Professional Communications
Planning and Responsibility: Life after High School, Goals, and Finances
Arts, AV Technology & Communication
Lesson Plan
Performance Objective
Students will be able to design and create a plan for after high school, including using a budget.
Specific Objectives
• Students will explore career possibilities after high school.
• Students will investigate requirements and learn to make sound education, career, and financial
decisions, including how to make a budget.
• Students will employ the use of peers to help them evaluate their writing.
• Students will demonstrate an understanding of responsibilities for life after high school.
Terms
Federal taxes
State taxes
Oversight
Integrity
Medicare
Financial aid
Adjusted Gross Income (AGI)
Salary
Initiative
Prudence
Credit report
Credit score
Time
When taught as written, this lesson should take approximately 6 class periods to complete.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.99. (c) Knowledge and Skills
(1) The student applies English language arts in professional communications projects. The student is expected
to:
(A) demonstrate use of content, technical concepts, and vocabulary;
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
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(B) use correct grammar, punctuation, and terminology to write and edit documents;
(D) compose and edit copy for a variety of written documents
(4) The student applies information technology applications. The student is expected to use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet or database
applications for professional communications projects.
(9) The student applies technical skills for efficiency. The student is expected to employ planning and timemanagement skills to relate to professional communications.
(10) The student develops an understanding of professional communications through exploration of the
career cluster. The student is expected to:
(D) communicate effectively in professional group contexts by:
(i) identifying types and purposes of groups;
(ii) analyzing group dynamics and processes;
(iii) identifying and analyzing the roles of group members;
(iv) demonstrating skills for assuming productive roles in groups;
(v) using appropriate verbal, nonverbal, and listening strategies;
(vi) identifying and analyzing leadership styles;
(vii) using effective communication strategies in leadership roles;
(viii) using effective communication strategies for solving problems, managing conflicts, and
building consensus in groups; and
(ix) analyzing and evaluating group effectiveness;
(G) acquire electronic information in a variety of formats;
(H) use research skills and electronic communications;
(I) format digital information for appropriate and effective communication by:
(i) defining the purpose of a product;
(ii) identifying the intended audience;
(iii) using the principles of page design to create a product, including leading, kerning,
automatic text flow into linked columns, widows, orphans, and text wrap; and
(iv) creating a master template that includes page specifications and other repetitive tasks;
(J) apply desktop publishing to create products by:
(i) using word processing, graphics, or drawing programs;
(ii) applying design elements such as text, graphics, headlines, use of color, and white space;
(iii) applying typography concepts, including font, size, and style;
(iv) applying graphic design concepts such as contrast, alignment, repetition, and proximity;
(v) editing products; and
(vi) developing and referencing technical documentation
Interdisciplinary Correlations:
English Language Arts and Reading, English I 110.31
(4) (b) (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing.
(4) (b) (17) Students understand the function of and use the conventions of academic language when speaking
and writing. Students will continue to apply earlier standards with greater complexity.
(4) (b) (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
and use appropriate capitalization and punctuation conventions in their compositions.
(4) (b) (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell
correctly, including using various resources to determine and check correct spellings.
(4) (b) (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for
answering them.
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
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(4) (b) (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant
sources addressing a research question and systematically record the information they gather.
127.3 Exploring Careers (c) Knowledge and Skills
(1) (2) (3) (5) The student explores personal interests and aptitudes as they relate to education and career
planning, analyzes personal interests regarding education and career planning, analyzes college and career
opportunities and recognizes the impact of career choice on personal lifestyle.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Chief Executives
O*Net Number: 11-1011.00
Reported Job Titles: Chief Executive Officer (CEO), President, Chief Financial Officer (CFO), Vice President,
Chief Operating Officer (COO), Executive Director, Executive Vice President (EVP), Finance Vice President,
General Manager, Operations Vice President
Tasks:
•
•
•
•
•
•
•
•
•
•
Direct or coordinate an organization's financial or budget activities to fund operations, maximize
investments, or increase efficiency.
Confer with board members, organization officials, or staff members to discuss issues, coordinate
activities, or resolve problems.
Analyze operations to evaluate performance of a company or its staff in meeting objectives or to
determine areas of potential cost reduction, program improvement, or policy change.
Direct, plan, or implement policies, objectives, or activities of organizations or businesses to ensure
continuing operations, to maximize returns on investments, or to increase productivity.
Prepare budgets for approval, including those for funding or implementation of programs.
Direct or coordinate activities of businesses or departments concerned with production, pricing, sales,
or distribution of products.
Negotiate or approve contracts or agreements with suppliers, distributors, federal or state agencies, or
other organizational entities.
Review reports submitted by staff members to recommend approval or to suggest changes.
Appoint department heads or managers and assign or delegate responsibilities to them.
Direct human resources activities, including the approval of human resource plans or activities, the
selection of directors or other high-level staff, or establishment or organization of major departments.
Soft Skills: Oral expression, problem sensitivity and deductive reasoning
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
• Review and familiarize yourself with the terminology, website links, and slide presentation, and be
prepared to provide additional website links for students as needed.
• Be prepared to help students find components listed in the slide presentation and websites.
• Have materials and software ready to go prior to the start of the lesson.
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
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References
Mapping Your Future.org. (2015). Get prepared for life after high school. Retrieved from
http://www.mappingyourfuture.org/CollegePrep/GuideToLife/
Mapping Your Future.org. (2015). 12 step guide to financial success. Retrieved from
http://www.mappingyourfuture.org/downloads/financialliteracyguide.pdf
Instructional Aids
If no computer use is available for the preparation, students will need:
• Pen or pencil
• Colored pencils
• Copy of slide notes or slide presentation
• Life after High School Guide handout
• Be Responsible Handout
• Peer Grading Be Responsible Handout
• Planning and Responsibility Project Grading Rubric
• Instructor computer and projection Unit
If computers are available, students will also need:
• Computers
• Online websites (teacher-directed)
Introduction
Ask students what they want to do after high school and if they have a plan to get there. Discuss some of the
following questions:
• How many of you know what a credit score is?
• Can you name and identify some situations in which having a good credit score is beneficial?
• Do you know what a budget is? Have you ever made or kept a budget? What are some essential items
that should be included in a budget?
• Have you ever created goals for yourself for after high school? If so, what are your goals?
• What are some career benefits of earning a degree?
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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Students will complete the instructions and
answer questions on the Hando
Outline
MI
Outline
Instructor Notes
I: Life After High-School
Note: During the next 6 class
periods, go through the slide
presentation with students.
Discuss information and have
students follow along by
designing and completing
required activities.
II: Be Responsible
III: Create Your Budget
IV: Manage Your Credit
V: Know Your Paycheck Deductions
As you go through each slide,
move about the room to
observe as students follow the
directions and complete the
steps on their computers.
VI: Set Goals
VII: Checkpoint
Review each aspect of the
assignment, and discuss the
steps students will take in
completing their projects and
peer grading.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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Application
Guided Practice
• Introduce the slide presentation. Go over terminology and make sure students understand terms.
NOTE: Teacher may create a vocabulary quiz or let students come up with a creative way to quiz each
other: partner quizzing, team competition, game format, etc.
• After defining the terms, go back through slides and explain that students will complete a Life after
High School Guide, describe how to be responsible on their own, and be prepared to evaluate each
other’s descriptions.
• Review the information in the slides and answer any questions.
• Go over grading requirements based on the attached rubric.
Independent Practice
• Examine and discuss the steps of the assignment.
• Have each student complete the Life after High School Guide.
• Have each student attach their completed guide into a document and summarize their findings.
• Have each student summarize the 10 sections of the Be Responsible website.
• Have students divide into 4 groups to evaluate the Be Responsible documents of their classmates.
Pacing Recommendation:
Lesson Explanation and Slide Presentation:
Key Terms – Have students define terms.
(Teacher may create a quiz or let students quiz each other:
partner quizzing, team competition, game format, etc.)
Go over each slide.
1 lesson period
Complete the Life after High School Handout:
1 lesson period
Completing the Be Responsible Handout:
Go over examples online and guide students in selecting
estimates to include in each section.
2 lesson periods
Peer evaluations of the Be Responsible Handout and post-activity discussion: 2 lesson periods
Summary
Review
Review talking points from the presentation and key terms from slide presentation.
Discuss any issues that come up while creating the documents.
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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Evaluation
Informal Assessment
Students may be informally assessed through the following methods:
• Instructor observation during presentation, guided practice and independent practice
• Observe as students follow the steps on each slide. Review or reteach as needed.
• Check understanding of terms orally.
• Student participation
• Writing and summarizing
• Complete documents
Formal Assessment
Students may be formally assessed through the following methods:
•
•
•
•
Life after High School Handout based on rubric
Be Responsible Handout based on rubric
Peer evaluations of the Be Responsible documents of classmates
Enrichment
Extension
Encourage students to create a budget for college and for living on their own.
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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Life after High School Guide
•
Go to the following website:
http://www.mappingyourfuture.org/CollegePrep/GuideToLife/
•
Complete the interactive guide online, or print the online guide for your appropriate school year
(freshman, sophomore, junior, or senior).
•
When completed, print your findings, and type it into a new document. (You may also copy and paste
the screen shot into the new document.)
•
Write 3 paragraphs discussing the following:
•
Your findings
•
What you learned
•
Was this project helpful? Why or why not?
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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Be Responsible Handout
•
Go to http://www.mappingyourfuture.org/downloads/financialliteracyguide.pdf and read.
•
Write a paragraph summarizing each of the following steps, using what you have read. (10 paragraphs
in all, separated by the headings below.)
•
Include a header with your name, class and date. This document will be evaluated by your peers.
Step 1: Be accountable and responsible.
Step 2: Plot your course.
Step 3: Understand your income.
Step 4: Open a checking account.
Step 5: Open a savings account.
Step 6: Create a budget.
Step 7: Borrow smart.
Step 8: Manage your credit cards wisely.
Step 9: Review and understand your credit report.
Step 10: Know when to ask for help.
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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Peer Evaluations for the Be Responsible Handout
•
Divide into 4 groups.
•
Assign each group an equal number of handouts to evaluate.
•
Assign each member of each group a specific step (or steps) to read and evaluate.
•
Each member should assess their part in a different colored pencil for each category, as follows:
Green = Grammar and Punctuation
Blue = Spelling
Red = Completion (3-5 sentences for each of the 10 paragraphs)
Purple = Questions answered completely in their own words
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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Planning and Responsibility Project Grading Rubric
Criteria
Completenes
s
(10 points)
Required
Parts
(30 points)
Exceptional
Above Average
9-10 points
5-8 points
Work is
unorganized.
No attempt
was made to
organize.
27-30 points
15-26 points
1-14 points
0 points
The student’s work
was added for each
required section
including screen
shot, descriptions in
their own words,
with 3-5 sentences
each.
Most items are
included, but
some are
missing.
The student is
missing more
than half of
the items.
The student included
completed info
sheets for each
section.
Discussion
Participation
(10 points)
Comments:
9 -16 points
The student is
missing info
sheets, or some
have not been
completely filled
out.
15-26 points
1-8 points
The student
has not
completed or
is missing
more than half
of the info
sheets.
1-14 points
All items are graded
correctly by each
team member.
Items are
somewhat
graded correctly.
Limited
evidence of
following
directions and
thought.
9-10 points
5-8 points
1-4 points
Excellent
participation;
engaged and
knowledgeable.
Good
participation.
Very few issues
are addressed.
Fair
participation
Several issues
and lack of
knowlede are
evident.
Points
0 points
Work is
complete, but
lacks some
organization.
27-30 points
Grading Peers
(30 points)
Unacceptable
Work is organized
properly and
presents a
completed guide
and description of
each of the 10
sections in order.
17-20 points
Info Sheets
(20 points)
Below
Average
1-4 points
No attempt
was made.
0 points
No attempt
was made.
0 points
No evidence of
following
directions,
thought, or
execution of
grading the
project.
0 points
No
participation.
TOTAL
POINTS:
AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
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AAVTC: Professional Communications: Planning and Responsibility: Life after High School, Goals, and Finances
Copyright © Texas Education Agency, 2015. All rights reserved.
12