Ross S. Sterling
High School
Ranger Advisory
Program
2009-2010
School Year
Table of Contents
1.
Team Building .........................................................................................................................4
2.
School Information/Mission Statement ..................................................................................7
3.
Student Interest Survey .........................................................................................................25
4.
Clubs and Organizations .......................................................................................................28
5.
Organization and Study Skills ..............................................................................................32
6.
Test Preparation (SAT, ACT, PSAT, THEA) ......................................................................39
7.
Responsible Behavior and Decision-Making ........................................................................49
8.
Drug and Alcohol Awareness (Red Ribbon Week) ..........................................................53
9.
Community Service .................................................................................................................59
2
10.
Grade Reflection, Attendance, and Exemptions .................................................................64
11.
Communication Skills ..............................................................................................................68
12.
Transcripts & Post-Secondary ...............................................................................................71
13.
Test-Taking Strategies I (Objective Tests) and II (Analogies) ......................................77
3
Goals:

Provide the opportunity for students to develop personal and academic goals
and support post secondary opportunities.

Promote positive self-esteem and social behavior
Teacher Roles:

Build positive relationships with your students

Implement the curriculum to promote student success

Respond positively to student needs
Student Roles:

Take responsibility for your academic and personal choices
4


Develop positive relationships with peers and adults
Develop a path for post-secondary success
5
Objective:
To interact with classmates and learn interesting facts about one
another while building relationships
6
Ross S. Sterling High School
Advisory Lesson Plan
Assignment:
Get to Know You/Team Building
Grade Levels:
Duration:
9 – 12
20 minutes
Objective:
To interact with classmates and learn interesting facts about one another while building
relationships
Materials:
People Bingo Handout, pen/pencil
Bordessa, Kris.
Creativity.
Team Challenges:
Chicago:
170+ Group Activities to Build Cooperations, Communication, and
Zephyr Press, 2006, 40-43.
Procedures:
1.
2.
Each advisory booklet has a bingo style grid.
in their booklet.
desks.
The students may tear this page out or keep it
The students will be walking around, so make sure there is room to maneuver between the
Each student is to find someone in the room who fits the description given in the squares on
the paper.
When you find a classmate who fits the description, ask him or her to sign in the
appropriate square.
a.
Example:
Crystal meets Jason.
Jason says that he likes to collect stamps, so he will sign his
name in the “Collects Stamps” box on Crystal’s card.
3.
Each square must only be signed once.
more than 3 times.
You are not allowed to sign a classmate’s bingo card
7
4.
The goal is to complete five squares in a row for a bingo.
the game and see if the students can fill out the entire bingo card.
If there is time, you can continue
8
Discuss Options, Share Ideas, and Make Connections
Has a pet
Has his/
Has green
Is an only
other than
Likes
her own e-
eyes
child
a dog or
broccoli
mail
cat
Has a coin
in his/her
pocket
Can recite
the
alphabet
backward
Rides the
bus to
school
Plays an
instrument
address
Is wearing
Has curly
Is missing
Likes to
sandals
hair
a tooth
read
on a
Collects
Lives in a
motorcycl
stamps
blue house
Knows
Plays an
how to ski
instrument
Has read a
Nancy
Drew book
Is a
vegetarian
Doesn't
have any
chores
Has been
e
Doesn't
like
chocolate
Has a tree
swing
Is on a
sports
team
Has been
on a train
9
Objective:
To become familiar with general information about the school as well
as the mission/vision for the students of Sterling High School
10
Ross S. Sterling High School
Advisory Lesson Plan
Assignment:
School Information/Mission Statement Lesson Plan
Grade Levels:
Duration:
9 – 12
25 minutes
Objective:
To become familiar with general information about the school as well as the mission/vision
for the students of Sterling High School
Materials:
Pen/Pencil
Procedures:
1.
Several handouts included cover miscellaneous information about the school including”
Facts, School Calendar, Maps of the School, Bell Schedule, School Alma Mater, Pep Rally Etiquette,
and Attendance Information.
2.
Fingertip
Briefly flip through the pages and discuss the information with the class.
Next, locate the handout that includes the Mission Statement and Vision for Lee High School.
Have the students read this handout.
Discuss with your students the importance of a mission and
vision that reflects Sterling High School.
3.
Have the students complete the “RSS School Mission/Vision Survey” and discuss their feelings
about the effectiveness of the mission statement and vision.
11
ROSS S. STERLING HIGH SCHOOL
2009-2010 FINGERTIP FACTS
WHO’S WHO OF STERLING HIGH SCHOOL
Don Beck, Principal
Kay Morris, Secretary
Julie McReynolds, Academic Dean
Tiffany Magill, Secretary
Susan Jackson, Principal 12th
Amanda Moore, Secretary
Juan Castillo, Principal 11th
Pam Bruner, Secretary
Michael Curl, Principal 10th
Candy Kovalcik, Secretary
Carrie Smith, Principal 9th
Tara Dickson, Secretary
Dave Gillings, Principal Maint/Operations
Laura Morris, Secretary
Travis Edwards, Testing Coordinator
Carolyn Washington, Secretary
Lynda Fleming, Counselor 12th
Clara Monroe, Counselor 11th
Clara Pena, Counselor 10th
Gloria Pickens, Counselor 9th
Leah Veazey, Counselor 9th/10th R
Katy McLain, Secretary
Kay Marsh, Librarian
Charlene Strickland, Librarian
Eric Sandifer, Registrar
Tammie Irby, School Nurse
Tessie Cox, Bookkeeper
Beth Howell, Attendance
Jennifer Tims, Attendance
12
WHAT IF…
…I’M LATE FOR SCHOOL?
Report to the Grade Level Office for a permit to class if you are 15 minutes or more late. Otherwise,
report to the sweep station.
…I’M LATE FOR CLASS?
Report to the nearest sweep station.
…I NEED TO LEAVE SCHOOL EARLY?
NEVER leave school early without an early dismissal slip from the Grade Level Office. Your
parent/guardian must come into the school to request an early dismissal – phone calls and notes are
not accepted.
…I’M NOT FEELING WELL?
Ask your teacher for a pass to see the nurse. If the nurse feels you need to go home, she will
contact your parent/guardian to pick you up. Otherwise, you will receive a pass back to class.
…I’M ABSENT FROM SCHOOL?
You MUST bring a note from your parent/guardian to the Grade Level Office within 3 days of your
return, even if your absence was called in. It is important for you to keep up with your absences. If you
miss 9 or more days per semester you may receive NO CREDIT!
…I NEED EXTRA HELP?
Tutorials are offered in all subjects. Check with your teacher for information (time and location).
…I LOSE SOMETHING?
The lost and found box is located in the Main Office.
…I DON’T KNOW HOW TO DRESS?
Basic cleanliness, modesty, good grooming and dress are the responsibility of all students.
Standards are listed in the district handbook.
…I WITNESS A CRIME ON CAMPUS?
Sterling has a very successful CrimeStoppers program. Ask your teacher if you may call the RSS
CrimeStoppers hotline at 281-420-4883. All calls are confidential and rewards for positive “tips” are
distributed monthly.
…MY ADDRESS OR TELEPHONE NUMBER CHANGES?
The Grade Level Office needs to be notified of these changes. An electric, water, or gas bill with the
new address must be provided to change the address. New information should be turned in to the
Grade Level Office as soon as possible. It is VERY important to have a “good” phone number in case
we need to get in touch with your parent/guardian in case of an emergency.
WHAT IF…I HAVE OTHER QUESTIONS? READ YOUR STUDENT HANDBOOK, OR GO TO YOUR
ASSISTANT PRINCIPAL’S OFFICE!
13
14
15
16
17
18
The History of Ross S. Sterling High School
On a fog covered day, with light rain drizzling across the city, the $3.6 million dollar (roughly $24
million in 2009) Ross S. Sterling High School was dedicated to the purpose of education, Sunday,
February 19th, 1967. This dedication began a forty-plus year tradition of educational excellence that
continues to this day and beyond.
Named after Texas Governor Ross Shaw Sterling, the school was intended to embody the spirit of
this legendary Texan. Born in 1875 in an era of industrialization and unconfined opportunity, the young
Ross Sterling grew into an entrepreneur who, through hard work and opportunity, became one of the
greatest Texans.
Sterling gained notoriety as a Founder of Humble Oil, the forerunner of today’s Exxon Oil
Company. Upon the discovery of the Goose Creek oil gusher, Sterling purchased 100 acres of land,
plotting streets, lighting and sewer systems and even creating his own railroad to serve the growing
transportation needs of the community. Sterling truly was the father of Baytown in many ways and his
legacy of drive and success are still maintained by the high school which bears his name.
When Sterling High School opened its doors in the Fall semester of 1966, it educated 1,250
students in the 9th, 10th and 11th grades. It did not have a Senior class its first year. At the dedication,
over 800 Baytownians and honored guests listened to performances of the newly-formed RSS Band
and Choir, with their renditions of God of Our Fathers and Battle Hymn of the Republic. Special guests
included Walter Sterling, son of Governor Ross S. Sterling, and Herman Pressler, Vice President of
Humble Oil and Refining, among others. The first principal of RSS was Winnie Brown, for whom the
Boy’s Gym would later be named. With over seventy classrooms at its start, the school has only grown
to incorporate more and more Sterling Rangers.
Traditions such as Homecoming, Lee Week and the great cross-town rivalry of Gander Maroon vs.
Ranger Blue, and Ranger Pride may have begun decades ago on a rainy day in February, but they are
alive and well today, and continue with a new class of Rangers each year.
“Rangers stand united, pledged in a common corps,
Wearing a badge of honor, steadfast, forevermore.
Spurred with a sense of duty to ourselves, and to our school,
To search for right and wisdom, to defend the way of truth.
Silver and Blue are the standards of our spirit burning bright,
They tell of a proud devotion to the cause for which we fight!
Eager and ready for service, thy name to glorify,
Ever to remember the strength of Sterling High!
YOU ARE A PART OF OUR HISTORY AND OUR FUTURE.
RANGER PRIDE FOREVER!
19
20
21
22
Pep Rally Etiquette

Show school spirit in an appropriate manner

Do not stand on chairs

Keep aisles clear (including backpacks and personal items)

Enter and exit in a safe manner

All students must participate in the pep rally

Don’t throw any items of any kind
2009 – 2010
PEP RALLY SCHEDULE

$1.00 PER STUDENT

MONEY IS DESIGNATED FUNDRAISER FOR SPECIFIC CLUB / ORGANIZATION

SELL WEDNESDAY / THURSDAY DURING LUNCH AT ADMINISTRATOR TABLE
SEPTEMBER 4TH: South Houston – TRAMPLE THE TROJANS
(TOGA THEME)
OCTOBER 2ND: New Caney – PUT A “KNEE-ON” THE EAGLES
(SUPERHERO / NEON THEME) – HOMECOMING
OCTOBER 9TH: Lee – WIZARD OF OZ
(ALL WEEK – DRESS UP)
*AVID HUMANE SOCIETY FUNDRAISER*
OCTOBER 30TH: West Brook – CAGE THE BRUINS
(JUNGLE THEME) – PARENT NIGHT
Attending a pep rally is a choice and privilege, it is not a right.
This privilege can be revoked if necessary.
23
DISTRICT INFORMATION
The information contained in this section applies to students in all grade levels of Goose Creek Consolidated Independent
School District All students and parents should review the entire contents of this section of the Student / Parent
Handbook.
ATTENDANCE INFORMATION
Compulsory Attendance Law
A student between the ages of 6 and 18 must attend school and District-required tutorial sessions unless the student is
otherwise exempted or excused. Also, a student enrolled in a public school pre-kindergarten or kindergarten program
must attend school. A student absent without permission from school or from any class will be considered truant and
subject to disciplinary action, which may also include court action. Failure to comply with the compulsory attendance law
is a Class C Misdemeanor and punishable by a fine.
The District employs attendance officers to support students in maintaining good attendance. Parents or students who
have concerns about attendance should contact the child's school or the District Attendance Office at 281-420-4423.
Warning Notices/Parent Notification Regarding Unexcused Absences
Texas Education Code §25.095 requires school districts to notify a student's parent or legal guardian in writing at the
beginning of the school year regarding unexcused absences. In accordance with this requirement, this officially notifies
the parent and/or legal guardian that:
1. The student's parent is subject to prosecution under TEC §25.093 and
2. The student is subject to prosecution under TEC §25.094 or referral to Juvenile Court.
Prosecution of the student and/or parent under TEC §25.093 and TEC §25.094 of the Texas
Education Code can result in a fine of up to $500 per day absent and/or incarceration. __
If your child is absent from school three days or parts of days in a four week period without parental consent or is
absent without an excuse for 10 or more days or parts of days in a six month period, the district will send a notice home
to inform the parent that:
1. It is the parent's duty to monitor the student's school attendance and require the student to attend school; and
2. The parent is subject to prosecution under TEC §25.093 for failure to require the child to attend school as required by law;
or
3. The parent should request a conference with school officials to discuss the absences.
A student absent from school without permission from any class (or period) will be considered in violation of the
compulsory attendance law and subject to disciplinary action. The fact that a parent did not receive this notice does not
create a defense to prosecution under TEC §25.093 or TEC §25.094. "Parent" includes a person standing in parental
relation.
Attendance Accounting
There are two types of attendance accounting - daily attendance accounting for state purposes and daily attendance
accounting for local classroom attendance requirements.
Attendance Accounting for State Purposes
Texas residents whose age requires them by state law to attend school must be enrolled arid attend school. Public
schools are then required to record and report those students' daily attendance to the state agency. For state attendance
reporting purposes, secondary school sites (high school and junior school) record this attendance each day during the
second class period roll check and elementary school sites record this attendance each day at 9:30 a.m. A student is
considered present if he/she: (1) is in the classroom at the roll check time; or (2) is with authorized school personnel;
or (3) begins classes or returns to school on the same day as a health care appointment.
In the case of a health care appointment, a written note from the doctor must be given to the attendance clerk in order for
the student to be counted present. If a student fails to meet one of these three requirements, the student is not
considered present that day for state reporting purposes.
24











Attendance Accounting for Local Requirements
Regular attendance and punctuality are extremely important for your child's academic success
and are required of every student. It is imperative that your child attend school regularly and be
on time. The only acceptable excuses for absences and tardiness are:
~' "
Personal illness.
Sickness or death in the family.
Quarantine.
Weather or road conditions making travel dangerous as approved by the Superintendent of Schools.
Participation in school activities with permission of the campus administrator. When a student is not in attendance
because of school business, he/she should obtain assignments prior to the absence. Students shall be limited to seven
(7) school-activity related absences in any course in a semester, not to exceed ten (10) in a year.
Emergencies or unusual circumstances recognized by the campus administrator or person designated.
Religious days as approved by the Superintendent of Schools. Requests for excused absences for religious days
must be made in advance of the absence. An absence note must also be brought to the office upon return to school.
Absence Procedures
Please call the school office if your child is absent, and upon the child's return to school, send a written note within three
(3) days to explain the nature of the absence. If a note is not received within three (3) days, the absence will be
unexcused. These notes are maintained by the school for attendance records. The excuse should conform to the
following:
Be written by parents or guardian • no other person is acceptable.
Show dates and periods absent.
Show reason for absence. If there is more than one absence and the reasons are different, state the reason for each
day/period of absence.
Parent or guardian signature. No other person is authorized to sign absence excuses. If the student is 18 or older or
has been declared by a court to be an emancipated minor, the student may sign in place of a parent or guardian. The
school district will continue its efforts to notify a parent or other party if a situation warrants (i.e., when a student leaves
campus) even though such student is over age 18 or emancipated.
If the school is not contacted, a school official will call parents about repeated absences. The district attendance office
contacts parents about excessive unexcused absences. A student may be required to provide a doctor's excuse for any
absence that occurs after the student has accumulated 10 absences during the current school year.
Students participating in any activity which is not approved by the local School Board and/or is without certified District
personnel supervision are counted absent. To qualify for funding purposes, the certified district staff member must be
accompanying the students, as an official of the school district for the specific purpose of supervising the students, and must
be approved by the School Board to supervise the activity.
Parents and students are requested to check their report cards at the end of each six weeks to verify the accuracy of the
attendance reported on the card. Students have one week after report cards are issued to contact the school to make
any corrections or changes to their attendance. If errors are not reported by this deadline, it may be too late to make
corrections.
Extenuating Circumstances for Excessive Absences
Any student who does not meet the minimum attendance requirement in a semester (high school) or school year (Junior
school and elementary) may apply for credit due to extenuating circumstances by completing a credit application form
at the end of the semester / school year.

This application will be reviewed by a committee of professionals who will be responsible for deciding whether or not the
absences were related to extenuating circumstances that would warrant an opportunity for a student to receive credit.
The committee will review student attendance records to determine absence patterns (scattered vs. days grouped
together which could indicate a serious illness); specific school days absent (Mondays and Fridays vs. other days of
the week); and appropriate written documentation from doctors, attorneys, or dentists. The committee will have the
following options after reviewing a student application and attendance record:
Recommend that a student receive whatever grade he or she actually earned in a class because the absences were
related to extenuating circumstances.
25

Recommend that no credit be given because the committee feels that there were no mitigating extenuating
circumstances that contributed to the student absences or there is not documentation that supports a student's claim of
extenuating circumstances.

Recommend that a student receive credit upon completing additional assignments, as specified by the committee or
teacher.
Recommend that a student receive credit upon satisfying time-on-task requirements before and/or after school.
Recommend that a student receive credit upon attending tutorial sessions as scheduled.
Recommend that a student receive credit upon attending Saturday special assignment class (SAC).
Recommend that a student receive credit upon maintaining the attendance standards for the rest of the semester.
Recommend that a student receive credit upon passing an examination to earn credit.
Recommend that a student receive credit upon attending summer school.

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
Perfect Attendance
Certificates of Perfect Attendance will be given to students who enroll in the Goose Creek School District on the first day
of instruction and are present every day of the school year. The student's attendance and tardies are both reported on
the report card each six weeks. State Attendance Accounting records will be used to determine if a student will receive
a perfect attendance certificate.
Tardies / Early Dismissals
Students who arrive after the start of the school day (tardy) or depart prior to the end of the school day (early
dismissal) will be counted as tardy for local attendance purposes. The parent of students who accumulate a combination
of 10 tardies and/or early dismissals during the school year will receive a Court Warning Letter from the campus
indicating the student has excessive tardies / early dismissals and continued accumulation will result in court action. The
parent of students who accumulate a combination of 15 tardies / early dismissals during the school year will be subject
to prosecution under TEC §25.093 and TEC §25.094.
26
Ross S. Sterling
High School
Mission:
We, at Ross S. Sterling High School, along with parents and community
members, will work together to provide quality educational and social
opportunities for students that enable them to become responsible,
productive citizens prepared to successfully meet the challenges of our
ever-changing and diverse society.
Vision:
We, at Ross S. Sterling High School, will:

Respect and support one another

Ensure a safe and positive environment for learning

Have high expectations for success

Provide a rigorous, relevant curriculum in all subjects

Share accountability

Build relationships and work collaboratively

Actively promote community involvement

Instill school spirit and Ranger pride in all

Add value to each student’s academic progress

Celebrate success
In all that we do, we will
reflect and uphold our motto:
“Attitude is Everything!”
27
Objective:
To facilitate the students’ understanding of their interests and to
introduce the students to the teacher.
28
Ross S. Sterling High School
Advisory Lesson Plan
Assignment:
School Student Interest Survey
Grade Levels:
Duration:
9 – 12
20 minutes
Objective:
To facilitate the students’ understanding of their interest and to introduce the students to the
teacher.
Materials:
Writing utensils and Advisory Workbook “Student Interest Survey” page.
Lewis, Barbara A., What Do You Stand For? For Teens; A Guide To Building Character.
Procedures:
1.
2.
3.
Begin by informing that the student that today’s activity will require them to consider their interest
in and out of school.
Have students locate the “Student Interest Survey” in their advisory workbook.
minutes for the students’ to complete the survey.
Allow about 10
Have students discuss their results with the class.
29
Student Interest Survey
About You
Name ___________________________
Subject _______________________
Grade Level ________________
Directions:
Please help me know you better so I can teach you better.
Give as much information as
you can.
1. What are some of your personal interests and hobbies?
2. What are some school clubs/organizations that you are interested in?
3. Are you involved in RSS sports?
If so, which ones?
4. Are you in any other school sponsored activities?
If so, which ones?
30
5. What is the one thing at school that you feel you are the best at?
6. What is the one thing at school that you feel you are the worst at?
31
Objective:
Students will familiarize themselves with the varying campus
organizations in order to determine potential areas of interest.
32
Ross S. Sterling High School
Advisory Lesson Plan
Assignment:
Clubs and Organizations Advisory Lesson Plan
Grade Levels:
Duration:
9 – 12
20 minutes
Objective:
Students will familiarize themselves with the varying campus organizations in order to
determine potential areas of interest.
Materials:
Writing utensils, photocopy of “2009-2010 Clubs and Organizations” handout, “21st Century
Grant” flyer from the Communities in Schools Program.
Procedures:
1.
2.
3.
Have students review their “Student Interests” surveys from the previous week to recall their
personal interests and hobbies,
class.
Keeping these responses in mind, evaluate the current “Clubs and organizations” handout as a
Encourage students determine which organizations best align with their interests and have them
consider joining a club.
4.
Distribute the “21st Century Grant” flyer provided by the Communities in Schools program and
ask students to suggest potential after-school clubs.
These forms should be collected and returned to
the CIS program coordinator.
33
2009 – 2010 Clubs and Organizations
Ross S. Sterling High School
Club
Sponsor(s)
1.
Academic Lemmings
Maggie Eubanks
2.
American Red Cross Club
Tina Wash / Amanda Castro
3.
Anime
Caro Norris
4.
Band
Ricky Clem and Zeb Moore
5.
Bowling Club
Danny Blanco
6.
Cheerleader
Leslie Hemmenway
7.
Chess Club
Rafael Cantu
8.
Choir
Nicki Thompson
9.
Christian Student Union
David Elmore
10.
Club AVID
Robin Richards
11.
Creative Writing Club
Angie Buehring and Jennifer Jones
12.
Crimestoppers
Heather Russell
13.
Drama
Laura Parker
14.
Earning Potential Club
David Elmore & Eutondra LaMark
15.
Fashion Club
Eutondra LaMark
16.
FCCLA
Shannon Rogers
17.
Fellowship of Christian Athletes
Paul Tadlock
18.
French Club
Kay Hill
19.
Future Farmers of America
Kenny Rogers & Kinsey Parker
20.
Future Teachers of America
Becky Bryan
34
21.
Go Green Club
Maggie Eubanks
22.
Interact
Audrey Nolingberg
23.
Journalism Club
Leah Hopper
24.
Key Club
Judy Bender and Connie Gentry
25.
Lettermen’s Club
Jan Strubbe and Herb Minyard
26.
MCJROTC
Master Sgt William Childs and Martin Jeffery
27.
Mu Alpha Theta
Sandra Whitley
28.
National Honor Society
Beth Woods & Sandra Whitley
29.
Orchestra
Stuart Eisen
30.
PALS
Therese Ruff
31.
Psychology Club
Jan Strubbe
32.
Robotics
Cyndi McFaden / David Ghere
33.
RSS Resolution
Marie Brookerson
34.
Spanish Club
Brenda Crowley
35.
Stars
Kelley Start
36.
Student Council
Kelley Start and Chrisitie Speights
37.
S.O.S.
KaLeah Hicks
38.
Strategy Club
Michael Fanning and Jan Strubbe
39.
UIL Academics
Tina Wash
40.
VICA (Cosmetology)
Brenda Massey
41.
Video Game Club
Neal Craft
35
Objective 1:
To facilitate the students’ understanding of their individual study
habits so that areas of strengths and weaknesses may be identified.To provide
effective organization strategies which may be incorporated into study habits and
facilitates student achievement.
Objective 2:
To provide effective organization strategies which may be
incorporated into study habits and facilitates student achievement.
36
Ross S. Sterling High School
Advisory Lesson Plan
Assignment:
Organization and Study Skills Advisory Lesson Plan
Grade Levels:
Duration:
9 – 12
20 minutes
Objective:
To facilitate the students’ understanding of their individual study habits so that areas of
strengths and weaknesses may be identified.
Materials:
Writing utensils, Study Skills worksheet, and “Habit 3:
Put First Things First” activities 1
and 3
ovey, Sean. The Choice is Yours: 7 Habits of Activity Guide for Teens. Franklin Covey, 2007.
29 & 30.
pp. 25, 26,
Procedures:
1.
Begin by reading and discussing the introduction of Activity 1- “There’s So Much To Do” with the
class.
Have them complete the exercise “Add the Hours.”
Allow the students about 5 minutes to complete the sheet.
2.
Have students discuss their results with the class.
The worksheet is on the following page.
As a whole brainstorm ways that everyone can
improve the use of their time which may result in higher achievement in the classroom and the
workforce.
3.
Have students read Activity 3 – “Big Rocks and Little Rocks” either individually or as a group.
Individually, have the students complete the plan on pg. 30.
with them how this will benefit them.
Once their plans are complete, discuss
37
4.
Turn to the Study Skills worksheet on the following page.
As you go over the various skills, have
students put a check mark next to the ones they already use and a plus sign next to the ones they
might like to incorporate into their study habits.
a minus sign next to that item.
minus signs.
If the student disagrees with a skill, have them place
Time permitting, have a discussion of the skills that received any
38
39
ACTIVITY
TIME
Sleeping
Getting
School
Ready
for
Eating
Classes
Homework
TV
Free Time
Family
Friends
Internet
Other
TOTAL TIME
40
ig Rocks
and Little Rocks
Putting first things first means planning your time around the most important things in your life—your big
rocks—and then getting to everything else—your little rocks.
Sometimes living Habit 3 isn't so easy when you choose to study while all your friends are at the mall or
watching TV, but fortunately there's a big payoff for people who choose to discipline themselves and do the
important things first.
What's Most Important to You?
Think about the big rocks and the little rocks in your life right now. Think about what is extremely important to you. Then
think about the things you spend time doing that could probably wait.
Draw a square around your big rocks, a circle around your little rocks, and an X over any activities that just aren't
important to you.
HOMEWOR
K
READING
SLEEP
GRADES
SPORTS
FRIENDS
SURFING
THE
INTERN
ET
RELIGION
MUSIC
TELEVISIO
FAMILY
N
EXERCISE/
FITNESS
VIDEO
GAMES
MOVIES
SHOPPING
BOYFRIEND/
GIRLFRIEND
To learn more about big rocks and little rocks, read page 113 in the Teens Book.
Habit 3: Put First Things First - 29
41
Make a
Plan
now that you know what your big rocks and little rocks are,
you should plan every week around them. When you plan, sit down and think about what you
want to get done in the week ahead. Set aside time for your big rocks first. Then schedule all your little rocks.
Why is planning so important? Because once you waste time, you can never get it back. Planning helps you accomplish
more and live up to your potential.
Plan Every Week
List all of your big rocks this week. Maybe you have a big test to study for, or you need some extra sleep.
Then schedule time for all of your big rocks.
BIG ROCKS:
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
30 - Habit 3: Put First Things First
42
Study Skills List
_
Study in a calm, quiet place.
___Eliminate distractions - turn off the television, radio, and put away your cell phone.
___Study at the same time so everyone will know to leave you alone.
___Make the most of your time.
___Break your tasks into manageable parts.
___Get into a study routine.
___Use a binder or folder to keep up with your assignments.
___Write down assignments/due dates in a calendar or agenda so you know what you
need.
Pack all of your school supplies with your ID in your backpack the night before and put your things at the
door.
43
Objective:
To provide students with applicable information pertaining to
various standardized examinations, the expectations of these tests, and
important dates.
44
Ross S. Sterling High School
Advisory Lesson Plan
Assignment: Test Prep Advisory Lesson Plan
Grade Levels: 9-12
Duration: 20 minutes
Objective: To provide students with applicable information pertaining to various standardized
examinations, the expectations of these tests, and important dates.
Materials: writing utensils, photocopy of "Important Test Dates" and "General Testing Information,”
and video chapters 1 & 3
Educational Video Network.
Test Taking Without Fear. Huntsville, TX: 2001.
Chapters 1 & 3.
Procedures:
1.
Show Test Taking Without Fear video, Chapters 1 & 3 (on TVs).
2.
Ask students to share any information they possess regarding standardized college
examinations. Perhaps ask what the SAT and ACT tests are used for? How are they scored?
Why are they important?
3.
Skim the "General Testing Information" handout and provide an overview of the SAT, ACT,
THEA, and AP exams.
4.
Reiterate the websites that students may access to gain additional information and sample
tests regarding these exams.
5.
Review the testing dates and registration deadlines provided on the "Important Test Dates"
handout. Also note that late fees are applied for anyone registering after the regular registration
deadlines.
45
General Testing Information
The following information applies to college admission tests (e.g., PSAT/NMSQT, SAT, ACT &THEA).
Registration Materials
SAT ACT and THEA materials are available in the Counseling Office.
Registration for SAT, ACT and THEA by mail or on-line.
SAT
www.collegeboard.com
ACT
www.act.org
THEA
www.thea.nesinc.com
If you choose to register by mail, after completing the registration form, enclose your check and mail all materials
directly to the testing company. Your high school code (CEEB) is in the back of this handbook. Fee waivers are
available for students for whom testing fees presents a serious barrier to college entrance. Registration for the
PSAT/NMSQT is done at your high school campus through the school counselor.
Important note: If you qualify for a fee waiver, you may be eligible to receive a total of four "Request for
Waiver of College Application Fee” forms. See your counselor to discuss fee waivers.
Students with Disabilities
A student with a documented disability may be eligible to take college admission tests and the PSAT/NMSQT with
testing accommodations. A Student Eligibility Form must be submitted for each student who requests
accommodations. To be eligible, you must have:
1. a disability that necessitates testing accommodations,
2. documentation on file at school (an Individual Education Plan, 504 plan, or professional evaluation) that supports
the need for requested accommodations, and
3.
received requested accommodations on tests you take at school.
Test Day
Remember to take proper identification (driver's license or school ID) to the testing site. Plan to arrive no later than
7:45 a.m. Bring No. 2 pencils and a calculator.
46
SAT Reasoning Test
The SAT is a college admission test administered by the College Board. Colleges use the SAT (and
high school cumulative GPA) to help estimate how well students are likely to do at their school.
The SAT measures critical reading, math, and writing skills in a multiple-choice and essay format.
The test was designed with questions which Illustrate reasoning abilities, not just information learned
In school. Each section is scored on a scale of 200-800 with a composite score derived by adding
the critical reading, writing, and math scores. Colleges vary in their score requirements for
admission, and some colleges use all three section scores to determine admissions while others use
only the critical reading and math sections. A student may take the SAT multiple times.
Students should take the SAT during the spring of their Junior year.
The Three Sections of the SAT Reasoning Test
Critical Reading
1. Time:
70 minutes (two 25-minute sections and one 20-minute section)
2. Content: Critical reading and sentence-level reading
3. Items:
Reading comprehension, sentence completions, and paragraph
length critical reading.
4. Score:
200-800
The critical reading section includes short reading passages along with long
reading passages and sentence-completion questions.
Mathematics
1. Time:
70 minutes (two 25-minute sections and one 20-minute section)
2. Content Number and operations; algebra and functions; geometry,
statistics, probability, and data analysis
3. Items:
Five-choice multiple-choice questions and student-produced
responses
4. Score:
200-800
The SAT includes expanded math topics, such as exponential growth, absolute value, and
functional notation, and places greater emphasis on topics such as linear functions,
manipulations with exponents, and properties of tangent lines.
Writing
1. Time:
60 minutes
2. Content Grammar, usage, and word choice
3. Items:
Multiple choice questions (35 minutes) and
student-written essay (25 minutes)
4. Score:
200-800
The multiple-choice questions will test students' ability to identify sentence errors,
improve sentences, and improve paragraphs.
47
The Essay Portion
The essay measures the student’s skill in developing a point of view on an issue. Students
must first think critically about the issue presented in the essay assignment, forming their own
individual perspective on the topic. Then they must develop that point of view, using reasoning
and evidence based on their own experiences, readings, or observations to support their
ideas. The essay represents the initial phase of the writing process: it is a first draft and will be
scored as such.
How the SAT is Scored
Each section of the test is scored using a scale of 200-800.
Two subscores are given for the writing section: a multiple-choice subscore on a scale of 20-80,
and essay subscore, on a scale of 2-12.
Registration
SAT registration may be completed online or by mail. If you miss the registration deadline date,
you may test as a standby for an additional fee. For more information regarding the SAT
registration fees go to http://www.collegeboard.com
Note: Sunday test dates are scheduled following each Saturday test date for students who
cannot test on Saturday because of a religious observance.
Obtaining Score Reports
About three weeks after the test, the official printed score report will be mailed to the student,
the student's high school and to colleges and scholarship programs designated by the student
on the Registration Form'. The student may also get SAT scores approximately 8 days early
with “Scores by Phone,” a College Board service, a fee applies.
A student may view scores on the web through his or her Collegeboard login.
48
The ACT is another college admission test, which is accepted by almost all colleges and
universities. The ACT Assessment is designed to assess a student's general educational
background as well as the student's ability to complete college-level course work. The ACT
consists of four sub-tests and each sub-test yields a score of 1-36. A composite score is derived
from averaging the four sub-tests and is reported on a scale of 1-36. The ACT is a three-hour
multiple-choice test which measures achievement in English, Mathematics, Reading and
Science Reasoning.
The Writing Test
ACT has a 30-minute Writing Test as an "optional" component. The combined information from
the English and Writing tests informs postsecondary institutions about students' understanding
of the conventions of standard written English and their ability to produce a direct sample of
writing. Almost all colleges require a Writing Test score for admissions or placement.
Students may register by mail or online. If you would like to register by mail, you may get a
registration packet from your counselor. If you would like to register online go to www.act.org.
Score Results
Three different reports are generated for each student tested—the High School Report, the
Student Report, and the College Report Scores are normally mailed 4-7 weeks after the test
date. If a student gives his or her high school code when registering, the high school counselor
receives an ACT High School Reports be kept with the student's school records.
The Student Reports normally mailed to the high school. A report is also sent to each valid
college or scholarship agency code which the student listed and paid for when registering (up
to six).
The College Report differs slightly from the ones the student and the high school counselor
receive. It includes the grades reported in up to 30 high school courses. It may also include
predictions about performance in specific college programs and courses. If the ACT Assessment
has been taken more than once, a separate record is maintained for each test date. In such
cases, if the student requests that a report be sent to a college, ACT will release only the
record(s) from the designated test date(s).
49
SAT Subject Tests
In addition to the SAT or ACT, some colleges and universities require or recommend one or
more of the SAT subject tests either for admission or placement purposes. Subject Tests are
designed to measure knowledge and the ability to apply that knowledge in specific subject
areas. Students take the Subject Tests to demonstrate their mastery of specific subjects.
Before deciding which SAT Subject test(s) to take, make a list of the colleges which you are
considering attending and then check websites to determine whether those schools require SAT
scores for admission, and if so, which tests they require. A college may require a language
subject test for admission, or the college may exempt you from a freshman course requirement if
you do well on a language subject test Even though a college may not require an SAT subject
test for admission they may still review your scores to get a better understanding of your
academic background.
The SAT Subject Tests are typically multiple choice one-hour subject matter tests. The subject
tests fall into five general subject areas and may have unique formats: English, Mathematics,
History, Social Studies, Science and Languages. Most students take subject tests at the end of
their junior year or at the beginning of their senior year. However, you should take tests like
Worid History. Physics. Biology E/M, or Chemistry as soon as possible after you have completed
the course so the information is still fresh in your mind. It is better to take the language tests
after at least two years of study.
You must register separately for the SAT Subject Tests. www.collegeboard.com for specific
subject matter test dates, sample questions, and registration information. Registration for the
SAT Subject Tests can be done online or by mail. See your counselor for the registration
bulletin. Fee waivers are available from your school counselor for qualified students.
Note: Sunday test dates are scheduled following each Saturday
test date for students who cannot test on Saturday because of a
religious observance.
50
Texas Higher Education Assessment (THEA)
All students entering Texas Public colleges and universities must take and pass the THEA tests
in reading, math, and writing skills. A student who does not pass all three sections of the test
must participate in a remediation program in the subject area(s) not passed. Students must take
the test prior to enrolling in any college-level classes at a Texas public community or technical
college or university and educator preparation programs in public and private institutions. This
includes dual-credit courses.
You should plan to take the THEA in the spring of your senior year (if not earlier). The test is
given on specified Saturday mornings. Students may be exempt from THEA if they meet the
following test score requirements:
ACT
composite score of 23 with a minimum of 19 on both the English
and math tests; OR
SAT
combined verbal and math score of 1070 with a
minimum of 500 on both the critical reading and math tests; OR
TAKS
2200 English Language Arts, 2200 Math, 3 Writing
Subsection.
Regular Registration: to register during the regular registration period, you must complete the
THEA Test Registration Form and mail it in with a $29 payment by the postmark deadline.
i ato and Emergency Registration: to register during the late or emergency registration period,
you must call (512) 927-5398 between 8:00 a.m. and 7:00 p.m. central time, weekdays excluding
holidays. After you have registered by telephone, you must complete the THEA Test Registration
Form and mail it in with the appropriate payment Registration information can be found at
http://www.thea.nesinc.com.
Texas Assessment of
Knowledge and Skills (TAKS)
The State of Texas requires every public school district to assess students' mastery of the state
curriculum standards, the Texas Essential Knowledge and Skills (TEKS). TAKS has been
developed to better reflect good instructional practice and to more accurately measure student
learning. The connection between the state curriculum (the TEKS) and the state assessment
program (the TAKS) has been strengthened so that students, schools, parents, and the general
public receive meaningful information about what Texas students know and are able to do.
Eleventh graders attending Texas public schools will be required to pass the TAKS Exit Level
tests in English Language Arts, Mathematics, Science, and Social Studies in order to be eligible
for a high school diploma.
51
Advanced Placement (AP)
&P tests sponsored by the College Board, are based on AP college-level courses taken in
high school. The results are reported on a scale of 1-5, and a college may use the results
for college credit and/or course placement The AP exams are administered during two
weeks in mid-May. The following exams are available to students:
Art History
Biology
CalculusAB
CaculusBC
Chemistry
Chinese Language & Culture
Computer Science A
Computer ScienceAB
Macroeconomics
Microeconomics
English Language
English Literature
Environmental Science
European History
French Language
French Literature
German Language
Comparative Govt & Politics
United States Govt & Politics
Human Geography
Italian Language & Culture
Japanese Language & Culture
Latin: Literature
Latin: Vergil
Music Theory
Physics B
Physics C: Electricity
& Magnetism
Physics C: Mechanics
Psychology
Spanish Language
Spanish Literature
Statistics
Studio Art (Drawing Portfolio)
Studio Art (2-D Design Portfolio)
Studio Art (3-D Design Portfolio)
United States History
World History
There is a cost associated with each AP test. However, financial assistance is available for
students who qualify due to financial need. See your counselor for details regarding the cost of
the AP exams. Additionally, check with the college of your choice to see what their specific
policy is in regard to AP test results.
Credit by Exam (CBE) For High School Credit
Credit by exam with prior instruction offers students the opportunity to take an exam to
recapture a credit Students must score at least a 70% to earn credit. The grade is used in
calculating the grade-point average (GPA). Exams for credit are administered for a fee
throughout the year at the University of Texas Distance Learning Center.
Credit by exam without prior instruction offers students who have expertise in a particular area,
but have not received instruction in that area, to take an exam for credit. Students must score
at least 90% to receive credit. Opportunities for students to test to earn course credit are offered
several times each year by the AISD Office of Systemwide Testing. Check with your counselor
the testing schedule.
52
IMPORTANT TEST DATES
SAT Test Dates
October 10,
2009
November 7,
2009
December 5,
2009
January 23,
2010
March 13,
2010
May 1, 2010
SAT & Subject Tests
SAT & Subject Tests
October 30,
2009
December 15,
2009
February 4,
2010
March 25, 2010
June 5, 2010
SAT & Subject Tests
April 29, 2010
SAT & Subject Tests
SAT & Subject Tests
SAT & Subject Tests
SAT only
September 9,
2009
October 1, 2009
ACT Test Dates
Test Date
September 12, 2009
October 24, 2009
Registration Deadline
August 7, 2009
September 18, 2009
December 12, 2009
February 6, 2010
April 10, 2010
June 12, 2010
November 6, 2009
January 5, 2010
March 5, 2010
May 7, 2010
(Late Fee Required)
August 8 – 21, 2009
September 19 – October 2,
2009
November 7 – 20, 2009
January 6 – 15, 2010
March 6 – 19, 2010
May 8 – 21, 2010
THEA Test Dates
Test Date Regular Registration
Oct 17, 2009
Feb 27, 2009
April 24, 2010
June 19, 2010
July 24, 2010
Late Registration
Sept 18, 2009
Jan 29, 2009
March 21, 2010
May 21, 2010
June 25, 2010
Emergency Registration
Oct 7, 2009 Oct 14, 2009
Feb 17, 2010
Feb 24, 2010
April 14, 2010
April 21, 2010
June 9, 2010
June 16, 2010
July 14, 2010
July 21, 2010
53
Objective 1:
Objective2:
Facilitate students’ understanding of responsible behavior.
To identify the positive and negative consequences of decisions
and learn intelligent decision-making skills.
54
Ross S. Sterling High School
Advisory Lesson Plan
Assignment: Responsible Behavior and Decision Making
Grade Levels: 9-12
Duration: 25 minutes
Objective:
1. To facilitate students’ understanding of responsible behavior
2. To identify the positive and negative consequences of decisions and learn intelligent decisionmaking skills
Materials: Pen/Pencil, “Lost at Sea” Handout
“Lost at Sea” Adapted from The Leadership Center at Washington State University. University
Associates Annual Handbook for Group Facilitators. Washington State University Press, 1975.
D:\MyDocuments\Websites\lead\library\resources\RESOURCES\Teambuilding\Lost At Sea.doc
Procedures:
1.
Read over the introduction to “Lost at Sea.” Discuss with the students the importance of
group decision-making.
2. Put the students in small groups and then read over the directions.
Have the students
choose the five items they would take and rate them by importance (1 being the most
important).
Give them no more than 5 minutes to finish this. Stress the need to understand
the risks and consequences that may result from making the wrong decision.
3. Next, look at the Answer Sheet that was placed in your box. Read to the students what the
experts decided.
Have the students rate their choices by writing the number the experts gave
next to their items.
of survival.
Total each group’s scoring.
The lower the score, the higher the chance
Ask the students, knowing what they know now, if they could swap any one item, what would
it be and why.
55
Lost At Sea
Group Worksheet Instructions
This is an exercise in group decision-making. Your group is to employ the group consensus
method in reaching its decision. This means that the choice to take with you, or not, each of the 15
survival items must be agreed upon by each group member before it becomes a part of the group
decision.
Consensus is difficult to reach. Therefore, not every choice will meet with everyone's complete
approval. As a group, try to make each choice one with which all group members can at least
partially agree. Here are some guides to use in reaching consensus.
This can be done individually, but more is learned if done in a group. Everyone will not agree, but get
as agreeable a solution to each item as possible. Learning to 'give and take' about the decision is
also an important outcome.
Instructions.
You are adrift on a private yacht in the South Pacific. As a consequence of a fire of unknown origin,
much of the yacht and its contents have been destroyed. The yacht had all navigational equipment
destroyed while you and the crew were trying to bring the fire under control. Your best estimate is
that you are approximately one thousand miles south/southwest of the nearest land.
Below is a list of fifteen items that are intact and undamaged after the fire. In addition to these
articles, you have a serviceable rubber life raft with oars large enough to carry yourself, the crew,
and a few of the items listed below. The total contents of all survivors' pockets are a package of
cigarettes, several books of matches, and five one-dollar bills.
Your task is to choose 5 of the 15 items below to take with you on the rubber life raft.
Remember:
1. Avoid arguing for your own individual judgments. Approach the task on the basis of logic.
2. Avoid changing your mind if it is only to reach agreement and avoid conflict. Support only
solutions with which you are able to agree at least somewhat.
3. Avoid 'conflict-reducing' techniques such as majority vote, averaging or trading-in to reach your
decision.
4. View differences of opinion as a help rather than a hindrance in decision-making.
56

Sextant

Small transistor radio

Shaving mirror

Shark repellent

5 gallon can of water

20 sq. ft. of opaque plastic

Mosquito netting

1 case of rations

Maps of the area

Seat cushion (flotation device)

2 gallon can of oil/gas mixture

1 quart of 160 proof rum

15 ft. of nylon rope

2 boxes of chocolate bars

Fishing kit
57
Objective:
Facilitate To elevate student’s awareness regarding drug and
alcohol abuse and the negative effects that accompany such usage
58
59
Ross S. Sterling High School
Advisory Lesson Plan
Assignment: Drug and Alcohol Awareness Advisory Lesson Plan
Grade Levels: 9-12
Duration: 20 minutes
Objective: To elevate student’s awareness regarding drug and alcohol abuse and the negative
effects that accompany such usage.
Materials: writing utensils, photocopy of “The Truth about Tobacco Use,” “Alcohol,” and “Twister 21”
Johnson, Claire Hubacher and Judy. Drugs, Alcohol & Tobacco Teaching Twisters.
Janesville:
WI, 2007.
Johnson, Claire Hubacher and Judy. Drugs, Alcohol & Tobacco Teaching Twisters.
39-40.
Janesville:
WI, 2007.
8-9.
Procedures:
1.
Prior to distributing handouts have student discuss their perception of tobacco, alcohol, and drug
usage among minors in the United States.
to be among their friends?
2.
What do they perceive the prevalence of such activities
Among their school mates?
Among their community members?
Have students read “The Truth about Tobacco Use” aloud or individually and circle facts they
found to be surprising or most compelling.
3.
Discuss the students’ opinions about the article.
4.
Ask students to next look at the “Alcohol” article and review the information provided.
5.
they surprised by any of the facts given?
Were
Finally, look over “Twister 21” and facilitate a classroom debate using a few of the topics
provided.
Be sure to remind students that they need to justify their opinions and not simply allow
their argument to be “because I think so.”
60
The Truth about Tobacco Use

Tobacco use is a major cause of illness and death in the United States.
This use includes cigarette, cigar, pipe and smokeless tobacco. No
tobacco use is safe. Read below to get the startling facts.

Over 75% of the population in the United States does NOT smoke.
You have the right to a smoke-free environment!

Nicotine is the addictive drug in tobacco. Within seconds, it is absorbed
by your lungs and reaches your brain, increasing your heart rate and
blood pressure.

Over 400,000 people die from tobacco in the United States each year.
This is about 1 of every 5 deaths and includes deaths of non-smokers
from secondhand smoke.

30% of all cancer deaths are caused by cigarettes. Smoking causes over 85% of lung cancer
deaths. These cancers are preventable!

Every day, over 4,000 teens try their first cigarette. Half of them will become regular smokers.

Most smokers began smoking in their teen years. Generally, if you don't start smoking as a
teen, you won't ever start smoking!

7 out of 10 smokers want to quit but less than 1 will be successful!

There are over 4,000 chemicals in tobacco smoke. 600 of these are poisonous and 60 are
known to cause cancer (carcinogens).

Smokeless tobacco contains 28 carcinogens.

The lifespan of adult smokers is generally about 14 years shorter than nonsmokers.

Exposure to secondhand smoke by non-smokers increases their risk for heart disease by 2530% and 20-30% for lung cancer. Secondhand smoke is a cause of sudden-infant death
syndrome in infants.
Sources:
American Cancer Society - www.cancer.org
Centers for Disease Control and Prevention - www.cdc.gov/tobacco
National Cancer Institute - www.cancer.gov
U.S. Dept. of Health and Human Services - The Surgeon General's Report - www.surgeongeneral.gov
61
"One drink" is equal to 1 ounce of alcohol
1 ounce of alcohol is the amount of alcohol in:
12 ounces of
beer
1 1/2 ounces of hard
liquor
5 ounces of
wine
Blood Alcohol Concentration (BAC):
.04 to .05 blood alcohol concentration causes most people to experience some impairment. Depending
on weight, drinking 1 to 2 drinks in an hour, will cause a .05 blood alcohol concentration. In most
states, it is illegal to drive with a BAC of .08 or .10 and above.
The effects of a .05 BAC are:

Lightheadedness

Slower reaction time

Enhanced mood

Sense of relaxation

Some loss of coordination
Only time will decrease blood alcohol concentration.
Eating food or drinking coffee to “sober up” is not effective.
62
Twister 21
Question of the Day/Journaling
These questions are great for general class discussion, as a "Question of the Day", in
journaling activities, panel discussions, role playing, or as short answer test questions. Simply
choose a questions) that fits your topic area and read it to the students.
You may want to list each question on a separate index card. As students enter the classroom,
hand them each a question card and have them write a paragraph answering the question.
Another activity is to divide the class into small groups and assign a different question to each
group. Have each group discuss the question and present their thoughts to the entire class.
0
O
0
O
0
0
0
O
»
O
0
0
9
O
«
0
0
O
0
0
0
0
0
0
0
0
0
O
0
0
0
0
O
0
0
9
O
O
0
0
0
O
0
0
0
»
0
0
0
O
0
O
O
0
0
»
O
0
0
1. Is it fair for smokers to pay higher insurance premiums than non-smokers? Why or why
not?
2.
Is it fair for governments to continually increase taxes on cigarettes? Why or why not?
3.
Do you think that increasing cigarette taxes is a good incentive to get smokers to quit? Why or
why not?
4.
What are some ways to say "no" to peer pressure and remain free of drugs, alcohol and
tobacco?
5.
Do you think laws should be passed to keep public places smoke free? Is this fair?
Why or why not?
6.
Should marijuana be legal for medical purposes? What about in cases of terminal illness? Why
or why not? Where should the line be drawn for what is legal and what is not?
7.
What is a fair penalty for someone who is guilty of vehicular manslaughter due to driving drunk?
What do you think the victim's family would say is a fair penalty?
8.
9.
Should it be illegal for minors to buy tobacco products?
Should the person who sells liquor to a minor be held responsible if the minor is later injured in
an accident or injures others? Why or why not?
10. Should the "zero tolerance drug policy" at schools include giving a friend Tylenol® because they
have a headache? Why or why not?
11. Does your parents' attitude towards drugs, alcohol or tobacco have much influence on whether
or not you use these things?
12. Should parents be allowed to expose their young children to secondhand smoke? Why or
why not?
13. Do you think people who have smoked for many years have the right to sue tobacco
companies for their addiction and health problems?
14. How can we keep repeat drunk drivers off the road?
63
Twister 21
Question of the Day/Journaling
15. Is it fair to smokers when companies institute non-smoking policies inside the workplace? Why
or why not?
16. Should an athlete's sports records be voided if the athlete is later found to have used steroids
during their playing years? Why or why not?
17. If your family has a history of alcoholism, what can you do to make sure that you don't also
become an alcoholic?
18. How would you convince a pregnant woman to quit smoking and drinking during her
pregnancy?
19. Should the tobacco companies be forced to close and stop making tobacco products? Why
or why not?
20. You failed a pre-employment drug test. Since you only use drugs once or twice a month at
parties, is it fair that you are denied the job? Why or why not?
21. Should alcohol and tobacco companies be allowed to advertise their products in the
mainstream media such as on TV, radio, in newspapers or magazines?
22. What new skill or talent would you be interested in pursuing or learning more about?
23. List ways you could decline drugs, alcohol or tobacco if they were offered to you.
24 Choosing a positive peer group is an important element to staying drug, alcohol and tobacco
free. If you were to start going to a brand new school, what positive attributes and values would
you look for in a new group of friends?
25. List three adults that you would feel comfortable approaching to talk with or ask for help.
26. One of the main reasons people choose to consume drugs, alcohol and/or tobacco is stress.
Make a list of ways you could reduce the stress in your life.
27. Write a list of decisions you have made this week that made you a healthier person, either
emotionally and/or physically.
28. Do your parents talk with you about not using
drugs, alcohol or tobacco?
29. If you are feeling down, what are some positive
activities that you could do to help yourself feel
better?
30. In your life, what is most important to you? Least
important? Why?
64
Objective:
Students will become familiar with the varied benefits
of community service and begin developing a sense of civic
responsibility.
65
Ross S. Sterling High School
Advisory Lesson Plan
Assignment: Community Service
Grade Levels: 9-12
Duration: 25 minutes
Objective: Students will become familiar with the varied benefits of
community service and begin developing a sense of civic
responsibility
Materials: Pen/Pencil, copies of Community Service Discussion and
Thanksgiving
Baskets information pages
Procedures:
1.
Using the Community Service page, lead the class in a
discussion of the benefits that community service can provide an
individual.
Ask the students to give examples of how community
service could develop the bulleted items on the Community Service
page.
2. Introduce the Teen Leadership II Thanksgiving Food Drive and talk
to the class about the opportunity this provides to participate in a
community service project.
66
Community Service
Service learning enriches the lives of all students. Community service provides
developmental opportunities that promote personal, social and intellectual
growth, as well as civic responsibility and career exploration.
Some of the benefits are listed below:





















Personal Growth:
Self-confidence and self-esteem
Self-understanding
A sense of identity
A sense of usefulness and purpose
Personal values and beliefs
Self-respect
Social Growth:
Communication skills
Leadership skills
Ability to work cooperatively with others
A sense of belonging
Acceptance and awareness of others from diverse and
multicultural backgrounds
Peer group affiliation
Citizenship:
A sense of responsibility to contribute to society
Awareness of community needs
Organizational skills
Empowerment, belief in ability to make a difference
Preparation for the World of Work:
Human service skills
Realistic ideas about the world of work
Ability to follow directions
Reliable working skills (punctuality, consistency, regular
attendance)
Contacts and references for future job possibilities
REMEMBER: Many scholarships and universities want to know how
involved you have been with community service projects!
67
Thanksgiving Food Items
4 cans of corn
4 cans of green beans
2 boxes of stuffing mix
1 box of rice
2 cans of sweet potatoes
1 bag of mini marshmallows
2 cans of cranberry sauce
2 cans of mixed fruit
4 boxes of jello
1 pie crust (must be non-perishable)
1 can of pie filling
$10.00 gift card to a local grocery store to be used to
purchase a ham or turkey
*When you return your form to participate, the Teen
Leadership 2 class will deliver a box to you for collecting
the food items.
68
Thanksgiving Food Items—Advisory Class Sign Up Sheet
Cans of corn:
1) _____________________
2) _____________________
3) _____________________
4) _____________________
Cans of green beans:
1) _____________________
2) _____________________
3) _____________________
4) _____________________
Boxes of stuffing mix:
1) _____________________
2) _____________________
Package of rice:
1) _____________________
Cans of sweet potatoes:
1) _____________________
2) _____________________
Bag of mini marshmallows:
1) _____________________
Cans of cranberry sauce:
1) _____________________
2) _____________________
Cans of mixed fruit:
1) ________________
2) __________________
Can of pie filling
1) _______________
Boxes of jello:
1) _____________________
2) _____________________
3) _____________________
4) _____________________
Pie crust:
1) _________________
$10.00 gift card to a local grocery store for a ham or turkey:
1) ___________________
69
Objective:
To ensure student familiarity with their academic
performance, attendance, and school exemption policies in hopes of
elevating achievement levels.
70
Ross S. Sterling High School
Advisory Lesson Plan
Assignment: Grade Reflection, Attendance, and Exemptions Advisory
Lesson Plan
Grade Levels: 9-12
Duration: 20 minutes
Objective: To ensure student familiarity with their academic
performance, attendance, and school exemption policies in hopes of
elevating achievement levels.
Materials: writing utensils, photocopy of “Grade Reflection” form, student
report cards, and photocopy of “Goose Creek ISD Exemption Policies,”
photocopy of “Calculating My Final Grade”
Procedures:
1. Students should use their distributed report cards to complete the “Grade
Reflection” handout.
Have them consider the reasons they are succeeding
or struggling in their classes and write these explanations on the form.
2. While students are working on this, actively monitor their results and
provide feedback on ways they can improve areas of weakness (i.e.
tutorials, study skills, organization, time management, prioritizing goals)
3. Also note students’ absences.
Remind them that more than 9 a semester
will result in a loss of course credit.
4. Using the “Exemption Policy” information, remind students that reduced
absences (3 or less), success on TAKS, and passing grades will allow for
the exemption of some semester examinations.
5. Help students calculate desired final averages using formulas on the
“Calculating My Final Grade” handout.
71
Grade Reflection
Name _______________________________ Date ____________________
______ Six Weeks
 Progress Report
Subject
 Report Card
Grade
Check if passing
1st period
2nd period
3rd period
4th period
5th period
6th period
7th period
If you are passing all classes:
Reflect on why you are passing your classes. What are you doing to pass that helps? What study
skills are you using and planning to continue using and why?
If you are failing 1 or more classes:
Reflect on why you would be failing. Include if you are missing or have failed a major grade.
What can you do to bring it up to passing? What will you do to prevent failing that class again?
72
Advisor’s Signature ________________________ Student’s Signature _____________________
Date Signed _________________
73
CALCULATING MY FINAL
GRADE
1ST Grading Period
+
2nd Grading Period
+
3rd Grading Period
+
=
“X”
For a 70 at the semester:
semester:
X2=
For an 80 at the
semester:
490
560
- “X”
- “X”
 Grade required on Exam 
For a 90 at the semester:
630
- “X”
 Grade required on Exam
74
Objective:
In a team setting, students will work cohesively to reach a
consensus and further their communication skills using a hypothetical
situation.
75
Ross S. Sterling High School
Advisory Lesson Plan
Assignment:
Communication Skills
Grade Levels:
Duration:
9 – 12
20 minutes
Objective:
In a team setting, students will work cohesively to reach a consensus and
further their communication skills using a hypothetical situation
Materials:
Drawing Lesson Improves Communication Skills, pen/pencil, paper, watch or
clock
Ford, R. “Drawing Lesson Improves Communication Skills” in Teacher Submitted Lesson
Plans. http://www.educatonworld.com, 2002.
Procedures:
1.
Arrange students into pairs. Have each pair of students sit at
their desks back-to-back, with the writing surfaces of their desks in front of
them. Tell students that one of them will be Student "A" and the other will
be Student "B." Have students in each pair choose one of the letters.
2.
After students have chosen their letters, ask each student to write his
or her letter in the top corner of a blank sheet of paper. Next, instruct all
"A's" to spend two minutes drawing something on their papers. Students
need not be good at drawing; even stick drawings will suffice for this
activity. (Partners may not look at or talk to each other during this part of
the activity.) While "A's" are drawing, "B's" should remain in their seats. At
the end of the two-minute drawing period, instruct "A's" to put down their
pens/pencils.
76
3.
Next, tell "B's" to pick up their pens/pencils. Instruct "A's" to give a
clear description of their drawings to their respective partners. Instruct "B's"
to listen only to their partners' instructions. Each "B" will use the oral
instructions to try to re-create his or her partner's drawing. Allow five
minutes for this next step. Remember: The only means of communication is
for each "A" to provide description of the drawing to his or her partner.
"B's" can only listen and draw. Partners should remain sitting back-to-back
at all times during this part of the activity. At the end of the five-minute
time period, instruct "B's" to put down their pens/pencils.
4.
Allow a few minutes for partners to show each other their drawings
and discuss the results.
5.
For the next part of the activity, instruct partners to resume their back-
to-back positions. Provide each student with a clean sheet of drawing paper
and tell students that the second part of the activity will be different from
the first part. Then have "B's" spend three minutes drawing on their papers.
Students should use the entire three minutes to draw something beyond a
simple shape or two. When the three minutes are up, "B's" should put
down their pens/pencils.
6.
Remind all pairs to remain seated back-to-back. Instruct all "A's" to
prepare to draw. Tell students that this time the "A's" are going to
reproduce their partners' drawings, but the only way they can obtain
information about those drawings is by asking yes or no questions.
Emphasize that only questions that can be answered yes or no are allowed!
Allow students five minutes to complete this part of the activity. When time
is up, have partners compare their drawings.
77
7. Take time to discuss the difficulties or successes experienced by the
pairs. Ask which exercise was more difficult and why. Discuss what they
learned about the need for effective communication.
78
Objective:
In a team setting, students will work cohesively to reach a
consensus and further their communication skills using a hypothetical
situation.
79
Transcripts
Objective:
Familiarize students with their transcripts
 Accentuate the importance of getting credits in each class
 Publicize the break points for credits necessary to be considered a
sophomore (5.5), junior (12.5), senior (19.5) and graduate (26).
 Emphasize also:
o
26 credits must be in courses specified by the State of Texas
and we have no flexibility to change that requirement
o
A 2nd semester cannot be averaged with 1st semester
o
The transcript is a reflection of the person
Procedure:
This procedure is certainly flexible and can be adapted to your circumstances,
However, the general idea is:
Pass out sets of transcript samples.
a.
Sample A is an on-track freshman.
Point out that during the fall
semester, they earned 3.5 of the 5.5 needed to be considered a
sophomore.
i.
Point out that the KEYBRDG:E credit was earned on 06/07 meaning
the student earned this credit in junior school.
ii.
Point out that the IPC grade was 60 and the Spanish 1 grade was
68 earning no credits for the semester but that both of those
credits can be saved if the student earns an 80 in IPC and a 72
in Spanish 1 for the spring semester.
b.
Sample B is an above level freshman earning 5.0 of the 5.5 credits
needed to be a sophomore by the end of the fall semester.
80
i.
Point out that the KEYBRDG:E and the ALG!:J credits transferred
from junior school as indicated by the date.
ii.
c.
Note that the student earned credit for each class by the numbers
in the CR column.
Sample C is a student who has repeated the 9th grade.
i.
Note that the student earned no credit for ENG 1 and has
repeated the fall semester.
He still did not receive credit at the
end of last semester.
ii.
No credit was awarded for COMMAPP-X
iii.
ALG 1 received credit for the first semester but not the second
semester
iv.
IPC has earned credit as has semester 2 of W GEO. HLTH ED,
and PE 1A.
v.
After a year and a half at Sterling, this student has only 3.5
credits (cont. next page)
Pass out the student’s individual transcripts so they can see how they have done
for the fall semester.
Discuss with any of them what they need to do to recover
credit.
Take up the transcripts from the students.
Advisory.
We will use them again at the next
81
82
83
84
Objective:
In a group setting, students will explore a variety of
strategies aimed at improving objective test taking skills.
85
Ross S. Sterling High School
Advisory Lesson Plan
Assignment: Test-Taking Strategies I: Mastering Objective Tests
Grade Levels: 9-12
Duration: 20 minutes
Objective: In a group setting, students will explore a variety of strategies
aimed at improving objective test-taking skills.
Materials: writing utensils (including highlighters, if possible), photocopy of the
handout: Top 10 Hints for Scoring High on Objective Test Questions
Source: Rozakis, Laurie. Test-Taking Strategies & Study Skills for the Utterly
Confused. New York: McGraw-Hill, 2003.
Educational Video Network.
Test Taking Without Fear. Huntsville, TX: 2001.
Chpt. 2.
1. Turn on TV and watch Test Taking Without Fear video, chapter 2. After the video, discuss the
segment with your class.
2. Prior to distributing handouts, ask students to talk about their experiences taking
objective tests. Make sure they understand components of objective tests:
true/false, multiple choice, matching, fill-in-the blank questions. What strategies do
they already use successfully? What is it about objective test questions that they
find to be difficult?
3. Distribute and review the handout Top 10 Hints for Scoring High on Objective
Test Questions. With the students, go over the hints listed with each category of
objective testing; hints for objective test questions in general are covered first, and
are followed by strategies for doing well on True/False, Multiple Choice, and
Matching questions.
If time permits, the teacher may assign one of the three quizzes following these
sections that allow for practice of the strategies; give the students a few minutes
to complete the quizzes, and then review with them the answers (included).
Discuss reasons why a student feels he/she missed an item and follow-up by
reinforcing the skill presented in the respective strategy.
86
The third quiz includes a written selection followed by ten multiple choice
questions. Any one or a combination of quizzes could be taken by students in
class as time permits, or as an extension of another advisory period on
another date.
87
Master Objective Tests
Top 10 Hints for Scoring High on
Objective Test Questions
Whether you're taking a low-stakes classroom true-false test or a high-stakes SAT,
the following hints can help you do your very best.
1. Know what to expect If at all possible, take practice exams so you know what
you're facing when you take the real test. This is especially important with SATs,
GMATs, LSATs, and other high-stake tests.
2. Learn the directions. On standardized objective tests, you can memorize the
directions. This will help you save precious time. In addition, you won't be worrying
about what's coming next on the test, because you'll be thoroughly familiar with the
test format.
3. Study. You can't win it if you're not in it. For an important objective exam
such as a college entrance test, set up a study schedule months before the exam and
stick to it. Even if you're blessed with exceptionally gifted and hardworking
teachers, how well you do on the test has a lot to do with the amount of reading,
writing, and studying you do on your own.
4. Use your time wisely. In nearly all cases, the test questions are arranged in
order of difficulty, from least difficult to most difficult. Most test takers do well
on the easy questions, but few students do well on the most difficult questions.
Because every question is worth the same number of points, you're better off
spending your time making sure you correctly answer the easier and mediumdifficulty questions rather than rushing to finish the entire test.



5. Develop a test strategy. There are three ways you can approach any
objective test:
Work from beginning to end, answering every question in order. Answer
every single question, even if you have to guess.
Answer the easy questions first, then go back and work on the harder
questions.
Answer the hardest questions first, then go back and answer the easy ones.
None of these test-taking methods is right or wrong. However, for most people,
the second method works best. If you decide to use this strategy, answer the easier
questions first, then go back to figure out the more difficult ones.
6. Mark any questions you omit. Put a checkmark next to any question you
skip. Write in pencil so you can erase the checkmarks to avoid leaving stray marks.
When you get to the end of the section, go back to the beginning of the section and
start answering the items you skipped.
7. Slow down! If you work too fast, you risk making careless errors. You're better off
skipping a few questions rather than working so fast that you make costly blunders.
8. Guess. If you can eliminate any of the answer choices, it's always in your favor to
guess. The more choices you can eliminate, the better your chances of selecting the
correct answer. If you are not being penalized for guessing, fill in any blanks. It costs
you nothing and you might get lucky.
9. Think before you switch answers. Don't go back and change answers unless
you're bedrock sure that your second choice is correct. Studies have shown that in
nearly all cases, your first choice is more likely to be correct than subsequent
choices, unless you suddenly recall some relevant information.
10. Stay cool. Convince yourself that you can succeed by working carefully
and resolutely. If you start losing control, pause for a second to calm yourself.
Take a few deep breaths, imagine a pleasant scene, and then keep working.
88
Tips for Earning a High Score on
True-False Test Questions
True-false questions require you to recognize a fact or an idea. They also check your
reading comprehension. As a result, you have to read very carefully and closely.
The following suggestions can help you do your best on these test items.
1.
Pay close attention to absolute words. When you take true-false tests, pay
special attention to absolute words (words that are all positive or all negative). Here
are some examples:
Absolutely not
Constantly
None
All
Everyone
No one
All the time
Never
Not at all
Always
You know that answers are rarely always or never, black or white. If you see an
absolute word in a test item, that item will probably not be correct. This is especially
the case for true-false test items. For example,
Directions: Circle true if the sentence is true or false if it is false.
True
False
1. A sentence fragment is never acceptable in
writing.
True
False
2. Water always freezes at 32° Fahrenheit.
Each of these items is false because of the absolute words never and always. Item
1 is false because sentence fragments are acceptable in dialogue and in casual
writing. Item 2 is false because water that contains salt will not freeze at 32°
Fahrenheit. Adding salt to water lowers the temperature required to freeze it.
2. Look for other modifiers, too. Scan test items for the words usually.-many,
most, usually, rarely, sometimes, generally, and frequently in true-false test items, as
these words usually make a statement valid because they are not absolutes.
3. Study sentence length. For a sentence to be true, all parts of it must be true. If
even one small part is false, the entire sentence is false. Therefore, the longer a
sentence. the more likely it is to be false. Pay very close attention to long sentences
in true-false questions. Read every part to make sure that every word is true.
4. Be on your guard for false logic. Two sentences can be true but connected by a
word that makes them false. To prevent this type of misreading, look closely at the
connecting word to make sure it doesn't lead to false conclusions. Here are some words
and phrases used to connect sentences:
And
Because
But
Due to
For
Further
Nor
On account of still
Or
Since
Yet
For example, President Abraham Lincoln is famous because he was assassinated by
John Wilkes Booth. Abraham Lincoln is famous, and he was assassinated by John
Wilkes Booth, but that's not what made him famous. The connecting word
because makes the sentence
false.
5. Consider guessing. When it comes to true-false questions, you should guess on
all questions you can't answer, unless there is a penalty for guessing. You have a SO
percent chance of getting the answer right, so take the chance.
89
Tips for Earning a High Score on
Multiple-Choice Test Questions
Multiple-choice tests require you to choose the correct choice from several options.
You may have three, four, or five choices. It's especially important to approach
multiple-choice test items with a logical and proven strategy, because virtually all
standardized tests include a multiple-choice format. The following suggestions have
proven helpful for many test takers.
1. Use the process of elimination. Multiple-choice test writers know that you're
looking for the correct answer, so they include a lot of answers that look correct but are
in fact wrong. Rather than looking for the right answer, start by looking for the
wrong answers. Start by eliminating these ringers, because each wrong answer you
knock out brings you one step closer to finding to correct answer.
2. Look for the words not. except, and best. These questions are tricky because
you're being asked to choose an answer that's the opposite of what you expect. The
questions will be phrased like this:
Which is not an example of . . .
All the following choices are except . . .
The best answer is . . .
3. Watch for the all-of-the-above choice. For the answer to be all of the above,
every part of every choice has to be correct. Verify the truth of every part of every choice
before you select all of the above as the correct choice.
90
TEST TAKING STRATEGIES FOK THE UTTEKLY CONFUSED*
Apply the strategies you learned on the following multiple-choice vocabulary test. Select the
best definition for each word.
____
1.
Cursive
a.
Flowing handwriting
c.
Cruel
b.
Foul language
d.
Commonplace
____
2.
Agitate
a.
Clean
c.
Tranquilize
b.
Tap you foot
d.
Stir up
____
3.
Adjoin
a.
Separate
c.
Touch
b.
Listen closely
d.
Disunite
____
4.
Cohabit
a.
Nun’s garb
c.
Change
b.
Dependent
d.
Live together
____
5.
Concede
a.
Yield
c.
Augment
b.
Build
d.
Curtail
____
6.
Depress
a.
Elevate
c.
Upraise
b.
Bring down
d.
Invigorate
____
7.
Adjudicate
a.
Subjoin
c.
Lessen
b.
Deduct
d.
Arbitrate
____
8.
Affix
a.
Withhold
c.
Fasten
b.
Repair
d.
Injure
91
____
9.
Confederation
a.
Southerners
c.
Alliance
b.
Antagonism
d.
Aversion
Considerably
____
10. Collateral
a.
Security
c.
b.
Far away
d. Dependent
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Answers
1.
a
9.
2.
c
10.
d
3.
c
4.
d
5.
a
6.
b
7.
d
8.
c
a
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Tips for Earning a High Scorn on Matching Test
Questions
Matching tests assess your ability to see which things go together. Thinking of
these tests as a puzzle will help you match the correct pieces and eliminate
choices as you go along. You'll maximize your chances for success if you have a
clear test strategy. The following ideas can help you develop one.
1. Read the list on the right first. The questions will be listed on the left; the
answers will be listed on the right. Read the answers (the right column) first, so
you know the answer choices. As you read down the list you will know all the
options. This can prevent you from choosing the first or second choice because
it looks right, when the correct answer is further down the list.
2. As you find each correct match, cross it off the list. This helps you limit
your choices and increase your chances of getting every answer correct.
Apply the strategies you learned on the following matching spelling test by
matching each misspelled word to its correct spelling. Write the letter of the
correct spelling in the space provided.
Misspelled
Correctly Spelled
____ 1. alin
a. autumn
____ 2. gastly
b. knack
____ 3. exhilaration
c. almond
____ 4. acknowledge
d. would
____ 5. amond
e. align
____ 6. narled
f. exhibit
____ 7. gingam
g. acknowledge
____ 8. autum
h. ghastly
____ 9. tomaine
i. concemn
____ 10. condem
j. gnarled
____ 11. woud
k. design
____ 12. spaghetti
l. exhilaration
____ 13. desin
m. ptomaine
____ 14. nack
n. gingham
____ 15. exibit
o. spaghetti
94
Answers
1. e
10. I
2. h
11. d
3. l
4. g
5. c
6. j
7. n
12. o
13. k
14. b
15. f
8. a
9. m
95
TEST TAKING STRATEGIES FOKTME UTTERLY CONFUSED
Quick Tip
Standardized tests are similar to classroom tests in many ways, but they have a few
significant differences. These differences change the strategies you use. First of all,
the test items on standardized tests are often arranged from easier to more difficult.
Therefore you will have to budget your time differently. Spend less time on the first
questions and more time on the last questions.
Be prepared not to know everything you'll be asked on a standardized test. Don't
be upset; this is the way the test Is designed.
Tips for Earning a High Score on
Fill-in-the-Blank Questions
You may or may not have answer choices with fill-in-the-blank questions. If you
don't, you will have to recall the correct answer from the material you studied. If you
do have choice you will have to eliminate some and choose the best answer.
1. Look for links in ideas. As you read the sentence, substitute the word blank
for the blank. This helps you figure out what is missing and how the sentence
makes sense when complete. If you have been given answer choices, try to predict
the answer without looking the choices. Then look at the answer choices to find the
one that best matches your prediction. If you haven't been given choices, fill in the
answer based on your prediction.
2. Look for context clues. A fill-in-the-blank question usually contains clues to
the correct answer. For example, the words and, also, so, for, because, and
therefore show that t second part of the sentence supports the first part. When you
see one of these words in a f in-the-blank question, look for answer choices that
support the second part of the sentence. Other times, the blank requires a word that
restates an idea already mentioned in the sentence. In this case, you will be using
summary clues to find the missing words. The following phrases show that ideas are
being summarized: as a result, in summary, finally, in conclusion. Finally, words
such as although, not, but, and however signal contrast. If you see one of the words
in the sentence, the missing word will be the opposite of the first half of the sentence
3. Read carefully. One letter can change the meaning of a word, so read each
answer choice carefully. Dessert and desert, for instance, may look the same if you're
reading fast. I they're not the same! Dessert is a sweet served at the end of a meal,
whereas desert is a d arid expanse of land.
4. Check capitalization. Some words have two meanings, depending on
whether they are capitalized. For example, when capitalized, the word Catholic
refers to a religion. He ever, when lowercased, catholic means "worldly,
cosmopolitan, or wide-ranging tastes a interests."
96
5. Match the grammatical form of the question and answer. If the verb is
singular, the subject or answer must be singular. If the verb is plural, the subject or
answer must be plural.
6. Check your answer by reading the entire sentence. Rereading the answer
you've chosen or written can help you decide whether it makes sense. If not. revise
your answer.
7. Use common sense to make sure your answer is logical.
doesn't match what you already know, revise it.
If your answer
Tips for Earning a High Score on Math Tests
Use the following suggestions as you take tests in math. These tips also work with
science tests that involve calculations, such as physics and pharmacology tests.
1. Try to predict the answer. As you solve the problem, try to predict the answer.
This will help you avoid choosing an answer that does not make sense.
2. Draw diagrams to help you think out problems. Diagrams and pictures are
especially helpful for math problems that involve shapes, lengths, distances, and
sizes.
3. Rephrase word problems. Restating word problems in your own words helps you
understand the problem and its different parts. Then try to relate this word problem to
others you have done. This will help you see similar solutions.
4. Be sure to show the answer in the correct mathematical form. Even if your answer
is correct, it will likely be marked wrong if it is in the wrong form (e.g., using
decimals instead of fractions). Reread the test question to make sure you are stating
your answer in the correct form.
5. Show all your computations. Be sure to show all your work, because you can
sometimes get partial credit even if you made a counting error.
6. Check your answers. Even if you're sure that you got the correct answer, always try
to make time to check your work. This can help you catch errors in counting, plus
and minus signs, and logic.
7. Use common sense. If an answer doesn't seem right even if you found a matching
answer, trust your instincts. Recalculate the problem to see where the error occurred.

Objective test questions can be easy or difficult based on their
content and their form.

Take practice exams, learn the directions, study, use your time
wisely, develop a test strategy, mark any questions you omit,
work slowly and carefully, guess if there's no penalty or if you can
eliminate some answer choices, think before you switch answers,
and don't panic.

With true-false test items, pay close attention to absolute words
and

logical reasoning.

With multiple-choice test items, use the process of elimination.
97

With matching test items, read the list on the right first and cross
off each correct match as you find it.

With fill-in-the-blank test items, look for links in ideas and
context clues. Also, match the grammatical form of the question
and answer.
QUESTIONS
True-False Questions
1.
True-false questions are usually more difficult to answer than critical-reading questions.
2.
If at all possible, take practice exams so you know what you're facing when you take
the real test.
3 On standardized tests, don't bother memorizing the directions, because you won t
save enough time to make it worth your effort.
4. In nearly all cases, the test questions are arranged in order of difficulty, from most
difficult to least difficult.
5. You're better off skipping a few questions rather than working so fast that you
make costly blunders.
6. Don't go back and change answers unless you're bedrock sure that your second
choice is correct.
7. Multiple-choice test writers know that you're looking for the correct answer so they
Include alot of answers that look correct but are in fact wrong. Rather than looking for
the wrong answer, start by looking for the right answer.
8. When you take a matching test, read the list on the left first.
9 Standardized tests are designed to have some questions that you can't answer.
10. On fill-in-the-blank test items, match the grammatical form of the question and
answer.
Completion Questions
l. Questions can be easy or difficult based on two factors: their content and their
____________.
2. For an important objective exam such as a college entrance test, set up a
months before the exam and stick to it.
3. There are __________ ways you can approach any objective test.
4. Put a _______________ next to any question you skip.
5. If you can eliminate any of the answer choices, it's always in your favor to
_______________.
6. When you take true-false tests, pay special attention to _______________.
These are words that are all positive or all negative.
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7. For a sentence to be true, all parts of it must be ________________.
8. As you read the sentence, substitute the word _____________ for the blank. This
helps you figure out what is missing and how the sentence makes sense when
complete.
9. When a fill-in-the-blank test item requires a word that restates an idea already
mentioned in the sentence, you will be using _______________ clues to find the
missing words.
10. Some words have two meanings, depending on whether they are
_______________.
Multiple-Choice Questions
Using the strategies you learned in this chapter, read the following passage and
answer the questions.
Men are like plants; the goodness and flavor of the fruit proceeds from the peculiar
soil
and exposition in which they grow. We are nothing but what we derive from the air
we
breathe the climate we inhabit, the government we obey, the system of religion we
pro
fess and the nature of our employment. Here you will find but few crimes; these
have
acquired as yet no root among us. I wish I were able to trace all my ideas; if my ignorance prevents me from describing them properly, I hope I shall be able to
delineate
a
few of the outlines; which is all I propose.
Those who live near the sea feed more on fish than on flesh and often encounter
that boisterous element. This renders them more bold and enterprising; this leads
them to neglect the confined occupations of the land. They see and converse with
a variety of people- their intercourse with mankind becomes extensive. The sea
inspires them with a love of traffic, a desire of transporting produce from one place
to another, and leads them to a variety of resources which supply the place of
labor. Those who inhabit the middle settlement, by far the most numerous, must be
very different; the simple cultivation of the earth purifies them, but the
indulgences of the government, the soft remonstrance of religion, the rank of
independent freeholders, must necessarily inspire them with sentiments, very little
known in Europe among a people of the same class of freemen, religious
indifference, are their characteristics.
Exclusive of those general characteristics, each province has its own, founded on
the government. climate, mode of husbandry, customs, and peculiarity of
circumstances. Europeans submit insensibly to these great powers and become, in
the course of a few generations not only Americans in general, but either
Pennsylvanians, Virginians, or Provincials 'under some other name. Whoever
traverses the continent must easily observe those strong differences, which will
grow more evident in time. The inhabitants of Canada Massachusetts, the middle
provinces, the southern ones, will be as different as their climates; their only points
of unity will be those of religion and language.
1. In the second sentence, the main effect of using parallel phrases that elaborate on
one another is to
(a) Emphasize the amount of time and effort it takes for a person to mature
(b) Make the writing vigorous and logical
99
(c) Establish the author's solemn and scholarly tone
(d) Convince people to move to America
(e) Temper the author's enthusiasm with unquestionable scientific facts
2. In the context of the passage, the phrase "love of traffic" most nearly means
(a) A desire to move goods from place to place
(b) An urge to drive
(c) An impulsive nature
(d) A passion for cars
(e) A craving for new sensations
3. According to the author, our character is shaped by all of the following forces
except
(a) Our environment
(b) Our government
(c) Our career
(d) Our genetic background
(e) Our religious beliefs
4. The author describes people who live near the sea as
(a) Deeply religious
(b) Indifferent to their neighbors and other people around them
(c) Courageous and adventurous
(d) Pure and simple
(e) Independent but not physically strong
5. This essay is organized by
(a) Most to least important
(b) Least to most important
(c) Chronological order
(d) Advantages and disadvantages
(e) Spatial order, east to west
6. The author would be most likely to describe America as a
(a) "Melting pot"
(b) "Glorious mosaic"
(c) "Crazy quilt"
(d) "Salad bowl"
(e) "Patchwork of people"
7. From what point of view is this essay written?
(a) Third-person limited
(b) First person
(c) Omniscient
(d) Third-person omniscient
(e) All-knowing
8. Based on context clues, when was this essay most likely written?
(a) 1400s
(b) 1500s
(c) 1700s
(d) 1900s
(e) Present-day
9. The writer predicts that
(a) People in different parts of America will become less similar as time passes
(b) People in different parts of America will become more similar as time passes
(c) Americans will never get along with each other because they are too individual
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(d) People from all over the world will come to America
(e) Americans will deplete their rich natural resources through overfarming, fishing.
and mining
10. Based on the details, you can conclude that this essay reveals the author's
(a) Gratitude that he is not an American
(b) Belief that Americans are an easily influenced group of people
(c) Distrust of foreigners, especially immigrants
(d) Mild support for America and Americans
(e) Affection for and deep faith in the promise of America and Americans
ANSWER KEY
True-False Questions
l. F
2.T
3.F
4.F
5.T
6.T
7.F
8. F
9.T
10.T
Completion Questions
1 Form 2. Study schedule 3. Three 4. Checkmark 5. Guess 6!
Absolute words 7. True 8. Blank 9. Summary 10. Capitalized
Multiple-Choice Questions
l. b
2. a
3.d
4.c
5.e
6. a
7.b
8.c
9. a
10. e
101
Ross S. Sterling High School
Advisory Lesson Plan
Assignment:
Test-Taking Strategies II:
Standardized Tests
Grade Levels:
Solving Analogies on
9 – 12
Duration: 20 minutes
Objective:
In a group setting, students will explore a variety of
strategies aimed at improving skills in solving analogies on standardized
tests.
Materials:
writing utensils (including highlighters, if possible), photocopy
of the handout:
Rozakis, Laurie.
New York:
Solve Analogies on Standardized Tests
Test-Taking Strategies & Study Skills for the Utterly Confused.
McGraw-Hill, 2003.
Procedures:
1.
Prior to distributing handouts, ask students to talk about their
experiences taking standardized tests.
analogy:
Review with them the definition of
similarity between like features of two things, on which a
comparison may be made.
successfully?
What strategies do they already use
What is it about these kinds of test questions do they
find difficult?
2.
Distribute and review the handout Solve Analogies on Standardized Tests.
Review examples of the different types of analogies that students might
encounter on tests. A quiz at the end of the handout provides opportunity to
practice working with analogous test items in multiple test question formats:
true/false, completion, and multiple-choice. Using the answer key at the end of
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the practice quiz, review each question and reinforce the testing strategy that
support questions that students miss.
3.
If time permits, the teacher could prepare the examples of analogies and the
quiz in power point, project them on screen to review each analogy type and quiz
item visually. This instructional strategy might be particularly effective with
students who require visual modification for instruction.
103
TEST TAKING STRATEGIES FOKTHE UTTERLY CONFUSED
Antonym Analogies
These analogies follow the same format as synonym analogies, except the words
being tested are opposites of each other. As always, the relationship is formed
between the first pair of words as well as the second pair of words.


foe : chum :: adversary : crony
Remember that the relationship shown in the second pair of words must parallel
the relationship shown in the first pair of words. Foe means "enemy" and chum
means "friend." Therefore, they are antonyms, or opposites. In the same way,
adversary means "enemy" and crony means "friend." Therefore we have the
same relationship between both sets of words: "enemy is to friend as enemy is to
friend."
Study the following examples of analogies that show antonyms:
Example
naivete': maturity:: gullibility : sophistication
Explanation
Naivete" (nay-eh-vit-toy) and gullibility (gnA-luh-bil-i-tee) both mean "innocence," and maturity and sophistication both mean "experience." Naivete is an
antonym for maturity just as gullibility is an antonym for sophistication
Example
destitution : opulence :: indigence : luxury
Explanation
Destitution (de/i-sti-too-shun) and indigence (in-duh-jence) both mean "poverty."
Opulence (a/i-phu-lence) and luxury both mean "great wealth." Destitution is an
antonym for opulence, and indigence is an antonym for luxury.
Quick Up
Generally, match the grammatical form of every item In the analogy. For
instance, if the first word in the analogy is a noun, the other three words
must be nouns.
104
"Type-of" Analogies
In this form of analogy, you're being asked to show that an object belongs to a class of objects. For
instance, a smirk is a type of smile, a squall is a type of storm, and a panda is a type of bear. Follow
this example:


sword : weapon :: cudgel : club
Solve Analogies on Standardized Tests
First determine the relationship in the first pair of words. Then look for the same relationship in the second pair of words.
A sword is a type of weapon. A cudgel (kuj-d) is a club, which is "type of weapon. As a result, each set of words shows an
object that is a type of another object.
Here are two additional examples of type-of analogies.
Example
Explanation
mauve : color :: basil : herb Mauve (mohv) is a type of color; basil is a type of herb.
Cranial : nerve : ulna : bone Cranial is a type of nerve; ulna (uhl-nah) is a type of bone.
“Part-to-Whole” Analogies
In this type of analogy, you’re being asked to determine how one word in each pair is part of the other
word in the same pair. For example, a note is part of a song, a letter is part of a word, and a brim is part
of a hat. The following example shows a part-to-whole analogy:


coda : symphony : epilogue : novel
A coda (koh-dah) is a part of a symphony. An epilogue (eh-pi-log) is part of a novel. The relationship
is even closer, however. A coda is the last part of a symphony and an epilogue is the last part of a
novel. Finally, both a coda and an epilogue are optional: you can have a symphony without a coda just
as you can have a novel without an epilogue.
The following model analogies show the part-to-whole relationship:
Example
radius : circle :: spoke : wheel
Explanation
The radius (ray-dee-us) is the part of a circle that extends from the center to the edge. It is shown as a line. A spoke is the
part of a wheel that extends from the center of the wheel to the edge. A spoke is a bar. Therefore, both radius and spoke are
parts of the whole. Further, both have the same shape. (Note: Spoke has multiple meanings. In addition to being a bar, it is
also the past tense of “to speak.”)
Example
Prow : ship :: nose : airplane
Explanation
The prow is the forward part of a ship, just a s nose is the foreword part of an airplane. Therefore, both words show a partto-whole relationship. They also occupy the same relative position to the whole.
105
“Object-to-Function” Analogies”
This type of analogy tests whether you can determine the function of a specific tool or item. Because
this particular relationship is fairly easy to discern, test writers often include some difficult vocabulary
to make the test items more challenging. I’ll use common vocabulary in the following examples so you
can focus on the relationship first.


ax : chop :: pliers : grip
The function of an ax is to chop something, whereas the function of pliers (plye-ers) is to grip
something. Both an ax and pliers are tools. Therefore, the analogy is valid
Find the relationship in these two examples:
Example
knife : cut :: fork : spear
Explanation
The function of a knife is to cut; the function of a fork is to spear. Further, you could argue that
both a knife and a fork are used with food, although a knife can be used to cut other objects, of course.
Example
Screwdriver : fasten :: awl : pierce
Explanation
An awl is a pointed instrument used for making small holes in leather, wood, metal, and so
on. The function of a screwdriver is to fasten; the function of an awl is to pierce. The analogy is even
stronger because both a screwdriver and an awl have a similar shape.
“Lack-of-Something” Analogies
In this type of analogy, one word in each pair lacks some quality. The other pair must reflect the
same relationship, in the same order. For example, a recluse (rehk-loos) is a loner who lacks visitors, a
coward lacks courage, and a pauper (paw-per) lacks money.
The following examples illustrate this type of analogy:


grotto : light :: desert : water
A grotto is a cave, so it lacks light. A desert is a dry place with no moisture, so it lacks
water. Therefore, both a grotto and a desert lack something.
Example
hermit : friends :: mendicant : money
Explanation
A hermit is someone who hides away alone, so he or she would lack friends. A mendicant
(men-di-kant) is a beggar, so he or she would lack money.
106
Example
miser : generosity :: traitor : loyalty
Explanation
A miser is a cheapskate, or tightwad, so a miser lacks generosity. I traitor betrays his or her
country, so a traitor lacks loyalty.
“A-Place-for” Analogies
In these analogies, you’re figuring out where something takes place or where someone belongs. For
example, an actor belongs on a stage, a pilot belongs in an airplane, or ore (or) belongs in a mine.
The following example illustrates this type of analogy:


horse : stable :: pig : sty
A horse is usually kept and fed in a stable in the same way that a pig is cared for in a sty. This
particular relationship is easy to see, but the word sty might present problems if it’s unfamiliar to you.
Here are two additional examples of a-place-for analogies
Example
birds : flock :: lions : pride
Explanation
Flock is the specific term for a group of birds. Pride is the specific term for a group of lions. This
particular analogy is difficult because pride has two entirely different meanings: (1) a group of lions and
(2) self-regard. You must infer the correct meaning of pride from its context – the words birds and
lions.
Example
fish : school :: cows : herd
Explanation
Fish travel in a group called a school, just as cows travel in a group called a herd. As with the
previous example, this analogy is tricky, because school usually applies to a group of students and herd
is often confused with its homonym heard (to listen).
Create Precise Relationships
Knowing the seven main types of analogies can help you earn a high score on analogy tests, but
analogies can be tricky. Consider the following case in point:
grain : silo ::
pilot : plane
judge : courtroom
teacher : classroom
water : reservoir
automobile : highway
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At first glance, we’re dealing with a place-for analogy. But when you plug in the answers, here’s what
you get:
A silo is a place where you find grain.
A plane is a place where you find a pilot.
A courtroom is a place where you find a judge.
A classroom is a place where you find a teacher.
A reservoir (rez-er-vor) is a place where you find water.
A highway is a place where you find an automobile.
Because all five answers fit, you’ve got a problem. The solution is to narrow down the sentence to
make it more precise. Try this:
A silo is a place where grain is stored.
A plane is not a place where a pilot is stored.
A courtroom is not a place where a judge is stored.
A classroom is not where a teacher is stored.
A reservoir is a place where water is stored.
A highway is not a place where an automobile is stored.
By making the relationship more precise, the correct answer becomes apparent: A silo is a place where
grain is stored, just as a reservoir is a place where water is stored. Therefore, as you work your way
through analogies on standardized tests, follow these steps:
1.
2.
3.
4.
Start by fitting the words into one of the relationships explained here.
See which relationship works best.
Use context clues to figure out any multiple-meaning words.
If none of the choice make sense or you have too many seemingly correct answers, make the
relationship more precise.
Quick Tip
According to the Educational Testing Service, every year about 2 million students who apply to college
take the Scholastic Aptitude Test (SAT). Nearly all competitive colleges require the SAT because it
measures skills that correlate to academic success.
The SAT, developed and administered by the Educational Testing Service, includes both
verbal and math reasoning. The test has a total of six types of questions, as follows:
Verbal Number
Sentence completions
Analogies
Critical reading
Math
19
19
40
Number
Five-choice questions
Quantitative comparisons
Grid-ins
35
15
10
For additional information about the SAT, contact ETS:
Educational Testing Service
Rosedale Road
Princeton, NJ 08541
Phone: 609-771-7300; 609-921-9000
E-mail: etsinfo@ets.org
Fax: 609-734-5410; 609-530-0482
108
Be Creative,
but Don’t Overthink
The test items on standardized tests are often arranged from easier to more difficult. As you work
through the test, the questions become increasingly difficult. Therefore you will have to budged your
time. Spend less time on the first questions and more time on the last questions.
Protect yourself against panic by recognizing that you’re not going to be able to answer every
question, especially toward the end of the test. Don’t be upset; this is the way the test is designed.
As the questions become more difficult, the answers will be less obvious:
Obvious Answer
shoe : foot
(a) nose : ear
(b) shirt : arm
(c) toes : foot
(d) glove : hand
(e) hat : knee
The correct answer is d: a glove
covers your hand as a shoe covers
your foot. Choice a is silly because
a nose doesn’t cover your ear.
is part
Choice c is wrong because your toes
Don’t cover your foot; they are part
Of it. Choice e is wrong because a
Hat covers your head, not your knee.
Obscure Answer
act : play
(a) line : music
(b) rhyme : poem
(c) page : novel
(d) scenery : performance
(e) chapter : book
The correct answer is e: An act is a
large part of a play, just as a chapter
is a large part of a book. A line is part
Of music (choice a) and a page
of a novel (choice c), but neither are
large parts, so they can’t be correct
answers.
To find the relationship between these words, you have to think creatively. Perhaps you put the words
in a sentence, such as “Act is to play as . . .” Maybe you drew a diagram to find the relationship. You
definitely looked at the question from several different angles to analyze it. You must use creative
thinking skills to tease out the more difficult analogy relationships.
But when you think creatively, be sure not to overthink. When you overthink, you analyze your
answers so deeply that you begin to see relationships that don’t really exist. You might get hopelessly
lost, too.
When in doubt, go for the most logical and obvious answer. If that doesn’t fit, look more deeply
into the question and see if you can find an answer that matches your line of thought.
Quick Tip
Are you nervous about standardized analogy tests? If so, relax! A minor case of nerves can actually
help you succeed because it keeps you alert and focused.
109
It’s a Wrap

Analogies are test questions that show different relationships among words. Every analogy contains
two pairs of words. The relationship shown in the first part parallels the relationship shown in the
second part.

Analogies are presented as mathematical equations in which : stands for is to and :: stands for as

The most seven common analogy relationships on standardized tests are synonyms, antonyms, type
of, part to whole, object to function, lack of something, a place for.
QUESTIONS
True-False Questions
1.
The relationship in an analogy is formed between the first pair of words as well as the
second pair of words.
2.
The relationship must always flow in the same direction for an analogy to be valid.
3.
All analogies show only one main type of relationship among the words.
4.
In part-to-whole analogies, you’ll be required to find words that have the same
meaning.
5.
Antonym analogies follow the same format as synonym analogies, except the words
being tested are opposites of each other.
6.
Generally, you do not have to match the grammatical form of every item in the
analogy. For instance, if the first word in the analogy is an adjective, the other three
words can be adverbs, nouns, or verb.
7.
In object-to-function analogies, you’re being asked to show that an object belongs to
a class of objects.
8.
Radius : circle :: spoke : wheel is a part-to-whole analogy.
9.
Hermit : friends :: mendicant : money is a synonym analogy.
10. As you solve analogy questions, always try to narrow your choices by making the
type of relationship more precise.
Completion Questions
1.
2.
3.
4.
Select the word that best completes each sentence.
Spend (more, less) time on the first analogy questions on standardized tests.
Spend (more, less) time on the last analogy questions on standardized tests.
To help figure out the relationships between words in an analogy, try putting the
words in (sentence, paragraph)
When in doubt about an answer, choose the most (obscure, obvious) answer.
110
5.
Solve these analogies:
watermark : paper :: birthmark : (person, emblem)
beef : jerky :: grape : (raisin, intricate)
magnanimous : petty :: munificent : (miserly, generous)
unique : peerless :: novel : (conventional, unrivaled)
divergent : identical :: anomalous : (digressing, analogous)
ludicrous : laughable :: absurd : (grave, ridiculous)
Multiple-Choice Questions
Select the word that best completes each analogy.
1.
(a)
(b)
(c)
(d)
2.
(a)
(b)
(c)
(d)
3.
(a)
(b)
(c)
(d)
4.
(a)
(b)
(c)
(d)
5.
(a)
(b)
(c)
(d)
6.
(a)
(b)
(c)
(d)
prodigious : colossal :: infinitesimal :
copious
poignant
puny
inspiring
penitent : repent :: confessor :
disavow
disown
repudiate
admit
pagan : religion :: heathen :
belief
misgivings
padre
idiosyncrasy
gadabouts : nomads :: travelers :
vapid
tourists
fatuous
discerning
symptomatic : symbolic :: indicative :
indisposed
representative
contagious
endemic
cyclical : repetition :: circular :
broadside
termination
irksome
continuity
111
7.
(a)
(b)
(c)
(d)
8.
(a)
(b)
(c)
(d)
9.
(a)
(b)
(c)
(d)
10.
(a)
(b)
(c)
(d)
mule : intractable :: fox :
wily
quick
contumacious
comely
generosity : philanthropist :: mettle :
medal
metal
hero
villain
mellifluous : honeyed :: cacophony
euphonic
sweet
harsh
neutral
freakish : change :: whimsical :
cherished
vary
dangerous
ominous
ANSWER KEY
True-False Questions
1. T
2. T
9. F
10. T
3. F
4. F
5. T
6. F
7. F
8. T
Completion Questions
1. Less
2. More
unrivaled, analogous, ridiculous
3. Sentence
4. Obvious
5. Person, raisin, miserly,
Multiple-Choice Questions
1. c
9. c
2. d
10. b
3. a
4. b
5. b
6. d
7. a
8. c
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