T F N E E S I N Y L J K R A W O L I U Y Y B R T S I G E R O S Y A H W U X P R U U W F D X N C Y E M R R S N P I J D W C G Q O T C D Z T R T H E X S Q I T F M A S R E J Q P J E T K R Y I S T U D Y I N G R A E M H I W N H Y W O M Y T T L W K V Z A G C E U O V J U D W L T O L E N C Y K J W T N N X G F Q L R P W N N A B Q A R B I L V U J M Y P O L N X W B X Y V Z B S E M A E L L B Y A W J Q A R G Q Z I L T P B P MAJOR PROFESSORS REGISTRAR RESEARCH SCHOLARSHIPS SEMESTERS SORORITY GRADUATION UNIVERSITY VOLUNTEERING F B Z W N A P G E W W B J G S M J E X G M X U G M J D A W L W N H N U D Y S T E A G V B V C P A A Y Y R I O Q P E Q W O X X L G V C N A C I K W O I R D D L A N I I X Z G O K D S M Z L K A I Y G G U S J J Z G W W I R R T F G R E O Y N N Y N B K R S I U L N R N C M U K K G F A X I D F Z T C Z Q H R H E D M E F M A X S I Q P S T W H G J G T A F X D F P Q S K M A S W T J B X Y G D U Z S K I B M Y X C J B L N R E R D Q G G Y T I U E Z S O X O U N J L C J L I P I K U U Q Y C B G B M I R E V E F B B W R U N I G O Z W A M E E S P W C Y C A A W K M J G O HONORS LIBRARY SPORTS STUDYING TUITION DORMS EXAMS FRATERNITY GPA What words are new to you? Page 71 B J M K C X K G U O J N N I Z F T B X D F Z R PRE-ASSESSMENT (What do you ALREADY know [think you know] about colleges?) College Interest Survey Respond to each question to the best of your ability in a short paragraph. 1. What colleges have you thought about going to and why? If you don’t know, list some colleges you’ve heard about. 2. Do you want to go to a college in-state or out-of-state? Do you want to stay near home or go somewhere really far away? 3. Do you want to go to a small college or a really large college? 4. What do you imagine the college classrooms to be like? 5. How do you think college classes are different from high school classes? 6. Do you think the professors in college will be the same or different from high school teachers? How? 7. List some pros and cons of living in a dorm. (good and bad) 8. What is the best part about college, in your opinion? 9. What is the worst part about college, in your opinion? 10. What things will be challenging to you as a college student? Page 72 11-15. Create five questions about college or after college life that you might ask someone. These can be anything related to college life at all. 16. How long do you plan on going to college? 2 years, 4 years, more, less? 17. List all the different types of colleges that you know about. 18. Does your future job require a college degree or a technical degree? 19. Do you plan on working while in college or are you planning on using a scholarship to pay for college? 20. What extra- curricular activities are you currently part of that you plan on doing in college? (sports, clubs, etc.) Page 73 Freshman Seminar – College Scavenger Hunt 1. List five community colleges in Tennessee. What is a community college? 2. What is the Hope Scholarship, and what do you have to do to get one? 3. List ten private colleges in Tennessee. What is a private college? 4. What is the Common Application? 5. What are each of the following schools located and what are the requirements for admission to each one? The U.S. Military Academy, the U.S. Naval Academy, the U.S. Coast Guard Academy, the U.S. Air Force Academy, and the U.S. Merchant Marine Academy 6. What is ROTC? 7. List three colleges in Tennessee that offer ROTC. Page 74 8. How many students attend the following colleges (all located in or near Nashville)? Tennessee State University, Trevecca Nazarene University, Belmont University, Lipscomb University, Austin Peay University, and Cumberland University? 9. Where did Oprah Winfrey go to college? 10. List three colleges located in New York City. 11. List three colleges located in or near Los Angeles. 12. List three colleges located in or near Boston, Massachusetts. 13. List three colleges located in Chicago. Page 75 College Terms You Should Know ________ 1. Accredited ________2. Add/Drop ________3. Advisor ________4. Associate’s Degree ________5. Bachelor’s Degree ________6. Commencement ________7. Course Catalog ________8. Credit Hours ________9. Distance Learning ________10. GPA ________11. Major ________12. Minor ________13. Recommendations ________14. Transcript ________15. Withdrawal ________16. Universities ________17. Community/ Junior college ________18. Technical Schools ________19. Private college ________20. Pre-requisite A. The field in which a student chooses to study. Generally, your degree will be in this field B. offers a degree after the completion of two years of full-time study. C. One requirement of an application. Usually submitted by a teacher. D. Dropping a class E. A record of a student’s college grades F. A college that meets/maintains certain standards for its graduates and other schools recognize it as respectable. G. This person is much like a high school guidance counselor. They answer any questions you may have. H. 2 year degree. Usually have 60-65 credit hours I. A second field of study, but not as many credit hours are earned in the field as a major. J. Each course is assigned these. Normal classes will earn you three. K. When you make your college schedule, you can ________ a class. L. 4 year degree. Usually a minimum of 120 hours. M. Specialized colleges emphasize preparation for specific career N. bigger than a college and offers more majors and research facilities. Class size is often a reflection of institutional size, and some classes may be taught by graduate students O. Overview of each program, degree requirements, and classes P. Graduation Q. Taking a class via internet, video course, or satellite campus. R. Requirements before you can apply or be accepted in a class or program S. tuition, fees, endowments, and other private sources. usually smaller and can offer more personalized attention T. Grade Point Average Page 76 Why should I think about college? A higher education gives you more choices in life. Whether you take a degree program or shortterm training, your education is an investment. It will pay off financially, and by improving your skills, talents and abilities, it will give you more options. Pursuing further education after high school is one of the best decisions you'll ever make! Here are some facts to consider: People who stay in school longer earn higher salaries. In 2008, those without a high school degree had median weekly earnings of $426. High school graduates made $591 in a week. Those holding an associate's degree averaged $736 weekly. People with a bachelor's degree earned $978. People holding a master's degree earned an average of $1,228. Doctorates averaged $1,555 weekly, and those with a professional degree earned $1,522 in a week. Those figures come from the U.S. Bureau of Labor Statistics. A higher education helps you keep up with inflation and the rising cost of living. Only family incomes of those with five or more years of college outpaced inflation. People with higher education are more likely to stay employed. The unemployment rate is higher for high school graduates, compared to those with higher education. A higher education means greater employability. Recent studies have shown that 80 percent of jobs required some kind of training after high school. When should I start thinking about college? Start thinking about college in junior high or middle school. If you decide early on to pursue a college education, you'll be able to plan your high school courses to help reach your goals. Take charge now! The decisions you make in high school can influence the colleges and programs you get into. The cumulative GPA, used for college admissions, includes freshman through senior years of high school. But it's never too late to start thinking about college! If you decide on college as late as 12th grade, there are options available. Talk to your high school counselor. What high school courses do I need to get into college? Most colleges require at least three -- and preferably four-- years of study in English, math, science and social studies. Many colleges also require at least two years of the same foreign language. Activities requiring time and study outside the classroom, like debate, band and drama, show colleges that you're willing to put in an extra effort and work with others. Grades are an important factor in college admissions. However, the difficulty of your coursework is also a significant consideration. Typically, colleges prefer students who achieve average grades in tougher courses to those who opt for an "easy A." Page 77 A course in computer science is helpful, but not required. Computer skills come in handy when doing research or preparing projects in college. What else improves my chances of being accepted? Class rank -- Some colleges and universities consider where your grades stand in relation to your peers. Standardized tests -- Scores on standardized tests, such as the ACT and SAT, may be criteria for admission to some colleges and universities, in addition to coursework, grades and class rank. Test prep gives you a head start on the ACT or the SAT. Practice the tests and boost your test-taking confidence before you take the real tests! College credits earned in high school -- Many high school students are eligible to gain college credit. Advanced placement, concurrent enrollment and early college are ways for high school students to gain college credit early and save on tuition costs. You must score 3 or higher on Advanced Placement (AP) exams to receive college credit. With early college, you can be enrolled in both high school and your local college or university. The courses you take will fulfill your high school graduation requirements, and allow you to work toward your college degree. Concurrent enrollment courses may be taught in a high school or on a college or university campus, and are approved for college credit by some colleges. What are standardized tests?There are three exams associated with college admissions: the ACT, PSAT and SAT. Typically, community colleges do not require standardized tests for admission. However, they administer placement exams, to sort students into the appropriate writing and math classes. College students planning to go on to business, law, medical or graduate school will need to prepare for and take additional exams, beyond the ACT, PSAT or SAT. Talk to your high school counselor, or the college you plan to attend, to find out what tests you may be required to take. Familiarize yourself with the content, improve areas of weakness before you take the actual test, and boost your test-taking confidence! You can also talk to your high school counselor, contact the testing agencies, or visit your local bookstore to find samples of past tests. ACT -- The American College Test is one standardized admissions test used by colleges. The test measures your achievement in English, math, reading and science. Scores on each section are averaged to give you a composite score. A perfect score is 36. PSAT -- The Preliminary Scholastic Assessment Test is a two-part exam similar to the SAT. The test includes two 25-minute verbal sections, two 25-minute math sections and one 30-minute writing skills section. Most students take the PSAT during the fall of their junior year of high school. Others take it during their sophomore year. PSAT scores determine National Merit Scholars -- students who qualify for merit-based scholarships. These scholarships are distributed through the United States. Page 78 SAT -- The SAT is one of two standardized admissions tests used by colleges. The SAT is a three-hour and 45 minute exam measuring critical reading, math, and writing skills. Scores for each section range from 200 to 800 points. Should I take both the ACT and SAT? Some students choose to take both tests, and some find that they perform better on one than the other. Ask your high school counselor or an admissions officer at the college or university you plan to attend about which test to take, and whether you should take them both. Colleges must receive all scores before admissions and scholarship deadlines. What if I don't know where I want my scores sent? You can send your ACT and SAT scores to several colleges, as well as scholarship programs. Even if you're not sure whether you'll attend a particular college, send them your scores. And if you decide on a college or university at a later date, you can pay to send another report. Can I take the test a second time, if I get a terrible score? Yes, you're allowed to take the ACT and SAT several times. Many students take the tests in their junior year, and then again in their senior year. You may see your scores improve, though there is no guarantee. To improve your scores, take some time to prepare. Use test prep to practice the ACT and SAT, improve areas of weakness and boost your test-taking confidence. Talk to your high school counselor before retaking a test. What are the admission requirements for the Educational Opportunity Program (EOP)? The EOP offers academic, financial and other support to low-income students who are educationally disadvantaged. Specific requirements for eligibility vary from state to state, but most students must prove that they are a resident of the state in which they're applying, and meet low-income criteria. How is my residency classification determined when attending state colleges? Each state college must determine the residence status of all new and returning students. Nonresidents pay non-resident tuition, which is higher than in-state tuition, and meet other conditions. To be eligible for resident classification within a state, you must have established and maintained permanent residence in the state for a certain period of time before the residence determination date. (This could be one or two years, depending on the state.) You may also be required to complete a certain number of semester hours as a non-resident student. Also, contact the financial aid office of the college you plan to attend to find out about financial aid opportunities. Page 79 What if a traditional four year college is not for me? Education Options Available in the Military A high school graduate has many decisions to make. They have talked to their parents, counselors and other advisors about college. However, getting financial aid to attend traditional colleges is getting more difficult, and students may want to earn money while going to school. Their grades are good and they have spent their high school years taking challenging courses in advanced math and science, perhaps even studying a foreign language to prepare for higher education. But how do they earn money while learning a technical skill or pursuing a degree? There is an option that enables students to earn a salary, train for a vocation or profession, get a college education, as well as serve the country. The United States Armed Forces provides opportunities for high school seniors and high school graduates. Recently, the war has caused many young people to reconsider the military as an option. However, the four-year enlistment of most military branches must be weighed against the associated monetary and educational benefits. Some of the job skills training offered in the military is not as readily available elsewhere, yet it's a qualification for many civilian jobs. This training is provided for free through the military and may be college-accredited. All branches of the United States Armed Forces offer a wide variety of educational training benefits and bonuses that extend beyond the military commitment. According to the Navy Recruiting District, Chicago website, "The navy offers many programs, such as the Navy College Program, which allows sailors to earn credits for the training they receive in the navy. Additionally, navy college counselors are available to facilitate college degree planning. Navy Tech Prep is an educational program geared toward high school prospects interested in pursuing an associate's degree through technical training. Beyond the educational benefits of enlisting in the United States Armed Forces, there are other advantages. Scheck adds, "The main advantage is independence. Young people are on their own, making their own decisions and preparing for the future. In an era when the average college graduate lives at home until they are 25, this is a big advantage. We offer free medical and dental benefits [and] low-cost life insurance. Single military members are provided free housing and food, so their military pay -- around $1,100 a month to start -- is their own to save and spend as they wish. They earn 30 days of vacation a year. "We have plenty of military installations where they could be stationed all over the world, including Italy, Germany, Hawaii, Japan and Korea," says Scheck. "If you decide to stay in the army past your initial enlistment, career soldiers who spend at least 20 years on active duty are eligible for military retirement. Besides a retirement check, retirees have free medical benefits for themselves, their spouse and their family (children are covered until their 23rd birthday if they are full-time college students). Retirees and their family have access to any military installation to utilize the post exchange (our own department facilities, to include gyms, bowling alleys and golf courses). Page 80 "We are always hiring," he adds. "If the person is morally, mentally and physically qualified, we can offer them a career in the military." All branches of the military are eager to hire qualified young men and women. High school students and high school graduates can therefore consider the military as one of their post-secondary options. Local Armed Forces recruiting offices are available to provide students and parents additional information about a career in the military. Take the Trade School Route If you want to earn while you learn, check out the opportunities provided by trade schools. A trade school is a short term school that teaches only specific lessons, for example, HVAC repair or mechanics. There is some classroom learning involved as well, but most of the training is hands-on. You might be surprised to learn the range of careers that fall into this category. We're not just talking about mechanics and pipefitters. Hairdressers and cooks also learn their skills this way. It can also lead to careers in the information technology, hospitality and aerospace industries. I want to go to school, but I can’t afford it! What is financial aid? Financial aid allows students to attend colleges through a variety of means; it could be scholarships, merit awards, loans, or other options. There are four major types of financial aid: Scholarships and grants can be need-based, merit-based, or gift aid. Merit awards can be conditional on financial need or not. Loans for students and parents can be need-based or non-need-based. Most financial aid packages involve some loans. Student employment programs provide work opportunities. Work-study jobs may be on campus or in nearby communities. You are paid an hourly wage set by the school. For more information, consult a financial aid counselor at the college you plan to attend. Arizona State University student Andrew Rigazio had good grades in high school, but he wishes now that he'd been more involved in extracurricular activities. He says he thinks that would have boosted his chances of receiving scholarships. Ultimately, he applied for almost every community scholarship he was eligible for -- 21 in all -- and didn't receive any. "When it comes to financial aid, apply early and often," he recommends. "The most work you will usually have to do is get a letter of recommendation or write a short essay. But that work could lead to a one, two or even three thousand dollar scholarship. The reward that you could obtain far outweighs the amount of work necessary. And even if you strike out like I did, you gain a lot of experience in resume building and essay writing and other important skills you may have not obtained another way." Page 81 Choosing a Major It's rare for incoming college freshmen to know what field they want to major in. However, many feel they should have at least some idea about what they'd like to do with their lives. Though in most cases, they're worrying too much, too soon. "There's so much anxiety these days about getting jobs and what the real world is like that students come in as first year students thinking they have to already know what they're studying," says Carol Cohen, assistant dean of the college and associate counselor for the alumni college advising program at Brown University. It's true that some careers do require related preparatory studies right from the beginning of a post-secondary education. "If you know you want to be an engineer you have to start right off at the beginning," says Cohen. "If you know you want to go on in medicine you have to at least have an inkling of an idea about that. So there are appropriate places for that kind of mentality. And certainly in some families there's a strong push to be preparing immediately for a job or some future prospect right upon graduation. And I understand that. There are often good reasons for that." By and large, most students don't even need to select a major until well into their sophomore year. They should keep their focus on investigating their options well before committing to a choice of major. Jack Trammell, a professor who teaches in the honors program and sociology department at Randolph-Macon College in Virginia agrees with this view. "I firmly believe that students should be encouraged to explore before locking into a major, unless they come in with a very specific expectation." As a parent, Trammell doesn't want to have much say in what his own children study. "I believe it is so important for [young people] to find [their] own way -- with support and guidance -- into a field or area of interest," he says. As an advisor, he suggests that the students he counsels commit to a major at the end of their sophomore year. "At most schools, the end of the second year is when students are asked to choose a concentration and put it on paper," Cohen says. "And the third and fourth years are for developing and completing their major. So they have some time to go about [selecting a major] in a fairly exploratory spirit." For Danielle Hendrickson, a senior at Carroll College in Wisconsin, deciding which major to select was not a simple process. "It was rather overwhelming, and at times I felt pressured to finally choose a major." She says that the decision is even more difficult for students who aren't aware of all their options -- or who may be confused by the sheer number of opportunities available to them. Page 82 "To help decide what best suited me, I took introductory classes in just about every field to help narrow my choices down," she says. "It can be a stressful time, especially if you're entering your junior year with no plans of what you'd like to pursue." Callie Runestad is a senior at Winona State University in Minnesota. Like Hendrickson, when thinking about which major to select, Runestad took some introductory courses. She says that this helped her understand what subjects she was most interested in. Runestad also spoke to an advisor. She recommends this course of action to others too. Cohen points out that every college and university in the nation has people who can help students through big decisions. "Whether it's a faculty member, or an academic advisor, or a chaplain, or an administrator -- all you need to do is be attuned to who are the good listeners on campus. They can be a good sounding board and help you figure out [how to get] from A to B to Z," she says. "Just go to them and say, 'What was your process? How did you end up choosing this? What was your major in college? What did you think about doing before you joined faculty?'" Most will be happy to share their experiences. Hendrickson found job shadowing to be a great way to see what's really involved in various professions, giving her a feel for what daily life might be like in different fields. "While job shadowing individuals, I realized what I was looking for, as well as what I'd like to stay away from," she says. Runestad ultimately chose a combined major in English literature and communication studies. While she admits it wasn't easy to select her majors, she says it was worth all the time it took to make the decision. As for Hendrickson, she's now majoring in graphic communications and public relations. Cohen says students need to take the pressure off themselves when it comes to choosing a major. "The thing I end up saying to pre-college and college students is: You don't need to know where you're headed. You don't know what it is you're going to study or do after school. It's really good and OK to let that develop organically, because it will. So it's really OK to allow a process to take place by which you mature intellectually and personally. And little by little you discover what it is that you're wanting out of your education and your career, your life." Runestad says that was definitely her experience. She advises future students: "Dabble in different academic fields and find out which classes you not only enjoy but that also give you a feeling of being alive. Regardless of what others tell you, follow this feeling and your career will come out of it in some way." Page 83 Name:_______________ Date: ____________ Class: _______ Log In to CollegeforTN.org Hit the College Planning tab Click on the Explore Post Secondary Schools link Use two of the School Exploration Tools to find colleges that you could be interested in. I used the __________________________________________________ and the ___________________________________________________________________ to find the schools below. I am interested in the following schools: 1. 2. Why are these schools a good fit for you? Click on Applications and Transcripts Go to Practice a College Application: Follow the directions and fill out the application Reflect: What surprised you most about this application? Explain why it is necessary to be prepared to fill out the application. Page 84 College Research Project Objective: To research three colleges of interest and create a poster board presentation containing the required information on ONE of the three colleges. You may create a second poster for extra credit. You should find and take notes on the following information: 1. The university/college name 2. At least ONE image to represent the college 3. Location 4. School colors 5. Mascot 6. Enrollment—how many students attend 7. Admissions requirements (GPA, SAT/ACT scores) 8. Tuition (in-state AND out-of-state costs) 9. Nearby cities/attractions 10. Degrees offered 11. Extracurricular activities offered 12. Sororities/Fraternities; Clubs offered on campus 13. Description of campus life 14. Description of the dorms and dorm life 15. Sports 16. Website to visit for more information 17. FIVE other interesting facts you can find about the college / university Page 85 Chapter Fifteen: How Do I Survive Testing Week? At a glance Teacher Resources In this Chapter. . . Prepping for high stakes tests! Student Activities http://ghsbaker.wikispaces.com/freshman+seminar Coordinating Power Point and Article are on the wikispace! Reminders Stress Journaling article Question Difficulty Eliminating wrong answers Lesson Plans: Freshman Seminar Study Strategies Unit 1) Overview. Have students describe how they prepare for a big sports game, performance, etc. Then have them take Cornell Notes on the general test-taking approach (Practice, Prime, Perform). 2) Prime: Stress Journaling. Have students read the article provided on stress journaling, and practice doing so – getting all their concerns on paper. 3) Perform: ID Question Difficulty. Have students add the notes on identifying difficult questions to their Cornell Notes on Test Strategies. After reviewing the basic markings, have them practice on a sample ACT, PLAN, or EOC test section. Plan to have students continue to practice this strategy as a bellringer or exit ticket up through EOCs. 4) Perform: Eliminating Wrong Answers. a. Direct Instruction: Have students take Cornell Notes on the different types of wrong answers. As you show the slide deck, ask students to vote on which answer exemplifies the current fallacy to check for understanding. b. Group Practice: Cut up questions from a sample ACT test and distribute to groups. Have each group (or student within a group) identify a different type of answer by highlighting that answer in a certain color. Rotate the questions through each group/student. Repeat this exercise for three class periods, having students switch which type of answer they are highlighting. c. Independent Practice: Give students sample passages from an ACT, PLAN or EOC test section and have them label why each wrong answer is wrong. Continue for a few weeks of instruction for reinforcement. Page 86
