FRESHMAN
SEMINAR
TEACHER’S EDITION
TEACHER2014-2015
STUDENT NAME
ROOM NUMBER
About the Authors
Tara Baker, Lead Author, Glencliff High School
Teachers
Max Meyers, formerly at Stratford High School
Patrick O’Brien, Glencliff High School
James (Jay) Michael Salato, Jr., formerly at Hillwood High School
School Counselors
Tiffany Littlejohn
Shemeka Rush
Tina Shepherd
Special Thanks:
Angela Boone, Glencliff High School
Troy Grant, CollegeforTN.org
Melissa Jaggers, Alignment Nashville
Sara Spanos, McGavock High School
Kristin Olander, Glencliff High School
Page 2
Table of Contents
Chapter 1:
Who Am I? .............................................................................................................. 5
Chapter 2:
What Makes Me ME? .......................................................................................... 13
Chapter 3:
Strategies to Help Me Meet My Goals.............................................................. 19
Chapter 4:
What I Need to Know About High School........................................................ 32
Chapter 5:
What’s Important to Me? ................................................................................... 42
Chapter 6:
My Budget ............................................................................................................ 52
Chapter 7:
How Do I Get a Job? .......................................................................................... 62
Chapter 8:
Careers in Films .................................................................................................... 92
Chapter 9:
Career Research ................................................................................................. 94
Chapter 10: How Can I Pass My Exams? .............................................................................. 108
Chapter 11: The World Around Me ....................................................................................... 109
Chapter 12: My Future, My Way ............................................................................................ 135
Chapter 13: My Role in the World ......................................................................................... 141
Chapter 14: Where I Want to Go .......................................................................................... 157
Chapter 15: How Do I Survive Testing Week? ...................................................................... 173
_________________________________________
Freshman Seminar Standards ................................................................................................. 174
Freshman Seminar Vocabulary .............................................................................................. 177
Freshman Seminar Pacing Guide........................................................................................... 182
Additional Activities.................................................................................................................. 183
Page 3
What is Freshman Seminar?
Welcome to Freshman Seminar! This course was designed
to successfully transition students from middle school to high
school. Students enrolled in this course will be given strategies
for effective time management, study skills, goal setting,
organizational techniques, communication skills, and
technological skills that will aid them on their path to
graduation.
Additionally, freshman seminar students will embark on a
self-discovery mission to uncover personal values, goals, and
attributes that will shape decisions when choosing a career
academy for the tenth grade.
Each student will conduct career and college research to
facilitate their career plan. Students will fill out applications,
create resumes, participate in interviews, and attend a career
fair to allow them to anticipate the requirements and
necessities for their success in their desired field.
Page 4
Chapter One: Who Am I?
Rationale: This chapter encourages students to reflect on their past in order to plan for the future. Students should embrace
their past and their history. This allows students to see what they need to change or enhance for success for the future.
Standards:
1.12 I can evaluate the effects of relationships in the classroom.
3.1 I can identify and evaluate clear communication.
Chapter Length: approximately 2 weeks
Lesson Plans:
Day 1: History of school
Needs: Post it notes/scratch paper
Have each student recall their best and worst class. Students should record one good thing about the class they liked and one
bad thing about the class they did not like. Items cannot be based upon personalities in the room (meaning I didn’t like the
teacher/I didn’t like my classmates); everything is based on CONTENT only. Group the student’s likes and dislikes by common
issue. Explain why FS is different from the other classes.
Me Bags:
Needs: Magazines, newspapers, crayons, glue, scissors
Each student should create a ME bag. The bag (brown lunch bag, piece of copy paper, or construction paper) should have the
following:
 5 adjectives that describe the student
 5 pictures of items that are important to the student
 5 goals for the year
 5 hopes for the student’s future
Students may use the magazines to obtain pictures or words.
When finished, each student should tell the class what is on the bag and why it is there.
Day 2: Prep for Show and Tell
Presentation
Needs: notecards or slips of paper
Hand out sheet to students. Ask them to think of 5-7 items to bring in to share with the class. The items must be special in some
way; students will have to explain why the item is important and how it has shaped who they have become. Use the sheet to
help brainstorm what they will bring in. Next, prepare students for public speaking. Review basic public speaking rules: look at
your audience, project your voice, etc. Show students the rubric and discuss how they will be graded (teacher discretion).
Resource for public speaking skills: http://sixminutes.dlugan.com/25-skills-every-public-speaker-should-have/
see website for video links
Where I’m From poem/Personal metaphors sheet
Writing
Read the quote at the top of the page. Ask students to explain what it means. Next, read the poem with students. Pick out the
experiences or memories that the author mentions. Now, ask students to plug in similar memories or experiences that they
have. There is no right or wrong answer. Encourage students to read them out loud or display them in the room. Discuss the
questions at the bottom of the page. Find your similarities and differences. Fill out the personal metaphors sheet.
Day 3- Day 4 Presentations: Rubric is attached. Suggested time: 2-5 minutes per student.
Day 5: Chapter Reflection
Article: Why High School Sucks by Ronald Maggiano
Read the article. Fill out the paper and answer the questions. When finished, use the Chapter One Reflection to help students
reflect upon the lessons learned in this chapter.
Page 5
Name: ___________________________
Date: _____________
“It's always good to remember where you come from and celebrate it. To remember where you come from is part of
where you're going.” - Anthony Burgess
Read the poem and create your own.
Where I’m From
Where I'm From
By:George Ella Lyon
I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.
I'm from fudge and eyeglasses,
from Imogene and Alafair.
I'm from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I'm from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.
I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments-snapped before I budded -leaf-fall from the family tree.
by: ______________________________
I am from ________________________________,
From _____________ and ___________________
I am from _______________________________
_________________________________________
I am from ________________________________
_________________________________________.
I’m from _____________________________________
_____________________________________________
From ___________________________________
__________________________________________
I’m from ____________________________________
_____________________________________________
______________________________________________
____________________________________________
_____________________________________________
Discussion: Do we have any common experiences? What are our unique experiences? How
do these common and unique experiences affect us in the classroom? How do they affect
our performance or behavior in school?
Page 6
Name: ___________________________ Date: ______________
Personal Metaphors
Directions: Complete the following statements.
1. If I were an animal, I would be a (n) ________________________________________because
____________________________________________________________________________.
2. If I were a car, I would be a (n) ____________________________________________because
____________________________________________________________________________.
3. If I were an article of clothing, I would be a (n) _______________________________because
____________________________________________________________________________.
4. If I were a day of the week, I would be _____________________________________because
____________________________________________________________________________.
5. If I were any type of food, I would be a (n) _________________________________________because
____________________________________________________________________________.
6. If I were a color, I would be a (n) ___________________________________________because
____________________________________________________________________________.
7. If I were a type of movie, I would be a (n) ____________________________________because
____________________________________________________________________________.
8. If I were a type of building, I would be a (n) _________________________________because
____________________________________________________________________________.
9. If I were a type of sport, I would be a (n) ___________________________________________because
____________________________________________________________________________.
10. If I were a musical instrument, I would be a (n) _______________________________because
____________________________________________________________________________.
11. If I were a geometric shape, I would be a (n) _________________________________because
____________________________________________________________________________.
12. If I were a piece of furniture, I would be a (n) ________________________________because
____________________________________________________________________________.
13. If I were a type of song, I would be ________________________________________because
____________________________________________________________________________.
14. If I were a season of the year, I would be ___________________________________because
____________________________________________________________________________.
15. If I were a cartoon or comic character, I would be _________________________________
Because ______________________________________________________________________.
16. “Always remember that you are absolutely unique. Just like everyone else.” -Margaret Mead
What does this mean to you?
________________________________________________________________________________________________________
_______________________________________________________________________________________________________
Page 7
Show and Tell Sheet
Fill out the following sheet using your favorite items from each category. Explain why the item is
important to you and why it has caused you to become who you are today. For the next class, you
need to bring 5-7 of the items listed on this paper for a show and tell. You will be required to present a
2-4 minute speech explaining the items you brought and their impact on your life.
Categories:
Technology: Computers, cell phones, ipods, video games, etc. (2 items max)
Family: jewelry, keepsakes, blankets, (2 items max)
Cultural: food, poems, books, clothing, dancing (2 items max)
Religious: Icons, pictures, jewelry, books, poems, etc. (2 items max)
Music: CD, lyrics, etc (must be pre- approved by teacher) (2 items max)
Photos: pictures, magazines, books, etc. (2 items max)
Sports: Jerseys, flags, pennants, posters, etc. (2 items max)
Awards: scholastic or athletic awards (2 items max)
School: favorite book, class, teacher, etc. (2 items max)
Order Item
Category
Why significant? Impact on my life?
1
2
3
4
5
6
7
Page 8
Show and Tell Rubric:
Your assignment is to present some of the most important artifacts of your life. These artifacts
must represent different events or categories of your life, have significance and be original.
You will not only be judged on which items you choose and why, but also how you present
these artifacts.
Name of Speaker: _________________________________________
A
Body Language  You look
completely
comfortable
in front of
audience
 Little to no
fidgeting
Eye Contact
 You make
eye contact
with
audience
Volume/speech  Talks loud
enough for
entire class
to hear,
enunciates
clearly
C
 You look a
little
uncomfortabl
e in front of
audience,
 You fidget a
little
 You look
down or away
a lot
F
 You look
completely
uncomfortabl
e in front of
audience
 You fidget a
lot
 Cannot hold
eye contact
with audience
 Has some
volume issues,
speech
sometimes
unclear
 It far too loud
or too quiet,
speech
consistently
unclear
Filler Words
 Uses few or
no filler
words
B
 You look
mostly
comfortable
in front of
audience
 Little to no
fidgeting
 You make
eye
contacts
consistently
 Talks loud
enough for
entire class
to hear,
speech
sometimes
unclear
 Uses few
filler words
 Uses filler
words, but not
frequently
 Frequently
uses filler
words
Items
 You have 8-  You have 710 items that
10 items that
display
display
variety and
variety and
creativity
creativity
 You clearly
 You clearly
and
explain the
creatively
important of
explain
each item
importance
of each item
 You present  You present
items
items clearly
clearly,
and
concisely
creatively
and
creatively
 You have 610 items that
display some
variety and
limited
creativity
 You clearly
explain the
importance of
most items
 You have less
than 6 items
which lack
variety or
creativity
 You do not
clearly explain
the
importance of
most items
 You present
items clearly
with limited
creativity
 Your
presentation
lack good
order, flow or
clarity
Presentation
Page 9
Grade:
Tuesday, April 7, 2009
Why High School Sucks
By Ronald Maggiano
Recently, I asked my high school students to respond to a rather unconventional writing prompt: Why
does high school suck? The results were both interesting and surprising. As a rule, the students did not
complain about the kind of things one might expect. Very few talked about boring lectures, pop quizzes,
standardized tests, and homework. Most seemed to accept that these are all a necessary if unpleasant part
of the high school domain. Instead, the most frequent complaints had to do with their treatment as
individuals by their teachers. Specifically, they pointed to a general lack of respect shown by many
teachers towards their students. They especially singled out teachers who frequently yelled at them, used
inappropriate language, or demeaned their students with overly negative criticism. An equally important
complaint was about teachers who treat their high school students like children instead of young adults.
They saw little difference between their treatment in high school versus the way they were treated years
earlier in middle school. "They treat us like twelve year old kids," was a common theme here. A third
and equally significant complaint concerned teachers who treated students unfairly, favoring some
students over others and changing or changing the rules for some and not for others.
How should we as professionals respond to such comments? Certainly some of these complaints can be
attributed to typical teenage rebellion against all authority in general. Teachers are, or at least should be,
authority figures so some students will complain about anything their teachers say or do. This is a given,
and it comes with the territory. We can, in our own defense, also point out that such criticisms go both
ways. Students who demonstrate a lack of respect for their teachers are not likely to get respect back in
return. And when students act like children instead of adults, they can and should expect to be treated
the same way. As for the issue of fairness, well who said life is fair?
Still, my students may have a point or two worth considering. Could it be that one of the major problems
in education today has nothing to do with the so-called standards of learning but instead stems from a
lack of standards of behavior on the part of both students and teachers? This is a problem that is almost
never discussed in college education courses or professional development workshops. How we treat our
students is a big part of how we teach our students. My gut feeling is that most teachers who demean or
insult their students are unaware of what they are doing and its impact on young lives. Perhaps that is
how they were treated when they were in high school. We do, after all, tend to teach others the way we
were treated as students. None of this is meant to suggest that these are bad teachers. They are probably
excellent teachers overwhelmed by large classrooms and frustrated by an ever increasing work load.
This is a problem that can be solved without stimulus funds or a government bailout. The answer is
simply to remember the Golden Rule when dealing with students: "Treat others the way you want to be
treated." We expect this from our students and we should expect no less from ourselves. Classroom
climate, at the end of the day, begins with the teacher and not the student. Teachers can and should
always model proper behavior for their students and this should include treating others the way they
would like to be treated - even their students.
Recently, a college professor wrote on his blog about politeness in the college classroom. He included
ten rules of politeness for both professors and their students
Page 10
(http://tcbdevito.blogspot.com/2009/04/politeness-in-classroom.html). Perhaps we could use these or
similar "rules of politeness" to improve the learning environment and atmosphere in our high school
classes. Will students still complain? Absolutely. Complaining is one of the things that high school
students do best. But I suspect that a little more respect and fairness in the classroom will go a long way.
If students feel that they are being treated fairly and with respect, they are more likely to engage in
learning instead of complaining. And they are far more likely to treat their fellow students in the same
manner. This is not rocket science, but it could make a world of difference for both teachers and
students.
Reflection:
Do you think that the way teachers and students interact affects the classroom? Why/Why not?
With a partner discuss and describe your ideal school. What would the rooms look like? How would
teachers and students treat each other? Would you have classrooms or not? (100 words)
Now that you have an understanding of what makes a classroom a good or bad place, create 10 rules
that everyone in the classroom should follow to make this a great year.
Page 11
Chapter One Reflection:
Choose one of the following quotes, explain it, and explain what you have learned about yourself in this
chapter.
1. “He who knows others is learned; he who knows himself is wise.” – Lao Tzu, Tao te Ching
2. “You cannot fully understand your own life without knowing and thinking beyond your life, your own
neighborhood, and even your own nation.”- Johnetta Cole
3. “If you aren’t sure who you are, you might as well work on who you want to be.” – Robert Brault
4. “The simplest questions are the most profound. Where were you born? Where is your home? Where are
you going? What are you doing? Think about these once in a while and watch your answers change.” –
Richard Bach
5. “Know thyself means this, that you get acquainted with what you know, and what you can do.” –
Menander
What have you learned about yourself in this chapter? How is that going to help you prepare for your
future? (100 word minimum and use of at least 4 vocabulary words)
Page 12
Chapter Two: What Makes Me ME?
Rationale: This chapter challenges students to analyze their roles in the world and in their lives. This chapter is about selfdiscovery. Students can’t plan for their future unless they know and understand their roles and a direction for their lives.
Standards:
1.3 I can organize and prioritize my work in high school.
1.4 I can create a goal and a way to reach that goal.
1.10 I can identify my roles in the world and how they affect me and other people.
Chapter Length: 1 week
Lesson Plans:
Day 1: Students list famous people, and they outline the roles that they play in life and in the world. Example: Will Smith:
father, rapper, millionaire, actor, husband, and writer. Students fill out the roles sheet, and teacher engages the students in
a class discussion about the way roles affect life and decisions. Knowing which roles are most valued, one can make better
decisions in life.
My Road: This allows students to see what they value and appreciate in life. Fill out the sheet. Then ask students to create
a graphic that represents their life as a road. Requirements are listed on the bottom of the page. #11. (Legal size paper or
poster boards worked well last year).
Day 2: Now that students know where they want to go, create a personal mission statement to help them get there.
Evaluate the personal mission statements provided. Then, ask them to evaluate what is important to them.
Websites with examples:
http://www.inspirational-sayings-in-action.com/example-of-a-personal-mission-statement.html
http://www.timethoughts.com/goalsetting/mission-statements.htm (HAS SENTENCE STEMS for struggling students)
See website for video clips/links.
Page 13
Name: ____________________________
Date: ______________________
R O L E S : What Role do you play in your life?
A role is defined as function performed by someone.
1. Think about your life at home; what roles or functions do you play in your family? (I.e. brother,
sister, mother, father, etc.)
___________________________________________________________________________________
2. Think about your life at school; what roles do you play there?
___________________________________________________________________________________
3. Do your roles at home ever cause a conflict with your roles at school? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
4. Think about your friends; what roles do you play for them?
_____________________________________________________________________________________
5. Do these roles ever conflict with your school or home roles? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
6. Think about your future. What roles do you predict you will play in society in the next 20 years?
_____________________________________________________________________________________
7. Reflection: Which roles do you feel are the most important THROUGHOUT your life? List three
and explain why each role is important to helping your reach your goal for your adult life.
Name: __________________________________________ Date: ___________
Page 14
MY ROAD
1.
2.
3.
4.
5.
Think of a person who made a positive difference in your life. What qualities does that person have
that you would like to develop? How can you develop those qualities? Why are they good qualities to
have?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Imagine 20 years from now- you are surrounded by the most important people in your life. Who are
they and what are you doing?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
If a steel beam (6 inches wide) were placed across two skyscrapers, for what would you be willing to
cross? A thousand dollars? A million? Your pet? Your brother? Fame? Think carefully…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
If you could spend one day in a great library studying anything you wanted. What you study?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
List 10 things you live to do. It could be singing, dancing, looking at magazine, drawing, reading, or
daydream –anything you absolutely love to do!
1.___________________________________________
2. ___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
6.___________________________________________
7.___________________________________________
8.___________________________________________
9.___________________________________________
10.__________________________________________
6. Describe a time when you were deeply inspired.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Page 15
7. Five years from now. Your local paper does a story about you and they want to interview three people….a
parent, a brother, or sister, a friend. What would you want them to say about you? Provide direct quotes!
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
8. Think of something that represents you… a rose, a song, an animal… Why does it represent
you?________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________________________________ __________________
9. If you could spend an hour with any person who ever lived, who would that be? Why that person? What
would you ask?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Good with numbers/words
working well with people
Dancing
Writing
Memorizing things
Listening
Creative thinking
Predicting what will happen
Singing
Athletics
Decision making
Humorous
Making things happen
Building things/Artistic
Sharing
Sensing needs
Accepting others
Music
Mechanical
Speaking
Trivia
10. Everyone has one or more talents. Which of the ones above are you good at? Or write down ones not
listed.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
11. Imagine your life is a road. Create a map of your life that shows a beginning point, at
least 4 stops along the way, and an ending point. Where do you want to end up? What
things have to happen along the way to reach that point? Use the items that inspire you; be
sure to use the things that you are good at to help you reach your final destination.
Page 16
Name: ____________________________ Date:________________________
Personal Mission Statement
Purpose: A personal mission statement is a brief description of what you want to focus on, what you
want to accomplish and who you want to become in a particular area of your life over the next one to
three years. It is a way to focus your energy, actions, behaviors and decisions towards the things that are
most important to you.
Let’s analyze some mission statements to help you get some ideas for yours.
1. “Let the first act of every morning be to make the following resolve for the day:
I shall not fear anyone on earth. I shall fear only God. I shall not bear ill toward anyone.
I shall not submit to injustice from anyone. I shall conquer untruth by truth. And in resisting untruth, I
shall put up with all suffering”- Mahatma Gandhi.
What does this mission statement tell you about Gandhi? What things are important
to him?
2. “Google’s mission is to organize the world’s information and make it universally accessible and
useful.”
Analyze this mission statement. Does Google meet its mission? Explain.
3. Nike’s Mission Statement “To bring inspiration and innovation to every athlete in the world. If
you have a body, you are an athlete.”
In what ways does Nike fulfill its mission statement?
Page 17
A mission statement doesn’t have to be long. It simply encourages you to think or reflect deeply about
your life. However, it has to be obtainable and measurable. Try writing your own mission statement.
It should be 3-5 sentences. If you are having a hard time getting started, use the sentences stems below
to help you.
I want to . . . (what you want to become) so that (why it is important). I will achieve this by (put your
action plan here. How will you do this?)
I value the role of (insert role here) because (reasons why this role is important). Therefore, I will
(outline your action plan here.)
OR
It is the mission of _____________________________________ (insert name)
To ___________________________________________________ (insert 3 verbs or a phrase)
_________________________________________________________ (how you will do it)
__________________________________________________________ (To, for, or with)
MY MISSION:
Page 18
Chapter Three: Strategies to Help Me Reach My Goals
Rationale: This chapter helps students identify things that will help them become successful in high school. Students will
learn about the way they learn, find strategies to help them specifically, identify the importance of time management,
organizational skills, and goal setting.
Standards:
1.1 I can identify my learning style and specific ways to help ME learn.
1.2 I can learn to use my time wisely.
1.3 I can use advance study skills like organizing a notebook.
1.4 I can create goals and a way to reach those goals.
1.7 I can work with others to reach a common goal.
Chapter Length: 2 weeks
Lesson Plans:
Journal Entry: Put this entry on the board and have students complete a 3-5 free write.
Think about your 8th grade year. Did you earn the grades you could have? Why/Why not? You have started over now in
high school. What have you done to be successful here?
Discuss the strategies that students are already using that they find helpful. Feel free to ask students to specialize in any
of these areas and possibly “teach” this lesson.
Day 1:
Time Management: How do you use your time? Students use this paper to analyze how they spend their time each day.
Then, review the sheet and discuss the things they could do to use their time more wisely. Read the Time Management
Article. Have students revisit their day and classify the events of their day into the four D’s. (what should go in the “do it”
pile? What about the “dump it” pile?) You can also have students take the time management test. Analyze the results
with the attached scale.
Set up binder, dividers, paper, etc. (This is helpful to let students who are already organized talk students through this. It
is a good testimonial!)
Day 2: Discuss the difference between long and short term goals. Have students create goals a superhero to link their
prior knowledge to this idea. (i.e. Superman’s goal for the week is to save at least one person from falling off of a
building; Spiderman’s long term goal is to create a sticker web substance) Have students fill out the goal setting sheet:
Short and long term goals and developing a plan for reaching them
THINK/PAIR/SHARE: After filling out the sheet, have students get into groups of two to share their goals and analyze their
plan for reaching those goals. Have the partner analyze the plan for reaching the goals and add to it or delete
unnecessary things.
Ethics/Attitudes Sheet: Use this sheet to have an open and frank discussion with students about the affect ethics and
attitudes can have on students and people in the workplace. Discuss how your ethics/attitudes can affect your success in
life and reaching your goals.
Day 3- 4 : LAB TIME NEEDED: College for TN Activity: Study techniques. Follow the directions on the page. YOU MUST
HAVE A LOG IN FOR COLLEGEFORTN.ORG before this lesson!
Learning style test: available at the following web address
http://www.odessa.edu/dept/govt/dille/brian/courses/1100Orientation/Learningstyleinventory_survey.pdf
Reflection:
Exit slip: Have students list three ways they can be successful in high school. Explain why these items/strategies are
important to master in the ninth grade. (100 word minimum)
Page 19
Example Time Monitor
Does your plan match the way you use your time? During the course of the day, take a few minutes every couple
of hours to write down what you have done or each time you change activities record a note. Compare the two
and see how wisely you have used your time.
MONDAY__8/18_____
PLAN
MONITOR
6:00
Get up and shower
Sleep
6:30
Walk to bus stop
7:00
School
Get up and shower
WALK TO BUS STOP
Walk to class
7:30
TUESDAY________
PLAN
English I
8:00
8:30
Advisory
9:00
P.E.
9:30
10:00
10:30
Lunch
11:00
World Geography
11:30
12:00
12:30
1:00
Algebra
1:30
2:00
2:30
Go home
Go home
3:00
Eat snack
Eat snack
3:30
Take a knap
Watch TV or play video
4:00
4:30
Homework/study/text
5:00
5:30
6:00
Take a brake/ text
Study /work on project
6:30
Eat dinner
Eat dinner
7:00
Watch TV
Watch TV
9:00
Study
Talk on phone/
text/facebook/twitter
9:30
Prepare for school
10:00
Go to bed
7:30
8:00
8:30
10:30
Page 20
MONITOR
MONDAY_______
PLAN
TUESDAY________
MONITOR
PLAN
6:00
6:30
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
Does my use of time assist my goals for my life? Explain.
What do I need to change about my use of my time? Explain
Page 21
MONITOR
Time Management Article
Do you ever find yourself wishing there were more hours in the day? Is overtime becoming the norm for you? Do
you wish you had more time to spend doing the things that you really want to do? Most likely you answered yes
to one or more of these questions and feel like you are not really where you want to be in life. Maybe work is
not going how you would like. Or you could be feeling guilty because you are not spending enough time at
home studying.
However, don't worry just yet. There is a solution to this problem and it is far easier than you might think. It
only takes a few small adjustments in the way you use your time to change your life forever. This is not only
about managing your time effectively; it can change your life fundamentally and for the better.
This time management article shows you the importance of managing yourself
There are 24 hours in the day. This is something that will not change and we can do nothing about it. While you
may not be able to control this, you can manage yourself. Once you realize this you have taken the first step
towards effective time management. You must look at the things that are important to you in life and devote
your time to these. Everything else should be eliminated from your life.
Managing your time effectively will bring about some dramatic improvements in your life, but you must be
prepared to make some fundamental changes. Because of this, you need to take one step at a time. If you bite
off more than you can chew at the beginning there is a chance you may fail.
Know Yourself
To take the first step in effective time management you need to know yourself. As we grow older it is easy to
lose track of the things that really matter to us in life. It is amazing that we can let this happen to us, but it
happens all too easily.
Therefore, the first thing you need to do before you even begin to manage your time is to get in touch with
what you really want from life. This is where you find your vision. Remember a time earlier in your life when
you felt anything was possible. How did you envisage your life at that time? This could help you to get in touch
with your vision. It is likely that some of your priorities will have changed since then, but many will have
remained the same. Think about how you would like your life to be at home and at your work. Also consider
your potential and what you think you can really achieve in life. This is your vision.
Where are you now?
If you followed the steps above you should be able to picture your ideal life accurately. The next step is tricky.
I want you to compare this vision of your ideal life to your life as it really is now. For most people, the
difference between the two can be quite daunting.
Don't worry if this is the case as bridging the gap between your ideal reality and your life now is much easier
than you would expect. You may think of effective time management as a tool that will help you to get you to
meetings on time. Not so. Effective time management is much more about you and how you choose to spend
your time.
Living your life and spending your time the way you want to will involve a few changes - some big, some small.
An example of a minor change would be eating healthier. Quitting your job and starting a business, that is a big
change. There is a big difference between the two, but both goals are attainable. You need to examine how
you spend your time each day and make the necessary changes to achieve your goals.
Planning your day.
You should start by picking two things you want to achieve, one big and one small. Once you have chosen, you
should decide on one small step you can take towards achieving each of these tomorrow. If you can complete
the one step towards achieving each goal then you have made an excellent start.
Page 22
This is just one very small step on the way to effective time management but should show you that if you go at
your own pace that it is far from impossible. However, you must be much more meticulous in planning your
days so that you complete everything you need to do while only spending time on the things that really matter
to you.
This is where a time plan comes in. You need to have a very clear idea of what needs to be done, how long it
will take, and when it is going to be done. If it is your first time using a time plan you may want to keep a time
log for a week or two first. With a time log you write down in detail how you spend your time. Do this for a few
days and you will get a clear idea of how you spend your days and how long various tasks take you. When you
know how long each task will take, you can plan your day much more accurately.
The 4 Ds of time management
Now you can move onto looking more closely at the things you need to do each day and deciding how to handle
them. For this you will need the four Ds of self-management. These are:
* Do it - Get it done, the sooner the better. * Delegate it - This task doesn't suit you, get someone else to do it.
* Dump it - Not important. Forget about it. * Defer it - Something for the 'to do' pile. Come back to it later.
You should be able to file any task that arises in your average day under one of the four Ds.
Time wasters
Now let's look at time wasters. Time wasters can destroy any attempt at effective time management if they
are not identified and eliminated. The biggest problem is that they are often very hard to identify because
they can be very trivial.
These are some time wasters to watch out for:
* Lack of or poor planning - File things properly, write down appointments, that kind of thing. Basically, you
need to be organized to use your time effectively.
* Procrastination - Many people keep deferring things when they are best done immediately. Don't fall into this
trap.
* Not delegating - You can't do it all yourself. Do the things that you are good at and enjoy. Someone else can
do the rest.
* Interruptions - Set up your workspace so that there are no distractions that will disrupt your workflow.
These and other time wasters are probably eating into your time, so try to identify them and get rid of them.
Hopefully, this will help you get started in managing your time more effectively. Breaking old habits isn't easy
so take the changes you need to make one step at a time. As you continue on the journey to effective time
management you will find yourself more fulfilled and with more time on your hands for the things that matter
to you.
http://www.business-personal-coaching.com/time-management-article.html
Page 23
How Good is Your Time Management?
http://www.mindtools.com/pages/article/newHTE_88.htm
Instructions: For each statement, click the button in the column that best describes you. Please answer questions as you
actually are (rather than how you think you should be), and don't worry if some questions seem to score in the 'wrong
direction'. When you are finished, please click the 'Calculate My Total' button at the bottom of the test.
Question
1
Are the tasks you work on during the day the
ones with the highest priority?
2
Do you find yourself completing tasks at the
last minute, or asking for extensions?
3
Do you set aside time for planning and
scheduling?
4
Do you know how much time you are
spending on the various jobs you do?
5
How often do you find yourself dealing with
interruptions?
6
Do you use goal setting to decide what tasks
and activities you should work on?
7
Do you leave contingency time in your
schedule to deal with "the unexpected"?
8
Do you know whether the tasks you are
working on are high, medium, or low value?
9
When you are given a new assignment, do
you analyze it for importance and prioritize it
accordingly?
1
0
Are you stressed about deadlines and
commitments?
1
1
Do distractions often keep you from working
on critical tasks?
1
2
Do you find you have to take work home, in
order to get it done?
1
3
Do you prioritize your "To Do" list or Action
Program?
1
4
Do you regularly confirm your priorities with
your boss?
1
5
Before you take on a task, do you check that
the results will be worth the time put in?
Not
at all
1 pt
Rarely
2 pts
Sometimes
3 pts.
Often
4 pts
Very
Often
5 pts
Total =
Page 24
Score Interpretation
Score
Comment
46-75
You're managing your time very effectively! Still, check the sections below to see if there's anything
you can tweak to make this even better.
31-45
You're good at some things, but there's room for improvement elsewhere. Focus on the serious
issues below, and you'll most likely find that work becomes much less stressful.
Ouch. The good news is that you've got a great opportunity to improve your effectiveness at work,
and your long term success! However, to realize this, you've got to fundamentally improve your time
management skills. Start below!
(Questions
6,
10,
14,
15)
Goal Setting
15-30
To start managing time effectively, you need to set goals. When you know where you're going, you can then figure out what
exactly needs to be done, in what order. Without proper goal setting, you'll fritter your time away on a confusion of conflicting
priorities.People tend to neglect goal setting because it requires time and effort. What they fail to consider is that a little time
and effort put in now saves an enormous amount of time, effort and frustration in the future. Mind Tools has two great articles
on goal setting that are must-reads for everyone. If you are serious about time management, we suggest you start with
Personal Goal Setting and The Golden Rules of Goal Setting. We also recommend Treasure Mapping
Prioritization (Questions 1, 4, 8, 9, 13, 14, 15)
Prioritizing what needs to be done is especially important. Without it, you may work very hard, but you won't be achieving the
results you desire because what you are working on is not of strategic importance. Most people have a "to-do" list of some
sort. The problem with many of these lists is they are just a collection of things that need to get done. There is no rhyme or
reason to the list and, because of this, the work they do is just as unstructured. So how do you work on To Do List tasks – top
down, bottom up, easiest to hardest? To work efficiently you need to work on the most important, highest value tasks. This
way you won't get caught scrambling to get something critical done as the deadline approaches. For information on how to
start prioritizing your tasks, see our articles on Activity Logs, Prioritized To Do Lists, Prioritization, The Action Priority
Matrix, and The Urgent/Important Matrix.
Managing Interruptions (Questions 5, 9, 11, 12)
Having a plan and knowing how to prioritize it is one thing. The next issue is knowing what to do to minimize the interruptions
you face during your day. It is widely recognized that managers get very little uninterrupted time to work on their priority tasks.
There are phone calls, information requests, questions from employees, and a whole host of events that crop up unexpectedly.
Some do need to be dealt with immediately, but others need to be managed. However, some jobs need you to be available for
people when they need help – interruption is a natural and necessary part of life. Here, do what you sensibly can to minimize
it, but make sure you don't scare people away from interrupting you when they should.
Procrastination (Questions 2, 10, 12)
"I'll get to it later" has led to the downfall of many a good employee. After too many "laters" the work piles up so high that any
task seems insurmountable. Procrastination is as tempting as it is deadly. The best way to beat it is to recognize that you do
indeed procrastinate. Then you need to figure out why. Perhaps you are afraid of failing? (And some people are actually afraid
of success!) Once you know why you procrastinate then you can plan to get out of the habit. Reward yourself for getting jobs
done, and remind yourself regularly of the horrible consequences of not doing those boring tasks! For more help on
recognizing and overcoming procrastination see our guide to Beating Procrastination.
Scheduling (Questions 3, 7, 12)
Much of time management comes down to effective scheduling of your time. When you know what your goals and priorities
are, you then need to know how to go about creating a schedule that keeps you on track, and protects you from stress. This
means understanding the factors that affect the time you have available for work. You not only have to schedule priority tasks,
you have to leave room for interruptions, and contingency time for those unexpected events that otherwise wreak chaos with
your schedule. By creating a robust schedule that reflects your priorities and well as supports your personal goals, you have a
winning combination: One that will allow you to control your time and keep your life in balance. To learn specific scheduling
skills, see Pickle Jar Theory and Scheduling Skills.
Page 25
Name:________________________________________
Date: __________
Goal Setting: Long and Short term goals
“Time is free, but it's priceless. You can't own it, but you can use it. You can't keep it, but you can spend
it. Once you've lost it, you can never get it back.”—Harvey MacKay
DEFINITION: A goal is something we want to accomplish. Some of our goals or some things we want
to accomplish are long-term and may take us a while to accomplish-- even years. Other goals are shortterm and can be accomplished in a shorter amount of time—maybe within a day.
Example—
o
Long –term goal: “I want to graduate from high school and go to college”.
o
Short-term goal: “I want to get a passing grade on my test today:
It takes skills and determination to set goals. To accomplish my goals I need to:

set a goal that is not too hard or too easy,

write a plan on how my goal will be achieved,

persistently apply myself with real effort, and

evaluate the end result(s).
SETTING LONG-TERM AND SHORT-TERM GOALS
Practice Exercise # 1:
Set a long-term goal that is not to easy and not too hard:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Write a plan describing how you will achieve your goal:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Page 26
Practice Exercise # 2:
Set a short-term goal that is not to easy and not too hard:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Write a short plan describing how you will achieve your goal:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Practice Exercise #3:
Set a school related short term goal for the first nine weeks:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Write a plan describing how you will achieve your goal:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Practice Exercise #4
Set a behavior short term goal for the rest of this year:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Write a plan describing how you will achieve your goal:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Page 27
Ethics: How they affect your work
Ethics: Moral decisions: what is right/wrong? Good/evil?
Read the following situations and decide if the person made the right decision or the wrong one. Be
prepared to explain your answer.
Citlally is a waitress at the local restaurant. There is a 45 minute wait for a table, but a man comes in
with a business party. He offers her $30 to place his group at the top of the waiting list although he was
the last person to enter. She refuses his money. Did she make the right decision? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Joey has 30 Algebra I problems for homework. He doesn’t want to do them, so he “borrows” his
friend’s. He copies the answers, and he submits them as his own. He continues to do this, but when it is
time for his chapter test, he fails. Did he make the right decision? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Samantha is a cashier at the local Wal-Mart. She accidentally gives a customer the wrong change from
her purchase. She has other people in line, so she doesn’t run after the woman. Since no one other than
herself will know about the money, she puts it in her pocket. Did she do the right thing? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Ali is trying to sell his car on Craig’s list. He claims that nothing is wrong with the car, and sells it to a
family in Nashville. The family takes the car home to find that it is leaking oil and gasoline. The family
brings the car back to Ali’s house, and he refuses to refund their money. He says, “All sales are final.”
Did Ali do the right thing? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Attitudes also affect the way we perform at work or school.
Carly hates school; she sleeps during class and doesn’t do her homework. Will she be successful?
Why/why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Page 28
Antonio doesn’t like coming to school every day, but he works hard. He makes B’s and C’s, and comes
to every tutoring session he can attend. Will he be successful? Why/Why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
There are other factors that can affect your work or school performance.
Kathy comes from a big family that runs a large restaurant. After school, she works as a waitress and
cook. This seriously limits her time to complete her homework and study for tests. When she goes to
school, she is tired because she has to work so late each night. What is the problem? How can she fix it?
How could this affect her school work?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Johnny’s parents are in the middle of a bitter divorce. They fight constantly, and he comes to school
angry. His grades are slipping, and he snaps at anyone who attempts to help him. He has been sent to
the office numerous times for his behavior. What is the problem? How can he fix it? How could this
affect his school work?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
List some other things that can happen away/at school that can affect your attitude or performance.
Discuss these with your classmates and find a way to solve the issue.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Page 29
Name: _____________________ Date: _______________
Study Techniques for High School
Part 1: Getting Started
1. Log into your www.collegefortn.org Account
2. Click on the High School Planning Tab at the top of the page, then click High School Planning Timeline
3. Select your grade level and click on the article Successful Study Techniques.
4. Read the article and answer the questions below
Part 2: Successful Study Techniques
1. List the four main techniques that you can use to ensure that you know what you need to study
a. )
b. )
c. )
d. )
2. What 3 things does the ability to concentrate depend on?
3. How often should you review you class notes and readings?
4. Why should you create a study schedule?
5. Describe 2 methods of developing a study schedule
6. What is the best study environment?
7. List five ways that you can study actively
a. )
b. )
c. )
d. )
e. )
Page 30
Go to http://www.odessa.edu/dept/govt/dille/brian/courses/1100Orientation/Learningstyleinventory_survey.pdf
Read the questions and choose ONE answer for each question.
Question
Often = 5 pts
Sometimes =3 pts.
1 A
2 V
3 V
4 T
5 A
6 T
7 V
8 A
9 T
10 V
11 A
12 T
13 A
14 V
15 T
16 V
17 T
18 A
19 V
20 T
21 A
22 V
23 T
24 A
Add up all the numbers with the letter V beside it. Put the total here: ______
Seldom = 1 pt.
Add up all the numbers with the letter A beside it. Put the total here: _______
Add up all the numbers with the letter T beside it. Put the total here: _______
The highest number indicates which learning style you are. V= Visual, A= Auditory, and S= Seldom
Identify five hints that you feel will work best for you as a ____________________ (put YOUR learning style here)
1.
2.
3.
4.
5.
Page 31
Chapter Four: What I Need to Know About High School
Rationale: In order for students to be success in high school, they need to know how the system works. This
chapter was written to introduce students to words and things that they MUST know in order to graduate and
successfully manage high school. This also allows students to meet and interact with their school counselor.
Standards:
1.12 I can identify people in the building who can answer questions I have about high school
or who can help me with a problem or issue.
Chapter Length: 1 week
Lesson Plans:
It is recommended that you contact your academy counselor to assist with this chapter. You could also ask
former 9th grade students to come back and discuss their knowledge about transcripts, GPA, and credits.
 Please note: GPA reflection sheet should be used on the progress reports that are handed out during this
time! You might need to move items in this chapter around. Use your best judgment.
Day 1: Transcript Page
This page introduces words and definitions for this chapter. GPA, transcripts, and credits are discussed. Students
are asked to determine the number of credits earned by other “students” and find their earned gpa.
Graduation Grid: the list of requirements for graduation is listed on the page. Students fill out the transcript based
on the requirements, so students “guesstimate” what classes they will take in the future. They have to be sure that
they can check off all of the required classes. This allows students to see what their future in high school will look
like.
Day 2: Counselor Role
HAVE COUNSELOR COME IN FOR THIS DAY!!!! Allow your academy counselor to introduce him/herself and cover
his/her job duties and the reasons that students may have to visit or talk to the counselor. Have students answer
the questions on the back of the counselor page and review it before handing them over to the counselor. Be sure
to share needed info at the academy meetings.
GPA Reflection Sheet: Students fill out the sheet based off of their current progress report. Keep this sheet in a
folder and review it when report cards come out. It is not a bad idea to have students fill one out again at that
time.
College Admissions Tests: Review the tests that students must take before graduation. Review the required End
of Course tests also. Students need to know that the tests they have to take will affect their grades and success in
high school.
Reflection:
Journal Entry: 100 words. What have I learned about high school?
Page 32
Name: __________________ Date: ____________________
Transcripts, Credits, GPA, and GPA calculations
Transcripts: A written record of a student’s academic record
A credit is given to students for each class that they pass. Thus, you get “credit” for passing the
class; however, if you don’t pass, you DO NOT receive credit. One half of a credit is given each
semester. Use the following chart to discover how many credits Mary has earned in high school
so far.
Fall Semester
(.5 credit per passing class)
Remember: F = no credit
English I
Algebra I
Physical Science
World History
P.E
Freshman
Seminar
Art
Guitar I
Spring Semester
(.5 credit per passing class)
Remember: F= no credit
A
D
F
B
C
A
English I
Algebra I
Physical Science
World History
P.E
Freshman Seminar
C
F
F
A
F
C
F
F
Art
Guitar I
C
C
Add fall and spring
semesters for
TOTAL CREDITS PER
CLASS
GPA stands for Grade Point Average. Each letter grade is assigned a point number.
A= 4 points B= 3 points C= 2 points D= 1 point F= 0 Points
Assign points to Carlos’s report card.
Class
Algebra I
Freshman Seminar
Art
P.E.
Physical Science
World History
Guitar
English I
Grade
Points
C
A
B
B
C
D
A
B
Sum: _______
Page 33
Now that you know what Carlos earned, you need to average his grades. This means you add up
the points and divide by the number of grades you have. Since you have 8 classes, you will divide
by 8.
What is Carlos’s GPA? ____________________
Now analyze your grades! Write down your schedule below. Estimate your achieved grades for
your classes. Figure out how many credits you will earn, and you need to figure out your GPA.
Fall Semester
(.5 credit per passing class)
Remember: F = no credit
Spring Semester
(.5 credit per passing class)
Remember: F= no credit
Add fall and spring
semesters for
TOTAL CREDITS PER
CLASS
Now figure your GPA:
Class
Grade
Grade Points
Sum = _______________________
Now, take your sum and divide by 8. This equals your GPA. What is your estimated GPA for your
ninth grade year? _____________________
Page 34
MY GRADUATION GRID
Graduation Requirements:
Math
English
Science
Social Studies
4 credits
4 credits
3 credits
3.5 credits
Physical Education
2 credits
Foreign Language
Fine Arts
Electives
2 credits
1 credit
8 credits
Algebra I, II, Geometry, Bridge Math, or any AP classes
English I, II, III, and IV or AP classes
Biology, Chemistry or Physics, 3rd lab science
World History and US History,
1 Semester of Government, Economics, & Personal Finance
PE and Wellness
Total # of Credits 28
Electives are school specific and may be selected from a variety of courses:
Band, Piano, Guitar, Chorus, Leadership, Freshman Seminar, Sociology/ Psychology, 3rd Year of
Foreign Language, or Art,
Fill out the Sample Transcript below. Be sure the student meets the graduation requirements or
you have failed to graduate! Put the grades you think you will earn in each class and figure out
how many credits you will earn as well as your imagined GPA.
Don’t forget that EVERY CLASS COUNTS!!!!
Page 35
High School Transcript
Name: Iggy Azalea
Address: 2306 Avery Lane
Big Town, State, Zip
School Name: Metro School
Phone: 111-222-3333
Grade
Year
9
14-15
10
13-14
11
14-15
12
15-16
Gender:
F
Birth Date: 01/04/1994
Graduation Date: 5/2016
Person to Contact: Mother
Yearly
Cumulative
Totals
1st Semester
2nd Semester
Final
Grade
Grade
Credit
Grade
Credit
B
B
A
A
A
B
B
B
0.50
0.50
0.50
0.50
0.50
0.50
0.50
0.50
B
B
A
A
B
B
B
B
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
Course Title
Algebra I
World History
English I
Physical Science
Freshman Seminar
Wellness
Art I
Spanish I
B
B
A
A
C
B
A
B
Credit
0.50
0.50
0.50
0.50
0.50
0.50
0.50
0.50
Page 36
Credits
GPA
The Role of the Freshman Academy Professional School Counselor
The Freshmen Academy was designed to assist with the middle school to high school transition
by presenting a smaller cohesive environment for students to work within. The Freshman Academy
Counselor is to provide a comprehensive counseling program that focuses on the academic, social, and
personal needs of students as well as career exploration activities. Classroom sessions pertain to all of
these areas, with topics being focused on creating success in high school and beyond. This school
counseling program is aligned with the topics and ideals of the Freshman Seminar course. Student,
parent, and teacher needs will be assessed to establish priorities for meeting the needs of freshman
students. Counselors will also be available to provide teachers and parents with in-depth information
on the personal, academic, social, and behavioral needs of freshman students. The freshman school
counselor will provide innovative school counseling strategies to students in efforts to promote the
development and achievement of freshman students. The counselor will also maintain accurate
student records including cumulative folders, 4 year plans, transcripts, grade verification sheets,
testing data, IEP, 504 Plans and other reports as related to freshman students.
Examples of Counseling Focus Areas:
Social
Academic
Career
Personal
Conflict Resolution
Peer Relationships
Character Education
Decision Making
Organizational Skills
Study Skills
Testing/EOC
Graduation Requirements
Post High School
TSSA/NCA requirements
What is GPA/QPA?
What is a credit?
What is a transcript?
College Exploration Support
Career Interest Inventories
Professional Skills
How H.S. relates to Careers
Job Shadowing
Internships
Goal Setting
Defining Success
Responsibility
Time Management
Page 37
Resources:
Answer the following questions
1. How can your counselor help you socially?
2. How can your counselor help you academically?
3. How can your counselor help you personally?
4. Other than your counselor, who can you talk to if you have a personal issue that needs to
be addressed?
5. List all of the teachers/counselors/other staff at school that you can talk to if you need help
with a bullying issue?
6. Who can you talk to if you have questions about your credits or transcripts?
Page 38
Finding & Understanding
My GPA
Date:
_____________________
Grading Period: _____________________
Part I: Define. What does GPA stand for?
___________________________________________
Part II: Apply
Step 1: List my classes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Step 2: List my grades
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Step 3: Count & Multiply!
How Many I have Multiply By Points Earned
A
x4
B
x3
C
x2
D
x1
F
x0
Add my total points here:
____________
Step 4: Plug & Play
Formula:
Find Mine:
TOTAL Points Earned
÷
# of classes
________________________
=
My GPA
÷ _____________
= _________
Part III: Think.
(1)Look at the table in “Step 3” above. Why is working to make an 85 instead of an 84
so important, for example?
Page 39
(2) Look back at your class grades; on which classes should you focus?
Part IV: Reflect
1.
2.
What was my GPA on this progress report/report card? ______________________
What are my feelings about my grades?
What are 2 specific achievements I had during the past grading period (in class or
outside of class)?
3.
4.
What is one disappointment I had during the past grading period?
Part V: Plan.
1.
2.
My GPA goal for the next grading period is: __________________________
What academic goals am I setting to help me achieve this GPA?
(i.e. studying, time management, taking cornell notes, tutoring, using an
assignment log, doing my homework, etc.)
3. What personal goals do I have for the next grading period?
(read more, watch tv less, attitude, friendship, etc.)
Page 40
College Admissions Tests At-A-Glance
Sometimes standardized tests can begin to feel like a can of alphabet soup. It
can get hard to tell the TCAP and PSAT apart – are they cousins? Should I act, plan,
or explore? NMSQT … I think that’s a function on my calculator …
Here are a few profiles to help you pick out the usual suspects that are
especially important for college-bound students.
Test Name: PSAT
Test Name: PLAN
When to take: 11th Grade October
When to take: 10th Grade Fall
Why? Prepares for the SAT; qualifying test
for National Merit Scholarship, hence
known as the NMSQT
Why? Predicts ACT score
Question Type: all multiple choice
Question Type: all multiple choice
Sections: Four (English, Math, Reading,
Science)
Sections: Three (Math, Reading, Writing)
Length: 1 hour, 55 minutes
Length: 2 hours, 10 minutes
Test Name: ACT
Test Name: SAT
When to take: 11th Grade Spring
When to take: 11th Grade Spring
Why? Required for college
Why? Required for college
Question Type: all multiple choice;
possible essay
Question Type: all multiple choice with
the required essay
Sections: Four (English, Math, Reading,
Science); one optional writing, essay.
Sections: Three (Math, Reading Writing)
Length: 3 hours, 45 minutes
Length: 2 hours, 55 minutes
Page 41
Chapter Five: What’s Important to Me?
Rationale: This chapter discusses what drives us. Everyone values different things, which leads us to make decisions that
affect our lives. What you value determines your priorities. Wants, needs, and fears drive us to do different things and
make choices. This ties in directly to the budget which is the next chapter.
Standards:
1.8 I can identify my wants and needs
1.7 I can work with others while using problem solving skills and decision making
Chapter Length: 1 week
Lesson Plans:
Day 1: Needs: poster paper (5 sheets), markers
Introduction Activity (2 choices)
o Minute Debates/Would You Rather. Have students fill out the sheet SILENTLY before the class debate. Have
students answer the following questions personally, then open to “1-minute” class debates on the topic.
Students may only provide up to 3 sentences explanation so that there is time for everyone. Would you rather
…
 Marry the person you love but not have enough money to eat everyday OR have the best food
available but live alone forever?
 Live in a nice house or be popular (have the nicest clothes, go to all the parties, etc.)?
 Work right out of high school or go to college?
o Gallery Walk. Put 5 posters around the room with the category labels (Belonging, Esteem, Safety, Security,
Self -Actualization) on the top. Draw a line down the middle of each poster. Instruct students to write what
they think of when they hear each word OR guess what they think it means (definition or example).
Cornell Notes: Have students take notes on the following five terms (intentionally in alphabetical – not hierarchical –
order).
o Belonging: To be accepted by or identify with a group (formal or informal); to fit in.
o Esteem:
To have the respect of your peers or community; to be recognized for what you have done.
o Safety:
Having what you need to stay alive today.
o Security:
Protecting what you need to stay alive tomorrow.
o Self-Actualization: Fully becoming who you really want to be; achieving the lifestyle and identity you had
always envisioned.
Gallery Walk: check for understanding. Have students walk back around and fill in the other half of the poster with an
example of each category (e.g. you might belong to a church, a sports team, etc.). Alternative: have a scribe write at each
poster.
Class Debate: Ask for 5 volunteers to go grab the five posters, and stand at the front of the room. Tell the class that it is
their job to try to place the posters in the correct order. Set ground rules for speaking order and length; moderate so that a
few students don’t dominate. Start with the first spot, and tell students that we can’t discuss the first spot until we have a
quorum of 75% in agreement. Students should start by suggesting what they move into each spot, and why. Whenever
they suggest a category, have the student holding that poster move into that spot.
Summary: Explain the final order and the reasoning for it (e.g. it doesn’t matter if you have a house/security if you starve
to death today). Explain that Maslow established this order to explain why people make the choices they do – and why
some choices might be unstable. This is why it is represented by a pyramid (have students complete the pyramid as Maslow
did- bottom: survival then security then sense of belonging then esteem then self actualization); imagine a pyramid with no
base – it wouldn’t stand! You cannot consistently meet a level of need until you have achieved all the needs below it.
Exit Slip: Have students complete the matching section and draw a picture of each of the words. This is a formative
assessment for understanding. Then create a pyramid and put the words in the order that they feel is appropriate for their
life.
Page 42
Day 2:
Cut and Paste: Break students up into groups of four. Give each group ONE to TWO sheets. They must cut out the example
and paste it to the wall below one of the five terms from this chapter. When every group is finished, review the placement
of each item. Does it fit? Have students explain if it does not. Review the definitions and examples of the hierarchy. .
Review Quiz. Students will complete a review quiz culminating in a self-assessment.
Page 43
Would You Rather… ?
Answer the following questions and explain why you chose your answer in 3 sentences or less.
(1) Marry the person you love but not have enough money to eat everyday OR have the best food available but
live alone forever?
☐Marry the person I love
☐ Have enough money
Why?
(2) Live in a nice house or be popular (have the nicest clothes, go to all the parties, etc.)?
☐ Live in a nice house
☐ Be popular
Why?
(3) Work right out of high school or go to college?
☐ Work right out of high school
☐ Go to college
Why?
(4) Have a stable job with an average salary OR unstable job with a fantastic salary?

Stable Job and average salary
Unstable job with fantastic salary
Why? __________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Page 44
Maslow’s Hierarchy of Needs
Write a definition or example sentence for our vocabulary word: “hierarchy.”
Then fill in the pyramid to show which needs are most important, starting at the bottom level
Page 45
EXIT SLIP:
Name: _______________________________ DATE:____________________________
Matching: put the letter in the
blank
Belonging:
Definitions:
A. To be accepted by or identify with a group (formal or informal);
to fit in.
Esteem:
B. Protecting what you need to stay alive tomorrow
Safety:__________
C. Fully becoming who you really want to be; achieving the
lifestyle and identity you had always envisioned
Security:_________
D. To have the respect of your peers or community; to be recognized
for what you have done.
Self-Actualization:______
E. Having what you need to stay alive today
Give me an example or draw a picture for each item. DO NOT LEAVE IT BLANK.
Belonging
Esteem
Security
Self-Actualization
Survival
Create your own pyramid by putting YOUR hierarchy below. What do you think is most important? Least important?
Page 46
Practice: Cut these examples out and put them in the coordinating section of Maslow’s Hierarchy.
Read them carefully!!
Jerry hates going home – he never knows if Ma’s going to have dinner fixed or not. It’s much harder to
go to sleep when he’s hungry, which makes it harder to be on top of his game the next day.
Jerry is focused on what level of Maslow’s hierarchy?
Judy has just finished running a marathon (26 miles) and her brother is teasing her and playing “keepaway” with her water bottle. She thinks, “There’s not much I wouldn’t do to get water right now; he’d
better watch out!”
Judy is focused on what level of Maslow’s hierarchy?
Jake is playfully wrestling with his twin, James, but the match gets too rough and Jake can’t breathe
anymore. He punches James hard to make him let go.
Jake is focused on what level of Maslow’s hierarchy?
Jennifer has had to work two jobs to support her family since her mom got sick – she delivers papers in
the morning from 2 a.m. to 8 a.m., and then delivers pizzas from 5 p.m. to 11 p.m. – and sometimes later.
Because of her schedule, she doesn’t get much sleep, and often feels overly busy & unhappy.
Jen is focused on what level of Maslow’s hierarchy?
Matt just moved to a city for a new job. Although it pays well enough to cover his food & clothes, he’s
not saved enough to be able to pay the deposit for an apartment yet. He’s staying with friends now, but
worries a lot about next week.
Matt is focused on what level of Maslow’s hierarchy?
Mark has a history that seems to come up every time he applies for a steady job. Because he’s very
talented, he manages to find a lot of small, short term jobs to feed himself, but he always worries about
where he’ll work next
Mark is focused on what level of Maslow’s hierarchy?
Mary has had a steady job at a salaried position for the past ten years which was good enough to meet
her needs. She and her husband are about to have their first child though, and she has begun to worry
about whether the neighborhood they can afford is safe enough for a little kid.
Mary is focused on what level of Maslow’s hierarchy?
Page 47
Mikey has worked as a carpenter for the past five years, and makes especially good money because he
works for cash – saving both he and his boss money on taxes. However, because of this arrangement, he
has not health insurance. This has begun to worry him more and more.
Mikey is focused on what level of Maslow’s hierarchy?
Ethan feels very secure in life – there’s not much that he needs that he doesn’t have. However, he
doesn’t feel like he fits in anywhere – his parents’ church is all older people, he doesn’t play any sports,
doesn’t have a girlfriend, and can’t seem to keep friends for very long.
Ethan is focused on what level of Maslow’s hierarchy?
Emily seems like she should be happy – she’s definitely not concerned about what’s for dinner (unless it’s
sauerkraut, eww!) and has her own room in a warm house. However, her parents recently divorced, and
she feels like she can’t trust them – or anybody else now. She feels very alone.
Emily is focused on what level of Maslow’s hierarchy?
Edward has been betrayed by his best friend – and feels terrible. He thought he was well-liked, but his
friend spread nasty rumors about him.
Edwards is focused on what level of Maslow’s hierarchy?
Elizabeth has a huge crush on the best basketball player in the school – but he won’t give her the time of
day. She’s bought the best shoes and the cutest outfits, but her unrequited love makes her sad.
Elizabeth is focused on what level of Maslow’s hierarchy?
Scarlet was so upset when her best friend was elected SGA president over her. Sure, they were still
friends and she still liked her, but Scarlet really wanted to know that other students like her and knew
she was a good leader.
Scarlet is focused on what level of Maslow’s hierarchy?
Spencer worked really hard and made a 79, one point away from Coach Meyers’s “Seminar Scholars”
board that usually featured his name. Other students jabbed at him a little over it, and got really upset
that the teacher hadn’t given him those extra points to properly recognize his hard work.
Spencer is focused on what level of Maslow’s hierarchy?
Page 48
Sophie hates her job. Sure, she makes good money, and has a lot of friends there, but her boss never
notices how hard she works! She probably deserves a promotion – or at least some sort of raise –
because she does twice the work anyone else around her does.
Sophie is focused on what level of Maslow’s hierarchy?
Steven needs to beat the newest Call of Duty video game – he won’t feel complete until he does. If one
of his friends beats it first, he’ll lose his “rep” as the best gamer around … and that would crush him.
Steven is focused on what level of Maslow’s hierarchy?
Taylor not only has the money to dress nicely – almost preppy – but chooses to do so every day, to remind
himself that this is his prepp-ing for college. He knows that it’s not necessarily “cool,” but it is what he
wants and focuses on.
Taylor is focused on what level of Maslow’s hierarchy?
Tonya is very happy with her life; although her job doesn’t pay amazingly, it does cover her basic needs
and allows her the freedom to spend time pursuing her passion for art. Though her parents wish she
would make a little more so she could live in a better neighborhood, she’s happier pursuing her dream.
Tonya is focused on what level of Maslow’s hierarchy?
Tyler works at a grocery store to make a little extra money for college. Most of his coworkers sneak
out a little extra snack each day as they leave, but Tyler chooses not to because he knows it’s illegal and
feels it’s immoral. He has the food he needs, and knows these actions could prevent him from reaching
his goals.
Tyler is focused on what level of Maslow’s hierarchy?
Page 49
My Needs: Maslow’s Hierarchy Quiz
Part I: Definitions. Please define the following terms in the space below by writing a
definition, giving an example, picture, or writing a synonym.
Belonging
Esteem
Security
Self-Actualization
Survival
Part II: Matching. Match the story to the level on which each person is focused.
1. ___
2. ___
Belonging
Esteem
3. ___
4. ___
5. ___
Security
Self-Actualization
Survival
A. Joseph never does his school work. It’s not that he can’t, but he simply isn’t interested
– he’d rather make money at his Taco Bell job than read/study. Sure, the job doesn’t
get him much respect, but he doesn’t worry about nights that Mom doesn’t cook.
B. Jackson knows that cheating is wrong, but really wants to be on Coach Meyers’ Honor
Roll. Even though it’s not who he is, he decides to get the answers he doesn’t know on
the quiz off of his neighbor’s paper so that his name can be up on the door.
C. Although he knows he could get suspended for it – and hurt his college dreams –
Jared is hungry, and steals his classmate’s lunch. He can’t focus without food anyway.
D. Even though Joanna has a strong faith and the pastor often praises her dedication,
she has stopped going to church since some of her friends have started excluding her.
E. Jennifer has always thought of herself as logical, but her anger often made her make
illogical decisions & outbursts. Today, when a student began to tease her in class about
caring so much, she actually was able to respond logically and calmly, and just let him
know she wasn’t too worried about his thoughts – the teacher recognized she was smart,
and her family loved her for it, and that was all she needed. She had arrived.
Page 50
Part IV: Reflection/Synthesis. Mark where you think you are on Maslow’s hierarchy,
and shade all the levels below it.
Now, briefly explain why you shaded every level you shaded, and why you might not
have shaded the ones you did not. If you wish, you may use the sentence starter: “I
(have / have not) met the need for __________________ because …”
Page 51
Chapter Six: My Budget
Rationale: Students need to complete the budget chapter to understand the concept of wants vs. needs. This chapter also
allows them to see the realistic cost of life. In order to make this more interesting, the budget is played like a game.
Standards:
1.8 I can create and use a budget/ I can differentiate between a need and a want
Chapter Length: 2 weeks
Lesson Plans:
Materials: the Price is Right game, M@SH worksheets, dice, laptops OR classified ads, budget bingo, budget quiz
Day 1:
Play The Price is Right Game (found on the website). Have students work in groups of three to four and guess the price
of the item WITHOUT going over. (I always gave the group that won Payday or 100 Grand candy bars.)
Explain what a budget is and why we need to have one. We discuss what surprised students from the price is right
game. Why did the cost surprise you?
M@SH. Have students work through their M@SH categories in partners each day. Start the day by rolling dice and
selecting outcomes, then partners can help each other research the appropriate information. Partners can share laptops
since access is limited. Budget one day for each section.
o Day ONE: Where I’ll Live. Make sure to model the process for students, pointing out how to take 90% of the
total cost to account for a down payment, and how to read the table as a scale based on thousands of dollars.
Also, if you cannot get access to a laptop lab, make sure to provide hard copy classified housing ads.
o Day TWO: Marriage & Kids. Make sure students know to assign ages to each child they have, so they can
appropriately price food and childcare. Note that this section requires adding up multiple values each time.
o Day THREE: Cars & Clothes. Again, if you cannot gain access to the laptop lab, make sure to bring in classified
ads for car prices. You will have to be creative on modeling car payment notes without an electronic
estimator; one suggestion would be to divide the total by 36 to model a 3 year repayment plan.
Day 4: Review This open-notes quiz (Resource 7.3) asks students to look back over their randomly-assigned “lives” to
project the budget they would need for this life. It then asks them to adjust for a “hard times” income level by deciding
where they would cut back. Remind them of Maslow’s hierarchy here. Finally, it asks them to construct their “realistic life”
and find how much income this would require.
Additional Resources:
o Homework. CollegeforTN.org “Sort Out Your Values” lesson to prep for quiz.
o Final project or extension. Create your own budget game, e.g. “Who Wants to Be a Millionaire” PowerPoint or
“Price is Right” poster.
o Extension. CollegeforTN.org “Spending Diary” as a month-long follow up.
Page 52
Day ONE: Where I’ll Live
1) First, fill in any blanks in the categories below:
Housing
Mansion
Apartment
Shack
House (~2400 sq. ft.)
What Level of Maslow’s
City
Hierarchy is this?
Nashville
Franklin
Memphis
Washington, D.C.
US City: ___________________
Int’l City: _________________
Page 53
What Level of Maslow’s Hierarchy is this?
2) To play
M@$H, roll
the die at
your table
# you get:
15 Year Term
30 Year Term
terest
Rate % Monthly Payment Total Amount Monthly Payment Total Amount
4.00%
7.39
1331.43
4.77
1718.69
4.50%
7.64
1376.98
5.06
1824.06
5.00%
7.90
1423.42
5.36
1932.55
My # for
the Day
is:
and write the
3) Next, have a partner begin to count down both lists (much like eny-meenyminy-mo) until they reach the number you rolled; the answer they land on should
be crossed off. As you keep counting, crossed off answers are no longer counted
(they are gone). Keep going until only 1 answer is left in each category.
4) Finally, use the computers at each table to work as a group to find out how
much your type of housing would cost in your city. You can search for “average
rent prices” or “average house price” in your city, or look at specific real estate ads.
- If you are renting an apartment, skip to step (e).
- Mansions will not be listed as “mansions” online; you will search for a 4000+ sq.
ft. house.
- If you have a house, try to find one between 1600-2400 sq. ft.
- If you have a mansion or a house, you will have to work backwards to figure out
how much you’ll pay per month:
a. First, take the overall price you found and multiply it by 90%. This
is how much you will have to take out in a mortgage loan:
__________
b. Next, look at the table below. It shows how much per you pay per
$1000 per month at current interest rates. Find the current interest
rate online, then write the corresponding monthly payment per
$1000 here:
______________
Taken from HSH.com (http://www.hsh.com/mopaytable-print.html) 1 July 2011
Page 54
c. Divide (a) by 1000 and multiply it by (b):
This is your monthly mortgage payment.
______________
d. Add that number to the insurance & taxes columns to get your final
monthly rate:
______________
HOUSING BUDGET SUMMARY:
My housing will cost me $___________/month, and therefore $___________/year to
live in a _________________ in _______________________ (city). I found this out at:
Page 55
Day TWO: Marriage & Kids
Age
MARRY
Trey Songz
Bruno Mars
Single
Barak Obama
David Beckham
_________________
#Kids
0-2
My # for
the Day
is:
3-5
6-8
9-11
Child-Care
Stay Home
Local Home Care
Private Nanny
Day-Care Center
Relative
12+ (adult)
Food:
Food stamps
Wholesale/ Thrifty
Costco/Kroger (Low Cost)
Harris Teeter/Trader Joe’s (Mid)
Complete Foodie (Liberal)
KIDS
0
1
3
6
12
1) FOOD: Look at the USDA chart on the opposite page and figure out how
much money you will spend per month on food, given the size of your family
and food quality preference. You will have to add up each family member’s
individual costs, then record the total below:
_______________/month
2) CHILDCARE: Use the chart below to figure out how much money you’ll
spend on childcare given your care preference & number of children.
_______________/month
Type of childcare Average cost for full-time care
Daycare center
Average $679/month per child for babies & toddlers (through age 2)
Home daycare.
Average $525/month per child for babies & toddlers (through age 2)
Average $474/month for each preschooler (2-5)
Nanny
$3,033 a month
Relative care
Often free, but you should offer to do chores, give gift certificates, or pay
an occasional bill for a relative caregiver.
Taken from BabyCenter (http://www.babycenter.com/childcare-options) 1 July 2011
Page 56
Day Two Continued: Marriage & Kids
MARRY
Age
Beyonce
Taylor Swift
Rihanna
Single
Kim Kardashian
Hallie Berry
_________________
Child-Care
Stay Home
Local Home Care
Private Nanny
Day-Care Center
Relative
KIDS
0
1
3
6
12
My # for
the Day
is:
#Kids
0-2
3-5
6-8
9-11
12+ (adult)
Food:
Food stamps
Wholesale/ Thrifty
Costco/Kroger (Low Cost)
Harris Teeter/Trader Joe’s (Mid)
Complete Foodie (Liberal)
1) FOOD: Look at the USDA chart on the opposite page and figure out how much
money you will spend per month on food, given the size of your family and food
quality preference. You will have to add up each family member’s individual
costs, then record the total below:
_______________/month
2) CHILDCARE: Use the chart below to figure out how much money you’ll spend on
childcare given your care preference & number of children.
_______________/month
Type of childcare Average cost for full-time care
Daycare center
Average $679/month per child for babies & toddlers (through age 2)
Home daycare.
Average $525/month per child for babies & toddlers (through age 2)
Average $474/month for each preschooler (2-5)
Nanny
$3,033 a month
Relative care
Often free, but you should offer to do chores, give gift certificates, or pay
an occasional bill for a relative caregiver.
Taken from BabyCenter (http://www.babycenter.com/childcare-options) 1 July 2011
Page 57
Day Three: Cars & Clothes
RIDE
My Own Two Feet
New Car (4 yr trade)
Used Car (4 yr note)
Public Bus (MTA)
Bike
New Luxury Car (4 yr trade)
Used Luxury Car (4 yr note)
CLOTHES
New Every Month
New Every 3 months
New Every 6 months
New Once/Year
Discount Every 6 months
Discount Once/Year
My # for
the Day
is:
Part I: Transportation. If you have anything other than a car, look up cost of
purchase or monthly cost online, and skip to step 5. For a car …
1) Decide Make:________________ Model:_____________
Year: _____________
2) Look up cost of this car online based on new/used status above: ______________
3) Go to <http://www.bankrate.com/calculators/auto/auto-loan-calculator.aspx>
- Type in your cost under “total loan amount”
- Type in the loan time from your selection above (4 or 8 years)
- Type in 5% for current interest rate.
- select “calculate” & write the monthly payment here: ____________/month
4) Look at the chart below and multiply the total number of miles you think you
would drive per year by the operating cost/mile. Divide this by 12 to get your
monthly costs:
______________/month
Type of Car
Small sedan
Medium sedan
Large sedan
National
Average
Miles Per Year
10,000
15,000
20,000
56.4¢
43.3¢
36.6¢
72.9¢
56.2¢
47.6¢
92.6¢
70.2¢
58.6¢
73.9¢
56.6¢
47.6¢
Taken from AAA FuelGauge Report (http://fuelgaugereport.aaa.com/?redirectto=http://fuelgaugereport.opisnet.com/index.asp)
5) TOTAL COST (cars, add 3&4; bikes, divide price by 12): ______________/month
Page 58
Part II: Clothes. When you go shopping, how much would you spend on…
Shoes:
_________
Shirts&Pants:
_________
Seasonal (Coats, Swimwear, etc):
_________
Accessories:
_________
TOTAL:
_________
Multiply your total by the total number of times you would go each year (above).
YEAR TOTAL
MONTHLY TOTAL (divide by 12)
Page 59
_________
______________/month
Day FOUR: M@$H Summary Quiz
Part I: List all of your budgeted costs from your M@$H work below.
Housing
_______________/mo
Food
_______________/mo
Child Care
_______________/mo
Transportation
_______________/mo
Clothing
_______________/mo
TOTAL
_______________/mo
»What’s something else you would need to pay for that isn’t listed on this budget?
Part II: Determine how much you would have to make to support this budget.
A. Multiply your monthly total (above) by 12
____________/yr
B. Now add back taxes - multiply “A” by 4 & divide by 3:____________/yr
This is your yearly salary!
C. Divide “B” by 52
____________/wk
D. Divide “C” by the number of hours you want to work per week. The
average work week is 40 hours
____________/hr
Page 60
Part III – The Adjustment Bureau
First, re-work your budget for if you only made $16,600/yr.
What’s Changed?
Housing
_______________/mo
I live in a …
Food
_______________/mo
We shop at …
Child Care
_______________/mo
My kids are cared for by…
Transportation
_______________/mo
I get around by …
Clothing
_______________/mo
I go shopping …
TOTAL
__$1383_______/mo
»How did these changes reflect Maslow’s theory about the order of needs?
Now, re-work your budget for if you made $52,000/yr.
Housing
What’s Changed?
_______________/mo
I live in a …
Food
_______________/mo
We shop at …
Child Care
_______________/mo
My kids are cared for by…
Transportation
_______________/mo
I get around by …
Clothing
_______________/mo
I go shopping …
TOTAL
__$3250_______/mo
» What change/increase was most important to you here? Why?
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Chapter Seven: How Do I Get a Job?
Rationale: Students should be knowledgeable about the ways to obtain a job. This is also a nice prep for the career fair.
Students will be able to fill out an application, a resume, and a cover letter by the time this chapter is completed. In order
to enhance students’ 21st century skills, it is important for them to fill out the information on collegefortn.org. IF YOU DO
NOT HAVE INTERNET ACCESS TO THIS YOU WILL FIND THE RESOURCES ATTACHED. You do not have to make copies of
everything in this chapter. Decide what will work best for you. Don’t forget to use the website to use the resources there
also.
Standards:
1.11 I can identify my personal employability skills
2.4 I can create a resume and cover letter
2.5 I will complete an application
2.6 I will model appropriate interview behaviors
2.7 I will model appropriate interview responses
2.8 I will model appropriate interview dress
Chapter Length: 2 weeks- this chapter can be shortened or extended (please use your best judgment).
Lesson Plans:
If you have computer access, you can teach this entire lesson using the collegefortn.org website.
To do this, have students log in. Have students click on the career planning tab, then click on one of the following: Resume
builder, Cover letter creator, job interview practice, and thank you letter builder.
1. Review the job application tips and fill out the application using the tips.
2. Review the cover letter information and answer the attached questions
3. Review the interviewing tips, the list of interview questions, know the company, and interview rubric. Have students
participate in an interview “speed dating” activity. Assign students to answer the questions and some students to ask.
They stay at their station for 3 minutes before moving on. Assign the students different questions, so they can be prepared
for all questions. Have students reverse roles.
4. Review the sample resumes. Break students up into groups and have them analyze each resume. Discuss what is good
and bad about each resume. Have students decide what should be on their resumes. Use the resume builder from
collegefortn.org.
By the end of this chapter students should have:
1. a complete resume with their personal information
2. composed a cover letter
3. completed a mock interview while modeling appropriate clothing choices and behavior during the interview
4. Completed an application
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Job Search Handout, Activity 1a
The Job Application...What Do I Need to Know?
Student Name: _____________________________
FACT: Research shows that 75% of the applications most companies receive are incomplete, messy, completed
incorrectly, or all of these. Those who fall into this category significantly lower their chances of getting a job.
How to Complete a Job Application Form:
1. Be aware how you look when you go to pick up and/or drop off a completed job application. You never
know if someone like the person doing the hiring will want to visit with you at that time. Be ready by being
dressed appropriately and by being neat and clean.
2. Read carefully, follow directions, and write neatly. Each application you complete is the first sample of your
work that employers will see.
3. Use black ink (unless otherwise indicated).
4. Complete a rough copy first and correct all the errors before completing the actual copy.
5. Answer all questions and write in every space provided. If a question does not apply to you, write “N/A”
(not applicable).
6. Be as specific as possible in identifying the “position desired.”
7. Write in “scale” where you are asked for “salary desired;” this means that you expect to be paid what
other workers in similar positions earn.
8. DO NOT WRITE your social security number on your application. This is something you will give a potential
employer upon being hired.
9. Be positive. Do not volunteer negative experiences.
10. Be honest.
What Information is Required on the Job Application?
Gather the information and materials needed to complete your job application. Much of the information you
need is on your resume. Make sure you have the following available when completing a job application:
1. Writing utensils (black pens), paper clips
2. Current and previous addresses
3. Educational information—grade school to present, names and addresses, diplomas earned, dates you
attended institutions, subjects in which you excelled
4. Work experience—past jobs and responsibilities; names, addresses, and phone numbers of past
employers; dates of employment; job responsibilities; wages earned; names of supervisors; reasons for
leaving each job; military experience and volunteer work
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5. Business and machine operation skills
6. Special certificates, licenses, professional organizations and other business-related documents, honors, and
achievements that could give you an advantage
7. A list of references—include names, job titles, company names, addresses, and telephone numbers
8. Copies of your resume—attach your resume to any completed job application with a paper clip.
Avoid These Common Mistakes on a Job Application:
1. Misspelled words
2. “Crossed-out” writing
3. Folded or wrinkled form
4. Incomplete work history
5. Submitted after deadline
6. No signature, incomplete or unanswered items
7. Failure to print where asked to print.
What do Employers Look for in a Job Application?
Most employers require applicants to complete a job application. The job application gives the employer
facts about you that can be kept on file. The information you provide and how well you present the
information indicates to an employer the following:
• Your ability to follow instructions
• Your character
• Your achievements
• Your ability to hold a job
• Your thoroughness
After completing a job application, you may or may not get an interview. The outcome could depend on how
well you completed the form. Be part of the 25% who significantly raise their chances of getting a job!
FACT: Research shows that 25% of the applications companies receive are complete, neatly done, completed
correctly, or all of these. Those who fall into this category significantly raise their chances of getting a job.
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Job Application Form Instructions: Print clearly in black or blue ink. Answer all
questions. Sign and date the form.
PERSONAL INFORMATION:
First Name _____________________________
Middle Name ___________________________
Last Name _____________________________
Street Address _______________________________________________________
City, State, Zip Code _______________________________________________________
Phone Number (_____)___________________________________
Are you eligible to work in the United States? Yes _______ No_______
If you are under age 18, do you have an employment/age certificate? Yes ___ No ___
Have you been convicted of or pleaded no contest to a felony within the last five years?
Yes_______ No_______
If yes, please explain:
_________________________________________________________________________
______
POSITION/AVAILABILITY:
Position Applied For ________________________________________
Days/Hours Available Monday ____ Tuesday ____ Wednesday ____ Thursday ____ Friday
____ Saturday ____ Sunday ____
Hours Available: from _______ to ______ What date are you available to start work?
_________________________
EDUCATION:
Name and Address of School - Degree/Diploma - Graduation Date
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Skills and Qualifications: Licenses, Skills, Training, Awards
_____________________________________________________________
_____________________________________________________________
EMPLOYMENT HISTORY:
Present or Last Position: ___________________________________________
Employer: _____________________________________________________
Address:______________________________________________________
Supervisor: ____________________________________________________
Phone: _______________________________
Email: ________________________________
Position Title: _________________________
From: ______________ To: ______________
Responsibilities: ____________________________________________________
__________________________________________________________
Salary: _______________
Reason for Leaving: ____________________________________________
===================================================
Previous Position:
Employer: _____________________________________________________
Address:______________________________________________________
Supervisor: ____________________________________________________
Phone: _______________________________
Email: ________________________________
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Position Title: _________________________
From: ______________ To: ______________
Responsibilities: ___________________________________________________
_________________________________________________________________
Salary: _______________
Reason for Leaving: ____________________________________________
May We Contact Your Present Employer?
Yes _____ No _____
References:
Name/Title Address Phone
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I certify that information contained in this application is true and complete. I understand
that false information may be grounds for not hiring me or for immediate termination of
employment at any point in the future if I am hired. I authorize the verification of any or all
information listed above.
Signature______________________________
Date__________________________________
Page 66
Page 67
1. What belongs in the heading of a cover letter?
2. Imagine you are writing a cover letter to Mrs. Jane Kelly. How do you key the salutation/greeting?
3. If you do not know the name of the person to whom you are writing, what do you do?
4. What should be included in the first paragraph of a cover letter?
5. What should you include in the second paragraph of your cover letter?
6. True or False? If you have a lot of details that you want to include in the second (middle) paragraph,
you can separate it into two paragraphs so that the total number of paragraphs would be four.
7. What should you write in the last paragraph of your cover letter?
8. What should be included in the closing part of the letter?
9. What should you do before you print the cover the letter, and what are some other steps you can take
to make sure your cover letter is the best it can be?
10. What should you do after your print the letter?
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Job Search Handout 1—The 10 Best Interview Tips Ever!
Student Name: _____________________________
Step 1 - Know the Company
Companies like candidates who know what they want. They are also impressed with someone who has done
some digging before arriving at the interview. Make the effort to research your target organization, and you’ll
find yourself ahead of the competition. Given two equal candidates, the one who shows the most interest
usually wins.
You can find out about larger organizations by using Web search engines or, even better, by going to your
target organization’s Web site. There are other Web-based sources, too. If your company is smaller or local,
visit the library and ask the research librarian for help.
Step 2 - Know Yourself
In an interview, your job is to sell yourself. You need to know precisely what you’re selling. Once you define
that, you can apply these insights to the needs of your target company. Connecting the two successfully is the
best way to get hired. Above all else, be authentic. Like a dog that can sniff fear on a person, an employer can
intuit your sincerity and true level of interest and commitment.
You’re "selling" your skills and yourself as a person. First: Your skills. An easy way to uncover yours is to list
your accomplishments and then think of which skills it took to do them. Did baby-sitting require psychological
sensitivity? Did selling kitchen knives require skills of persuasion? Review your list, and refine your skills into a
"package" you can explain easily in a minute or two.
Next: You as a person. Most organizations want honest, smart, friendly, motivated, and responsible
employees. Do you deal well with people? Are you flexible and open to learning? Did you, for example, show
determination to get back on the slopes after you broke your leg skiing? Again, after you make your list,
refine it so you can explain your personal "assets" in a minute or two.
Step 3 – Practice
You can make all the lists you want, but there’s no substitute for rehearsing how you’d handle an interview.
Ask your parent, sibling, or best friend to be the interviewer, and give her or him a list of questions to throw
at you. There are ways to handle each of these. If you know what they are
before you're in the "hot seat," your confidence going into the interview will soar.
And remember, if you get a question that you can't answer, simply say you don't know. Then say the question
is something to which you would like to give more thought and that you are willing to learn what it takes.
Again, an employer will respect someone who is honest and open about his or her limitations.
Body language is the other thing to be well aware of. If you have a video camera, use it for the practice;
otherwise a mirror will do. Hand and arm movements shouldn’t be too large. Don't fiddle. Your posture
should be relaxed, but alert. Don't slouch; if you look bored in the interview the recruiter may presume that
you'd be bored in the job too. Communicate interest and energy. Be yourself.
Step 4 - Dress the Part
You shouldn’t wear a white suit to a funeral (unless you’re in China, where it’s expected), and you shouldn’t
wear cargo shorts to an interview. With any organization, the way to dress is the way you would dress if you
got the job. If you don’t know what that is, ask. If you can’t get any information on the company's style of
attire, dress a little more formally than you think you might need to.
Personal grooming is part of your "dress" too. A good haircut or trim will impress. So will clean fingernails, a
fresh-scrubbed look, pleasant breath, and a white smile (a recent teeth-cleaning can’t hurt). Don’t wear
perfume or aftershave. You might love how you smell with that scent, but others may not! Or worse, the
recruiter may be allergic to the scent.
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Step 5 - Get There Early
This may seem obvious, but if you’re not on time for your interview, the game is over. Getting there early
allows you to take a few deep breaths, organize your notes, refresh your memory on a few points that you’ve
found difficult in your practices, and scan any company materials that may be available in the waiting room. It
also allows you to answer the "call of nature" (if there is a call) and to make any last-minute appearance
adjustments.
The result? You’ll feel better about yourself, and you’ll be more relaxed in the interview. So leave plenty of
time, and get there early. It gives you a psychological edge.
Step 6 – Make a Good Impression
It may seem cruel, but first impressions can be deal makers... or breakers. The interviewer starts forming
opinions from the moment the two of you shake hands. No kidding. And by the way, that handshake is
critical. Here’s how to do it correctly:
1. Look the interviewer in the eye as you offer your hand.
2. Shake his or her hand firmly, but not like a vise.
3. Smile at the same time, and say something enthusiastic like, "Hello Mr. Anderson, it’s great to meet you!"
As you walk to his or her office, make some small talk -- team or sports scores, how great the lobby looks, a
recent storm -- you get the gist. Establish positive vibes and the rest of the interview will feel more natural
and less like you're being grilled at the Spanish Inquisition.
Step 7 - Answer Well
You’re going to be asked some questions, but there are some tricks to answering them well:
1. Don’t ramble. It’s better to give a shorter answer with strong points in it than to babble on for five minutes
in a disorganized fashion.
2. Look the interviewer in the eye when you’re answering. If you don’t, he or she may think you’re fabricating
your answer right there on the spot.
3. Gather your thoughts. If you need a minute to collect your thoughts in order to answer a specific question,
feel free to say: "I need to think about that for a moment ... " or "That's a great question ..." The interviewer
will respect your honesty and your desire to offer a thoughtful answer. If a question is a difficult one, try to
remember how to approach it. If you blank out, be honest, but definitely put a positive spin on your answer.
A little humor never hurts, either.
Step 8 - Ask Questions
Usually at the end of an interview, you’ll be asked if you have any questions. If you don’t ask something, it
can be taken as a sign of lack of interest, so prepare some questions before the interview. There are two
areas to question -- the organization and the job itself. We recommend asking about the job first. Are you
clear on the responsibilities of the job? If not, ask for clarification.
Do you see where the job fits into the structure of the organization? Do you understand whom you’ll be
working with, and what their expectations of your work are? By the way, do not ask about the salary or
benefits -- vacation, holidays, sick days, etc. -- in the first interview. Leave that for after they have presented
you with an offer.
Be sure you know what the next steps are after the interview. Are they going to contact you? When do they
think they can do that? Would they prefer you to follow up with them? How is the best way to do that?
The end of the interview is also a good time to emphasize how interested you are in taking the process to the
next step and why you think you’d be the perfect candidate for the job. Do not beg for the job, but let your
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positive energy and enthusiasm win the day. Upon leaving, make sure to shake the person's hand again and
make sincere eye contact. And, of course, don't forget to thank him or her.
Step 9 - Be Yourself
This is the most important step. No matter what anyone says, you can’t pretend to be someone you’re not. In
the interview, let who you really are shine through. Trained interviewers spot actors quickly. Be proud of that
precious collection of talents, motivations, and skills that make you the individual that you are. Believe in
your ability to learn, grow, and develop, and act accordingly. Show the real you -- sense of humor and all -and you'll be well on the way to getting hired.
Step 10 - Follow Up
Your interview isn’t over when you walk out the door. As soon as you get home, write a short thank-you note
to your interviewer. You appreciated the time they spent with you and the chance to learn more about the
job and the organization, so tell them.
If you promised to send something additional -- writing samples or another copy of your resume, for example
-- make sure to enclose it. Keep your note short, and restate your understanding of the next step. If you’d like
to add something you forgot to say, this is the time and place.
You’d be surprised how many candidates never offer this simple bit of courtesy. Send a thank-you note, and
you’ll stand out in the crowd.
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Job Search Handout 2—A List of Interview Questions
Student Name: _____________________________
List of interview questions relating to you
1. How would you describe yourself?
2. How would others describe you?
3. Do you consider yourself successful?
4. What was your greatest success?
5. How did you achieve it?
6. What has been your biggest failure?
7. How could you improve yourself?
8. Are you a leader?
9. How do you handle criticism?
10. What sort of manager are you?
11. What makes a good manager?
12. Do you work well with others? Or are you a loner?
13. Do you need other people around to stimulate you or are you self-motivated?
14. Are you accepted into a team quickly?
15. Can you act on your own initiative?
16. How do you run a meeting?
17. What motivates you?
18. What management style gets the best results out of you?
19. Do you know how to motivate other people?
20. Are you competitive?
21. Are you aggressive?
22. What do you dislike doing?
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23. Do you feel you are ready to take on greater responsibilities?
24. Can you work under pressure?
25. How many hours are you prepared to work?
26. Do you mind working for someone older than yourself? Younger than you?
Of the opposite sex?
27. What interests do you have outside work?
List of interview questions relating to the new job / company
1. Why do you want this job?
2. What qualities do you think will be required for this job?
3. What can you contribute?
4. Why do you want to work for this company?
5. What do you know about this company?
6. What interests you about our product (or service)?
7. What can we (the new company) offer that your previous company cannot offer?
8. You have not done this sort of job before. How will you cope/succeed?
9. Why should we employ you?
10. How long do you think it would be before you were making a significant contribution to the
team/company?
11. How ambitious are you?
12. Would you compete for my job?
13. What do you like and dislike about the job we are discussing?
14. What are you looking for in a new job?
15. What would you like to avoid in your next job?
16. Are you too old for this job? [Shouldn't be asked in countries with age discrimination legislation.]
17. Are you too young for this job? [Shouldn't be asked in countries with age discrimination legislation.]
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18. Are you over qualified for this position?
19. Are you prepared to relocate?
20. Are you willing to travel?
21. What level of salary are you looking for now?
List of interview questions relating to your current / previous job
1. How much does your last job resemble the one you are applying for?
2. What are the differences?
3. What do you think of the last company you worked for?
4. Why did you join your previous company?
5. Did they live up to your expectations?
6. Why are you leaving now?
7. Explain the organizational structure in your last company and how you fitted into it.
8. What did you think of your manager/supervisor?
9. How did you get on with your previous manager/supervisor, coworkers and subordinates?
10. What did you do on a day to day basis?
11. Did you increase sales or profits in your last job?
12. Have you reduced costs at your last company?
13. Did you feel you progressed satisfactorily in your last job?
14. What problems did you encounter in your last job?
15. What annoyed you about your last job?
16. What did you earn in your last job?
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Career related interview questions
1. Why did you choose a career in …?
2. Why are you changing careers?
3. What are your career goals?
4. How long have you been looking for a new job?
5. Do you prefer to work in a small, medium or large company?
6. What would your ideal job be?
7. Are you considering any other positions at the moment?
8. If you have changed jobs a lot you may be asked how long you would stay in the new job.
9. Have you ever been fired?
10. How often are you off sick?
11. What will your referees say about you?
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Job Search Handout 3—Know the Company
Student Name: _____________________________
Know the Company
Companies like candidates who know what they want. They are also impressed with someone who has done
some digging before arriving at the interview. Make the effort to research your target organization, and you’ll
find yourself ahead of the competition. Given two equal candidates, the one who shows the most interest
usually wins.
You can find out about larger organizations by using Web search engines or, even better, by going to your
target organization’s website. There are other Web-based sources, too. If your company is smaller or local,
visit the library and ask the research librarian for help.
Directions: Develop skills in researching a company that your teacher has suggested or a company that you
would like to work for by answering the questions below.
1. What company are you researching?
2. What is the web address of the company’s website?
3. What does the company sell or produce? Or what service do they provide?
4. Do they currently have any job openings posted on their website? What jobs are listed?
5. List five additional facts about the company below.
6. List at least two questions that you still have about the company that you might ask during an interview.
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Interview Rubrics
Category_______________________ Student _______________________
Teacher ________________________ School _________________________
Criteria
Appearance
1
2
3
4
Overall appearance is
untidy
Appearance is
somewhat untidy
Overall neat appearance
Overall appearance is
very neat
Choice in clothing is
inappropriate for any job
interview (torn, unclean,
wrinkled)
Choice in clothing is
inappropriate (shirt untucked,
tee-shirt, too much jewelry,
etc.)
Poor grooming
Grooming attempt is
evident
Choice in clothing is
acceptable for the type of
interview
Well groomed (Shirt
tucked in, jewelry blends with
clothing, minimal wrinkles)
Choice in clothing is
appropriate for any job interview
Very well groomed (hair,
make-up, clothes pressed, etc.)
Overall appearance is
businesslike
Greeting
Unacceptable behavior
and language
Unfriendly and not
courteous
Used typical behavior
and language – did modify
behavior to fit the interview
Acceptable behavior,
well mannered,
professionalism lacking
Attempts to be courteous
to all in interview setting
Courteous to all involved
in interview
Showed some interest
Showed interest
throughout the interview
Professional behavior and
language (handshake,
“hello”, “thank you”, eye
contact, etc.)
Friendly and courteous to
all involved in interview
Communication
Presentation shows lack
of interest
Speaking is unclear – very
difficult to understand
message of what is being said
(mumbling, etc.)
Facts about job not
included
Speaking is unclear –
lapses in sentence structure
and grammar
Knowledge of job is
minimal
Volume is uneven (varied)
Volume is inappropriate
for interview (Spoke too
loudly, too softly)
Body Language
Speaking clearly
Minimal mistakes in
sentence structure and
grammar
Knowledge and facts are
included/shared
Very attentive 


Speaking clearly
Appropriate use of
sentence structure and
grammar
Commitment and
enthusiasm for job is conveyed
Volume is appropriate
Volume conveys business
tone
1
2
3
4
Fidgeted (Constant
movement of hands and
feet, etc.)
Fidgeted (Movement of
hands and feet frequently,
etc.)
Minimal fidgeting
(Occasionally shifting)

No fidgeting


Eye contact made
Lack of eye contact
Eye contact is made
intermittently
Slouching all the time
Occasionally slouching
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Occasional loss of eye
contact
Sitting straight in chair
Brief slouching, but
quickly correcting self
Responding to
Questions
Inappropriate answers
to questions
Gives inaccurate
answers
Answers are acceptable
and accurate
Did not attempt to answer
questions
Attempts to answer
questions
Answers questions
No questions asked


Student asked questions
that were not related to the job
Asked questions
relating to the desired
position
Thorough answers to
questions
Asking
Questions
Asked questions relating
to the desired position.
(Evidence is shown that the
applicant had researched the
business or career field)
Asked questions related to
the business or career field
Page 78
Name Job Search Handout 1—Typical Interview Questions
Student: _____________________________
1. Tell me about yourself.
Go over this again and again! Briefly describing your education or work history are appropriate responses to
this question. Expand briefly on some of your results. This will likely cause the interviewer to select an
accomplishment and ask you to tell more about it. This is exactly what you want; you score points every time
you discuss results.
2. What is your greatest strength?
The question asks for your number one strength, skill, or asset and requires you to analyze yourself. Going
into the interview you should have several strengths in mind. Begin with a brief statement and provide a clear
example.
3. What are your three most important career accomplishments?
Choose accomplishments that are related to the job you are interviewing for and ones to which the
interviewer can relate. Avoid unnecessary detail.
4. Why should I hire you?
This question is often asked at the end of an interview and allows you to summarize your strengths. Since this
is a summary, you can discuss points that you have already covered and mention new points as well. Sell
yourself. This may be one of your best opportunities. Try to focus on everything you learned about the job,
your future boss, and the needs of the company.
5. How would your supervisor describe you?
This is an opportunity to mention positive qualities that you know or assume would be said about you.
Discuss the qualities that you received high ratings on during reviews. Also give quick examples that
demonstrate why your boss would see such qualities in you.
6. What is the most difficult situation you have ever faced?
Select an example that will demonstrate your positive qualities and one in which you ultimately came out on
top. Tell it concisely to reveal as many qualities as possible. This is an opportunity to sell qualities such as
maturity, perseverance, emotional stability, effectiveness under stress, and sound judgment.
7. What would you like to improve about yourself?
This is one of the most-asked questions. When asked this question, it is best to state a weakness that you are
improving. You do not need to demonstrate that you have totally dealt with it, but you should indicate that
you have made major progress with it. The goal is to provide a short answer which satisfies the interviewer.
8. What are your career goals?
This question tests whether you have established career goals, and whether your goals match what the
organization has to offer. Mention goals that you feel the organization can help you attain. Express them in
terms of experience you hope to receive and the expertise you hope to develop. You want to leave the
impression that you are a growth-oriented person with realistic expectations regarding promotion
opportunities.
9. What have you learned from your past mistakes? What were some of them?
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Everybody makes mistakes. Often there are lessons to be learned from these mistakes. The best mistakes to
share are those from which you were able to recover. In any event, use your mistakes to show how you have
matured and grown from these experiences.
10. Can you work well under stress?
You do not have to say that you like stress, but you need to demonstrate that you can work effectively under
stress. Give examples where you have coped well with stress. Most stress comes from deadlines and long
hours. You should know in advance if this organization or company typically requires long hours or faces a lot
of deadlines.
11. Are you a team player?
This question indicates that the organization is looking for a team-oriented person. Describe how you are
committed to working in a team. You need to show that you are flexible and cooperative and when the group
makes a decision, you willingly go along with it. Provide examples demonstrating that people enjoy having
you on their team and that teamwork was essential to the success of a project on which you worked.
12. What are the things that motivate you?
Challenge, creativity, success, opportunity, and personal growth are most frequently mentioned. You can also
mention specific skills that you are motivated to use. These might include problem solving, decision making,
listening, writing, speaking, planning, or counseling people.
13. What is the most important thing to you in a job?
What do you value in a job: challenge, good working conditions, friendly coworkers, traveling? Mention one
or two items and explain why they are important.
14. Tell me about your duties at your present job.
This question provides an opportunity to really sell yourself. As you describe your major duties, describe an
associated accomplishment as well. Be concise. People know their own duties so well that many go on and on
adding unnecessary details that bore the interviewer.
15. What is the most important aspect of your job?
This question tests your judgment. Although you may have numerous responsibilities, the interviewer wants
to have your view on what you can do to contribute the most to the organization. For each responsibility you
need to show that you have been very effective in that area.
16. What duties have you enjoyed most? Least? Why?
Select your favorite and least favorite duties based on what you have learned about the job for which you are
interviewing. In general, you should mention major duties to like and minor duties to dislike.
17. What frustrates you about your job?
If you feel strongly about a particular frustration, give concrete examples when answering this question.
Describe the situation causing the frustration, and how you deal with it.
18. Why would you like to work for us?
This is your opportunity to describe what you know about the organization. You should mention positive
points that you have discovered on your own, as well as some mentioned by the interviewer. You might
mention that the job is a factor in your wanting to work for the company.
19. What are some of the characteristics you like or dislike about a supervisor?
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List all the qualities you truly like and dislike in a supervisor and then select those that are the most
appropriate. Concentrate on strengths rather than weaknesses. You might answer by saying you prefer a
supervisor who is fair, open-minded and has high integrity.
20. Tell me about your experience in school.
Be prepared to talk about the courses you liked most (and least), how your schooling prepared you for this
job, what kind of grades you had, and your major. It is important to describe how your overall high
school/college experience has prepared you for work. You can also describe the skills and experience that you
have gained in extracurricular activities and internships. 7
Page 81
Job Search Worksheet 1—Interview Questions to Practice
Student Name: _____________________________
Directions: The following are some typical questions you might be asked in a job interview. The whole idea of an
interview is to talk about your positive traits. Don’t worry if you don’t have much job experience. You can simply
tie in the answers to experiences at home or school. Employers want to know how you handle problems and if you
are a team player. Read the following answers carefully and adapt them to your particular situation. Practice,
practice, practice!
1. Question: Tell me about yourself.
Typical answer: I was born in Minneapolis, but we moved to Chicago when I was four. I have a dog and like to
swim.
(This is one of the most asked questions! Expect it, and plan for it! In fact, you should have a 15-second
“commercial” ready to “wow” the interviewer! The answer above doesn’t tell the employer anything about you
that relates to the job. You want to use every opportunity to show that you are a smart, hard-working potential
employee.)
Better Answer: Last year in school, I played on the basketball and soccer team. It kept me busy, but I learned to
manage my time. I’m also involved in volunteering with my brother’s Boy Scout troop. That’s been a great
experience in learning how to work as a team with other leaders plus plan activities.
See what you’ve just done? You’ve shown the employer you are involved in positive activities, work as a volunteer
and know the importance of teamwork. Who wouldn’t want to hire you?
2. Question: How would your teachers describe you?
Average answer: Oh, I guess they’d say I was an OK student.
Better answer: My teachers would tell you I work hard to get my assignments in on time and I’m not afraid to ask
for help if I need it. They’d also tell you I try to be friendly to shy kids in my class.
3. Question: Why should I hire you over the other eight students waiting to be interviewed?
Average answer: I really need the money to buy a new CD player and my mom said I have to do something
constructive this summer.
Better answer: I’m a reliable person. I’ll arrive to work on time and do the best I can on the job. I’ve done
volunteer work, but now I’d like to gain actual work experience. If you hire me, you’ll get someone who isn’t afraid
to learn.
4. Question: Tell me about a time you had a problem and how you solved it.
Average answer: My parents and I don’t always get along. I usually yell and then go to my room for a few hours.
Better answer: There was a boy at school that really bothered me. He bumped into me and would slam my locker
shut when he walked by. He’d also say sarcastic things to me. I talked to a teacher about it and she offered to be a
mediator. She brought both of us into her class and basically let me tell the boy I wanted him to stop being a bully.
I confronted him in a strong way. The situation is much better now.
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5. Question: What do you like best about school?
Average answer: I really like hanging out with my friends.
Better answer: I especially like working on projects together with my friends. I was just in charge of decorating for
our school dance. I organized my friends, and we worked together to set up the gym with a jungle theme. I also
like participating in school events like sports teams and student government.
YOUR TURN! Try to answer every question with a positive answer. Demonstrate that you are an honest,
hardworking person. No “average answers” allowed!
6. Question: Why do you want this job?
Your Better Answer:
____________________________________________________________________________________
________________ ____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
7. Question: What are your greatest strengths? Your greatest weaknesses?
Your Better Answer:
____________________________________________________________________________________
________________ ____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8. Question: Where do you see yourself in 10 or 15 years?
Your Better Answer:
____________________________________________________________________________________
________________ ____________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________ _____________
9. Question: Imagine you made a major mistake on the job. What would you do to fix it?
Page 83
Your Better Answer:
_______________________________________________________________________________________
________________ _______________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
10. Question: What are your career goals?
Your Better Answer:
________________________________________________________________________________________
________________ ________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Page 84
Brian Johnson
11223 45th Avenue South
City, ST 00000
Brian.Johnson@email.com
(000)000-0000
Objective
To be selected for the Presidential Scholarship from Ohio State University.
Volunteer Service
Sunday School Teacher, River of Hope Church, September 2008-Present
• Effectively taught 4th graders the Sunday school curriculum
• Designed individualized lessons to go with each month’s theme
• Developed relationships with all students
Food Drive, Northland Rescue Mission, November 2009
• Organized school-wide food drive sponsored by National Honor Society
• Solved logistic problems of food collection and distribution
• Collected and donated over 10,000 food items
Lawn Care & Snow Removal, Elderly Neighbors, May 2006-August 2009
• Provided free lawn care and snow removal services to next door neighbors
• Initiated contact with neighbors to establish service
• Maintained high quality lawn care and snow removal services
Activities & Community Involvement
National Honor Society 2009-Present
Mayor’s Youth Commission 2008-Present
Marching Band 2007-Present
Tennis 2005-Present
Awards & Recognitions
Elected President of National Honor Society 2009-2010
Voted “Hardest Worker” by tennis team May 2009
Received “Respectful Award” from principal April 2009
Elected Vice President of Youth Commission 2008-2009
Small Group Leader in youth group 2008-2009
Education
Central High School, City, ST
Anticipated graduation date: May 2011
3.8 grade point average
Page 85
Jordan Davis
Objective
4549 Meadow Lane
City, ST 00000-0000
jdavis@emailme.com
(000) 000-0000
To receive a degree from the Automotive Technology Institute.
Skills
Automotive
• Reconstructed engine on 1959 Ford Mustang
• Received diagnostic specialist training
• Competent in carburetor repair
Computer
• Proficient in Microsoft Office Suite
• Competent internet-based researcher, familiar with multiple search engines
• Successfully rebuilt four computers
Interpersonal
• Middle child, great at conflict resolution
• Chosen as team presenter for Auto Skills USA competition
• Responsive to problems and able to communicate solutions
Hobbies & Interests
Repairing and rebuilding classic cars, auto-racing, tinkering with computers, small electronics, and
video equipment
Education
Goodness High School, City, ST
Anticipated Graduation Date: May 2011
Relevant Courses Completed
• Automotive Technology I
• Automotive Technology II
• Microsoft Applications
• Speech Communications
Page 86
KELLY ANDERSON
1234 States Avenue ~ City, ST 00000 ~ 000-000-0000
Summary
A motivated high school student with skills and abilities necessary to succeed in any employment situation. Experienced with
computers, customer service, and sales. Honest, dependable and willing to accept responsibility and take on new challenges.
Ability to get along with others and work as a team player.
Skills
Communication Skills
♦ Experienced with providing friendly customer service in a fast-paced environment
♦ Participated in debate for two years and won a first-place award in persuasive speaking
♦ Served as a team member on prom and yearbook committees
Computer Skills
♦ Experienced with operating computers, Microsoft Office Specialist certified
♦ Set up personal web page and assisted other businesses and individuals with web design
♦ Achieved an “A” in Computer Applications course
Organizational Skills
♦ Helped organize a food drive to benefit a Hunger Project
♦ Served as chapter president for Future Business Leaders of America
♦ Received perfect attendance award
Work Experience
Clerk, The Gap, City, ST June 2006-present
♦ Responsible for selling merchandise, running cash register, opening and closing store
♦ Achieved over $6,000 in sales during the summer working part-time
Crew Member, Hardees, City, ST March 2005-May 2006
♦ Worked as part of a team to provide quality customer service
♦ Trained in all areas of the restaurant and received two raises based on performance
Volunteer Experience
Meals on Wheels, Fordville Humane Society, Senior Citizen Center, church activities
Activities/Hobbies
Volleyball, Future Business Leaders of America, National Technical Honor Society, Band, Drama, Hiking
Education
Fordville Central High School, City, ST
Anticipated Graduation Date: May 2011
Elective Coursework: Microsoft Computer Applications, Accounting, Web Design 7
Achieved “B” Honor Roll, Freshman-Sophomore years
Page 87
Sandy K. Miller
7289 Plains Drive
City, ST 00000-0000
(000) 000-0000
emailaddress@hotmail.com
Summary of Qualifications
• Strong leadership skills, responsible, dependable
• Hard working, reliable, flexible
• Precise, follows instructions, organized, and gets along with others easily
Volunteer Experience
• Carved Pumpkins for Valley Memorial Homes, October 2007, 2008, 2009
• Collected cans for the Food Cupboard as FBLA Chapter Project, 2009
• Organized selling of Daffodils for the American Cancer Society through NHS, Spring 2008-2010
Extracurricular Activities
• National Honor Society (NHS) 2008-present
• Renaissance Club 2008-present
• Future Business Leaders of America (FBLA) 2007-present
• Yearbook Committee 2007-present
• Distributive Educators Club of America (DECA) 2007-present
 Elected chapter president of DECA, 2009
 Took 1st place in International Business Plan for State DECA Competition, Spring 2010
 Took 2nd place in the Free Enterprise System for State DECA Competition, Spring 2010
Volleyball 2005-present
 Lettered in Volleyball, 2009-2010
 Awarded Most Valuable Player, Volleyball 2009
Academic Achievements
• 4.0 cumulative GPA
• Achieved “A” Honor Roll, 2007-present
• Certified Microsoft Office Specialist: Word, Excel, PowerPoint
• Studied in Spain through Foreign Student Exchange Program, 2008
Education
Central High School, City, ST
Expected Graduation Date: May 2011
Page 88
Angela Rodriquez
1515 36th Street South (000)000-0000
City, ST 00000 Angela.Rodriquez@email.com
OBJECTIVE
To obtain an intern position with a veterinarian, learning the roles and responsibilities of a
veterinary technologist.
WORK EXPERIENCE
Farm Worker, City, ST Summers 2008-2009
• Acquired experience in raising and caring for cattle, hogs, rabbits, ducks, chickens, and sheep.
• Administered vaccinations.
Veterinary Assistant, Animal World, City, ST January – May 2009
• Learned about veterinary medicine dealing with anesthetic, prescription drugs, and heartworm
testing.
• Observed spray and neuter surgeries, along with other various surgeries performed on cats
and dogs.
• Scheduled appointments, cleaned facilities, and maintained accurate records.
Crew Member, Burger King, City, ST October 2007- May 2008
• Accurately placed customers’ orders and operated till.
• Assembled food orders for customers in timely fashion.
• Consistently built sandwiches according to quality control standards.
EDUCATION
Central High School, City, ST
Anticipated Graduation: May 2011
Related Classes: Physical Science, Honors Biology, Health, Medical Careers
Achievements: “A” Honor Roll, five semesters
Accepted into National Honor Society (NHS)
Accepted into National Technical Honor Society (NTHS)
Awarded “Kindness Award” by administration and staff
School Activities: Photographer for school newspaper
Administrator of yearly school-wide blood drive
President of French Club
Participant in band and choir
Member of Yearbook Committee
Page 89
RESUME FACTS & TIPS
What is a resume?
A resume is a living, changing document that summarizes your skills, qualifications, education, work history and
other relevant information. Each resume should be customized to fit the job you are applying for.
How can a resume be used?
A resume can be used to…
•
•
•
•
•
•
•

market yourself.
get you an interview (but it is the interview that gets you the job).
apply for jobs.
apply to colleges, clubs, organizations, or for scholarships.
assist you in filling out job applications, and/or attach to applications.
network with other people.
assist your references.
give teachers/counselors information about you when writing letters of recommendation.
Resume Tips:
• Use standard 8.5” x 11” paper
• Avoid fancy type or difficult-to-read styles
• Bold, underline, or capitalize headings
• Double space between sections
• Single space within sections
• Copy or print on quality resume paper
Content Formatting
• Keep it simple and clean
• Limit your resume to one page
• Use action verbs
• Stress skills and accomplishments
• Be honest and don’t exaggerate
• Be specific and accurate
• Put information in order of interest to your targeted reader
• Use key words to “speak” reader’s language
• Be positive and enthusiastic
• Have someone proofread and critiques your resume
All resumes should be targeted, meaning they are written to an employer’s specific needs.
Things to Avoid
o Don’t use “I,” “he/she,” “we,” “us,” etc.
o Don’t write in sentences
o Don’t list personal references
o Don’t include personal information (marital status, religion, appearance, etc)
• Don’t mention salary or wage
High School Students Need a Resume, Too!
As a high school student, you may think that you don't need a resume until you are about to graduate from college
and begin your search for a full-time job. However, high school students need resumes just as much as college
students do. From getting into college to obtaining a part-time job, a resume is essential because college recruiters
and employers alike want to see a brief summary of your abilities, education, and experiences.
Page 90
[Taken from: http://www.ecampustours.com/collegeplanning/applyingforcollege/highschoolresume.htm]
Five Tips for Better Resume Writing
1) Avoid the first person pronoun
Instead of this:
I increased sales because I gave customers a chance to try out the merchandise.
Write this:
Increased sales by giving customers a chance to try out merchandise.
2) Keep your sentences short and don't worry about fragments
Resumes call for short, crisp statements. These statements do not necessarily have to be complete sentences; you
can frequently leave out the articles a, an, and the.
Instead of this:
I was involved in the creation and implementation of statistical reports for a large metropolitan hospital, which
required the use of spreadsheet software for cost analysis and, in addition, the creation of a database to track patient
visits.
Write this:
Created and implemented statistical reports for large metropolitan hospital. Analyzed costs with spreadsheet
software. Created database to track patient visits.
Or try a bulleted format:
• Created and implemented statistical reports for large metropolitan hospital.
• Analyzed costs with spreadsheet software.
• Created database to track patient visits.
3) Use plain English
Keep things simple. Go easy on the adjectives. Don’t use a bulky phrase that can just as easily be expressed in a
single word. See the examples in the table below.
Using Plain English
Bulky Phrase
Better
Effected the solution of
Solved
Engaged in the operation of Operated
Offered assistance in the
Helped facilitate
facilitation of
Page 91
Chapter Eight: Careers in Film - What Can We Learn From the Movies?
Rationale: This chapter is designed to show students real life examples of success stories in a range of career and life
choices. Students will then have to explain how their own choices can lead to the own success in job, career, college and
life.
Standards:
1.4, 1.10, 2.1, 2.9, 3.3, 3.8, 3.9
From this point forward have students create the I can statements based upon the standards.
Chapter Length: 1 week
Lesson Plans:
This week-long unit can be devoted to any number of films that showcase career choices and success stories.
Students should be using Cornell Notes during viewing. Focus of the notes should be on characters they identify with,
strategies used for success and the role of decision-making in the film. Students will be asked to identify how they can reach
their career goals.
Film is shown in 20-25 minute segments, with student-generated discussion after each.
Total lesson time: 2-3 blocks
After viewing the movie, fill out the attached sheet. Use this to have a class discussion.
Page 92
Name: _______________________________________
Date: __________________________
1. What was the character’s dream job?
2. What sort of duties would someone with this job have to do?
3. What was the character’s actual job?
4. What sort of duties would someone with this job have to do?
5. What is your dream job?
6. What would you do at this job?
7. What is your back up job?
8. What would you do at this job?
9. Analyze the two jobs you listed. Is there any overlap of the duties/job requirements? What is it?
10. Complete a Pros/Cons list for each job.
Dream Job Pros
Dream Job Cons
Back up job pros
Back up job cons
Circle three items that you consider the determining factor for having a job that you enjoy.
“Choose a job you love, and you will never have to work a day in your life.”-Confucius
What does this quote mean to you? Which job do you think you will love?
Page 93
Chapter Nine: Career Research
Rationale: Before the Career Fair, students need to have a good idea of what careers genuinely interest them and what
they would like to learn more about at the fair. This chapter uses the Career Research section of the collegefortn.org
website to direct students’ research.
Standards:
1.11, 2.1, 2.2, 2.9, 3.10
Have students create the I can statements based upon the standards.
Chapter Length: 2-3 weeks depending on lab time
Lesson Plans:
Students will need to complete career research on careers that interest them. I would suggest stations for this chapter.
One station is computer research; station two would work on the guest speaker essay; station three could complete the “do
what you are worksheet.” I would just rotate this until every student had completed all sections. Then, have students
complete a job poster to prepare them for the career fair. After the career fair, use the thank you letter lesson to write
thank you letters and submit them. Finally, have students pick ONE job that was recommended for them and explain why
that job would or would not fit them. That will be your reflection for this unit.
The first page in this chapter can be used while students complete the college4tn.org quizzes. Feel free to change this as
needed for your particular group of students.
Complete: Do What You Are Worksheet
Guest Speaker Persuasive Essays: In order to practice persuasive essay writing (district writing assessment) and also give
the students choices of guest speakers, they will write persuasive essays to their teacher requesting a specific guest
speaker. The students do not have to ask for a certain person, but they can request a speaker from a certain career field
(i.e. lawyer, doctor, professional athlete). This also gives the teacher many options as to the variety of guest speakers to
obtain. This can be incentive-based (for example, the best persuasive essay “wins,” and that students gets his/her request).]
Objective: Students will practice their persuasive essay writing skills, while attempting to convince their teacher to find
their choice of guest speaker. (And see above)
Materials: Notebook paper, Pens/Pencils, Red pens (optional)
Necessary Vocabulary:
Persuasion = Presentation of ideas to compel some action
Compelling = Convincing
Thesis = That which the author wants the reader to accept as true or reasonable
Concession = Acknowledging an opponent’s reasonable arguments
Logos = Appeal to reason
Pathos = Appeal to emotions
Activities:
- Students write a five-paragraph persuasive essay (Intro, 3 Body Paragraphs, Conclusion) trying to convince their
teacher to get a guest speaker from a certain career field.
- Students trade essays with a partner.
- Students edit each other’s essays with red pens (optional).
- Students trade essays for a second time.
- Students edit each other’s essays with red pens (optional).
- Teacher collects essays and decides on a “winner.”
Page 94
Resources:
(Any Sample Five-Paragraph Essay Outline, Persuasive Essay Guides, Opportunity to work with English teachers on CrossCurricular Unit):
- http://www.studygs.net/fiveparag.htm
- http://grammar.ccc.commnet.edu/grammar/five_par.htm
Creative Activity:
Have students create a job poster that contains important info: i.e. job title, duties, educational requirements, pay, related
careers, and two images that pertain to the job.
In honor of the career fair, it would not hurt to post these in the freshman hallways to promote interest in various jobs.
Thank You Note Activity:
To be completed after the Career Fair. Follow the directions on student worksheets!
I do/don’t want to be a teacher essay….
Page 95
Name: _____________________________________ Date: ____________ Pd: _______
Career Research Guide/Assignment
1. Go to www.collegefortn.org and click on the icon titled “Sign in” located at the top of the webpage.
2. Use your login and password and access your account.
Login: _______________________
Password: ____________________
3. Click on “Career Planning” located on the top row of options which is just under the guitar logo for
College For Tn.org.
4. Next find the box titled “Learn about yourself” and click on the title.
5. Then find the box titled “INTEREST PROFILER” and click on the orange label “Interest Profiler”
6. Click on the blue bubble titled “Get Started”
7. The test will begin and consist of 180 questions. For example, the first one says “Build kitchen
cabinets”.
Select your personal response:
Like
Not Sure
Dislike
**Go with your first response and do not spend a lot time on each question. This SHOULD only take you
about 20 minutes to complete.
8. Once your results are tabulated, RECORD your top interest areas.
Highest scores: 1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
9. Review all of the careers that were suggested for you. RECORD your TOP 5. The list is in
alphabetical order, so you will need to review all of them.
1.
2.
3.
4.
5.
Page 96
OVER ------
Now click on the Learn about yourself in the blue bar. You will need to take the career cluster survey.
When you are finished, record your top cluster: 1. ______________________________________
Put the following clusters in order (exactly as they are on the page)
2._________________________
3. _________________________
4. _________________________
5. _________________________
6. _________________________
7. _________________________
8._________________________
9._________________________
10._________________________
If you have time, click on the blue bar – Learn about yourself. Take the Career Key Test.
Record 5 jobs that it recommends for you.
Page 97
DO WHAT YOU ARE….
Name:
Personality Type:
Strengths: what are you good at?
1.
2.
3.
Blind spots: What could you improve?
1.
2.
3.
Satisfying Career Characteristics: What would make you happy at this job?
1.
2.
3.
Personal Learning Style: Refer back to the first couple of chapters….
1.
2.
3.
Negotiating Style Strengths: How can we all work together?
1.
2.
3.
Negotiating Style Blind Spots: What I need to work on to work with others…
1.
2.
3.
Did any of these answers from the survey surprise you? Why or why not?
What did you learn about yourself that you do not realize before taking this assessment?
Page 98
Choose one career from each of these clusters which interests you.
Communications
and Media
Community
Services,
Hospitality &
Tourism
Education
and Training
Engineering
Human Services
Agricultural
& Natural
Resources
The Arts
Environment
Health Services
Science &
Scientific
Research
Computer
Science and
Technology
Government
and Law
Manufacturing
And Building
Military and
Protective
Services
Sports and
Entertainment
Marketing and
Sales
Which career would you like to explore? Choose one of the careers you listed in the above
chart:_______________________
What are 3 important skills
needed for this career:
1.
2.
3.
What are 3 important
abilities needed for this
career:
1.
What are 3 important
knowledge areas?
1.
2.
3.
2
3.
Page 99
Name: ______________________________
Future Profession: ___________________________
I Want To Be A/An ____________________________ Because…
Areas to Consider:
-
Salary
Hours
Benefits
Work Conditions
Necessary Education
Area of Specialty
Rewards / Drawbacks
Necessary Skills
Etc.
Reason #1 = ___________________________________
Reason #2 = ___________________________________
Reason #3 = ___________________________________
Reason #4 = ___________________________________
Reason #5 = ___________________________________
BRAINSTORM
Page 100
Title: _________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Page 101
Writing Thank You Notes
Part I (10 min): Read the article below and answer the questions after.
Give Thanks, Get Hired
by Kevin Donlin on May 6, 2010 One day in September 1996, I was talking to Steve, my manager.
We had just interviewed a woman for a writing job. Discussing how we ourselves had been hired, I
mentioned that I had mailed a thank-you note to the manager who interviewed me. “So did I,” replied
Steve. And we were both hired. Wasn’t that a coincidence?
The next day, we received a thank-you note from Leitha, the woman we interviewed. We hired Leitha.
Coincidence? I think not.
Because, according to the American psychologist William James: “The deepest principle in human nature
is the craving to be appreciated.”
When you thank someone, be it an employer after an interview or a friend who gave you a job lead, you
help satisfy their need to be appreciated, which can propel you faster toward employment.
And it all starts with two words: Thank you.
Here’s the kicker: In my experience counseling job seekers since 1996, I have never met anyone who
faithfully mailed thank-you notes and struggled to find a job. That’s how powerful thank-you notes are.
ACT-style Comprehension Questions:
1) Steve, Leitha, & the author (Kevin) all got hired. All of them also wrote thank-you notes. Which of
the following is the best conclusion we can draw from facts given the rest of the article?
a. The job required them to write thank-you notes, and they showed they were skilled at it.
b. They were applying for writing jobs, and thank-you notes were the best way to give the
employer a writing sample; other applicants may have written poems which weren’t as good.
c. Their thank-you notes influenced the people who were hiring them, even though they were not
the main reason they got hired.
d. They all had a passion for thank-you notes, which had nothing to do with getting hired.
2) What does this article suggest about why you should write thank you notes?
a. Everyone likes being appreciated, so thanking people makes them feel good.
b.Thank you notes guarantee you will get hired.
c. Companies expect you to write them thank you notes after any kind of interview.
d.Good people write thank-you notes.
3)
a.
b.
c.
d.
So why might we write thank you notes for the Career Fair?
The employers at the Career Fair gave up their time, and we appreciate them.
We want jobs from the employers at the Fair.
They will expect thank-you notes.
We need to prove that we are nice people.
4) What do you think companies will remember or think about our high school and our students
after getting a thank-you note?
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Part II (10 min): Brainstorming - What do I write?
Writing a thank-you note can be scary if you don't have a plan. Many a person has
sat and just stared at the blank paper, wondering what to write. Worse than that is the BO-R-I-N-G thank-you note.
Instead, take 5 minutes before you start to think of things to say.
You will write about the company you talked to in Interview #2.
Fill in the bubbles below about that specific company.
Think back to the Career Fair and how you felt at it and after it …
Now, put yourself in the professional’s shoes
What did you like?
Why do you think they did this?
What do you think they gave up to
What did you learn?
do this?
Did they have any special
What was helpful?
insight/experience that helped
you?
What did you like most about
What was fun?
them?
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Part III (15 min): Writing a Draft
Now we can start writing! Always start by getting your thoughts down on a piece of
scratch paper first, like this one.
Step 1: Greeting
Write “Dear Mr./Mrs. (first name)
(last name) ,”
EXAMPLE: “Dear Mr. Michael Steele,”
Your Turn:
,
Step 2: Grabber Sentence(s)
Start by writing 1-2 sentences to thank them for what they gave - their time, advice,
expertise, etc. Look at the right side of your brainstorm page for ideas. After he/she
feels appreciated for what they did, of course it will grab their attention and they will
want to see what else you have to say! Make sure to mention their company here.
EXAMPLE: Thank you for taking time out of you schedule at Deloitte & Touche to
let me see what the life of a finance analyst looks like You communicated so
clearly! I really appreciate you wanting to help high school students like me.
Your Turn:
_______
__________________________________________________________________
Step 3: Definer Sentence(s)
Now, write 1-2 sentences thanking them for specific things you learned or liked. Look at
the left side of your brainstorm page for details that show you were listening closely.
EXAMPLE: Thanks for helping me learn that companies don’t always do their own
finances. I think I would like to work with lots of different companies, like you
talked about. In any case, I really had fun doing the video conference!
Your Turn:
__________________________
_____________________________________________________________
Step 4: Concluder Sentence(s)
Wrap up your letter by thanking the interviewer again in a different way.
EXAMPLE: Again, I really appreciate your time and advice as I think about careers
in business.
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Your Turn:
__________________________________________________________________
Part IV (25 min): Publishing Your Nice Copy
STOP
Read the four parts of your letter without any pauses to a partner and get their opinion.
 Is there anything they think you should change?
 Is everything appropriate? (Nothing personal, about money, or incorrect?)
 Does your grammar and vocabulary use sound correct?
Then fix anything your partner suggested. Have them sign below that you have done so:
__________________________________________
NOW you’re ready to write your nice copy.
1) Get the card paper from the teacher and fold it over to make a card.
2) On the front of the card, write “Thank You” or your high school name in nice letters.
Feel free to color it using colored pencils, or add a nice, simple drawing or
decoration.
3) Inside, write the text of your thank you note in blue or black pen. If you run out of
room, you may write on the back.
4) When you finish, write “Best Regards” or “Sincerely” and sign your name below.
5) Make sure that both the professional employee’s name and the company name are
somewhere on the card; if not, write them in pencil on the very back of the card.
When you finish, try to help someone else – remember, all these thank-you notes make
us all look good as a school.
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ESSAY: I Want (Don’t Want) To Be A Teacher Because…
Write an essay in which you outline five (5) reasons why you do (don’t) want to become a teacher.
Areas to Consider:
-
Salary
Hours
Benefits
Work Conditions
Necessary Education
Area of Specialty
Rewards / Drawbacks
Necessary Skills
Example:
(Teachers can feel free to use this example. However, I believe it would be beneficial if they took 30
minutes to write their own example. I believe this would be helpful for multiple reasons. First, they can
explore their own reasoning for wanting to become a teacher in the first place. Secondly, they can connect
with their students. Finally, it is always useful to do the assignments that you expect your students to do.)
I want to become a teacher for the following five reasons: salary, rewards, necessary skills, area of
specialty, and hours.
Many people complain about the fact that teachers are underpaid. Could teachers be paid more?
Yes. Should teachers be paid more? Absolutely. However, it is entirely possible to make a good living as a
teacher. Teachers, especially in public schools, are rewarded for extra efforts such as additional education
(Master’s and Ph.D. degrees), lead teacher stipends, coaching stipends, and so forth. In addition, the salary
is consistent, and it is enough to fulfill basic needs. I am not someone who needs a life of luxury. I want to
be comfortable and happy, and I think that I could do that on a teacher’s salary.
A major advantage of being a teacher is the rewards. Luckily, I am not someone who needs instant
gratification, someone who needs to see instant results. I have heard that oftentimes in the teaching
profession you do not see the changes that you have made. Teaching is a noble and honorable profession
in which you can (and do) change lives. We have all had teachers who have had profound impacts on our
lives, and I want to be one of those teachers. The ability to change one life, to make one life easier, is the
reward of being a teacher. As Ralph Waldo Emerson said, “success is…to know even one life has
breathed easier because you lived.” My definition of success is based on the lives that I impact, the lives
of children.
Another reason why I want to become a teacher is the necessary skills. One such “skill” is the
desire and ability to work with children. It is my belief that those who work with children have the ability
to stay young (at heart, at least). Not only do I have the skills necessary to connect and communicate with
children, but I also really want to do so. No matter how much education or training that you give someone,
you cannot give someone a desire the work with children on a daily basis. That desire comes from within
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each person. Since I started working with children at a young age, I realized that I had a desire and a gift
to do so. In my opinion, this also means that I have a responsibility to do so.
Every teacher needs an area of specialty, and mine is the area of the French language and culture. I
am so passionate about this specific specialty area that I want to pass on this passion to others. I hope to
have the opportunity to take a group of students abroad. In my opinion, traveling and living in a foreign
country is the key to developing cultural understanding and appreciation. I was blessed with the ability to
study abroad in a foreign country during country, and I want to pass along the lessons that I learned and
ideally an opportunity for others to follow in my footsteps. I have the skill set and the desire to become a
French teacher thanks to my high school French teacher, and I would like to continue to impact a new
generation of French learners.
The final reason why I want to become a teacher is the hours. The schedule of a teacher is ideal for
the lifestyle that I would like to have. I put a high priority on family. I want to have a wife and kids, and I
want to make sure that I am able to spend time with them. The great thing about being a teacher is the
amount and the duration of breaks. My father was a teacher (before he retired), and I was able to
experience these advantages every summer. While the doctors and lawyers were busy working, my father
was able to accompany me on vacations, baseball trips, and college visits. I will always be thankful for the
role of my father in my life, and I look forward to having that role in my child’s life. I believe that the
lifestyle of a teacher is conducive to the family values that I hold dear.
These are the five reasons why I want to become a teacher.
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Chapter Ten: How Can I Pass My Exams?
Rationale: This chapter teaches students test-taking tips and introduces them to how to develop their own
personal approach to tests and exams. Students will enhance their test-taking ability and study skills.
Standards:
1.1, 1.2, 1.3, 1.7, 3.4, 3.7
Have students create the I can statements based upon the standards.
Chapter Length: 1 week
Lesson Plans:
Directions: Groups of 4-6 students will use test-taking tips.com to each have 4-6 tips to share with the class for
posters and a gallery walk.
The next class students will role-play for the whole class to show the application of these skills on a real test.
Go to www.testtakingtips.com. Put students in groups of 4-6 people. Assign each group a category: Test taking
tips, reducing test anxiety, and cramming for a test. Have each group prepare a lesson and teach the rest of the
class how to take different kinds of tests, mentally prepare for exams, and how to properly cram for a test.
This is a great time to review the proper way to conduct yourself when speaking in public.
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Chapter Eleven: The World Around Me
Rationale: Students are engaged in their lives in a technologically dynamic, multicultural and socially diverse world. This chapter
teaches them some of the socio-emotional skills and strategies for navigating their world.
Standards:
1.2, 1.3, 2.1, 3.2, 3.3, 3.9
Have students create the I can statements based upon the standards
Chapter Length: 4 weeks
Lesson Plans:
Gifted Hands: 4 classes, MLK, 2 classes, My Connected Life, 4 classes
ALL needed originals are provided following this lesson pacing/outline
Each chapter of the book is available for you to print class sets or a copy for each student. Each chapter 3-6 has its own lesson. (If
you choose to screen the movie and use reflection and discussion questions provided, that is 2 lessons worth of content.)
Gifted Hands, Chapter 3 (Lesson 1/10 in this unit)
Needed: Anticipation guide 15 minutes, Chapter 3 During Reading questions and discussion (As a class), 35 minutes. After
reading poster (on white paper or butcher paper with markers, color pencils), 30 minutes.
Gifted Hands, Chapter 4 (Lesson 2/10)
Needed: Quickwrite/share 10 minutes, Chapter 4 During Reading Questions 25-30 minutes, Congress-style speeches and debate
40-45 minutes.
Gifted Hands, Chapter 5 (Lesson 3/10)
Needed: During reading questions (Read individually) 20-25 minutes, Discussion of During Reading charts 15 minutes, Four
Corners debate (In groups of 4) 30-40 minutes
Gifted Hands, Chapter 6 (Lesson 4/10)
Needed: Whole class choral reading of chapter, 15 minutes. After Reading Think/Pair/Share: 20 minutes. Poster creation and
walk: 30 minutes. Gifted Hands quiz: 15-20 minutes. (You could give the quiz at the beginning of lesson 5 if you run out of time.)
MLK World House (Lesson 5/10)
Needed: World House reading, (Broken into 6 sections for groups) 20 minutes. Jigsaw sharing by each group, 20 minutes. World
House poster creation 35-40 minutes.
MLK Ballad of Birmingham (Lesson 6/10)
Needed: Ballad of Birmingham Poem and TPASTT guide. Whole class reading of poem, 15 minutes. TPASTT poetry analysis: 40
minutes. MLK video options, 20-25 minutes.
My Connected Life: Intro and Online/Media Privacy concerns (Lesson 7/10)
Needed: Online privacy questionnaire: 25 minutes (including discussion of answers). Facebook and Twitter could cost you: Story
of Emma Sullivan and Tweeting Bad About the Governor reading and discussion questions: 30-40 minutes. Commenter board
mayhem, 10-15 minutes.
Texting, Sexting and Video: Lessons to Learn(Lesson 8/10)
Needed: Cautionary tales of using cell phones and YouTube to spread the wrong information, 25 minutes. Students write
objective and subjective summaries of readings, 15-20 minutes. Poster walk/ creating illustrations of positive ways to use
texting, video on phones, internet 30-35 minutes.
Cyberbullying: New Laws and Debate (Lesson 9/10)- ABC family has a cyberbully movie that is helpful here. It can assist students
with explaining the issues that a victim has to deal with.
Needed: Copies of proposed cyberbullying laws and current laws for Tennessee and other states. Read,analyze\ and brainstorm
new ideas, 25-35 minutes. Congress-style debate and proposal of new cyberbullying laws, 30-40 minutes.
Summative assessment for My Connected Life (Lesson 10/10)
Needed: Student groups will present their cyberbullying law proposals to class, class will vote on proposals, 20-30 minutes.
Summative assessment, 20-25 minutes.
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Gifted Hands
Anticipation Guide
Directions: Read each statement. Decide whether you think it is true or false. Select your answer, then explain why you chose
it.
1. A person's dreams can come true. True/ False
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. The public education system is a form of discrimination. True/False
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Education is a means to level the playing field in life and get out of a life of poverty.
True/False
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. If a person is born in poverty, he or she will always live that kind of life. True/False
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. You have to have a special talent like being a rapper, singer, or athlete to acquire wealth.
True/False
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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6. Life is always fair.
True/False
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7. People should be happy with the status quo.
True/False
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Gifted Hands
Chapter 3 Guide
Entry Journal: Anticipation Guide
During Reading:
- Connect. When the reading pauses on p. 24, make a connection to the text. Good
readers are always thinking about how what they are currently reading relates – or
connects – to what they already know. You can relate the events or characters of story
to yourself (text to self), another book, story, poem or song (text to text), or to a known
“event” that you could find out about on the news or from history (text to world)
- Summarize. When the reading pauses on p. 27, summarize how Bennie decided that
he knew he wanted to be a doctor. Attempt to convey all key ideas in less than 25
words.
- Discuss. When you stop at the end of the chapter, think about what these events say
about education, poverty, and fairness. What does this chapter suggest about the
True/False statements you answered above? Make at least one comment in class
discussion.
After Reading. After reading, make a poster that shows one of the following
tensions/themes.
 On p. 24, Bennie says, “No one ever said, ‘This isn’t the way normal people
live.’” Draw a poster that shows the difference between Bennie’s life in Boston
and the “normal” life he references here.
 Draw a picture of the career Bennie wants to be and compare it with what you
want to be. Include details and symbols that show what it would take to be each.
 Draw a chart that compares the feelings that Bennie had in the classroom with the
kinds of attitudes and emotions that successful students had in the classroom.
Include two ideas at the bottom of your poster on how to help students achieve
the second set of attitudes and feelings in and about school.
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Gifted Hands
Chapter 4 Guide
Before Reading – Quickwrite: What is success? What does it take to be successful?
During Reading: Respond to the following questions as you encounter the answers in
your reading.
1. What was the first thing that happened to help Bennie improve in school?
2. What level of education did Bennie’s mother have? How did this affect the way
that she viewed education for Bennie and Curtis?
3. What does Bennie’s mother do to help him improve in school?
4. What happened to Bennie’s spelling, vocabulary and comprehension as he
continued to read?
5. Bennie encountered three episodes of prejudice. Describe the three encounters
with prejudice that he had and explain what kind of effect the situations had on
him.
After Reading: Debate. First, what two positive changes allowed Bennie to be successful?
Now, write a quick speech for the upcoming congress-style debate. Would you make
your kids read two books a week like Sonya Carson did? Do you think parents should?
Should children’s television (or now internet time) be limited? Why or why not?
Congressional Debate Rules: Alternate between speeches in favor of and against the idea
of limiting television & requiring reading. Each speech should not exceed one minute, and
should be well-structured, with evidence & reasoning. Your speech may respond to a
previous speech. No one may speak twice until everyone with their hand up has already
spoken. Students may switch sides during debate.
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Gifted Hands
Chapter 5 Four Corners
Overview:
Students will read Chapter 5, “Big Boy’s Problem,” and participate in a Four Corners
activity surrounding the topics of school dress codes, student self-esteem and the effect of
teens’ social lives on their education.
Four Corners:
Directions below are for each statement the teacher gives/reads to the class:




Listen to the statement about the topic and decide if they strongly agree, agree,
disagree, or strongly disagree with the statement.
Work in groups of four to record information in support of their position.
Reconsider their stance/argument in light of new information given by others in the
group
Write a concise paragraph as a group expressing their opinion about the statement.
1. High school students in the United States are way too focused on their appearance at
school instead of their education.
2. Students would feel better about themselves and school if they did not feel the need
to compete with other students’ clothing, phones, etc.
3. Too many American 7th-12th graders know more about their Facebook page than
they do the subjects they study at school. This is a huge reason why students
achievement suffers.
4. There is a direct relationship between how much you party and hang out with your
friends and how well you do in school. Staying up until midnight or later does not
make you a good student.
5. If every school had uniforms there would be less fights, gangs, drugs and
distractions. All schools should have uniforms.
You are being graded on your participation in your group and by contributing to the debate
on each statement.
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Gifted Hands
Chapter 6 Poster walk bullying
Overview: Students will be reading Chapter 6, “Terrible Temper” and analyzing their own
behavior in bullying situations so they can compare Ben Carson’s actions to their own and
create a poster that represents their response to a bullying incident.
Students will then create their own graphic/textual representations of being bullied that
incorporate any knowledge gained from the chapter. Students who have not been exposed
to a bullying situation must still create a poster with their hypothetical response.
Think/Pair/Share:
Students will choose a partner to respond to the chapter with, answering the following
questions and being ready to discuss them when called upon during whole-class sharing:
1. Was Ben’s action against Jerry bullying? How would you have responded to another
student making fun of you?
2. Does bullying always have a physical element to it?
3. Why did Jerry embarrass Ben? (What was the source of the joke)
4. Is it possible for a bully to be bullied by others?
5. Why do children and teens bully each other?
Poster Creation/Walk:
Each student will create their own poster on construction paper, butcher paper or white
paper that has the following items answered in the drawing/illustration. You may also use
poetry, song/rap lyrics or a short story to add to your picture.
1. Think of a time you were bullied or saw someone bullied. Was the result anything
like what happened to Ben?
2. How did you react? Would you change how you acted or what you said?
3. Are you Jerry or Ben in this situation?
4. How did the consequences of Ben’s actions change your mind about bullying?
Students will then walk the room and view their classmates’ posters. Post-it notes could be
used for students to provide immediate feedback on their classmates’ work.
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Gifted Hands
Chapter 4-6 UNIT Quiz
On a separate piece of paper, use complete sentences to respond to the following
questions. Be sure to include examples and support for your answers.
Directions:
1. Compare and contrast Wilson Junior High and Hunter Junior High.
2. Describe the big problem that Bennie faced when he changed schools.
3. Explain how Bennie's attitude changed when he got to Hunter Junior High.
4. Bennie says that he would "die a thousand deaths" if anyone knew that his family received food
stamps. Explain what this means.
5. What level of education did Bennie's mother have? How did this affect the way she viewed
education for Bennie and Curtis?
6. Give one example of Bennie's terrible temper, and explain why it was an important part of his life
story.
7. Dr. Ben Carson believes that "we create our own destiny by the way we do things. We have to
take advantage of opportunities and be responsible for our choices.
Explain whether you agree or
disagree with his thoughts.
8. Explain how Bennie's mother's decision to limit the number of TV. programs they could watch and
require them to read books and write book reports affected their lives.
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The World House Poster Project
Speech by Martin Luther King, Jr.
Directions:
STEP ONE JIGSAW: Each group will read the opening paragraph and their
assigned section and report out to the class the three main ideas (about one from
each paragraph) from their section and one quote they think best reflects the
message of their entire section.
STEP TWO POSTER: Each person then will create their own “World House” poster,
filling in each level of their house with a drawing that reflects what is important to
them. The drawings do not have to be works of art, they simply must be a “house”
that reflects what makes you who you are and what values, people and ideas
are important to you.
Opening (All students should read)
Some years ago a famous novelist died. Among his papers was found a list
of suggested plots for future stories, the most prominently underscored
being this one: “A widely separated family inherits a house in which they
have to live together.” This is the great new problem of mankind. We have
inherited a large house, a great “world house” in which we have to live
together-black and white, Easterner and Westerner, Gentile and Jew,
Catholic and Protestant, Moslem and Hindu-a family unduly separated in
ideas, culture and interest, who, because we can never again live apart,
must learn somehow to live with each other in peace.
Group 1’s sectionHowever deeply American Negroes are caught in the struggle to be at last
at home in our homeland of the United States, we cannot ignore the larger
world house in which we are also dwellers. Equality with whites will not solve
the problems of either whites or Negroes if it means equality in a world
society stricken by poverty and in a universe doomed to extinction by war.
All inhabitants of the globe are now neighbors. This world-wide
neighborhood has been brought into being as a result of the modern
scientific and technological revolutions. The world of today is vastly
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different from the world of just one hundred years ago. A century ago
Thomas Edison had not yet invented the incandescent lamp to bring light
to many dark places of the earth. The Wright brothers had not yet invented
that fascinating mechanical bird that would spread its gigantic wings
across the skies and soon dwarf distance and place time in the service of
man. Einstein had not yet challenged an axiom and the theory of relativity
had not yet been posited.
Human beings, searching a century ago as now for better understanding,
had no television, no radios, no telephones and no motion pictures through
which to communicate. Medical science had not yet discovered the
wonder drugs to end many dread plagues and diseases. One hundred
years ago military men had not yet developed the terrifying weapons of
warfare that we know today-not the bomber, an airborne fortress raining
down death; nor napalm, that burner of all things and flesh in its path.
Group 2’s sectionA century ago there were no sky-scraping buildings to kiss the stars and no
gargantuan bridges to span the waters. Science had not yet peered into
the unfathomable ranges of interstellar space, nor had it penetrated
oceanic depths. All these new inventions, these new ideas, these
sometimes fascinating and sometimes frightening developments, came
later. Most of them have come within the past sixty years, sometimes with
agonizing slowness, more characteristically with bewildering speed, but
always with enormous significance for our future.
The years ahead will see a continuation of the same dramatic
developments. Physical science will carve new highways through the
stratosphere. In a few years astronauts and cosmonauts will probably walk
comfortably across the uncertain pathways of the moon. In two or three
years it will be possible, because of the new supersonic jets, to fly from New
York to London in two and one-half hours.
In the years ahead medical science will greatly prolong the lives of men by
finding a cure for cancer and deadly heart ailments. Automation and
cyber nation will make it possible for working people to have undreamedPage 118
of amounts of leisure time. All this is a dazzling picture of the furniture, the
workshop, the spacious rooms, the new decorations and the architectural
pattern of the large world house in which we are living.
Group 3’s sectionAlong with the scientific and technological revolution, we have also
witnessed a world-wide freedom revolution over the last few decades. The
present upsurge of the Negro people of the United States grows out of a
deep and passionate determination to make freedom and equality a
reality “here” and “now.”
In one sense the civil rights movement in the United States is a special
American phenomenon which must be understood in the light of American
history and dealt with in terms of the American situation. But on another
and more important level, what is happening in the United States today is a
significant part of a world development.
We live in a day, said the philosopher Alfred North Whitehead, “when
civilization is shifting its basic outlook; a major turning point in history where
the pre-suppositions on which society is structured are being analyzed,
sharply challenged, and profoundly changed.” What we are seeing now is
a freedom explosion, the realization of “an idea whose time has come,” to
use Victor Hugo’s phrase.
The deep rumbling of discontent that we hear today is the thunder of
disinherited masses, rising from dungeons of oppression to the bright hills of
freedom. In one majestic chorus the rising masses are singing, in the words
of our freedom song, “Ain’t gonna let nobody turn us around.”
All over the world like a fever, freedom is spreading in the widest liberation
movement in history. The great masses of people are determined to end
the exploitation of their races and lands. They are awake and moving
toward their goal like a tidal wave. You can hear them rumbling in every
village street, on the docks, in the houses, among the students, in the
churches and at political meetings.
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Group 4’s sectionFor several centuries the direction of history flowed from the nations and
societies of Western Europe out into the rest of the world in “conquests” of
various sorts. That period, the era of colonialism, is at an end. East is moving
West. The earth is being redistributed. Yes, we are “shifting our basic
outlooks.”
These developments should not surprise any student of history. Oppressed
people cannot remain oppressed forever. The yearning for freedom
eventually manifests itself. The Bible tells the thrilling story of how Moses
stood in Pharaoh’s court centuries ago and cried, “Let my people go.” This
was an opening chapter in a continuing story. The present struggle in the
United States is a later chapter in the same story.
Something within has reminded the Negro of his birthright of freedom, and
something without has reminded him that it can be gained. Consciously or
unconsciously, he has been caught up by the spirit of the times, and with
his black brothers of Africa and his brown and yellow brothers in Asia, South
America and the Caribbean, the United States Negro is moving with a
sense of great urgency toward the promised land of racial justice.
Group 5’s sectionNothing could be more tragic than for men to live in these revolutionary
times and fail to achieve the new attitudes and the new mental outlooks
that the new situation demands. In Washington Irving’s familiar story of Rip
Van Winkle, the one thing that we usually remember is that Rip slept twenty
years. There is another important point, however, that is almost always
overlooked. It was the sign on the inn in the little town on the Hudson from
which Rip departed and scaled the mountain for his long sleep.
When he went up, the sign had a picture of King George III of England.
When he came down, twenty years later, the sign had a picture of George
Washington. As he looked at the picture of the first President of the United
States, Rip was confused, flustered and lost. He knew not who Washington
was. The most striking thing about this story is not that Rip slept twenty years,
but that he slept through a revolution that would alter the course of human
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history. One of the great liabilities of history is that all too many people fail
to remain awake through great periods of social change.
Every society has its protectors of the status quo and its fraternities of the
indifferent who are notorious for sleeping through revolutions. But today our
very survival depends on our ability to stay awake, to adjust to new ideas,
to remain vigilant and to face the challenge of change. The large house in
which we live demands that we transform this world-wide neighborhood
into a world-wide brotherhood. Together we must learn to live as brothers
or together we will be forced to perish as fools.
Group 6’s sectionWe must work passionately and indefatigably to bridge the gulf between
our scientific progress and our moral progress. One of the great problems of
mankind is that we suffer from a poverty of the spirit which stands in glaring
contrast to our scientific and technological abundance. The richer we
have become materially, the poorer we have become morally and
spiritually.
Every man lives in two realms, the internal and the external. The internal is
that realm of spiritual ends expressed in art, literature, morals and religion.
The external is that complex of devices, techniques, mechanisms and
instrumentalities by means of which we live. Our problem today is that we
have allowed the internal to become lost in the external. We have allowed
the means by which we live to outdistance the ends for which we live.
So much of modern life can be summarized in that suggestive phrase of
Thoreau: “Improved means to an unimproved end.” This is the serious
predicament, the deep and haunting problem, confronting modern man.
Enlarged material powers spell enlarged peril if there is not proportionate
growth of the soul. When the external of man’s nature subjugates the
internal, dark storm clouds begin to form.
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Name: ____________________ Date: __________________________ Class: ________________
The World House Worksheet
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Directions: Each class will read the following poem, with sections divided among the class. Students will
then be asked to interpret the poem using a TPASTT analysis to better understand the poem and explain
what they have read. Students will then write two short single-paragraph summaries: one objective, stating
the facts of the poem as they read them, and one subjective, a summary where you state your own opinion
of the poem.
The Ballad of Birmingham By Dudley Randall 1914–2000
“Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?”
“No, baby, no, you may not go,
For the dogs are fierce and wild,
And clubs and hoses, guns and jails
Aren’t good for a little child.”
“But, mother, I won’t be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free.”
“No, baby, no, you may not go,
For I fear those guns will fire.
But you may go to church instead
And sing in the children’s choir.”
She has combed and brushed her night-dark hair,
And bathed rose petal sweet,
And drawn white gloves on her small brown hands,
And white shoes on her feet.
The mother smiled to know her child
Was in the sacred place,
But that smile was the last smile
To come upon her face.
For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.
She clawed through bits of glass and brick,
Then lifted out a shoe.
“O, here’s the shoe my baby wore,
But, baby, where are you?”
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Analyzing and explaining what you just read:
Directions: After you have read the poem a second time individually, answer each
section of the chart based on your analysis of the poem and its parts.
Title
of poem means
Paraphrase
parts of the poem
Attitude
What is the attitude of the
author and/or characters?
Shift
At first we think or feel one
way – then there is a shift:
identify the shifts and
explain them
Title revisited
Any new insights on
meaning or significance of
title?
Theme/Ideas
Any patterns of certain
ideas that repeat in the
poem?
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My Connected Life: Opening Questionnaire and Discussion
Freshman Seminar
Name:
Date:
Period:
Directions: The following questions will give you a profile of how much information you share
online and via mobile devices and what kind of activities you engage in through connected media. Be
truthful in your responses, understanding that you may be asked to discuss them in a small group or
in class. These responses are used to help you understand your own use of social media and mobile
devices and not for any other reason.
Connected Level: Do you have an account on or are a user of:
Facebook: Yes No Twitter: Yes No Tumblr: Yes No Oovoo: Yes No MySpace: Yes
No
Skype: Yes
No
No Yahoo: Yes No Gmail: Yes No Photobucket: Yes No YouTube: Yes
1. Have you posted or shared your phone number or email in a chat room, blog, Facebook post,
private chat or other online forum in the past year where it can be seen by others?
Yes No
2. Have you, or anyone you know, posted photos of you online that might be considered
inappropriate, unprofessional or illegal? Yes No
3. Have you made negative, unflattering, mean-spirited or threatening comments about others in an
online forum in the past year?
Yes No
4. Have you used Facebook, Twitter or other social media to harass another person or spread
misinformation about someone? Even as a joke? Yes No
5. Have you purposely hidden information about your activities online from others (Parents, teachers,
friends) to continue engaging in any of the above activities?
Yes No
6. Have you ever Googled your own name to find out what others are saying about you or what
might appear under your name?
Yes No
7. Did you know that one of the ways that sites like Facebook profit is by selling your personal
information to advertisers and others?
Yes No
8. Have you used a cell phone to send inappropriate photos, videos or other information? Yes
No
9. Do you use social media to organize events and plan your activities?
Yes
No
10. Have you made contact with someone over 18 via any of the social media above?
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Yes
No
Scoring your Connected Level:
If you responded yes to more than 4 of the social media sites listed above you are SuperConnected
and many details and information about your life are online in one format or another and across a
few sites.
If you responded yes to 2-3 of the social media sites you are Connected and some aspects of your
personal life are online, but you limit your activities to these sites.
If you responded yes to 1 or zero of the sites above you have a Limited internet profile and most
information about your life that is online was provided by others.
Discussion questions: (Can be completed in groups of 3-4) Write the answers below in 2-3
complete sentences.
1. Do you share too much information online? How much is too much? Is there any way that you can
protect the information you have already posted?
2. As a group, name five positive uses for social media sites.
3. Are we too focused on the negative aspects of social media sites? Do they do more good or harm
to our society? Cite specific examples to support your answer.
4. As a group, brainstorm one use for social media that no one has heard of yet. Take a few minutes
to brainstorm what this potential site could look like and draw a design of the page on a separate
sheet of paper. What purpose does it serve that no other current site does?
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My Connected Life: Mobile devices: Tool of the future or another distraction?
Cell phones and smartphones are more popular than ever, and millions of people use them every day
to send texts, talk and spread information via pictures and files. States, schools and governments,
however, are seeking to limit some of the information that is sent out, particularly anything that is
harassing, sexually inappropriate or violent.
Directions: Read the following article individually, then write a two paragraph objective summary
of the article. An objective summary of the article will focus on the facts the author is statingWho,What, Where, When, Why and How. Your summary must include these facts and use
supporting evidence from the article.
School threats set off ton of text messages — and absences
By Greg Toppo, USA TODAY
In an age when schools are on alert for campus shooters, school officials nationwide say they're battling a
new phenomenon: threats of violence that trigger a flurry of text messaging and drive up absenteeism
among frightened students.
In the past few months, dozens of schools have seen widespread absenteeism as students use text
messages to warn one another. In April alone:
•More than two-thirds of students took a day off April 21 at two high schools in Maury County, Tenn.,
after threats that came after the funerals of two murdered young people.
•One-third of students at George Rogers Clark High School in Winchester, Ky., left school April 21 after text
messages warned that a student would bring a gun to school.
•Nearly a fourth of students at Tokay High in Lodi, Calif., stayed home April 16 after text warnings of a
gang shooting.
Ken Trump, president of National School Safety and Security Services, lists 28 such cases this school year
on his website, schoolsecurity.org. He says nearly all the threats turn out to be hoaxes. "Nine out of 10 of
these threats may turn out to be unfounded," he says. "But no school administrator wants to be No. 10."
Threats spread like wildfire with cellphones, he says, meaning "Mom finds out about it faster than the
superintendent, the school board or even the building principal."
In Fort Wayne, Ind., after a rash of off-campus homicides over spring break, rumors spread of more
violence once schools reopened. Students began texting one another, urging classmates to stay home.
"It was just getting psycho," says security director John Weicker, who called a Sunday meeting with
administrators, school police and law enforcement. School went on; most kids showed up. "You must
respond," he says, "but you have to use common sense."
At New Smyrna Beach (Fla.) High School, a threatening message scrawled on a bathroom wall got the
texting rumor mill started: "If you thought Columbine was bad, wait until May 2."
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Principal Carol Kelley called police, who quickly learned that the message was an idle threat by a bored
student. Kelley called a school assembly, talked to students individually and sent an automated phone
message to students' homes to get parents to disregard the threat.
A few students took it in stride, she says: They've promised to show up today wearing T-shirts that say "I
survived May 2." But Friday morning, Kelley says, two-thirds of her 1,900 students were absent.
"Some were afraid, and some are on the beach," she says. "And some who were afraid are on the beach."
Objective Summary:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Discussion/debate questions:
Directions: Read and answer the question you group (4-5 people) is assigned from the list below and
write down your answer on a separate sheet of paper. Your group will be asked to share with the
class.
(Each group will answer one in complete sentences)
1. Should schools ban cell phones during the school day? Why or why not?
2. Could situations like those in the article be avoided by teaching technology use as a class in high
school?
3. How would you react if someone texted you a threatening message?
4. Should schools be able to discipline students for using their phones illegally outside of school? How
would they do this?
5. Would you approve of police or schools monitoring all student text messages in an effort to prevent
crimes? Should there be a limit to what they can see?
6. Is the problem of using cell phones for inappropriate activities widespread, or are authorities
overreacting? Cite a specific example.
7. Can cell phones be useful in situations where a threat is made? How?
Justify Your Phone: Each group will design and draw their own poster on a separate paper that lists two
positive uses for cell phones by teens, including one positive use for their cell phone in a school setting.
Your poster must include a drawing of how the phone would be used and why it will help students
academically.
USE THE SPACE BELOW TO BRAINSTORM YOUR IDEAS:
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My Connected Life: Is Tweeting a right?
Name:
Period:
Date:
Most teens and many Americans are aware of what Facebook and Twitter are, even if they do not use
it or do not use it often. But many of us are ignorant to how far a Twitter post or Facebook post can
go, and who may be watching our words, or any words, we post to our own Twitter site.
The following is the story of Emma Sullivan, a Kansas teenager who got called out by the Governor
of Kansas, Sam Brownback, for ‘Tweeting’ (Posting on Twitter), a negative comment about him.
There is a debate about whether her post was free speech or if schools (or our society) should have
stricter standards about what we post on Twitter and other sites like it. An opinion article discussing
the case is below.
Directions: Read the article below and be prepared to discuss the FIVE STATEMENTS IN
BOLD with the class. Think about whether you AGREE or DISAGREE with the statements.
Emma Sullivan’s potty-mouthed tweet has a lesson for all of
us
By Ruth Marcus, Published: November 29, 2011
Emma Sullivan, you’re lucky you’re not my daughter. (Dangerous sentence, I know: My daughters
might agree.)
If you were my daughter, you’d be writing that letter apologizing to Kansas Gov. Sam
Brownback for the smart-alecky, potty-mouthed tweet you wrote after meeting with him on a
school field trip:
“Just made mean comments at gov brownback and told him he sucked, in person. #heblowsalot.”
Also, that smartphone? The one you posed with, proudly displaying the tweet in which you
announced that Brownback “sucked” and added the lovely hashtag #heblowsalot? Turned off until
you learn to use it responsibly.
I may sound alarmingly crotchety here, but something is upside down in the modern world, which
has transformed Sullivan into an unlikely Internet celebrity and heroine of the liberal blogosphere.
To recap, Sullivan, an 18-year-old senior at Shawnee Mission East High School, was on a schoolsponsored Kansas Youth in Government trip to Topeka when she heard the conservative Republican
governor speak.
Sullivan did not actually give Brownback a piece of her mind, as she claimed, but she let her feelings
be known via Twitter: “Just made mean comments at gov brownback and told him he sucked, in
person. #heblowsalot.” Sullivan had previously opined on such weighty subjects as the “Twilight”
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series (“Dear edward and jacob, this is the best night of my life. I want u. Love, ur future wife”) and
Justin Bieber.
Sullivan’s foray into political commentary caught the eye of Brownback’s office, which was not
amused. The Mission East principal called Sullivan to his office to demand that she write a letter of
apology.
Of course, the governor’s office was dumb to complain about a tweet that no one saw. Pre-controversy, Sullivan had some 60 followers. Now she has 15,000. On Monday, Brownback was
predictably backtracking. “My staff overreacted to this tweet, and for that I apologize,” he said in a
statement.
Of course, Sullivan has a First Amendment right to express her views — although not unlimited. In a
1969 case upholding students’ right to wear black armbands to protest the Vietnam War, the Supreme
Court found that students do not “shed their constitutional rights to freedom of speech or expression
at the schoolhouse gate” but added that school administrators may prohibit expression that will
“materially and substantially disrupt the work and discipline of the school.”
The unresolved legal question is where the schoolhouse gate exists in an Internet age, as
administrators grapple with social media and cyberbullying.
The Supreme Court recently refused to hear the case of a Connecticut high school student who was
disqualified from running for senior class secretary after she referred to school administrators in a
blog post with a vulgarity. Another case awaiting the justices’ action involves two Pennsylvania
eighth-graders suspended after they created a fake MySpace profile depicting their middle school
principal as a sex addict.
But the First Amendment focus confuses what can be constitutionally prohibited with what ought to
be done. Regardless of whether the school could force Sullivan to apologize to the governor —
authorities ultimately backed down — it was perfectly appropriate for the principal to explain
how her attitude and language during an official trip reflected poorly on the school.
More to the point, as I constantly remind my daughters, parents are not bound by constitutional
constraints. The Constitution does not grant teenagers the fundamental right to have a
cellphone or use foul language on it. The parental role is to inculcate values of respect for
authority — even those you disagree with — and the importance of civil discourse.
Not the Sullivans. After the governor complained, her older sister alerted the media. “It’s the speech
they use today. It’s more attention-grabbing,” her mother, Julie Sullivan, told the Associated Press. “I
raised my kids to be independent, to be strong, to be free thinkers. If she wants to tweet her opinion
about Governor Brownback, I say for her to go for it and I stand totally behind her.”
With reinforcements. “We don’t want to stifle our kids’ political free speech,” parent Kate Cook told
a meeting of the local school board. “Even though it may not be the best choice of words, that’s
how kids communicate with each other.”
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It is until we parents insist such language is not acceptable, explain that it is possible to disagree civilly
— and insist on an apology when our children fall short.
“I would do it again,” said Emma Sullivan, emboldened rather than chastened. To put it in her terms,
that blows a lot.
Your Response. Your teacher will ask you to respond to the article after class discussion.
You are Emma Sullivan. On a separate sheet of paper, write a two paragraph letter to your principal.
You must choose if you are apologizing for the Tweet you wrote about the governor or defending
your right to speech. You must defend your position to the principal and give supporting
evidence from this article.
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My Connected Life: How can we stop cyberbullying?
Optional cyberbullying survey from wiredsafety.org:
http://www.surveymonkey.com/s/N6LBCYH
"Cyberbullying" is when a child, preteen or teen is tormented, threatened, harassed, humiliated,
embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and
digital technologies or mobile phones. It has to have a minor on both sides, or at least have been
instigated by a minor against another minor. Once adults become involved, it is plain and simple
cyber-harassment or cyberstalking. Adult cyber-harassment or cyberstalking is NEVER called
cyberbullying.
Cyberbullying is usually not a one-time communication, unless it involves a death threat or a credible
threat of serious bodily harm. Kids usually know it when they see it, while parents may be more
worried about the lewd language used by the kids than the hurtful effect of rude and embarrassing
posts.
Facts about cyberbullying: (From ncpc.org)
 Nearly 20 percent of teens had a cyberbully pretend to be someone else in order to trick them
online, getting them to reveal personal information.
 Seventeen percent of teens were victimized by someone lying about them online.
 Thirteen percent of teens learned that a cyberbully was pretending to be them while
communicating with someone else.
 Ten percent of teens were victimized because someone posted unflattering pictures of them
online, without permission.
Teens currently use their own methods to counter cyberbullying, and many teens respond with a
variety of reactions:





Thirty-six percent asked the bully to stop.
Thirty-four percent blocked communication.
Thirty-four percent talked to friends about the bullying.
Twenty-nine percent did nothing about the bullying.
Twenty-eight percent signed offline.
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Directions: The text below and on the following page is Tennessee’s cyberbullying law. Read the law
carefully and underline words you do not understand. The class will also read the law together and
discuss its effects.
TENNESSEE CYBERBULLYING LAW:
AN ACT to amend Tennessee Code Annotated, Title 39, Chapter 17, Part 3, relative to the offense of
harassment.
(a) A person commits an offense who intentionally:
(4) Communicates with another person or transmits or displays an image in a manner in which there is a
reasonable expectation that the image will be viewed by the victim by [by telephone, in writing or by
electronic communication] without legitimate purpose:
(A) (i) With the malicious intent to frighten, intimidate or cause emotional distress; or
(ii) In a manner the defendant knows, or reasonably should know, would frighten, intimidate or cause
emotional distress to a similarly situated person of reasonable sensibilities; and
(B) As the result of the communication, the person is frightened, intimidated or emotionally distressed.
Directions: The law has been criticized for going too far and limiting the right to free speech, and many
groups are suing the state to get rid of the law. Your job in groups of 4-5 is to do what the adults can’t:
write a law that will stop cyberbullying. Your group may use the internet for research if it is available to
you and your teacher allows it.
Your group’s law will be presented to the class and voted on. The group whose law receives the most
votes wins. Your group must also design a graphic representation of the law that shows how it would be
effective.
Your proposed law should have the following:
1. A definition of exactly what cyberbullying is. What steps make an action or behavior into
cyberbullying?
2. A description of what places/sites it happens. Cell phone? Twitter?
3. A definition of who it would effect. Teens? Students? Grandmas?
4. A description of how the cyberbullying effects the victim. What does it do to them?
Discuss your law in your group and write the final version after you are done. Remember, your law must
stop cyberbullying.
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Chapter Twelve: My Future, My Way
Rationale: Students need to be engaged in the academy selection process to ensure they are interested and excited
about their academy choice. This chapter educates students about their path for grades 10-12 and challenges them to
know their academy and their school well.
Standards:
1.4, 1.11, 2.3, 2.9, 3.4, 3.6, 3.9
Have students create the I can statements based upon the standards
Chapter Length: 3 weeks (2 week prep plus registration time)
Lesson Plans:
I have attached items created by the academy coach of Hunter’s Lane HS. Since all schools offer different things,
please personalize these items to fit your school. Please be sure to meet with your academy coach and academy
counselors to plan for this unit. The website has the power point presentations that are paired with these items.
YOU WILL NEED TO PERSONALIZE THE PPT!!!!
Day 1: Use the PPT What is an Academy? Have students take notes and then as a class complete the What is an
Academy review page. List all of the academies in your school and have students list the jobs that would be part of
that academy. Have students go back to the job researched and place it in the correct academy. If they cannot place
their job in one of your academies, then have students pick a job that interests them from one of the academies.
Finally, give students the what is an academy quiz as a formative assessment.
Day 2: Collegefortn.org tests
Suggested collegefortn.org tests:
- College For TN (CFT) Interest Profiler
- CFT Career Cluster Survey
- CFT Basic Skills Survey
- CFT Transferable Skills Checklist
- CFT Work Values Sorter
- CFT The Career Key
Days 3, 4, 5: Guest Speakers and Visit the Academies
Have students take notes and turn these in. Create a test that requires students to match the jobs with the particular
jobs in that academy. You also might allow students to complete interviews with students in the academy and create a
pamphlet for each academy to convince their classmates to join it.
- The three surveys that we most highly recommend are:
- The Career Cluster Survey
- The Work Values Sorter
- The Career Key
- NOTE: The Transferable Skills Checklist is extensive and should be completed as an enrichment activity for any
student who has already completed the other five surveys.
Each school can design Academy Tours and Presentations as they would like, but we recommend a rotation during
which all freshmen are allowed to preview each of the school’s specific academies.
Keep in mind: According to the MNPS website, the Academies of Nashville offer students:




relevant and rigorous curriculum;
21st Century Skills such as critical thinking, information, communication, and technology literacy, and lifeskills
(www.p21.org);
the opportunity to form closer relationships with teachers and advisors;
practical work experience through job shadowing and internships;
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



the possibility for career certifications;
the opportunity to learn in the context of a particular career or subject theme;
more engaging curriculum and instruction;
most importantly, preparation for college AND career.
It is VERY important that the freshmen take this process seriously.
In order to ensure that they do, we recommend that all freshmen in Freshman Seminar classes TAKE NOTES on the
Academy Presentations in order to make a well-informed decision.
Please refer to The Academies of Nashville website for the most current list of Academies by High Schools:
http://www.mnps.org/page68168.aspx
We encourage each high school to display each of their academies in a positive light. With the help of Freshman
Seminar teachers, guidance counselors will collect registration forms from all freshmen during this week.
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Name: ________________________
Date: ______________
Block: ______
What is an Academy – Review Questions
1.
Which of the following is NOT a requirement of an academy?
A. Small group of students
B. Students all the same age
C. Team of teachers working together
D. Connected in some way usually by a theme
2. Which of the following is NOT something that academy teachers do when they meet together?
A. Talk about student progress
B. Plan lessons for students
C. Grade Papers
D. Plan academy events
3. What is the name of your freshman academy team?
For extra credit, what are the names of the other two teams?
Match the Upperclassman Academy with its Student Name
1. Academy of Design & Technology
A. Humanitarians
2. Academy of Health & Human Services
B. Aficionados
3. Academy of Hospitality
C. Executives
4. Academy of International Baccalaureate
D. Designers
5. Academy of Marketing & Business
E. Humanitarians
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What is an Academy – Quiz
4.
Name five of the characteristics of an academy.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. _____________________________________________________________________________
5. ______________________________________________________________________________
5. What is the purpose of academy teachers meeting together on a weekly basis?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________
6.
What is the name of your freshman academy team?________________________________________
For extra credit, what is (are) the names of the other team(s)?
_____________________________________
____________________________________
Fill in the Names of the Upperclassman Academies & Match it with its Student Name
1. Academy of D_________ & T_______________
B. Humanitarians
2. Academy of H__________ & Human Services
C. Executives
3. Academy of H______________
D. Humanitarians
4. Academy of I______________ Baccalaureate
E. Aficionados
5. Academy of M____________ & B____________
F. Designers
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Name: _________________________ Date: ________________________ Class: _____________
Career Pathway Notes: Fill this out while touring the pathways or listening to speakers.
Pathway: _____________________________________
What is the focus of this pathway?
What sort of classes would you have to take in this academy?
What sort of jobs does this pathway prepare you for?
Is this pathway for you? Why/Why not?
Pathway: _____________________________________
What is the focus of this pathway?
What sort of classes would you have to take in this academy?
What sort of jobs does this pathway prepare you for?
Is this pathway for you? Why/Why not?
Pathway: _____________________________________
What is the focus of this pathway?
What sort of classes would you have to take in this academy?
What sort of jobs does this pathway prepare you for?
Is this pathway for you? Why/Why not?
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Interview: If the teacher allows you, ask one student in each pathway these questions:
1. What do you like most about your academy?
2. What are some memorable activities you have done?
3. What do you DISLIKE about your academy?
4. Why should I join your academy?
Now that you have visited all the pathways in your building, pick your top two choices. List them
below:
1.
2.
Now, which one of these pathways ties in directly to the job you want in the future?
Choose one pathway: ______________________________________________________________
Explain why this pathway is the BEST choice for you. Consider the classes you will take, the
activities you will be involved in, and how it will affect your future plans.
Remember, you are only allowed to change pathways ONE time before graduation. This means
the pathway you pick will determine the classes you take in 10th, 11th, and 12th grades.
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Chapter Thirteen: My Role in the World
Rationale: This chapter is a project-based, nuanced way for students to demonstrate the professional, academic and
personal skills they have learned throughout the year in a work-like environment as individuals and groups.
FordPAS Module 2: Media and Messages is used for this chapter.
Standards:
1.3, 1.7, 2.2, 2.9, 3.1, 3.4, 3.7, 3.10
Have students create the I can statements based upon the standards
Chapter Length: 4-5 weeks
Lesson Plans:
Activity One: 2 days
Give students Ford PAS activity one: Guided notes for Media and Messages
They should create their own definition, picture, and example from life for the four terms on the page. Discuss how these
things are used in our world and what purpose they serve.
Next, have students read page 7-8 and complete the correlating page. Put students in groups of four, and complete the
team communication techniques sheet (pages 9-12).
Activity Two: 3 days
Now that you have learned how to communicate, you will need to practice it in a business situation. Complete the second
activity. You will need to make copies of pages 16-20. The group should finish the categorization page. Each student should
fill out the page in the group. Afterwards, have students fill out the reflection. Apply the information to the job they want
to have in the future. Next, Fill out the second activity sheet. Use pages 29-30 to complete the short report activity. Reflect
with student about the importance of proper English usage and the need for compentent writing.
Activity Three: 2 Days
Using FORD PAS curriculum on pages 42-47, have students read the article about critiquing cover letters. Review when to
use a cover letter and the parts that should be noticed. Then, show students the Quick n tastee want ad. Break down the
ad to see exactly what the company is looking for. Have students break up into groups and analyze the three cover letters.
Answer the questions on the page. When students have finished and decided upon a candidate, put the names of the three
people on chart paper or the white board. Have students put Pros and Cons for each candidate. Use a class discussion to
see which candidate is best.
Activity Four and Five: 2 days
Have students fill out the top three questions (what is a slogan, logo, and the difference?). Play the slogan and logo game
(on website). Fill out the reflection. Have students break up into groups and create a new beverage. They must have a logo
and slogan for the beverage.
Activity Six: 2-3 days
Use the powerpoint from the website/cd, have students create their own definition for each persuasive device
then show them the actual definition and record it. On day two, use the commercials from the cd to have students analyze
the commercials and fill out the media log. Then, use the ads from magazines to have students do the same.
Final Project: 2-3 days
Give students the Choiceboard activity. Students must complete one box from each section to demonstrate mastery of
each section.
Additional Activities: 1-2 days
If you have time, you can have students create their own small business. Fill out the attached sheet.
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Name: ______________________ ________ Date: __________________ Class: _________
Ford PAS: Activity One: Guided Notes for Media and Messages
Learning Goal:
Define key terms that tie in with communication in our world
Identify a variety of persuasive techniques in verbal and visual communications
Vocabulary:
Definition
Picture
Media:
Hint:
Think about the
types of media you
see and hear
everyday
Communication:
Hint:
How do you
communicate with
others?
Persuasion:
Hint:
How do you
convince others?
Types of
Communication:
Hint;
What are the ways
you communicate?
Page 142
Example from Life
Name: _____________________________________ Date: ______________________ Class: _______
Ford PAS: Activity One
Read the “Noteworthy Ideas” page from the FORD PAS curriculum.
1. Explain why communication is important and how is it processed.
2. What can help you with communication?
3. List some note taking tips that you and your group can use.
a)
b)
c)
In your group of four, read the “Team Communication Techniques.” Each member should have
a role that rotates with each section.
Role One: Reader This person should read the section aloud to the group
Role Two: Recorder This person records the main idea of the passage
Role Three: Reflector This person puts the main idea of the paragraph in the group’s own words
Role Four: questioner This person writes down any questions that the group may have while reading the
paragraphs
Use this page to collect your information: Be prepared to explain each section to the class
Page 143
Reader
Main Idea: recorder
Paraphrased Main Idea:
Reflector
Persuasive Speaking
Active Listening
Feedback
Page 144
Questions:
Questioner
Name; ______________________ Date: ____________________ Class: ___________________
Ford PAS: Activity Two
Yamayama Foods is looking to open two new restaurant locations and add two new items to
the menu. Your group is to analyze the information from each set of surveys. Fill out the chart
above. Decide as a group where you would open two new restaurants and explain why.
Choose two new menu items and explain why.
Read pages 14 -21. Record the information on this page. Analyze the information, and make your
decision based upon it. Your entire group must be in agreement. You must also be prepared to defend
your answer using persuasive language. Use the blank boxes to create the categories your group feels are
important.
Elm City
Great
Heights
Norrington
Oceanside
Upper Falls
Page 145
My group has decided upon these two restaurant locations:
1.
2.
Explain. What information caused you to pick them?
My group has decided upon these two restaurant menu items:
1.
2.
Explain. What information caused you to pick them?
Reflection:
Did you find this exercise easy or hard?
Why?
Go back to your career research. Using the ONE career that you are most interested in, what sort of
decisions do you think you might have to make with a group? Why is communication such an important
skill to have?
Page 146
Name: _______________________ Date: ____________________ Class: ____________
Ford PAS: Activity Two
Read pages 29-30
Use the information found on these pages to create a short report about the locations and menu items that
your group decided upon.
Date:
To:
From:
Subject:
Introduction: What is the subject and purpose? (5 sentence minimum)
Information: List your choices and reasons why you chose them (5 sentence minimum)
Conclusion: Restate your recommendations and suggest actions to be taken from this point.
(5 sentence minimum)
Page 147
Name: ______________________________ Date: ____________________ class: _______________
Ford PAS: Activity Three
The Importance of writing
Read pages 42- 47:
1. What is the purpose of a cover letter?
Scenario: You are part of the Human Resources department of Quick ‘n Tastee. It is your job to hire a
new employee. Use the information you acquired while preparing for the career fair to help you make
your decision.
Page 44: Read the Job Description: Breakdown the paragraph
What will this person need to be able to do?
What educational requirements are needed for this job?
What skills should this person have?
What 21st century skills should this person have?
Page 45: Teresa Lopez
1. What first impression do you have about this person based on the cover letter?
2. What skills does the applicant appear to have that would make her a good fit for this job?
3. Does this applicant do a good job of communicating her qualifications and interest in the job? Why or
Why not?
4. Do you have any reservations about hiring this applicant as a potential employee of Quick ‘n Tastee?
What are they? Why do you have them?
5. Would you recommend bringing this person in for a job interview? Why or Why not?
Page 148
Page 46: Alex Nielsen
1. What first impression do you have about this person based on the cover letter?
2. What skills does the applicant appear to have that would make him a good fit for this job?
3. Does this applicant do a good job of communicating his qualifications and interest in the job? Why or
Why not?
4. Do you have any reservations about hiring this applicant as a potential employee of Quick ‘n Tastee?
What are they? Why do you have them?
5. Would you recommend bringing this person in for a job interview? Why or Why not?
Page 47: Joseph Wong
1. What first impression do you have about this person based on the cover letter?
2. What skills does the applicant appear to have that would make him a good fit for this job?
3. Does this applicant do a good job of communicating his qualifications and interest in the job? Why or
Why not?
4. Do you have any reservations about hiring this applicant as a potential employee of Quick ‘n Tastee?
What are they? Why do you have them?
5. Would you recommend bringing this person in for a job interview? Why or Why not?
Pick your top choice from the three candidates. Why would you hire this person? What makes him/her
better than the other choices?
Page 149
Name: _____________________________ Date: __________________ Class; __________
Ford PAS: Activity Four and Five
Logos and Slogans: page 73-74
What is a slogan?
What is a logo?
What is the difference?
Play the logo and slogan game.
Reflect: What makes a slogan or logo most memorable to you? Why?
Creation:
You and your group are in charge of creating a new beverage for Coca- Cola. You must create a product
name, a slogan, and a logo. Use the can below to decorate your product.
Page 150
Name: _______________________________ Date:_____________________ Class: _____________
Ford PAS: Activity Six
Analyzing Advertisements: The following are the most common types of persuasive devices used to get
consumers to buy a product. Watch the commercials and create your own definition for the listed terms.
Type of
Persuasive
Device
Bandwagon
Definition based off of example
Actual Definition
Testimonial
Statistics
Name Calling
Appeal to Fear
Loaded Words
Humor
Which one of these types of persuasive language is most effective on YOU? Explain.
Page 151
Name; ____________________ Date: ____________________ Class: ________________________
Ford PAS: Activity Six
Analyzing ads: When you watch TV or flip through a magazine, you will notice that certain ads are aimed
at specific genders or age groups. This is called a Target Audience. Use the log below to analyze the
commercials shown to you.
Commercial
Number one:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Commercial
Number Two:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
the most about
the commercial?
Commercial
Number Three:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Commercial
Number Four:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Commercial
Number Five:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Page 152
Media Log: Magazine Ads
Commercial
Number one:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Commercial
Number Two:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
the most about
the commercial?
Commercial
Number Three:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Commercial
Number Four:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Commercial
Number Five:
Target
Audience:
How do you
know?
What is the ad
trying to sell?
What
persuasive
devices are
used?
Logo and
Slogan
What do you like
most about the
commercial?
Page 153
Name: ___________________________ Date:_________________________ Class: _______________
FORD PAS CULMINATING PROJECT
Choice Board Activity: Circle ONE box from each column. Pay attention to the deadlines from your teacher.
Writing:
Persuasive Devices
Communication
Draft a short report informing
your classmates and teachers
about your plans for the future.
Be sure to include two goals and
the action steps you are going to
take to get there.
Create a poster using six
persuasive techniques found
in media
(newspapers/magazines/etc.)
and provide labeled examples
of each.
Act out a business meeting
and have students display
proper and improper active
listening techniques. Be
prepared to explain the
strategies used why your
examples are proper or
improper.
Create a flyer for a product
you create using a persuasive
technique. Identify the
persuasive technique used.
Create a want ad for librarian
in your school. Be sure to
communicate the skills
needed to complete the job
and the environment and
climate the person would be
working in.
Activity Three
Pretend you are the owner of a
fast food restaurant. Write a
letter to your customers telling
them about two new menu
items you are going to offer.
Include your logo and slogan.
Create a cartoon depicting a
product comparison and use
2 persuasive techniques.
Identify the persuasive
technique used.
Create a commercial or
business letter to convince
your principal to add 30
minutes to lunch. Be sure to
include at least TWO
persuasive devices.
The assignment from this
column is due
________________________
The assignment from this column
is due
________________________
The assignment from this
column is due
________________________
You earned
_________/ ___________
Points for this section.
You earned
_________/ ___________
Points for this section
You earned
_________/ ___________
Points for this section
Activity Two
Draft a cover letter for the job
you plan on getting in 10 years.
Be sure to include the skills you
will need to be able to do and
explain why you will be good at
it.
Reflection: Now that you have seen the importance of communication in the business world, explain why it is
important to be a well-rounded communicator in our society.
Page 154
Name: _________________________ Date: ____________________ Class: _______________________
Small Business Activity
Group Members ____________________________________________________________________
You are responsible for opening a new business in your neighborhood.
What will your business be?
______________________________________________________________________________
Give good reasons for your decision. If there are already businesses of this type, why do we need another
one? If there are not businesses of this type, then why do we need one now?
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
BUSINESS INFORMATION:
Name of Business:
Description:
What?
Where?
When?
Why?
Benefits of your business to the neighborhood:
1.
2.
3.
4.
5.
Page 155
List the employees that you will need to hire and write a job description for each employee.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
In the space below, draw what your facility will look like.
Create want ads for the classifieds for 2 of your positions in order to recruit potential employees.
1.
2.
Page 156
Chapter Fourteen: Where I Want To Go
Rationale: In addition to learning academic and career skills throughout the year, students will be asked to apply those
research skills and their prior knowledge of their career and life interests to study colleges in preparation for a college
visit.
Standards:
1.3, 1.4, 1.11, 2.2, 2.3, 3.1, 3.2, 3.5, 3.6
Have students create the I can statements based upon the standards
Chapter Length: 2 weeks
Lesson Plans:
Have students complete the college related words word search. Use this identify vocabulary that students are not
familiar with. Have students look up the words they are unfamiliar with and create their own definitions.
Pre Assessment
Use this form to generate interest and get to know your student’s plans for the future. This can be used as a class
discussion tool also. Go through the answers with your students.
FS College Scavenger Hunt: Possibly 2 days
Computer time needed! Pair students up and have them search for the items listed on the paper.
Reinforce the ideas of college with the college terms sheet. Have students match up the term with the definition. This is
another opportunity to establish collegiate vocabulary. This can allow students to demonstrate what they already know
and what you might need to reteach or review.
Put students in groups of three people. Have them read through the article “Why should I think about college?’
When students are finished with the article, have them create a pro/con list. What are the pros of going to college? What
are the cons? Create a class list. Decide what priorities for the future either validate or invalidate college for the students.
“What if a traditional four year college is not for me?”
Begin class with a journal entry: Is college for me? Discuss the concerns of students who don’t feel a college is the right
place for them. Address their concerns and offer solutions. Read the article “What if a traditional four year college is not
for me?” Discuss the careers that may benefit from a non-traditional university or college.
Have students write an essay explaining their plan after school. My goal is to become a __________________ after high
school. I will achieve this goal by ______________________________. This goal fits with my career path because
____________________________________________________. These things could prevent me from reaching this goal:
__________________________________________. I can overcome these things
by____________________________________________________________. Use these sentence frames to help students
with their essay.
Choosing a Major:
Use this article to help students understand that it is ok to not have your entire life planned out. Sometimes we have to
re-evaluate to know what we want. Our wants and needs change as we grow older. Use the class time to discuss the
factors that could influence students to change their minds about their course of study. What are the negatives of
changing your mind in college? What are the positives about it? What should you do if you change your mind WHILE IN
college?
College for TN activity: Follow directions on the page
College Research activity: Minimum of three days. Follow directions on the page.
Page 157
Name: _______________________
Period: _____
Score: ______/50 possible points
College-Related Words
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MAJOR
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REGISTRAR
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SCHOLARSHIPS
SEMESTERS
SORORITY
GRADUATION
UNIVERSITY
VOLUNTEERING
Page 158
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HONORS
LIBRARY
SPORTS
STUDYING
TUITION
DORMS
EXAMS
FRATERNITY
GPA
What words are new to you?
PRE-ASSESSMENT
(What do you ALREADY know [think you know] about colleges?)
College Interest Survey
Respond to each question to the best of your ability in a short paragraph.
1. What colleges have you thought about going to and why? If you don’t know, list some
colleges you’ve heard about.
2. Do you want to go to a college in-state or out-of-state? Do you want to stay near home or
go somewhere really far away?
3. Do you want to go to a small college or a really large college?
4. What do you imagine the college classrooms to be like?
5. How do you think college classes are different from high school classes?
6. Do you think the professors in college will be the same or different from high school
teachers? How?
7. List some pros and cons of living in a dorm. (good and bad)
8. What is the best part about college, in your opinion?
9. What is the worst part about college, in your opinion?
10. What things will be challenging to you as a college student?
Page 159
11-15. Create five questions about college or after college life that you might ask someone.
These can be anything related to college life at all.
16. How long do you plan on going to college? 2 years, 4 years, more, less?
17. List all the different types of colleges that you know about.
18. Does your future job require a college degree or a technical degree?
19. Do you plan on working while in college or are you planning on using a scholarship
to pay for college?
20. What extra- curricular activities are you currently part of that you plan on doing in
college? (sports, clubs, etc.)
Page 160
Freshman Seminar – College Scavenger Hunt
1. List five community colleges in Tennessee. What is a community
college?
2. What is the Hope Scholarship, and what do you have to do to get one?
3. List ten private colleges in Tennessee. What is a private college?
4. What is the Common Application?
5. What are each of the following schools located and what are the requirements for
admission to each one? The U.S. Military Academy, the U.S. Naval Academy,
the U.S. Coast Guard Academy, the U.S. Air Force Academy, and the U.S.
Merchant Marine Academy
6. What is ROTC?
7. List three colleges in Tennessee that offer ROTC.
Page 161
8. How many students attend the following colleges (all located in or near
Nashville)? Tennessee State University, Trevecca Nazarene University, Belmont
University, Lipscomb University, Austin Peay University, and Cumberland
University?
9. Where did Oprah Winfrey go to college?
10. List three colleges located in New York City.
11. List three colleges located in or near Los Angeles.
12. List three colleges located in or near Boston, Massachusetts.
13. List three colleges located in Chicago.
Page 162
College Terms You Should Know
________ 1. Accredited
________2. Add/Drop
________3. Advisor
________4. Associate’s Degree
________5. Bachelor’s Degree
________6. Commencement
________7. Course Catalog
________8. Credit Hours
________9. Distance Learning
________10. GPA
________11. Major
________12. Minor
________13. Recommendations
________14. Transcript
________15. Withdrawal
________16. Universities
________17. Community/ Junior college
________18. Technical Schools
________19. Private college
________20. Pre-requisite
A. The field in which a student chooses to
study. Generally, your degree will be in
this field
B. offers a degree after the completion of
two years of full-time study.
C. One requirement of an application.
Usually submitted by a teacher.
D. Dropping a class
E. A record of a student’s college grades
F. A college that meets/maintains certain
standards for its graduates and other
schools recognize it as respectable.
G. This person is much like a high school
guidance counselor. They answer any
questions you may have.
H. 2 year degree. Usually have 60-65 credit
hours
I. A second field of study, but not as many
credit hours are earned in the field as a
major.
J. Each course is assigned these. Normal
classes will earn you three.
K. When you make your college schedule,
you can ________ a class.
L. 4 year degree. Usually a minimum of 120
hours.
M. Specialized colleges emphasize
preparation for specific career
N. bigger than a college and offers more
majors and research facilities. Class size is
often a reflection of institutional size, and
some classes may be taught by
graduate students
O. Overview of each program, degree
requirements, and classes
P. Graduation
Q. Taking a class via internet, video course,
or satellite campus.
R. Requirements before you can apply or
be accepted in a class or program
S. tuition, fees, endowments, and other
private sources. usually smaller and can
offer more personalized attention
T. Grade Point Average
Page 163
Why Should I Think About College?
A higher education gives you more choices in life. Whether you take a degree program or shortterm training, your education is an investment. It will pay off financially, and by improving your
skills, talents and abilities, it will give you more options. Pursuing further education after high
school is one of the best decisions you'll ever make!
Here are some facts to consider:




People who stay in school longer earn higher salaries. In 2008, those without a high
school degree had median weekly earnings of $426. High school graduates made $591 in
a week. Those holding an associate's degree averaged $736 weekly. People with a
bachelor's degree earned $978. People holding a master's degree earned an average of
$1,228. Doctorates averaged $1,555 weekly, and those with a professional degree earned
$1,522 in a week. Those figures come from the U.S. Bureau of Labor Statistics.
A higher education helps you keep up with inflation and the rising cost of living. Only
family incomes of those with five or more years of college outpaced inflation.
People with higher education are more likely to stay employed. The unemployment rate
is higher for high school graduates, compared to those with higher education.
A higher education means greater employability. Recent studies have shown that 80
percent of jobs required some kind of training after high school.
When should I start thinking about college?
Start thinking about college in junior high or middle school. If you decide early on to pursue a
college education, you'll be able to plan your high school courses to help reach your goals.
Take charge now! The decisions you make in high school can influence the colleges and
programs you get into. The cumulative GPA, used for college admissions, includes freshman
through senior years of high school.
But it's never too late to start thinking about college! If you decide on college as late as 12th
grade, there are options available. Talk to your high school counselor.
What high school courses do I need to get into college?
Most colleges require at least three -- and preferably four-- years of study in English, math,
science and social studies.
Many colleges also require at least two years of the same foreign language. Activities requiring
time and study outside the classroom, like debate, band and drama, show colleges that you're
willing to put in an extra effort and work with others.
Grades are an important factor in college admissions. However, the difficulty of your
coursework is also a significant consideration. Typically, colleges prefer students who achieve
average grades in tougher courses to those who opt for an "easy A."
Page 164
A course in computer science is helpful, but not required. Computer skills come in handy when
doing research or preparing projects in college.
What else improves my chances of being accepted?
Class rank -- Some colleges and universities consider where your grades stand in relation to your
peers. Standardized tests -- Scores on standardized tests, such as the ACT and SAT, may be
criteria for admission to some colleges and universities, in addition to coursework, grades and
class rank. Test prep gives you a head start on the ACT or the SAT. Practice the tests and boost
your test-taking confidence before you take the real tests!
College credits earned in high school -- Many high school students are eligible to gain college
credit. Advanced placement, concurrent enrollment and early college are ways for high school
students to gain college credit early and save on tuition costs. You must score 3 or higher on
Advanced Placement (AP) exams to receive college credit.
With early college, you can be enrolled in both high school and your local college or university.
The courses you take will fulfill your high school graduation requirements, and allow you to
work toward your college degree. Concurrent enrollment courses may be taught in a high school
or on a college or university campus, and are approved for college credit by some colleges.
What are standardized tests?There are three exams associated with college admissions: the
ACT, PSAT and SAT. Typically, community colleges do not require standardized tests for
admission. However, they administer placement exams, to sort students into the appropriate
writing and math classes.
College students planning to go on to business, law, medical or graduate school will need to
prepare for and take additional exams, beyond the ACT, PSAT or SAT. Talk to your high school
counselor, or the college you plan to attend, to find out what tests you may be required to take.
Familiarize yourself with the content, improve areas of weakness before you take the actual test,
and boost your test-taking confidence! You can also talk to your high school counselor, contact
the testing agencies, or visit your local bookstore to find samples of past tests.
ACT -- The American College Test is one standardized admissions test used by colleges. The
test measures your achievement in English, math, reading and science. Scores on each section
are averaged to give you a composite score. A perfect score is 36.
PSAT -- The Preliminary Scholastic Assessment Test is a two-part exam similar to the SAT. The
test includes two 25-minute verbal sections, two 25-minute math sections and one 30-minute
writing skills section. Most students take the PSAT during the fall of their junior year of high
school. Others take it during their sophomore year. PSAT scores determine National Merit
Scholars -- students who qualify for merit-based scholarships. These scholarships are distributed
through the United States.
Page 165
SAT -- The SAT is one of two standardized admissions tests used by colleges. The SAT is a
three-hour and 45 minute exam measuring critical reading, math, and writing skills. Scores for
each section range from 200 to 800 points.
Should I take both the ACT and SAT?
Some students choose to take both tests, and some find that they perform better on one than the
other. Ask your high school counselor or an admissions officer at the college or university you
plan to attend about which test to take, and whether you should take them both. Colleges must
receive all scores before admissions and scholarship deadlines.
What if I don't know where I want my scores sent?
You can send your ACT and SAT scores to several colleges, as well as scholarship programs.
Even if you're not sure whether you'll attend a particular college, send them your scores. And if
you decide on a college or university at a later date, you can pay to send another report.
Can I take the test a second time, if I get a terrible score?
Yes, you're allowed to take the ACT and SAT several times. Many students take the tests in their
junior year, and then again in their senior year. You may see your scores improve, though there
is no guarantee. To improve your scores, take some time to prepare. Use test prep to practice the
ACT and SAT, improve areas of weakness and boost your test-taking confidence. Talk to your
high school counselor before retaking a test.
What are the admission requirements for the Educational Opportunity Program (EOP)?
The EOP offers academic, financial and other support to low-income students who are
educationally disadvantaged. Specific requirements for eligibility vary from state to state, but
most students must prove that they are a resident of the state in which they're applying, and meet
low-income criteria.
How is my residency classification determined when attending state colleges?
Each state college must determine the residence status of all new and returning students. Nonresidents pay non-resident tuition, which is higher than in-state tuition, and meet other
conditions.
To be eligible for resident classification within a state, you must have established and maintained
permanent residence in the state for a certain period of time before the residence determination
date. (This could be one or two years, depending on the state.) You may also be required to
complete a certain number of semester hours as a non-resident student.
Also, contact the financial aid office of the college you plan to attend to find out about financial
aid opportunities.
Page 166
What If a Traditional Four-Year College is Not For Me?
Education Options Available in the Military
A high school graduate has many decisions to make. They have talked to their parents,
counselors and other advisors about college. However, getting financial aid to attend traditional
colleges is getting more difficult, and students may want to earn money while going to school.
Their grades are good and they have spent their high school years taking challenging courses in
advanced math and science, perhaps even studying a foreign language to prepare for higher
education. But how do they earn money while learning a technical skill or pursuing a degree?
There is an option that enables students to earn a salary, train for a vocation or profession, get a
college education, as well as serve the country. The United States Armed Forces provides
opportunities for high school seniors and high school graduates.
Recently, the war has caused many young people to reconsider the military as an option.
However, the four-year enlistment of most military branches must be weighed against the
associated monetary and educational benefits.
Some of the job skills training offered in the military is not as readily available elsewhere, yet it's
a qualification for many civilian jobs. This training is provided for free through the military and
may be college-accredited. All branches of the United States Armed Forces offer a wide variety
of educational training benefits and bonuses that extend beyond the military commitment.
According to the Navy Recruiting District, Chicago website, "The navy offers many programs,
such as the Navy College Program, which allows sailors to earn credits for the training they
receive in the navy. Additionally, navy college counselors are available to facilitate college
degree planning. Navy Tech Prep is an educational program geared toward high school prospects
interested in pursuing an associate's degree through technical training.
Beyond the educational benefits of enlisting in the United States Armed Forces, there are other
advantages. Scheck adds, "The main advantage is independence. Young people are on their own,
making their own decisions and preparing for the future. In an era when the average college
graduate lives at home until they are 25, this is a big advantage. We offer free medical and dental
benefits [and] low-cost life insurance. Single military members are provided free housing and
food, so their military pay -- around $1,100 a month to start -- is their own to save and spend as
they wish. They earn 30 days of vacation a year.
"We have plenty of military installations where they could be stationed all over the world,
including Italy, Germany, Hawaii, Japan and Korea," says Scheck. "If you decide to stay in the
army past your initial enlistment, career soldiers who spend at least 20 years on active duty are
eligible for military retirement. Besides a retirement check, retirees have free medical benefits
for themselves, their spouse and their family (children are covered until their 23rd birthday if
they are full-time college students). Retirees and their family have access to any military
installation to utilize the post exchange (our own department facilities, to include gyms, bowling
alleys and golf courses).
Page 167
"We are always hiring," he adds. "If the person is morally, mentally and physically qualified, we
can offer them a career in the military." All branches of the military are eager to hire qualified
young men and women. High school students and high school graduates can therefore consider
the military as one of their post-secondary options. Local Armed Forces recruiting offices are
available to provide students and parents additional information about a career in the military.
Take the Trade School Route
If you want to earn while you learn, check out the opportunities provided by trade schools. A
trade school is a short term school that teaches only specific lessons, for example, HVAC repair
or mechanics. There is some classroom learning involved as well, but most of the training is
hands-on.
You might be surprised to learn the range of careers that fall into this category. We're not just
talking about mechanics and pipefitters. Hairdressers and cooks also learn their skills this
way. It can also lead to careers in the information technology, hospitality and aerospace
industries.
I want to go to school, but I can’t afford it!
What is financial aid? Financial aid allows students to attend colleges through a variety of
means; it could be scholarships, merit awards, loans, or other options.
There are four major types of financial aid:




Scholarships and grants can be need-based, merit-based, or gift aid.
Merit awards can be conditional on financial need or not.
Loans for students and parents can be need-based or non-need-based. Most financial aid
packages involve some loans.
Student employment programs provide work opportunities. Work-study jobs may be
on campus or in nearby communities. You are paid an hourly wage set by the school. For
more information, consult a financial aid counselor at the college you plan to attend.
Arizona State University student Andrew Rigazio had good grades in high school, but he wishes
now that he'd been more involved in extracurricular activities. He says he thinks that would have
boosted his chances of receiving scholarships. Ultimately, he applied for almost every
community scholarship he was eligible for -- 21 in all -- and didn't receive any.
"When it comes to financial aid, apply early and often," he recommends. "The most work you
will usually have to do is get a letter of recommendation or write a short essay. But that work
could lead to a one, two or even three thousand dollar scholarship. The reward that you could
obtain far outweighs the amount of work necessary. And even if you strike out like I did, you
gain a lot of experience in resume building and essay writing and other important skills you may
have not obtained another way."
Page 168
Choosing a Major
It's rare for incoming college freshmen to know what field they want to major in. However,
many feel they should have at least some idea about what they'd like to do with their lives.
Though in most cases, they're worrying too much, too soon.
"There's so much anxiety these days about getting jobs and what the real world is like that
students come in as first year students thinking they have to already know what they're
studying," says Carol Cohen, assistant dean of the college and associate counselor for the alumni
college advising program at Brown University.
It's true that some careers do require related preparatory studies right from the beginning of a
post-secondary education. "If you know you want to be an engineer you have to start right off at
the beginning," says Cohen. "If you know you want to go on in medicine you have to at least
have an inkling of an idea about that. So there are appropriate places for that kind of mentality.
And certainly in some families there's a strong push to be preparing immediately for a job or
some future prospect right upon graduation. And I understand that. There are often good reasons
for that."
By and large, most students don't even need to select a major until well into their sophomore
year. They should keep their focus on investigating their options well before committing to a
choice of major.
Jack Trammell, a professor who teaches in the honors program and sociology department at
Randolph-Macon College in Virginia agrees with this view. "I firmly believe that students
should be encouraged to explore before locking into a major, unless they come in with a very
specific expectation."
As a parent, Trammell doesn't want to have much say in what his own children study. "I believe
it is so important for [young people] to find [their] own way -- with support and guidance -- into
a field or area of interest," he says. As an advisor, he suggests that the students he counsels
commit to a major at the end of their sophomore year.
"At most schools, the end of the second year is when students are asked to choose a
concentration and put it on paper," Cohen says. "And the third and fourth years are for
developing and completing their major. So they have some time to go about [selecting a major]
in a fairly exploratory spirit."
For Danielle Hendrickson, a senior at Carroll College in Wisconsin, deciding which major to
select was not a simple process. "It was rather overwhelming, and at times I felt pressured to
finally choose a major."
She says that the decision is even more difficult for students who aren't aware of all their options
-- or who may be confused by the sheer number of opportunities available to them.
Page 169
"To help decide what best suited me, I took introductory classes in just about every field to help
narrow my choices down," she says. "It can be a stressful time, especially if you're entering your
junior year with no plans of what you'd like to pursue."
Callie Runestad is a senior at Winona State University in Minnesota. Like Hendrickson, when
thinking about which major to select, Runestad took some introductory courses. She says that
this helped her understand what subjects she was most interested in.
Runestad also spoke to an advisor. She recommends this course of action to others too. Cohen
points out that every college and university in the nation has people who can help students
through big decisions.
"Whether it's a faculty member, or an academic advisor, or a chaplain, or an administrator -- all
you need to do is be attuned to who are the good listeners on campus. They can be a good
sounding board and help you figure out [how to get] from A to B to Z," she says. "Just go to
them and say, 'What was your process? How did you end up choosing this? What was your
major in college? What did you think about doing before you joined faculty?'" Most will be
happy to share their experiences.
Hendrickson found job shadowing to be a great way to see what's really involved in various
professions, giving her a feel for what daily life might be like in different fields. "While job
shadowing individuals, I realized what I was looking for, as well as what I'd like to stay away
from," she says.
Runestad ultimately chose a combined major in English literature and communication studies.
While she admits it wasn't easy to select her majors, she says it was worth all the time it took to
make the decision. As for Hendrickson, she's now majoring in graphic communications and
public relations.
Cohen says students need to take the pressure off themselves when it comes to choosing a major.
"The thing I end up saying to pre-college and college students is: You don't need to know where
you're headed. You don't know what it is you're going to study or do after school. It's really good
and OK to let that develop organically, because it will. So it's really OK to allow a process to
take place by which you mature intellectually and personally. And little by little you discover
what it is that you're wanting out of your education and your career, your life."
Runestad says that was definitely her experience. She advises future students: "Dabble in
different academic fields and find out which classes you not only enjoy but that also give you a
feeling of being alive. Regardless of what others tell you, follow this feeling and your career will
come out of it in some way."
Page 170
Name:_______________ Date: ____________ Class: _______
Log In to CollegeforTN.org
Hit the College Planning tab
Click on the Explore Post Secondary Schools link
Use two of the School Exploration Tools to find colleges that you could be interested in.
I used the __________________________________________________ and the
___________________________________________________________________ to find the
schools below.
I am interested in the following schools:
1.
2.
Why are these schools a good fit for you?
Click on Applications and Transcripts
Go to Practice a College Application: Follow the directions and fill out the application
Reflect:
What surprised you most about this application?
Explain why it is necessary to be prepared to fill out the application.
Page 171
College Research Project
Objective: To research three colleges of interest and create a poster board
presentation containing the required information on ONE of the three colleges. You
may create a second poster for extra credit.
You should find and take notes on the following information:
1. The university/college name
2. At least ONE image to represent the college
3. Location
4. School colors
5. Mascot
6. Enrollment—how many students attend
7. Admissions requirements (GPA, SAT/ACT scores)
8. Tuition (in-state AND out-of-state costs)
9. Nearby cities/attractions
10. Degrees offered
11. Extracurricular activities offered
12. Sororities/Fraternities; Clubs offered on campus
13. Description of campus life
14. Description of the dorms and dorm life
15. Sports
16. Website to visit for more information
17. FIVE other interesting facts you can find about the
college / university
Page 172
Chapter Fifteen: How Do I Survive Testing Week?
Rationale: Students need to be prepared for the high stakes tests they are expected to take in high school. This
preps them in various ways to deal with the pressures and content found on these tests.
Standards:
1.2, 1.5, 1.3
Have students create the I can statements based upon the standards
Lesson Plans:
Have students describe how they prepare for a big sports game, performance, etc. Then have them take Cornell
Notes on the general test-taking approach (Practice, Prime, Perform).
1) Prime: Stress Journaling. Have students read the article provided on stress journaling, and practice doing so
– getting all their concerns on paper.
2) Perform: ID Question Difficulty. Have students add the notes on identifying difficult questions to their
Cornell Notes on Test Strategies. After reviewing the basic markings, have them practice on a sample ACT,
PLAN, or EOC test section. Plan to have students continue to practice this strategy as a bell ringer or exit
ticket up through EOCs. (TALK TO MATH AND ENGLISH TEACHERS- HAVE THEM COME IN AS GUEST
SPEAKERS TO BREAK DOWN THE TEST FOR STUDENTS- IDENTIFY TEST TRENDS SUCH AS EASY, MODERATE,
HARD QUESTIONS)
3) Perform: Eliminating Wrong Answers.
a. Direct Instruction: Have students take Cornell Notes on the different types of wrong answers. As
you show the slide deck, ask students to vote on which answer exemplifies the current fallacy to
check for understanding.
b. Group Practice: Cut up questions from a sample ACT test and distribute to groups. Have each group
(or student within a group) identify a different type of answer by highlighting that answer in a
certain color. Rotate the questions through each group/student. Repeat this exercise for three
class periods, having students switch which type of answer they are highlighting. TALK TO YOUR
ACADEMY COUNSELOR TO FIND OLD TESTS
c.
Independent Practice: Give students sample passages from an ACT, PLAN or EOC test section and
have them label why each wrong answer is wrong. Continue for a few weeks of instruction for
reinforcement.
Page 173
Freshman Seminar Standards
2012-2013
Standard 1.0
The student will comprehend, utilize, and practice success strategies for school and life.
LEARNING EXPECTATIONS
The student will:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
Examine learning styles, identify their learning style, and use strategies tied to their
identified styles.
Prioritize and manage personal and academic activities using time management strategies.
Use advanced study skills, such as organizing, note-taking, and test taking skills.
Create short and long-term goals with a strategy for reaching each goal.
Identify triggers of stress and ways to manage or deal with it.
Use strategies to resolve or reduce conflicts.
Work with others to achieve to a common goal while using problem-solving and decision-making
skills.
Create and use a budget to help identify the difference between wants and needs.
Analyze the contribution of the family to the development of its members individually, as family
members, and as members of the community and workforce.
Analyze strategies to manage multiple individual, family, work, and community roles and
responsibilities.
Demonstrate the transfer of employability and other related skills to and workplace settings.
Evaluate the effect of relationships and friendships on school and life
PERFORMANCE TASKS
1.1
Take a learning styles test; identify 2-5 strategies that will help students with that particular
learning style.
1.2
Create a weekly calendar to show use of time or show use of a daily planner.
1.3
Demonstrate note taking skills and organizational skills (use of binder or folders)
1.4
Create 3 short AND long term goals with a step by step plan for reaching each one.
1.5
Identify triggers of stress and ways to deal with it
1.6
Act out conflict resolution strategies
1.7
Group work
1.8
Create a budget/revise the budget after eliminating wants
1.9
Reflect on your place in your family and how it affects the effectiveness of your family
1.10 Identify your roles, how they affect each other, and create strategies for success for all of them
1.11 Identify skills you have and where they would fit in at work (College4TN.org skill test)
1.12 Identify trusted adults to whom students can talk when in need (topics: Suicide, teen pregnancy,
bullying, cyberbullying, etc)
Page 174
Freshman Seminar Standards
2012-2013
Standard 2.0
Students will explore career paths and opportunities in their school while identifying and using job
seeking skills and strategies for workplace success.
LEARNING EXPECTATIONS
The student will:
2.1
Analyze the role of values and ethics in career and workplace.
2.2
Demonstrate attitudes conducive to workplace success.
2.3
Conduct research and identify qualifications and requirements needed for a particular job
2.4
Create a resume and cover letter
2.5
Complete standard employment application forms.
2.6
Models appropriate interview behaviors.
2.7
Generates appropriate responses to common interview questions.
2.8
Selects appropriate attire for an employment interview.
2.9
Evaluate personal characteristics required for working in the various career paths offered at
their local high school.
PERFORMANCE TASKS
2.1
Define ethics and values. Practice answering sample ethical questions using personal values to
determine it.
2.2
Practice interacting with unruly customers or difficult bosses
2.3
Research at least 3 jobs
2.4
Identify, define, and use all parts of cover letters and resumes
2.5
Fill out an application (teacher discretion)
2.6
Participate in a mock interview as interviewer and interviewee
2.7
Create appropriate responses to mock interview questions
2.8
Model appropriate clothing for an interview
2.9
Career Interest Survey (College4TN.org)
Page 175
Freshman Seminar Standards
2012-2013
Standard 3.0
Students will communicate effectively using various oral and written forms of
communication.
LEARNING EXPECTATIONS
3.1
Evaluates and explains the importance of clear and effective communication.
3.2
Predicts consequences of poor communication.
3.3
Analyzes characteristics of effective oral communication.
3.4
Demonstrates effective oral communication skills in class and during team activities.
3.5
Analyzes characteristics of effective written communication.
3.6
Creates effective business letters, memos, and e-mail.
3.7
Selects appropriate communication styles for given audiences.
3.8
Analyzes characteristics of good listening.
3.9
Demonstrates good listening skills in class and during team activities.
3.10 Interprets and uses written information in common job formats, such as tables, lists, charts,
graphs, and diagrams.
PERFORMANCE TASKS
Performance tasks for this standard are included in the FordPAS Training Module 2: Media and
Messages
Page 176
Freshman Seminar Vocabulary
Unit 1: Who Am I?
Metaphor, personality, success, adjective, resilient, reflective, identity
Unit 2: What Makes Me Who I am?
Mission statement, roles, ambition, adversity, purpose, beliefs, divergent
Unit 3: Strategies to Help Me Reach My Goals
Ethics, strategy, style, diligent, mundane, time management, intrepid, Cornell Notes
Unit 4: What I Need to Know About High School
GPA, credit, transcript, honors, AP, resources, extracurricular, academic progress, enhance
Unit 5: What’s Important to Me?
Values, needs, belonging, esteem, goals, fulfillment, priorities, tradition
Unit 6: My Budget
Lifestyle, prosperity, wants, outcomes, realistic, down payment, frugal
Unit 7: How do I Get a Job?
Resume, cover letter, interview, application, skills, references, want ads, tactful
Unit 8: Careers in Film
Job, career, pros and cons, work ethic, assiduous, compromise, novice
Unit 9: Career Research
Persuasive, digression, career field, compelling, job titles, training, internship
Unit 10: How Can I Pass My Exams?
Cramming, long-term memory, integrity, collaborate, consequences, techniques, nonchalant
Unit 11: The World Around Me
Objective/subjective, social media, privacy, citizenship, reputation, tolerance, empathy, discredit
Unit 12: My Future, My Way
Interest profile, career academy, career cluster, work values, incompatible, analysis, colleague,
impetuous
Unit 13: My Role in the World
Slogans, logos, media, competent, orator, qualifications, anecdote, advertisements
Unit 14: Where I Want to Go
Aspirations, transient, trade school, vocational, university, majors, student loans, scholarships
Unit 15: How do I Survive Testing Week?
Stress, camaraderie, benevolent, Cornell notes, journaling, prudent, emulate
Page 177
Picture
Word
Synonym
Sentence
Sentence
Synonym
Word
Picture
Page 178
Word:
Picture:
In my own words:
__________________________________
_______________
_ is
the
_ is
the
same.
_______________
opposite.
Page 179
Page 180
Vocabulary Term
Visual Representation
Definition
Personal Association or
Characteristic
Page 181
Freshman Seminar Pacing Guide
2014-2015
August 11-15
August 18-22
August 25-29
Chapter:
1
1
2
September 2-5
No School Monday 9/1
Sept 8-12
Sept. 15-19
Sept. 22-26
3
4/5
5/6
Sept 29- Oct 3
October 14- 17
January 6-9
January 12-16
January 20-23
No school January 19
Jan. 26-30
3
Chapter:
11
11
11
11
12
12
12
6
7
Feb 2-6
Feb 9-13
Feb 17-20
No school Feb 16
Feb 23-27
March 2-6
Oct. 20-24
Include Career Fair
Prep
Oct. 27-31
7
March 9-13, 16, 17
12
7
13
November 3-7
No School 11/4
Nov. 10-14
Nov. 17-21
Nov 24-25
NO School 26-28
December 1-5
December 8-12
December 15-19
8
March 31- April 2
No School April 3
April 6-10
9
9
Additional Activities
April 13-17
April 20-24
April 27- May 1
13
14
14
9
10
Reviews/ Final Exams
May 4- 8
May 11-15
May 18-27
15
Additional Activities
Review/ Final Exams
Page 182
12
12
13
Additional Activities
Page 183
Classmate BINGO
Find a classmate who…
Was born in a
different state
Loves math
Has five or
more siblings
Has braces
Is a huge
Miley Cyrus
fan
Plays a sport
for the school
Has been to
the ocean
Is left-handed
Has been on
TV before
Is a huge
Justin Bieber
fan
Has a summer
birthday
Knows where
he/she is
going to
college
Did all of
his/her
summer
reading
Has been
snow skiing
Owns a pet
goldfish
Is an only
child
Would sing a
song in front
of the entire
class
Knows how to
“dougie”
Enjoys school
Eats breakfast
every morning
Wears a
digital watch
Still sleeps with
a stuffed
animal
Can do more
than 25
pushups
Prefers apple
pie over
chocolate
cake
Knows the
rules to chess
Directions: (1) Ask each student in the class two (2) questions.
(2) When the student responds, write his/her name in the appropriate boxes
(one time for a food item, one time for a drink item).
(3) At the end of the time, write your name in the appropriate boxes
Page 184
Partner Activity: Classroom Rules
This Freshman Seminar class should be a joint venture between teacher and students in which we
all learn about ourselves and others. In order to promote and maintain a healthy classroom
environment, it is necessary to have some rules. At the end of the day, the teacher has the final
say over which rules are instituted and implemented; however, students perform best when their
voices are heard. This is your chance. This is your time.
Meet with your partner to discuss which rules you would like to see in your Freshman Seminar
classroom. Be specific.
List five of your best ideas below.
1. In this class… ________________________________________________________________
_____________________________________________________________________________.
2. In this class… ________________________________________________________________
_____________________________________________________________________________.
3. In this class… ________________________________________________________________
_____________________________________________________________________________.
4. In this class… ________________________________________________________________
_____________________________________________________________________________.
5. In this class… ________________________________________________________________
_____________________________________________________________________________.
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________________
(Date)
Dear __________________________ (Me),
I want you to remember how you felt when you entered high school.
I was…
This year, I want to accomplish three things…
(1, 2, 3)
By the end of my freshman year, I know I will…
I will consider myself successful when I…
The main thing that I need to work on this year is…
Sincerely,
Me
Page 186
HOMEWORK: Teacher BINGO
Find a teacher who… (Get a signature)
Was born in a
different state
Speaks another
language
Played a sport in
college
Plays a musical
instrument
Knows all of the
words to the
national anthem
Has a Master’s
degree
Is left-handed
Had another job
before becoming
a teacher
Prefers vanilla
ice cream over
chocolate
Drives a truck
Has more than
four siblings
Knows how
many Scrabble
points a K is
worth
Is a coach
Has lived in a
foreign country
Has taught for
over 20 years
Has multiple
children
Took karate
lessons as a child
Knows William
Shakespeare’s
birthday
Has longer hair
than you do
Likes to cook
Owns a pet
other than a dog
or a cat
Can say the
alphabet
backwards
Is an Eagle Scout
Has read all of
Moby Dick
Is a vegetarian
Page 187
Team Coloring
Objective: For each person to contribute to a group project and for the group to work together as
a team.
Group Size: 4-8 participants
Challenge: Each group member takes a marker. Each group member MUST choose a different
color. You must decide on colors before deciding what to draw. Once a color is chosen, it cannot
be changed. The group must now create a picture, using ALL of the colors. Each person may use
ONLY his/her color. No trading or sharing is allowed. The picture must be as realistic as
possible.
Discussion Questions (to be done after the picture is completed):
1.
Was this a difficult task for your group? If so, why was it difficult?
2.
How did you work as a group to complete the picture?
Describe the process.
3.
Is everyone in the group happy with the picture that was created?
4.
Is it easier to do things by yourself or with others?
5.
Why is it important to be able to work with others as a member of a team?
Page 188
Partner Activity: What Annoys You?
In a classroom of 30-35 students, you will notice that all of the students are different. Each of
you has your own unique personality with strengths and weaknesses. In high school, much like
in life, you will always be asked to work in groups. You will rarely, if ever, get to choose your
group, your partner, or your co-worker. Before working with others, it is very helpful to know
what you have in common. You have heard the expression, “Don’t judge a book by its cover.”
When you actually start asking real questions, you may find that we all have more in common
than you would think.
First and foremost, let’s examine what types of personality traits, strengths, weaknesses, likes,
and dislikes we have in common. Choose a partner (or find the partner that your teacher has
chosen for you). Ask each other questions, and talk until you have found five things you have in
common. [Try to find deep similarities rather than “We both like the color red.”]
Activity #1: What similarities do you and your partner share?
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
Now, let’s see what our differences are. Sometimes it is helpful to be honest about the things that
really “push our buttons.” Whether we admit it or not, we all have little things (or big things) that
annoy us. Please share at least five things with your partner that annoy you, and write down your
partner’s answers below.
Activity #2: What annoys your partner?
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
Page 189
Partner Activity #2: What Makes You (Un)comfortable?
Reflection #1: Have you ever had someone hurt your feelings? Of course you have. We all have.
What exactly does it take to hurt your feelings?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Reflection #2: What can a group member, classmate, or partner say to make you feel
comfortable? List 10 things that someone could say to “build you up.”
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
6. ____________________________________________________________________________
7. ____________________________________________________________________________
8. ____________________________________________________________________________
9. ____________________________________________________________________________
10. ___________________________________________________________________________
Page 190
How to use this :
Lesson plan: have some sort of team building activity.
Break students up into groups and have them answer the discussion questions 1-8.
Show the mean girls cafeteria clip and high school cliques video (this was created by
students at a different school) you can find these videos on youtube or email
Tara.baker@mnps.org for more info.
Have students answer the questions after the video.
Talk about alphas, betas, and gammas
Discuss bullies and gossips – show Christmas story clip.
Discuss the effects that gossips and bullies can have on students.
Complete exit slip. There are 2 per page. The higher the number the better the friend.
Page 191
Classifications in high school:
Alphas: otherwise known as King and Queen Bees: Popularity means everything. They
protect their clique or gang at all cost and will boot out anyone who tries to threaten their
reign. Often use the misfortune of others to make themselves look better.
Betas: are known as wannabees. They are so caught up in the lure of popularity and staying
there. They will do whatever it takes to get in good with the king and queen bees.
Gammas: kids who may not be known as the most popular, but they are not losers. They
are comfortable in their own skin; they are not mean; they believe popularity is overrated.
Using the example, classify Kristine and Cindi as Alphas, betas, or gammas.
“A few times, my friend Cindi played some mean tricks on me. Once, she and her friend
Monique took my swimsuit, underwear, and shorts and hid them from me. All I had to wear
was a long T-shirt and I had to walk about a mile to get home. Other times Cindi would
take me to parties up the canyon where there kegs, even though she knew I didn’t drink,
and would refuse to take me home. Of course, I would get grounded. Then she would call,
apologize, and promise to never do it again, and it’d start all over.
Cindi: _______________________
Kristine: ________________________
Bullies and Gossips
Boys bully by threatening or pushing someone. Girls bully through backstabbing, gossiping,
name calling, and rumors.
There are a few ways to handle this. First, you can confront it. Second, you could just
ignore it. If there is physical abuse, sometimes it is necessary to fight back.
What are some things that can happen when you confront the person?
What are some things that can happen when you have to fight back?
1. What qualities do you look for in a friend?
Page 192
2. Are friends more important to you now than they were in middle school? Why?
3. There's an old saying that goes "in order to have good friends you have to be a good
friend." What does that mean. Do you think it's true? Why?
4. What's the difference between a friend and an acquaintance?
5. How do you tell the difference between true friends and false friends?
6. What is a "best friend?" Is it possible to have more than one "best friend" at the same
time?
7. In what ways does friendship change as you get older?
8. Is there a difference between popularity and friendship? Can you be popular and not
be a good friend? What is more important, being popular, or being a good friend?
Watch the video clips:
9. Describe the groups or cliques that people you know associate with. Are the
relationships within these groups real friendships? What's the difference between
friendship and group membership?
10. Kids said that cliques can cut them off from people. Is that true in your experience?
11. What do you do if you want a person you have just met to become a part of your
group, but the others don't want to have anything to do with this new person?
12. Have you ever been excluded from a group? What happened? How did you feel?
What should we learn from that?
13. Are there kids here at school who get constantly excluded? How do you think that
makes them feel? Is there anything you could do about it?
14. Are there any racial or ethnic barriers to friendship at your school? How do you feel
about that?
15. What are the benefits of having friends who are different from us?
Page 193
Exit Slip: Read the following items and respond.
1= No way
2= it’s possible 3= half/half
4= most of the time
5= Heck yes!
I have at least one or more true friends.
I make an effort to get to know new people and make new friends.
The friends I hang out with are a positive influence on me.
I’m inclusive of others and don’t below to an exclusive clique.
I don’t judge other people before I get to know them.
I’m loyal to my friends and don’t talk about them behind their backs.
I’m quick to forgive my friends when they make mistakes or make me
mad.
I’m a good listener and don’t dominate discussions or conversations.
I’m kind to everyone, not just people I like.
I am able to resist peer pressure and be my own person.
I would rather have a few close friends than a whole bunch of
acquaintances.
Add them up:
1
1
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________
Name: _________________ Date: _____________ Class: ______
Exit Slip: Read the following items and respond.
1= No way
2= it’s possible 3= half/half
4= most of the time
5= Heck yes!
I have at least one or more true friends.
I make an effort to get to know new people and make new friends.
The friends I hang out with are a positive influence on me.
I’m inclusive of others and don’t below to an exclusive clique.
I don’t judge other people before I get to know them.
I’m loyal to my friends and don’t talk about them behind their backs.
I’m quick to forgive my friends when they make mistakes or make me
mad.
I’m a good listener and don’t dominate discussions or conversations.
I’m kind to everyone, not just people I like.
I am able to resist peer pressure and be my own person.
I would rather have a few close friends than a whole bunch of
acquaintances.
Add them up:
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