What’s Next? Thinking About Life
After High School
Expository Reading and Writing
Activity 1: Getting Ready to ReadAn Overview of “What’s Next? Thinking About Life After High School
This module invites you to:
 figure out what it is you want to do next
 consider how well prepared you are for the
next stage of your life
 begin to develop plans for making the
transition into life after high school
Activity 1: How?
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Look into your past experiences
Figure out where you excel and where you
need more preparation
Put together a portfolio that will represent the
work you have done to identify, assess, and
then express your goals, plans, and
readiness for whatever avenue of life you
intend to pursue.
Activity 1: Final Assessment
Choose one!
 1. If you believe you are more inclined to
pursue a career or enter the work force, write
a “letter of introduction” to the work
community or job that you wish to pursue
 OR 2. If you plan on entering college, write a
personal essay for a college application.
Activity 1: Due at the end of the
module
Your portfolio will include the following items:
 A collection of shorter writings you develop to
help you generate ideas, think about your ideas,
and finally make decisions about- or evaluatethe ideas you have.
 FAQs in which you provide answers to important
questions regarding your application for a school
or career opportunity
 Your letter of introduction OR your personal
application essay for college
Activity 2: Introducing Key
Concepts
The task here is
1) to find words that best match ideas about
who you think you are at this stage of your
life
2) to begin to unpack these words for the
information they provide about your attitudes
and assumptions, skills and abilities, plans
and goals
Activity 2: Why am I doing this?
The more language you have to describe
yourself and what you are bringing to the
next stage of your life, the more opportunities
you have to represent yourself accurately.
So… Take out a piece of paper and label this
Activity 2. Number 1-10
Look through the list and choose 10 words that
best fit your sense of self. Write them down.
Activity 2: Answer the Questions
1.
2.
3.
4.
If you are going to college, why did you make this
decision, and where will you go?
What do you want to get from your college
experience?
If you are going into the work world or the military,
why are you choosing that option?
What do you want from working or entering the
military or any other career you might be
considering?
Word Self-aware
List
Absent-minded
Inarticulate
Light hearted
Curious
active
Self-promoter
Indispensible
Low self
esteem
Dependable
Adventurous
Self-reliant
Influential
Mindful
Determined
analytical
Self-starter
Inquisitive/
Curious
Positive self
esteem
Devoted
angry
Selfish
Intellectual
Optimistic
Disciplined
appreciative
Serious
Kind
Organized
Respectful
artistic
Shine at work
Social person
Outgoing
Responsible
Book smart
Shy person
Street smart
passionate
Enterprising
Talkative
Patient
Leader
Enthusiastic
Complicated
Stressed
Persuasive
Scientific
Helpful
Happy
Trustworthy
worrier
Goal-setter
Pessimistic
Motivated
cool
Procrastinator
Fearful
Family person
valiant
Activity 3: Word List Additions
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Now number 11-20. Think of another 10
words of your own that describe how you see
yourself at this stage of your life.
As best you can, rank the list from most
important to least important.
Activity 4: Making Predictions and
Asking Questions
After gathering vocabulary, take some time to write
about your choices. 5 total questions.
1.
2.
3.
Why did you rank them as you did?
What do your words tell you about your
opinion of yourself in terms of readiness for
work, the military, or college?
What would someone who knows you well
think of the words you chose?
Activity 4 continued
4. Based on your analysis of your key
concepts, predict what you will need to learn
more about to achieve your goals.
5. Predict how well your key concepts will work
for you as you move into the next stage of
your life. I.e.. If one of your words is
“stubborn,” write about how that concept
may work for you or against you in the
future.
Activity 5: Understanding Key
Vocabulary
For homework: at lunch or after school or tonight,
discuss your chosen words with someone you trust.
 Ask them about the words you have chosen.
 Jot down 3 reactions/the gist of what they say and
just let them talk. Try not to argue, just listen.
 Bring your 3 reactions in tomorrow to share.
Activity 6: Surveying the Text
Before we read Angel Perez’s article, take a little time to
preview it by responding to the following questions:
1. Look at the title, and make predictions about what you
think will be Perez’s message.
2. Take a look at the length of the article, and decide if
your predictions can be fulfilled in this length of article752 words.
3. Skim through the first 2 paragraphs, and read the final
paragraph. Once you have done that, can you add
anything to your predictions about Perez’s message?
Activity 7: Reading with the Grain
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Underline or place a check mark next to the
best advice Perez gives about how to
represent yourself, believing the advice he
gives is good advice.
Create a dialectical journal by copying 5
pieces of advice in one column and writing a
reflection opposite the sentence in column 2.
Example of Activity 7:
Dialectical Journal
Advice Perez gives about how we
represent ourselves to others
1
2
3
4
5
What his comments make you think
about
Activity 8: Responding to Perez
After you have filled out the dialectical journal,
write a one-page description of an event or
moment when you were less than perfect
and explain to a reader what your response
to that moment says about your character,
values, or potential for work or study.
Activity 9: Getting Ready to Read and
Exploring Key Concepts
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Take out a sheet of paper, and write down
three people you feel are intellectuals.
In groups of 3-4, share your list and choose
three from the combined list that all of you
can agree are intellectuals.
After a class discussion, write down your
definition of an intellectual.
Activity 9 Continued
From the following 3 quotes, which one best
matches your definition of an intellectual?
 “The demand for certainty is one which is natural
to man, but is nevertheless an intellectual vice.”
– Bertrand Russell
 “An intellectual is a person who takes more
words than necessary to tell more than he
knows.” – Dwight D. Eisenhower
 “An intellectual is someone whose mind watches
itself.” – Albert Camus
Activity 10:
Understanding Key Vocabulary
In groups, jigsaw the vocabulary for the next
article.
1. You will make predictions of what you think
your word or phrase means.
2. Then go to the actual paragraph and
underline it in your article.
3. Read the word or phrase in context and
figure out it’s meaning.
More
instructions…
Activity 10 continued
4. Then look at the function of the word or phrase (what
it is doing in the section where it is used). See if
you can add to your understanding of the word or
phrase.
5. Finally, if needed, use the dictionary or other
resource to finalize your understanding.
6. After you have filled out your group’s section, be
prepared to share it with the rest of the class in reorganized groups.
Activity 11: Reading for
Understanding- Stop and Respond
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As we read the text, have a piece of paper
ready to write responses.
Whenever we pause, write down at least a 23 sentence response to what was discussed.
It can be questions, observations, comments,
ideas, stories, things the text reminds you of,
whatever comes to mind as you read.
Activity 12: Thinking Critically
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In response to Perez’s and Graff’s essays- as
well as key concepts and vocabulary- write three
separate “idea chunks” that respond to these
thoughts.
Each chunk is about 1-3 paragraphs long…not
an essay! The purpose is to figure out what
you’re thinking.
Each chunk captures an idea that draws
connections between what we read and aspects
of your own life experience.
Activity 13:
Summarizing and Responding
Without really worrying about how well you
spell or whether you are making complete
sense, write a letter to a trusted person about
how well you are- or are not- prepared for the
next stage of your life.
Activity 14: Surveying the Text
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What kind of information do you think the article
will provide?
What value do you think the article will have in
relation to your own research needs?
What do you think is the purpose of the article?
Who do you think is the intended audience for
the article?
What do you think the writer wants you to do or
believe?
Activity 15: Reading for
Understanding
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1)
2)
3)
Jigsaw Activity! There are 4 different articles.
You will be responsible for 1 of the 4 articles
Read the article you are assigned and prepare to
report out to the class the following:
A brief summary of the article’s arguments
Important quotes or information the writer
provides
An explanation of what you think is important
about the article.
Activity 16:
Summarizing and Responding
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Each group report to the class
Quickwrite: Is it best to go to college or move
into work, the military, etc?
Activity 17: Making Predictions and
Asking Questions
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1)
2)
3)
Read “Web Site Resources”
Those most interested in a career may
have questions like…
How much money will I make as a
mechanic?
What do I need to know if I want to be a
baker?
What skills are best if I want to be a banker
or entrepreneur?
Activity 18: Considering the Structure
of the Web Site
Ms. Moshtagh will demonstrate effective
searches on Web sites of interest for career
or college information. You will be doing your
own search for your paper, so take notes on:
 The process of an effective search
 Staying organized
 Finding relevant information
 Skills and strategies that support effective
searches
Activity 19: Reading for Understanding
and Collecting Information
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Review the “FAQ Guide for College or Work,” and
select four topics for research!
If you are career-bound, you may choose:
• What kinds of skills or abilities you need to enter
your career
• The outlook for finding work
• Common tasks associated for work
• Pay for specific jobs
More Activity 19
If you are college-bound, you may look into…
Deadlines and admission requirements
Financial aid requirements or opportunities
The process of selecting a major and the
opportunities for particular majors
Details of life in the town where you would like
to go to college
Activity 20: Summarizing
Research Findings
Create 10 personal FAQ for your portfolio
 Provide simple answers to these questions
 You will read each other’s FAQs
Here’s an example:
When is the deadline for applying for the CSU?
Answer: All CSUs have the same application deadline
for freshman. For the fall term, the application
deadline is ________. Go to csumentor.edu for the
up-to-date information.

Activity 21: Reflecting on Your
Research Findings
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In small groups, share your FAQs.
Write down any helpful information you find
on someone else’s FAQs.
Give each other feedback by writing any
comments you have on their FAQs.
Activity 22: Considering the
Writing Task
Choose one of the following tasks:
1) If you believe you are more inclined to
pursue a career or enter the work force, write
a “letter of introduction” to the work
community or job you wish to pursue
2) If you plan on entering college, write a
personal lessay for your college application