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Manual Arts High School

Homeroom Resource Guide

A Teacher Resource for Supporting Student Learning and Success at



VisionManual Arts High School is a caring learning community

that prepares its students to be effective and productive members ofan ever changing global society.

MissionWe, the faculty, staff, and other stakeholders,

commit to providing a safe and nurturing learning environmentwhere instruction is rigorous, innovative and meaningful.

We encourage our students to make connections with their community.

All members of the MAHS family actively participate in achieving common goals.

Expected School-Wide Learning ResultsManual Arts High School graduates will be excellent:

critical thinkerscreators

communicators

Manual Arts High School graduates will use their education to advance their communities and, in so doing, benefit themselves.

Manual Arts High School graduates will have the habits, attitudes, and values to ensure success.

Table of ContentsPreface 10

Introduction 11

Content and Structure 12

How to Use This Guide… 14

Student Engagement Strategies 15

Setting up Your Homeroom Space 15

Welcome to Homeroom 16

Student Profiles 17

Student Handout: Manual Arts Student Profile (for “Student Profiles”) 18

Creating a Vision for Homeroom 23

Student Handout: KWS Chart (for “Creating a Vision for Homeroom”) 24

Teacher Handout: Ideas and Guidelines for KWS Discussion (for “Creating a Vision for Homeroom”) 25

Establishing Homeroom Agreements 26

Teacher Handout: Esperanza’s Story (for “Establishing Homeroom Agreements”) 28

Teacher Handout: Examples of Group Agreements (for “Establishing Homeroom Agreements”) 29

Teacher’s Press Conference 30

Keeping A Homeroom Journal 32

Student Handout: What is a journal? (for “Keeping a Homeroom Journal”) 33

Student Handout: Journal Ideas (for “Keeping a Homeroom Journal”) 35

9th Grade 37

Orientation to High School 38

Middle School vs. High School 39

Student Handout: Similarities and Differences (for “Middle School vs. High School”) 41

Student Handout: Understanding and Reflecting on the High School Transition (for “Middle School vs. High School”) 42

Senior Student Panel 43

Student Handout: Looking Back on 10th, 11th, & 12th Grade Students (for “Senior Student Panel”) 44

MAHS HOMEROOM RESOURCE GUIDE

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Understanding High School 45

Student Handout: Becoming Grade Level Experts (for “Understanding High School”) 46

Autograph Hunt 47

Student Handout: Signature Search (for “Autograph Hunt”) 48

Tools for School and Learning 49

Life Map: Charting Personal and Academic Pathways 50

Student Handout: Example of a Life Map (for “Life Map”) 51

S.M.A.R.T. Personal Goal Setting 52

Student Handout: Personal Goal-Setting Grid (for “SMART Personal Goal Setting”) 53

Calculating My GPA 54

Student Handout: Grade Log and GPA Formula (for “Calculating My G.P.A.”) 55

S.M.A.R.T. Academic Goal Setting 57

Student Handout: Academic Goal-Setting Grid (for “SMART Academic Goal Setting”) 58

Report Cards: Review and Reflect 59

Study Strategies: Taking Stock 61

Student Handout: How Effectively Do I Study? Part I (for “Study Strategies: Taking Stock”) 63

Student Handout: How Effectively Do I Study? Part II (for “Study Strategies: Taking Stock”) 64

Student Handout : Effective Strategies for Effective Studying (for “Study Strategies: Taking Stock”) 65

College and Career Planning 66

College Knowledge BINGO 67

Student Handout: College Bingo Terms (for “College Knowledge Bingo) 68

Extra-Curricular Activity Log 70

Student Handout: Brainstorm Circle Map (for “Extra-Curricular Activity Log”) 71

Student Handout: My School Activities Log (1 of 2) (for “Extra-Curricular Activity Log”) 72

Student Handout: My Extra-Curricular Activities Log (2 of 2) (for “Extra-Curricular Activity Log”) 73

Choosing Majors & Careers 74

Student Handout: Always Known My Calling- Group 1 (for “Choosing Majors and Careers”) 75


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Student Handout: Uncertain College Major Choices- Group 2 (for “Choosing Majors and Careers”) 76

Student Handout: No Clue with Career Choices- Group 3 (for “Choosing Majors and Careers”) 77

The Four-Year Plan 78

Student Handout: High School Individualized Graduation Plan (for “The Four-Year Plan”) 79

Student Handout: A-G & High School Requirements (for “Four-Year Plan”) 81

10th Grade 82

Test Preparation 83

Test-Taking Strategies 84

Student Handout: “Strategies for Success on Tests” (for “Test-Taking Strategies”) 85

CAHSEE Preparation 86

Student Handout: CAHSEE- What do you know? (for “CAHSEE Preparation”) 87

Teacher Resource: CAHSEE Quiz Answer Sheet ((for “CAHSEE Preparation”) 89

CST and Me 91

Teacher Resource: CST Test Preparation (for “CST and Me”) 92

The PSAT Exam 94

Teacher Resource: PSAT Facts (for “The PSAT Exam”) 95

A Road Map for College Admissions Tests and Extracurricular Activities 96









Essential Tools for Studying 111

Student Handout: Study Tools- Thinking Maps 1 (for “Essential Tools for Studying”) 112




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Vocabulary Tools 115

Student Handout: Prefixes and Suffixes (for “Vocabulary Tools”) 116


An Edge on College Admissions 118

Student Handout: College Admission Criteria (for “An Edge on College Admission”) 119

Job Competitiveness 120

Student Handout: Three Keys to Being a Strong Candidate for a Job (for “Job Competitiveness”) 121

Systems of Higher Education 125

Student Handout: Types of Educational Institutions (for “Systems of Higher Education”) 126

Student Handout: Questionnaire (for “Systems of Higher Education”) 127

Updating the Four-Year Plan 128

Student Handout: High School Individualized Graduation Plan (for “Updating the Four-Year Plan”) 129

Student Handout: A-G & High School Requirements (for “Updating the Four-Year Plan”) 131

11th Grade 132

Senior Portfolio 133

Senior Portfolio Process 134

Student Handout: Portfolio Checklist (for “Senior Portfolio Process”) 135

Cover Letter 136

Student Handout: Cover Letter Starter Worksheet (for “Cover Letter”) 137

Student Handout: Sample Cover Letter (for “Cover Letter”) 138

Asking for a Recommendation 139

Student Handout: Brag Sheet (for “Asking for a Recommendation”) 140

Student Handout: Letter of Recommendation (for “Asking for a Recommendation”) 143


Life Map: Charting Personal and Academic Pathways 145

Student Handout: Example of a Life Map (for “Life Map”) 146





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Essential Tools for Studying 156

Student Handout: Study Tools- Index Card System (for “Essential Tools for Studying”) 157

Student Handout: Study Tools - Mnemonics and Other Memory Tools (for “Essential Tools for Learning”) 158

Student Handout: Study Tools- Mnemonic Devices (for “Essential Tools for Learning”) 160


College Knowledge BINGO 162

College/University Research and Inquiry 165

Student Handout: Research Activity (for “College/ University Research and Inquiry”) 166

Student Handout: Letter of Inquiry (for “College/ University Research and Inquiry”) 168

Student Handout: Sample Letter of Inquiry (for “College/ University Research and Inquiry”) 169

Resumé Writing 170

Student Handout: Resumé Tips (for “Resumé Writing”) 171

Student Handout: Sample Resumé (for “Resumé Writing”) 172




12th Grade 177

High School and Beyond 178

Life After Manual Arts H.S 179

Student Handout: Reflection on Life After High School (for “Life After Manual Arts H.S.”) 180

Applying for a Job: Classroom Positions (Part I) 181

Student Handout: Classroom Employment Job Descriptions (for “Applying for a Job: Classroom Positions, Part I”) 182

Applying for A Job: Classroom Positions (Part II) 183


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Student Handout: Application for Employment (for “Applying for a Job: Classroom Positions, Part II”) 184

Teacher Resource Guide: Types of Recommendation Letters (for “Applying for a Job: Classroom Positions, Part II”) 186

The Art of Budgeting 187

Student Handout: Budget Tips (for “The Art of Budgeting”) 188

Student Handout: Sample Budget (for “The Art of Budgeting”) 189

Student Handout: Your Monthly Budget (for “The Art of Budgeting”) 190

Setting Financial Goals 191

Student Handout: What Are Your Goals? (for “Setting Financial Goals”) 192

Student Handout: Working with Your Financial Goals (for “Setting Financial Goals”) 194










A-G vs. High School Graduation Requirements 208

Student Handout: A-G vs. High School Graduation Requirements 209

Student Handout: Venn Diagram (for “A-G vs. High School Graduation Requirements”) 210

Student Handout: Graduation Requirements Questionnaire (for “A-G vs. High School Graduation Requirements”) 211




Literacy Strategies 216

Literacy Development 217

Essential Reading Strategies 219


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Student Handout: Before, During, and After You Read (for “Essential Reading Strategies”) 220

Reading Log (to Make Up for Absences) 221

Reading Log (for SSR at Home) 223

Story Board 225

K-W-L 227

Community Building 229

Community Circle 230

Teacher Handout: Guidelines and Purpose (for “Community Circle”) 231

Teacher Handout: Establishing Norms (for “Community Circle”) 232

Teacher Handout: Ideas for Prompts (for “Community Circle”) 233

Extended Name-Tags 234

Fun Community Building Games 235

Activity of JOY 236

All In The Family 237

Chain Reaction 238

Where Do I Stand? 239


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Preface This homeroom resource guide is the result of a collaborative process that spanned several months of work. The need for a homeroom resource guide arose when teachers saw the need to maximize homeroom instructional time, strengthen SLC identity, and promote a college going culture at Manual Arts. There was a need to provide all students at Manual Arts with an enriching homeroom experience. The 2007-2008 Western Association of Schools and Colleges report to Manual Arts underscored this need.

Subsequently the Network Providers developed and submitted a written plan to SLC leads and school administrators outlining the steps necessary for developing a homeroom resource guide for teachers. The Manual Arts Homeroom Design Team, as it was called, was convened and was comprised of several teachers and counselors representing all SLCs. This team developed the themes and content of the Homeroom Resource Guide by identifying the academic and social needs of students, as well as the SLC specific areas of development.

An important goal in creating this teacher guide was the development of a framework that articulated a vision, a set of guiding principles, and major curriculum themes/topics. Equally important, was the process of researching and collecting proven strategies and model lesson plans that teachers could easily draw from in planning their homeroom. Many of the lesson plans in this guide were created and modified using various online and text resources to align with the needs of SLCs at Manual Arts. The following were primary resources consulted in the creation of this guide:

‣ Advisories in Essential Schools (2004) in Horace, an online publication of the Coalition for Essential Schools.

‣ The Family Advocate System Guide (2004), Institute for Research and Reform in Education.

‣ The Advisory Guide (2004), Educators for Social Responsibility.

‣ Engaging All by Creating High School Learning Communities (2008), Jeanne Gibbs and Teri Ushijima, ED.D.

‣ Reaching All by Creating Tribes Learning Communities (2006), Jeanne Gibbs.

‣ AVID College and Careers / Write Path Teacher Resource (2006-2009).

All this said, this guide is an evolving resource. There is still more work to be done in order to reflect its original vision and intent. Our hope is that, as you get familiarized with the guide and use many of its lesson plans and activities, your feedback will help to expand the guide.

The first edition of the homeroom resource guide was developed by Octavio Estrella (WestEd), Laura Hernandez-Flores (MLA), and Angela Galvez (Teacher). Several teachers and staff members participated in the early research and planning stages: Kathy Lander (Counselor), Joanne Doody (Teacher), Daniel Murphy (Teacher), Susan Akers (9th Grade Counselor), Sonia Hansra (Teacher), Grace Ugbogu (Teacher), Karen Law (Teacher), Sandro Gonzalez (Teacher). Several MLA staff members helped with the final stages of the guide.


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IntroductionThe fundamental goal of this homeroom resource guide is to provide all students at Manual Arts with an academic and socially enriching homeroom experience. Through the activities and resources contained in this guide not only are we providing students access to essential skills and knowledge, but also promoting strong long-standing mutually respectful relationships between and among students, their teachers, and school staff. Such relationships are critical to creating conditions that give rise to the intellectual and personal growth of students. If teachers are perceived by students as caring and invested in their development, they are more likely to be inspired and engaged in the learning process. By having a structured homeroom period, Manual Arts High School is committing itself to the fundamental goals of fostering positive relationships, community building, and providing access to essential knowledge and resources for all students.

Homeroom also has the potential to serve as a front-line in ensuring equity in the distribution of resources and information essential for academic development and personal growth. The sheer number of students at Manual Arts make it not only hard for students to form close relationships, but it is also difficult to ensure that all students are receiving the kind of mentorship, guidance and advocacy crucial to help students realize their academic goals. By meeting daily with students, teachers can utilize this structured time to conduct individual check-ins with students and go over educational plans. At the same time, homeroom also provides the opportunity to foster the skills and habits of mind necessary to being successful in school and in adult life. In summary, homeroom should serve as a hub for the dissemination and engagement of information and resources not currently provided in academic courses, but critical to the holistic development of young people at Manual Arts High School. The three key objectives of homeroom are:

‣ To provide the students with the support and skills they need to be successful inschool and prepared for adult life

‣ To help students develop positive relationships and a sense of communityamong themselves

The activities contained in this resource guide are organized around four key components for student development: Tools for School and Learning, College and Career Planning, Community Building and Literacy Development. All these components are intended to support a well-rounded homeroom program.


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Content and StructureIn the process of developing and conducting research for this guide we developed some criteria for selecting and creating activities. We searched for activities and content that facilitated four central outcomes for homeroom: Academic Skill Building, College and Career Preparedness, Community Building, and Literacy Development. With these goals in mind, we organized the guide into 5 themes that are customized by grade level 1) A grade-specific theme, 2) Tools for School and Learning, 3) College and Career Planning, 4) Community Building, and 5) Literacy Strategies. While this guide is still very much in the process of expansion, below is a description of each of the organizing sections that provide the structure for the guide:

Welcome and Orientation to Homeroom

This section is designed to facilitate the development of a healthy and productive learning environment for all students. Through these activities a teacher can set up homeroom and establish the expectations for homeroom as a productive period of instruction and learning.

Grade-Specific Themes

Grade Specific Themes is a section that will target a specific need for students in that particular grade level:

The Ninth Grade theme is Orientation to High School. We discovered that incoming ninth grade students often have a difficult time transitioning from middle school to high school. This section of the guide provides activities for them to connect with their new school community and give them tools for acclimating to High School.

The Tenth Grade theme is Test Preparation. There is a strong need to prepare and expose our students to practice questions and test-taking strategies. This year our students are challenged and required to take the PSAT, CAHSEE, CST, and other standardized tests.

The Eleventh Grade theme is Senior Portfolio. Students need to start early on the lengthy process of completing their senior portfolio. They have to start compiling material, filling out documents, and writing their resumés among other requirements. Accomplishing the senior portfolio in a timely manner will help facilitate the college application process while allowing students more time to complete all the time-consuming tasks required their senior year.

The Twelfth Grade theme is Life Beyond High School. Students will prepare for college or careers and be introduced to life skills that will assist them in adulthood.


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Tools for School and Learning

Tools for School and Learning are those tangible academic skills that students can draw upon to successfully navigate high school and life beyond high school. This component of the guide also provides some resources geared towards empowering students to take ownership over their own academic progress and creating and maintaining educational plans. As this guide evolves this section should also offer interactive material on test preparation for the California Standards Test (CST), the California High School Exit Exam (CAHSEE), PSAT, and other similar exams.

College and Career Planning

College and Career Planning offers students the opportunity to acquire knowledge about post-secondary educational and career opportunities. Students will explore the college application process, the financial aid process, interest inventories, create a high school plan and other related themes that will vary by grade level.

Community Building

Community Building will provide activities intended to facilitate the development of strong relationship among students and teachers. Here, teachers can begin this process by establishing a working definition of “community” generated by the students in their homeroom and by their SLC. Activities are oriented toward assisting SLCs in the process of personalization and constructing an SLC identity based on SLC themes, goals and learning objectives.

Literacy Strategies

This section provides teachers a set of interactive activities and worksheets teachers can utilize to promote and support literacy in homeroom.


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How to Use This Guide…The activities in this guide are not presented necessarily in the order they are to be facilitated. Although there are specific themes and activities associated with those themes, as a homeroom teacher you are invited to tailor the sequence according to the needs of students in your homeroom; the same goes for the activities themselves.

The activities in this guide are designed to introduce and reinforce overarching concepts, themes, habits of mind and skills that are in line with the goals of homeroom. So the structure and activities presented here represents only a starting point for planning and preparing for your homeroom period. We urge you to go through the entire guide and become familiar with the guide as best you can. Here, the goal is to take ownership of the activities and personalize each activity and tailor them to the needs of your students.

Format of Activities

All activities in the guide have a standard format. Each activity contains the following series of elements:

• Objective- A statement about what you and your students can expect to accomplish by the end of the activity.

• Materials- A checklist of most of the materials you will need to facilitate the activity successfully. Student handouts are listed by their title and are found directly after the explanation of the activity.

• Procedure- A step by step description for conducting and preparing for the activity. This also includes notes on transitions into activities. These may also include suggestions for how you might extend the activity in the event that more time is available.

• Discussion Questions- These guiding questions are intended to help students reflect on their learning and the activities they have completed.


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Student Engagement StrategiesOne of the key considerations in developing and producing this resource guide was (still is as this guide will expand) to actively engage students in their own development. In turn, the activities contained in this guide reflect a set of student engagement strategies critical to learning and development. Here are just a couple of these teaching strategies reflected in the guide:

Experiential (Contextual)

The engagement strategies contained within each of the activities are asset based - intended to take advantage of the valuable life experiences of students in the context of school, family, community organizations, peer relationships and work experiences.

Affective

The activities not only focus on information and skill-building but pay attention to students’ attitudes, values, points of views and feelings.

Relevant skill and knowledge building

There is a strong emphasis on mediating the development of a relevant set skills and knowledge base for the explicit purpose of successfully navigating the school system and making the transition to post-secondary education.

Setting up Your Homeroom SpaceIt is important to be mindful of how you structure and personalize your homeroom space. For example ( and if possible), you can rearrange desks and other furniture to create a space that is inviting and encourages dialogue or is consistent with the types of activities you will be doing - a circle, clusters of chairs or desks, concentric circles, etc. If you plan to meet with individual students, find a way to make a more of private area in the room where the two of you can talk.

You may also want to display visuals that relate to the overall goal of homeroom. If possible, designate a bulletin board or wall space that will be your students’ to decorate throughout the year. For example, at the beginning of the year take pictures of all the students (or ask them to bring in their favorite picture from home). Post the pictures in your homeroom’s designated space. Be sure that any visuals you use are inclusive of all students. As students work together in the course of the year, they will create visual materials that are reflections or expressions of the group.

You can also display material related to the schools’ and/or small learning communities’ theme, mission, and/or code of conduct, in addition to any classroom agreements, etc.


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Welcome to Homeroom

Student ProfilesObjective

To get to know a little bit about your student’s background, personality, and interests. To establish an environment of mutual understanding.

Materials

• Student Handout: “Manual Arts Student Profile”

• Pen or pencil

Procedures

1. Introduce yourself. Make sure to tell the group your name and a little about yourself: the subject you teach, how long you have been at Manual Arts. If possible, share as much information from the handouts about yourself.

2. Give the handouts to the students to fill out. (Please emphasize that the information in the profiles will not be shared, it is just a tool for you to get to know each student better).

3. Walk around and make clarifications for students if necessary.

MAHS HOMEROOM RESOURCE GUIDE WELCOME TO HOMEROOM

PAGE 17 OF 239 ALL GRADES

Student Handout: Manual Arts Student Profile (for “Student Profiles”)

Background Information

Last name: _____________________________________ First name:_______________________________________

Middle name: ____________________________________ Birth date:_______________________________________

Three words that best describe me are

_____________________________________________________ ,________________________________________________,

and ________________________________________________.

I was born in _______________________________________________________________________________________.

My home language is ______________________________________________________________________________.

The first language I learned was ___________________________________________________________________.

The language I am most comfortable speaking is __________________________________________________.

Household Information

Address ________________________________________________________________________.

City/Town _____________________________________________ Zip Code _______________________.

How long have you lived at your current address? _______ years or __________ months.

How long have you lived in this community/town/city? _____________ years or ________months.

Home Phone Number (____)______________________ E-mail Address ______________________________



Family Information

Full name of parent/guardian! ! ! Full name of parent/guardian

_____________________________________________! ! _______________________________________________

Occupation ________________________________! Occupation____________________________________

Names and ages of brothers and sisters:

Name ______________________________ Age______! Name ________________________ Age_______

Name ______________________________ Age______!! Name ________________________ Age_______

Name ______________________________ Age______!! Name _________________________ Age_______

Educational Information

This is my first second third fourth year at this school.

The last school I attended was _______________________________________________________________________.

Are there any health issues that might affect your attendance, being on time to class, or class participation?

No or Yes ______________________________________________________________________________________.

During the school year, I work at _____________________________________ about _______ hours per week.

After high school graduation, I am currently planning to:

Get a full-time job

Work part-time and go to college part-time

Attend a 4 year college full-time

Attend community college full-time

Attend a technical school

Get an apprenticeship

Serve in the military

I don’t know



Course Schedule

Semester 1; Mester 1

Class Period Name of Course Teacher Room #

1st

2nd

3rd

4th

Semester 1: Mester 2


1st

2nd

3rd

4th



1st

2nd

3rd

4th



1st

2nd

3rd

4th



I am motivated when…

I have difficulty with…

My strengths, gifts, talents and abilities are…

Reflection Questions:



I enjoy activities that allow me to be…

I perform in class best when…



My best/ worst qualities are...

Creating a Vision for HomeroomObjective

To create a definition of what homeroom should and will be for the upcoming academic year. To establish mutual expectations for what will be accomplished in homeroom.

Materials

• Chart paper and markers (you may also use your white board or chalkboard) or you may copy and use the chart/ handout. KWS (Know-Want-Should/ it’s a modified KWL chart)

• Student Handout: “KWS Chart”• Teacher Handout: “Ideas and Guidelines for KWS Discussion”• Pencils or pens

Procedures

1. You will create a modified KWL chart, we’ll call it a KWS chart (see handout to see what it should look like when you chart it or draw it on the board). You may also copy and distribute the chart for students to brainstorm on before you chart the answers.

2. Begin by asking students what they know about homeroom and what their past experiences have been like in homeroom. Chart student’s answers in the first column, K- “What they KNOW homeroom to be”.

3. The next discussion is “What they WANT homeroom to include”, chart this in the second column, W. Ask students what things should be discussed and/or taught in homeroom.

4. The last topic for discussion is “What homeroom SHOULD look like”. Ask them to describe what an “ideal” homeroom would be like. They have already discussed “what they want”, now the focus should be about the possible outcomes. What should they be getting out of homeroom? What does a successful homeroom look like? What benefits would homeroom provide each student?

5. Now using all these ideas and the “Reflection Questions” below, guide the students in creating a description of what homeroom should be this year. Remember to give your input too because you want the suggestions to include activities and ideas that you are willing to implement in homeroom. Let the students know that these suggestions will guide you in figuring out what you will do in homeroom this year. Read the “Teacher Handout” to guide your thinking before you have this discussion.

Reflection Questions

1. What activities would you like to do in homeroom this year?

2. What topics would you like more information on?

3. How can we build better connections amongst ourselves in homeroom?

4. Are there any activities you don’t want to do at all in homeroom? Why?



Student Handout: KWS Chart (for “Creating a Vision for Homeroom”)

What youKNOW

homeroom to be

What youWANT

homeroom to be

What homeroomSHOULD look like



Teacher Handout: Ideas and Guidelines for KWS Discussion (for “Creating a Vision for Homeroom”)

What are the goals of homeroom? • To provide students with the support, knowledge and skills they need to be successful in

school and beyond high school.

• To build positive relationships between each student and his/her teacher.

• To build positive relationships among students in homeroom.

Why do we need homeroom? Homeroom serves as a time in the school day where students learn and talk about topics they would otherwise not be able to in their regular classes - like:

• Learning how to plan for your future

• Learning the ins and outs of applying to college

• Learning how to study and read better

• Learning how to work together with your fellow students and build community.

Homeroom will also provide an opportunity for:

• Addressing topics of interest and concern to students.

• Students to connect and build good relationships with an adult on campus (the homeroom teacher).

Students are more likely to do well in school and in their personal lives when teachers and students have positive relationships.

These are all things that have proven to be important to succeed in school and in life. With the help of homeroom teachers, students can start to build or strengthen their support system.

Ideas/ topics for KWS discussion

• Learning good communication skills • Setting and accomplishing goals

• Developing a portfolio of my work • Learning successful study skills

• Managing my time effectively • Learning how to manage conflict

• Applying to college • Applying for financial aid

• Doing a service project • Talking about college

• Reducing risky behavior • Making summer plans

• Exploring careers • Learning about diversity

• Examining school issues • Preparing for testing

• Many more...



Establishing Homeroom Agreements

Objective

Students will collectively establish a set of agreements for homeroom. By creating group agreements, students will be able to articulate how they should treat each other and behave with one another during homeroom.

Materials

• Chart paper and markers (you may also use your white board or chalkboard)

• Pencils or pens

• Teacher Handouts: “Examples of Group Agreements” and “Esperanza’s Story”

(Note: Before conducting this activity, you will need to review “Esperanza’s Story,” and make any necessary modifications that will make it relevant to your students’ life experiences.)

Procedures

1. Explain to students that you want to spend some time creating group agreements for how they will work together in homeroom.

2. Read “Esperanza’s Story” (from the Teacher Handout) and ask for student reactions and comments.

3. Tell the group they are going to brainstorm a list of agreements, or guidelines, for behavior that they feel might have prevented what happened to Esperanza. Remind them of the way brainstorming works: anyone can put forth an idea, no ideas are bad ideas, all ideas are charted and discussed, etc. Record all ideas as students offer them.

4. Once the brainstorming is complete, ask the group if anything needs to be added or taken away, or if any ideas can be combined.

5. Explain that as a group they will be learning together throughout the year. They will be learning from each other, learning more about themselves, sharing their thoughts and experiences, sometimes even giving suggestions and advice to each other.

6. Explain that now that they know how homeroom will operate and have heard “Esperanza’s Story”, they need to establish what kinds of agreements they want to make with one another that will allow everyone to feel comfortable learning and participating in homeroom. You can initiate the conversation by asking the following questions: What encourages you to participate and learn in a group? What are things that might keep you from participating?

7. Chart the ideas or write them on the board. Come up with “Homeroom Agreements”.

8. If there are one or two items on the teacher resource, Group Agreements, that you wish to add, check-in with students and explain that you would like to add something new to the list.

9. Post the agreements and tell students they can add new ones at any time (NOTE: These group agreements need to be posted for homeroom.)




1. “How easy or how difficult do you think it will be to keep these group agreements?”

2. “What should we do if someone breaks an agreement?”

(As students suggest consequences, try to avoid condoning those that are punitive. Lean toward responses that remind students of the rules and encourage them to try to do better. Periodically, you will want to review the rules with the group and ask: “How are we doing?” In addition, if agreements are broken during a class, encourage students to call one another on their inappropriate behavior.)



Teacher Handout: Esperanza’s Story (for “Establishing Homeroom Agreements”)

Esperanza began the first day of her homeroom a little reluctantly. She was in a bad mood because of some stuff going on at home. Anyway, the class did some pretty interesting team-building activities, and she found herself relaxing and enjoying the session. She was actually looking forward to the next day of homeroom.

The next day when the group met, people were talking about their families. Esperanza felt comfortable enough to tell the group that she lived with her grandmother because her mother was dealing with some medical problems. When asked, she shared that her mother had a mental health problem that required a special living situation. So, she hadn’t lived with her for five years. The teacher was supportive, but Esperanza saw a couple of kids in the class snickering and whispering to each other.

The next day in the cafeteria some students sitting at her table started teasing her saying, “What’s up? We heard your momma is mental.” Everybody at the table laughed. Esperanza gave them an evil look and ignored them…but she was really hurt and angry. She guessed that people in her homeroom had been telling her business. From that point on, Esperanza didn’t say much in the group.



Teacher Handout: Examples of Group Agreements (for “Establishing Homeroom Agreements”)

Respect yourself and respect others:

‣ Attentive Listening– avoid interruptions and side conversations, and make sure your body language says you are tuned in.

‣ Participate, but share the time.

‣ If you feel uncomfortable talking about something, you are free to “pass.”(“Passing” simply means you don’t contribute to the conversation about that particular subject; you are still expected to listen.)

‣ Speak for yourself. Let others speak for themselves.

‣ Be respectful with your words, tone, and body language at all times – no put-downs.

‣ Respect confidentiality – what’s said in the group stays in the group.

‣ Keep it real – be straightforward, take some risks, say what you are thinking or feeling.

‣ Have fun getting to know each other



Teacher’s Press ConferenceObjective

To give students an opportunity to get to know you (their homeroom teacher), while they learn more about journalism and good communication

Materials

• Paper, pens or pencils

• Chart paper and markers

• Consider simulating a “press conference” atmosphere for this activity by obtaining some appropriate materials, such as clipboards, name tags with “press pass” printed on them, tape recorder, microphone, etc. (Optional.)

• If possible, record and show a two-minute clip of an actual press conference from television or a movie.

Procedures

1. Set the Stage- Explain that this activity gives students a chance to learn more about you by holding a press conference, acting as journalists and interviewing you.

2. Introduce the concept of “press conference.”- Ask who has seen one on television, what they remember about it, the kinds of questions that were asked, etc. (Remind students that they may have seen a press conferences on television by President Obama, other political figures, or when an athlete or a performer on television addresses the media after a sporting event or in a breaking news story.) Show your two-minute recording, if you have made one.

3. Journalism careers- Talk about some of the things journalists do, such as research for an article or news report, reporting on an event or situation in the world (known as “covering” the story), conducting interviews and taking pictures (photojournalists). Explain that it is often a journalist who breaks an exciting news story to the world and exposes the truth about something important. Emphasize that good communication skills – writing, speaking, listening and asking clear and concise questions – are essential in journalism.

4. Relationship Building- Ask students why they think it’s important that they have a chance to get to know you. If no one says it, add that relationships begin when people learn about each other. Tell them that when people don’t have a good relationship, often they haven’t taken the time to get to know one another.



5. Developing questions- Have students form teams of four.

• Tell the team they will have five minutes to develop a list of questions to ask you during the press conference. Explain that if anyone asks a question you find too personal or don’t want to answer, you have the “right to pass” (meaning that you won’t answer). Add that they also always have the right to pass. Emphasize it is not just because you are the adult!

• Circulate among teams while they are working and offer suggestions if they are having trouble coming up with questions. You might say things like: “One thing I’d like to know about a person is where they’ve traveled, what adventures they’ve had, where they went to college, what they like to do on weekends, how they chose their career, what kind of family they have, etc.”

• When time is up, tell students to stop writing – the press conference is about to begin.

6. Press Conference- Explain how the press conference will be conducted.

• Students will take turns asking questions, one from each team without repeating any.

• Teams raise hands when they are ready to ask a question and have to be recognized by the interviewee.

• Teams should wait until a question is fully answered before asking the next question.

Distribute whatever props you have available and set up the simulated press conference:

• Place a podium (or box) on a table.

• Set up a microphone on the podium.

• Distribute press passes (name tags) to students.

• Have a volunteer be prepared to video the press conference or take photos.

• Ask someone to count down from five to start the press conference.

7. Closing the Press Conference- When time is up and the conference is over, thank students for participating. Tell them that they are always free to ask you questions about yourself and anything else.



Keeping A Homeroom Journal1

Objective

To introduce students to journal-writing and how they will be used in homeroom.

Materials

• Pencils or pens

• Student journals

• Student Handouts: “What is a Journal” and “Journal Ideas”

Procedures

1. Distribute “What is a Journal” handout to students. Introduce students to the idea of keeping a Homeroom Journal.

2. After reading/ reviewing the handout, briefly discuss with students what the purpose of journal-writing is and how you plan to implement the use of journals in homeroom. Discuss when they’ll be writing and how often.

3. Review the topics on the “Journal Ideas” handout and pick a topic to start writing about.

4. “All about me” cover- Another idea to start the journal-writing process is to begin by allowing your students to decorate or collage the cover. The cover should illustrate their personalities, likes and dislikes, interests, etc.



1 Activity adopted from the “The Family Advocate System Guided” (2004), Institute for Research and Reform in Education

Student Handout: What is a journal? (for “Keeping a Homeroom Journal”)

What is a journal?

A journal is about you! It’s your place to write about your life, thoughts and feelings and about the meaning of things that happen to you – especially things that give you a greater understanding of yourself and your world.

• Some people think it’s like a diary; others think it’s like a newspaper. It can be both a place where you record your thoughts (like a diary) or where you write about things that happen to you from day to day (like a newspaper).

• You can express your thoughts and feelings in any way you choose: free-write/ stream of consciousness writing, diary, write poems, illustrate, make collages, talk about your goals, dreams and problems, the possibilities are endless.

• A journal can be for reflection and expression as well as a place to chronicle your life events.

Why is my journal unique?

There’s no one else quite like you! The things you write in your journal will be unique to you. No one else can think or write quite like you do. By writing down your thoughts on events and situations in your everyday life, you will get to know yourself better. Writing regularly about yourself helps you to become more aware of your goals and your needs. It also helps you understand why you do the things you do.

Homeroom Journal

You will be writing in your journal during homeroom. Your homeroom teacher will tell you how often you will be writing in your journals. You may choose to allow your homeroom teacher to read it and comment on a specific day’s entry, but you are not required to share the writing in your journal. Your homeroom teacher will not grade the quality of your journal entry (your homeroom teacher may give you a grade for completing a journal entry though). Allowing your homeroom teacher to read your journal means that someone who is interested in you will be reading and responding to what you write. This is useful if you are interested in receiving feedback or seeing what someone thinks about your thoughts and ideas.

You are not required to write about anything in particular, nor are you expected to unburden your soul. The journal is YOU – let it say so, but be honest with yourself. Write what you think is important. Don’t worry about style or correctness. Relax and enjoy your writing experience. You will be surprised at the results!



What should I write?

Remember, it’s important to share ideas and work out your thoughts. The journal is a record of how you think and feel about your daily activities, not a list of those activities. You already know what you did. How did it make you feel? Why? What did you learn? You could use your journal to write about how an experience changed you or gave you a special insight.

What are the benefits of journal-writing?

You can expect three wonderful things to result from regular journal-writing:

1. Your writing will improve, simply because you will be writing often.

2. You will start to feel more confident in your ability to express yourself.

3. Your ability to understand your experiences will deepen. This will come from the regular act of writing about what’s happening to you. (You may also gain some insight by sharing your writing with your homeroom teacher. You may benefit from getting the perspective of a person who has already experienced some of the same things you are going through

Tips for Writing in Your Homeroom Journal

IT IS IMPORTANT TO KEEP WRITING.Sometimes your mind blanks, and you can’t think of a thing to write. Don’t worry; your mind is never empty, even when you think it is. Here are two simple ideas to get you going:

• Ask yourself questions and write about your answers…you might find out something new about YOU!

• Write about anything for ten minutes. Don’t think too hard about it. For example, think about what you want to be doing with your life five years from now… Don’t be surprised if, at the end of ten minutes, what you’re writing has nothing to do with what you started out writing! It doesn’t matter. It will have something to do with you, and that is what is most important as you write in your journal.

The following pages are full of journal ideas and tips. Use them!

You may find an idea that turns on your imagination – if not, make something up. You can learn a lot about yourself from the simple process of trying to put words onto paper… whether it’s just random thoughts, stories about what’s happening to you or things you dream about. If you put your time and energy into it, it’s a journal entry. And it’s creative!



Student Handout: Journal Ideas (for “Keeping a Homeroom Journal”)

About Yourself

• Describe yourself from as many points of view as you can.

• Discuss a response you had to a TV program, newspaper article, song or movie.

• Discuss your feelings after a recent conversation with (a) friends, (b) family members, (c) teachers, or (d) a stranger.

• Develop a thought or idea. Anything goes!

• Step outside of yourself and describe YOU as if you were a stranger just meeting you.

• Do you like being alone? What do you most like to do when you are alone?

• Do you have a pet? What is it like? Describe its personality and your relationship with it.

• Develop a way to relax. Give directions to someone else so they can try it.

• Write a story in which you are the hero or heroine.

About Your School

The Place...

• Describe how your school looks. How do you think the place and the way it looks contribute to your learning experiences? How would you change it, if you could?

• What problems do you have in school with other people? How did they get to be problems? How could you solve these problems?

The People...

• Describe a friend in your SLC

• Think of someone or a few people at the school whom you’d like to meet and know more about. Why are they interesting to you?

• What problems do you have in school with other people? How did they get to be problems? How could you solve these problems?



What’s Happening...

• Describe a recent day in school. Describe an ideal day.

• What’s worth learning in school? Why do you think so?

• Choose a school subject and describe how you would teach a class (for one week) in it. What activities would you plan? Why? Try choosing one class you like and one that you don’t.

• List your school subjects, starting with the ones you like best. Why did you put them in that order?

• What could you and your fellow classmates do together to make your school a better place?

About Your Community

The Place…

• What do you like about your neighborhood?

• What would you like to improve in your neighborhood?

• Describe your response to your surroundings at different times of the day (i.e., sunrise, noon, sunset, night).

The People…

• What do people in your neighborhood believe in? What are they prejudiced about? How do they show these values?

• What type of work do you see people doing? Which can you do? Which do you like?

• Interview a person in your neighborhood you find interesting. Find out about his/her past, present and plans for the future. What is that person’s life like? What are his/her dreams? Why do you think s/he made the choices s/he did?

What’s Happening...

• What activities do you enjoy in your neighborhood?

• What could you and your neighbors do together to make your community a better place to live?



9th Grade

Orientation to High School9th Grade Activities

Middle School vs. High School2

Objective

To provide a process for student reflection and discussion about the differences between middle school and high school, and the experience of making the transition from middle school to high. school.

Materials

• Pencils or pens• Student Handouts: “Similarities & Differences” and “Understanding and Reflecting on the

High School Transition”• Chart paper and markers or chalkboard/ white board

Procedures

1. Begin the activity by asking students what things they have heard about high school; from their friends, parents and/or teachers. List all responses without discussion. After a couple of minutes, ask students to look at their list and determine if any of the things they mentioned are myths rather than facts. Draw a line through any points that the group agrees are myths, and explain that as time goes by, they will, of course, learn for themselves what high school is really like.

2. Ask students to close their eyes and listen as you remind them of their transition to middle school from elementary school:

“Think back to when you first went to middle school. (pause) Try to see yourself walking into your middle school that first day...and walking into your home room or first period class. (pause) What it was like being in a new place, with lots of new people? (pause) What were you thinking and feeling? (pause) What things were you nervous about? (pause) What things were you looking forward to? (pause)”

“Now, think about your first days here in high school this year. (pause) How have you felt about being here? (pause) How does being new in high school compare with when you were new in your middle school? (pause) What things about this year are you looking forward to the most? (pause) What, if anything, are you worried or concerned about at this point? (pause)”

“Turn to your right shoulder partner and each of you share one thing you are really looking forward to this year. You have 30 seconds each and I will call ‘time’.”

“Now, turn to your left shoulder partner and each of you share one thing that is on your mind or worrying you about this year. You have 30 seconds each. I will call ‘time.’”

Once partners have shared, ask for several examples from the group of things they are looking forward to, and things that they are concerned about.

MAHS HOMEROOM RESOURCE GUIDE ORIENTATION TO HIGH SCHOOL

PAGE 39 OF 239 9TH GRADE

2 Activity adopted from the “The Family Advocate System Guided” (2004), by The Institute for Research and Reform in Education.

3. Ask students to form groups of four and distribute the “Similarities and Differences” handout to each group. Then display your enlarged drawing of the Venn diagram and explain the task. In their foursomes, each student will take a turn writing one thing on the diagram in the appropriate section:

• On the left, list things that are unique about going to middle school.• On the right, list things that are unique about going to high school.• In the center overlapping section, list things that are the same whether you are in middle or

high school.

Explain how students will use the Roundtable structure to work in their groups. One student in each foursome will begin, then s/he will pass the diagram to the next student, who will take his/her turn and pass the diagram again, and so on. This continues until everyone has had at least two opportunities to write something on the diagram in any of the three categories.

After about five minutes, call time and ask each foursome to report one item from each of the three sections of their diagram, without repeating anything that has already been reported. As they report, record students’ responses on the large diagram. Continue around the room until all groups have reported and all new responses have been captured.


Distribute the student handout “Understanding and Reflecting on the High School Transition” and have students complete it or write their responses to the questions in their journals. You can also assign the handout as homework.



Student Handout: Similarities and Differences (for “Middle School vs. High School”)



Middle School High SchoolSimilarities

Student Handout: Understanding and Reflecting on the High School Transition (for “Middle School vs. High School”)

1. When you imagined yourself being in high school, what were you looking forward to the most?

2. What, if anything, makes you feel nervous or worried about your 9th grade year?

3. What do you think might be challenging for you academically?

4. What do you think might be challenging for you socially?

5. What is it about high school that you feel will be most important to your future?



Senior Student PanelObjective

To aide students in making the transition from middle school to high school. To give students the opportunity to ask questions of their peers about the high school experience.

Materials

• Pencils or pens

• Student Handout: “Looking Back on the 10th, 11th, and 12th grade”

Procedures

1. Select six 12th grade students (you can pick them from your classes if you have seniors or you can arrange with a 12th grade homeroom teacher to use six students for this activity).

2. Distribute the handout to those seniors to complete in writing or think about the answers to the questions in preparation for the panel discussion.

3. Invite them to join your homeroom for a “Senior Student Panel” discussion where your ninth graders will be asking them questions and eliciting advice. (Make sure you speak to the senior’s homeroom teacher(s) about excusing them for that day).

4. On the day of the panel discussion establish ground rules. (ie: raise your hand to ask a question, one question per student until everyone who wants to ask a question has the opportunity to ask, try not to ask questions that are too personal, seniors have the right to pass on a question, etc.)


1. Was the information useful?. Why? Give examples.

2. What was the most interesting/ useful thing you heard? Why?

3. What did you learn from the “Senior Student Panel” discussion?

4. If you had another opportunity, are there any other questions you would ask the seniors?

(Note: Keep record of these suggestions; you may want to have a second panel discussion in a month or the following semester but with different questions.)



Student Handout: Looking Back on 10th, 11th, & 12th Grade Students (for “Senior Student Panel”)

1. When you think about the time you’ve been in high school, what is one really positive thing you have experienced?

2. What, if anything, made you feel nervous or worried when you began your freshman year?

3. What was the most challenging thing for you academically?

4. What, if anything, was challenging for you socially?

5. What is it about high school that you feel will be most important in your future?



Understanding High SchoolObjective

To build on knowledge students gained in the previous activity from speaking to 10th, 11th, and 12th grade students. To help students build a knowledge base about what life is like after the 9th grade.

Materials

• Pencils or pens

• Student Handout: “Becoming Grade Level Experts”

• Chart paper and markers

• Student journals

Procedures

1. Revisit the list of responses students generated from the previous activity in which they brainstormed things they had heard (“myths or facts”) pertaining to high school. After a few minutes of review, tell the students that they will now work on becoming experts on the different grade levels and what they should expect to be doing as students in those grades.

2. Break students up into small groups and assign each group a grade level (10, 11, & 12). Using the activity sheet called “Becoming Grade Level Experts,” instruct the small groups that they will brainstorm and record all “they know” about the grade level they were assigned to. Once they have recorded all they know, students will then record questions they have, as well as identify the appropriate person on campus that can provide them with answers to their questions. Below are some questions you could suggest to small groups:

• What are the college entrance exams or state assessments students must take?

• What are typical courses or credits that should be earned by the end of that grade level?

• What are the requirements for participating in clubs, sports or activities?

• What are some educational opportunities available to students like internships, community service, and/or special programs?

• What are the requirements for taking Honors and Advance Placement classes?

3. Inform students that as a homework assignment they must work as a team to find the answers to the questions they have generated. They can do this by interviewing 11th or 12th grade students, the college counselor(s), a guidance counselor and/or an administrator.

4. Using all the information they have gathered, each small group will prepare a presentation (5 to 10 minute presentations per grade level). Students should be encouraged to use Powerpoint, visual aids, or handouts for their presentations.



Student Handout: Becoming Grade Level Experts (for “Understanding High School”)

Grade Level _________Use the chart below to brainstorm with group. Record what you already know about the grade level you have been assigned to report on and record questions you still have.

What We Know Questions We Have



Autograph HuntObjective

To familiarize students with their new administrators, staff, offices, and services provided at Manual Arts High School.

Materials

• Student Handout: “Signature Search”

• Pen or pencil

Procedures

1. Give each student a copy of the Autograph Hunt worksheet.

2. Review the directions together as a class. Read each description and make clarifications if necessary. (Review the meaning of words like “alumni” and other challenging words). You may help students with tips, names, locations, etc.

3. Discuss and practice proper greetings and ways to introduce oneself and elicit information.

4. Send them off to locate autographs. Give them a couple of days to complete the “Signature Search”. Another idea is to make it a competition to see who can get it back to you first with all the correct signatures on it. You may want to have a prizes for the first three or five correct and completed hunts.

5. Reconvene and answer discussion questions.


1. What new places did you discover?

2. Who was the most interesting person you met? Why?

3. Who was the hardest person to find?

4. Did it become easier to approach the adults on campus as you went down the list? Why or why not?



Student Handout: Signature Search (for “Autograph Hunt”)

Directions: Find out who each person is and write their name down on the first line. Then go out on campus, search for each person, introduce yourself to them, and obtain their signature.

Manual Arts High School Principal

Print Name:____________________________

Signature:____________________________

Person at MAHS that can issue you a work permit.

Print Name:____________________________

Signature:____________________________

Teacher/ administrator that served in the Peace Corps.

Print Name:____________________________

Signature:____________________________

Teacher or administrator that graduated from UCLA.

Print Name:____________________________

Signature:____________________________

Person that works at school that is a MAHS alumni.

Print Name:____________________________

Signature:____________________________

Person at MAHS who has four or more children.

Print Name:____________________________

Signature:____________________________

A Psychiatric Social Worker that works at MAHS.

Print Name:____________________________

Signature:____________________________

Person at MAHS that served in the US Armed Forces.

Print Name:____________________________

Signature:____________________________

Person at MAHS that can sell you a uniform.

Print Name:____________________________

Signature:____________________________

Person that works at the Title I office.Print Name:

____________________________Signature:

____________________________

Person that teaches English 10AB .

Print Name:____________________________

Signature:____________________________

Person that works at MAHS that does Yoga.

Print Name:____________________________

Signature:____________________________

Manual Arts High School Nurse.

Print Name:____________________________

Signature:____________________________

Teacher at MAHS that uses public transportation to get

to work. Print Name:

____________________________Signature:

____________________________

Your counselor at Manual Arts High School.

Print Name:____________________________

Signature:____________________________




9th Grade Activities

Life Map: Charting Personal and Academic Pathways3

Objective

By creating a visual illustration of one’s life, students will reflect on their past and set goals for the future (this activity can also be used for midyear reflections). This activity also helps to encourage attentive listening.

Materials

• Large paper (possibly poster boards)

• Colored pencils or markers

• Student Handout: “Life Map”

• Optional Materials: Construction paper, old magazines, scissors, glue, pictures, etc.

Procedures

1. Have students brainstorm on “my life to date”. Explain that they are to write down all the significant events, trends, and patterns of their lives.

2. Give students the “Example of a Life Map”. Using their brainstorm and this life map they are to create a life map of their own where they will chart their personal and academic pathways.

3. Give each student a piece of paper and crayons or markers and have her or him draw a visual illustration of their life as a roadmap. Encourage students to take their time, possibly drawing or writing part of it at home.

4. Once students have completed their “Life Maps,” have them share them with the class or in groups of five students. Encourage students to explain the rationale for different places, “road signs,” ups and downs, and so on.


1. Why is it important to be able to draw a “Life Map” or “Personal Pathway”?

2. In what ways were everyone’s maps the same?

3. How did you feel as you made your life map? What did you learn about yourself?

4. How are you a unique and special individual?

5. What other events would you like to include in your life map for the future?

MAHS HOMEROOM RESOURCE GUIDE TOOLS FOR SCHOOL AND LEARNING


3 Adapted from Engaging All by Creating High School Learning Communities (2008), Jeanne Gibbs and Teri Ushijima, ED.D.

Student Handout: Example of a Life Map (for “Life Map”)



S.M.A.R.T. Personal Goal SettingObjective

Students will learn how to develop personal performance goals.

Materials

• Student Handout: “Personal Goal-Setting Grid”

• Pen or pencil

Procedures

1. Some direct instruction will be needed on how and why to set goals. There are many theories on goal setting but most agree that achievable goals need to be concrete, performance-based, and have a deadline. One way to teach students to set goals is to apply this easy-to-remember acronym and set goals that are SMART.

2. Go over the acronym S.M.A.R.T.

S Specific: Write your goal in concrete, descriptive terms.

M Measurable: How will you be able to prove you accomplished your goal?

A Action-Oriented: Don’t state an outcome, but state what you will DO.

R Realistic: Goals should be a stretch, but still reachable.

T Timetable: Set a specific date to measure your goal and incremental dates for actions.

3. Remind students that a goal doesn’t actually do the work for you; it just helps you focus. Having a plan and good strategies may not be enough. Discuss ways to stay on track with your goals even after the initial enthusiasm wears off and the real work begins.

4. Decide wether you’ll be working on short-term goals (ie: for the week, month, or mester) or long-term goals (ie: for the year, by graduation, or by the time I turn 20).

5. Have students do the “Personal Goal Setting Grid” and help them add detail and substance to their personal goals if necessary.


1. Why is it important to set goals?

2. Do you set goals for yourself? How do you set goals?

3. Do you involve others to motivate you to complete your goals? Why or why not?

4. What other strategies could you use to keep you focused? (Brainstorm)



Student Handout: Personal Goal-Setting Grid (for “SMART Personal Goal Setting”)

Personal Goal Setting GridWrite your goal and be able to prove that it is...

S Specific I will

M Measurable by

A Action-Oriented by

R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

This is what I will change: (If you do the same thing, you’ll get the same result- so what are you going to change?)

This is what I will give up: (Sometimes sacrifices need to be made to provide time and energy to do the things necessary to achieve your goals.)

This is my support system: (List people you can go to for concrete help, for moral support, and to help you accomplish your goals.)

This is my reward: (List external and internal rewards that can result from accomplishing your goal. It may motivate you to visualize these when it gets tough.)

...and this is the motto that will inspire me when I want to give up:



Calculating My GPAObjective

Students will learn the essential skill of calculating their own grade point average. By learning to calculate their GPA, students learn to keep a continuous record of their performance in school and identify steps for improving and staying on track.

Materials

• Student Handout: “Grade Log and GPA Formula”

• Copies of student transcript or report card (students can bring their report cards in or you can obtain copies of their last grade report from a counselor or ISIS)

• Pen or pencil

Procedures

1. Distribute “Grade Log and GPA Formula” worksheet to all students and ensure all students have a copy of their report card or transcript.

2. It is important to walk students through each step of the worksheet. You many want to walk around to see that all students understand the instructions provided.

3. Students should work on the worksheet individually. After students have completed their worksheets you can have students make academic goals for themselves.

4. Collect all the worksheets or have students file their worksheets in their homeroom portfolio.


1. After looking at your grades and GPA what are your feelings about you performance in school so far? Are you happy with your grades? Could you do better?

2. What are some short-term goals you could set for yourself to improve your grades? (Goals for improvement in the next report card.)

3. What are some long-term goals you could set for yourself to improve your grades? (Goals for improvement in a year or by the time you graduate from high school.)

4. What are some of the distractions or obstacles that keep you from obtaining your academic goals? What could you do to keep these things from getting in the way of achieving your goals? (Start creating a plan to do something different this time- because if you keep doing the same thing, you’re going to keep getting the same results.

5. Have you tried anything in the past that has worked in improving your grades? What did you do? Could you do it again?



Student Handout: Grade Log and GPA Formula (for “Calculating My G.P.A.”)

STEP 1

Complete the chart below by filling in all the grades you have earned:

CLASSES9th GRADE

SEMESTER I9th GRADE

SEMESTER II

MESTER 1 / MESTER 2 MESTER 3 / MESTER 4

English

Math

History / Social Studies

Science

Foreign Language

Fine Arts

Applied Technology

Physical Education

Health

Other elective:

____________________

Other elective:

____________________



STEP 2 From the chart in Step 1 count how many of each grade you earned:

LETTER GRADE How many I have?ABCDF

TOTAL SEMESTER GRADES:

STEP 3Multiply the number of each letter grade you received by the grade points shown below

# of A’s x 4 = __________________________

# of B’s x 3 = __________________________

# of C’s x 2 = __________________________

# of D’s x 1 = __________________________

# of F’s x 0 = __________________________

TOTAL GRADE POINTS: __________________________

STEP 4Calculate your GPA using the following formula:

TOTAL GRADE POINTS ÷ __TOTAL GRADES__ = GPA (Grade Point Average) (Total from Step 3) (Total from Step 2)

______________________ ÷ ___________________ = ______________ (Total Grade Points) (Total Grades) Total GPA * If you have completed any AP courses you must calculate Step 5 and add it to your GPA.

STEP 5

Calculate the total number of AP semester courses you have completed with a grade of “C” or better __________________ then multiply that by .025.

___________________________ x .025 = ___________ (# of AP Semester Courses) (AP Credit)

STEP 6 _ TOTAL GPA __ + _ AP CREDIT _ = ___TOTAL GPA____ (from Step 4) (from Step 5)



S.M.A.R.T. Academic Goal SettingObjective

Students will learn how to develop academic performance goals. Students will set academic goals that do not only focus on improving grades but improving study habits and developing habits that will make them lifetime learners.

Materials

• Student Handout: “Academic Goal-Setting Grid”• Pen or pencil

Procedures









4. Decide wether you’ll be working on short-term academic goals (ie: for the week, month, or mester) or long-term academic goals (ie: for the semester, for the year, or by graduation).

5. Have students do the “Academic Goal Setting Grid” and help them add detail and substance to their academic goals if necessary.


1. Why is it important to set academic goals?

2. Do you set goals for yourself every semester? What kind of goals do you set? Does it work?

3. Do you involve others to motivate you to complete your academic goals? Why or why not?




Student Handout: Academic Goal-Setting Grid (for “SMART Academic Goal Setting”)

Academic Goal Setting GridWrite your goal and be able to prove that it is...

S Specific I will

M Measurable by


R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________








Report Cards: Review and Reflect4

Objective

To help students dialogue and reflect on their academic assets and areas for improvement, and develop ways to improve for the next grading period. To identify future actions for improvement. To discuss and create a shared list of strategies for improving their grades.

Materials

• Index cards for each student

• Chart paper and markers (to write the prompts for Steps 2 and 3) or white board/ chalkboard

• Student report cards

Procedures

1. Hand out index cards. Introduce the activity by telling students they will be looking at their grades and reflecting on their academic work this grading period.

2. Ask students to review their grades and think about how they are doing in each of their classes. Have students think about the following questions and jot down their ideas on one side of their index card.

• How satisfied am I with my grades at this point?

• How much attention and effort have I been giving to each of my assignments?

• If I have a lower grade than I want, have I talked to anyone about it? If not, why not?

If so, who did I talk to? Should I have talked to someone else too? Who?

3. Ask students to think about the following questions and jot down their ideas on the other side of the index card. Remind students that there are many ways they can improve their performance other than just “studying more.”

• What am I willing to do to raise my grade?

• Who can I talk to who can help me with this?

4. After all students have finished writing, divide the class into groups of four. Have the small group go around and have each student share an idea from each side of their card. Allow students a few moments to decide what they will share. Members of the group take turns sharing until everyone has had a turn. Encourage students to make only general comments about their grades and not to disclose any specific grades. Provides students with some examples of what they could say: “ I am not happy with my grade in Geometry and I want a higher grade.”



4 Activity adopted from the “The Family Advocate System Guided” (2004), by The Institute for Research and Reform in Education

5. As a class, review the issues covered and discussed. Have each group share a few of their ideas with the whole class. Through this process of sharing, students will have the opportunity to support each other and establish common ground with their experiences. You can chart their answers.


1. Which ideas shared by your classmates sounded really good to you? Do you think you can use those ideas to improve your grades?

2. Who can you reach out to who can help you throughout the rest of the mester or semester or school year? Pick someone who can help support you emotionally (ie: by motivating you and keeping you on track) or academically (ie: by tutoring you or can check your work).

3. What can your homeroom classmates do to support each other?

Extension - You can extend the time for groups have to work together by giving each group a piece of chart paper and a set of markers. As a group, have students create a list or diagram illustrating the strategies they shared.



Study Strategies: Taking StockObjective

To help students learn about a variety of effective study skills and incorporate some of them into their own study habits. Students will take stock of the strategies they currently use to study and fill-out a questionnaire on the effectiveness of their personal study habits.

Materials

• Post-its or small scraps of paper, at least 3 per student• Student Handouts: “Taking Stock: How effectively do you study?” (Part I and II) and

“Effective Strategies for Effective Studying”• Chart paper and markers or your white board or chalkboard

Create four blank charts for Step 4 below or create four columns on the board, each with one of the following titles:

1. Group A: Myself2. Group B: My Environment3. Group C: My Books and School Materials4. “Ineffective Study Habits.”

Procedures

1. Explain to students that today’s lesson is about effective study habits. Put students into three groups A, B, and C.

2. Pass out post-its (or small scrap paper pieces) to each group.

3. Instructions: “Depending on which group you are in, you will focus on a specific element of studying and write a different habit on each Post-it, good or bad.”

For example: “Group B will focus on what type of environment you study in-- Is it loud? Do you share space with others, are others watching TV or eating dinner, etc?)”

4. Have the following group descriptions on chart paper or on the board:

Group A: Write down study habits related to yourself, how you feel, how alert you are, how much energy or concentration you have when you study. Is how you feel related to the time of day? When are you most productive and better able to study?

Group B: Write down habits related to your environment, like your room, the TV, IPOD, noises. How neat is the area? Who else is around? Where you do your homework? What does it sound like, look like, feel like?

Group C: Write down habits that involve the way you use your books and other school materials. Do you have access to a computer? Where are your supplies? What do you do with your supplies? Do you take notes, mark your books, use post-its?



5. When you have finished writing, get up and put your post-its on the chart that has your group’s assignment and then sit-down:

• Group A: Myself

• Group B: My Environment

• Group C: My Books & School Materials

Take your seat as soon as you post your notes.

6. When everyone is seated again, or after about 5 minutes, call time. Ask for a volunteer from Group A to read aloud the post-its on their chart, while students in Groups B and C actively listen. Have the rest of the students give a “thumbs up” for each study habit they think is a good one. If a habit doesn’t get a thumbs up, move it to the fourth chart titled “Un-helpful or Ineffective Study Habits.” Interject comments about which habits are helpful or unhelpful, based on information on the student handout.

Repeat this process with Groups B and C. When you are finished you should have three charts of effective strategies and one of “unhelpful strategies.”

7. Distribute the student handout, “How Effectively Do You Study?” Go over the directions with the students and have them take the self-assessment. When all students have finished, have them score their own self-assessment. Ask students if they are surprised by their score and why.

8. Distribute the student handout, “Effective Strategies for Effective Studying.” Review key points with the class.

Reflection Activity

Close the activity by asking for volunteers to complete one of the following sentences:

I’m going to practice better study skills by …

The one bad study habit I will work on breaking is…

Recommendation: You can suggest that the group choose one strategy per month that they will practice. If possible, have the group pick one and get started!


1. What have you learned about your study skills?

2. What changes can you make in your study habits?

3. What ideas do you think you might use to improve your study skills?

4. What can you change about yourself, your environment, and how you use your supplies to improve your studying?



Student Handout: How Effectively Do I Study? Part I (for “Study

Strategies: Taking Stock”)

Follow the directions below to complete the self-assessment and find out how effectively you study.

Part I

Answer the statements below according to your current study habits. This is a list of questions to see how you study, not how you would like to study. Be honest with your answers, this exercise is meant to help you improve your study skills. Mark each statement as YES or NO.

1. ___Y ___N I spend too much time studying for what I am learning.

2. ___Y ___N I usually spend hours cramming the night before a test or exam.

3. ___Y ___N I usually try to study with the radio and TV on.

4. ___Y ___N I can’t sit and study for long periods of time without becoming tired or distracted.

5. ___Y ___N When I’m in class, I usually doodle, daydream, or fall asleep.

6. ___Y ___N My class notes are sometimes difficult to understand later.

7. ___Y ___N I don’t review my class notes periodically to prepare for tests.

8. ___Y ___N When I get to the end of a chapter, I can’t remember what I’ve just read.

9. ___Y ___N I often find myself getting lost in the details of reading and have trouble identifying the main ideas.

10. ___Y ___N I don’t know how to pick out what is important in the text.

Part I: Scoring

Look back through the questions and divide the quiz into the following categories:

‣ Time Scheduling - #1 and 2

‣ Concentration - #3, 4, and 5

‣ Listening and Note Taking - # 6 and 7

‣ Reading - #8, 9, and 10

In any category where you answered two or more statements with a “yes,” this is considered a study habit you need to improve.

In any category where you answered one “yes” or less, you are probably already proficient in this area. However, this is a skill you want to continue to practice on.



Student Handout: How Effectively Do I Study? Part II (for “Study Strategies: Taking Stock”)

Follow the directions below to complete the self-assessment and find out how effectively you study.

Part II

Rank your study skills from 1 to 10 (1= I don’t do this at all to 10 = I do this very well). Read each statement carefully and answer honestly.

1. ______ Manage my time to meet my school, job, and social (friends) needs.

2. ______ Motivate myself to study.

3. ______ Stay alert and focused during classes.

4. ______ Take class notes that are complete, clear, and useful.

5. ______ Understand how I learn best.

6. ______ Use a variety of strategies to remember information.

7. ______ Differentiate between essential and non-essential information in class and in my textbook.

8. ______ Study information so that I understand and remember it for tests.

9. ______ Take tests in an efficient and organized way.

10. ______ Stay on top of my class-work.

Part II: Scoring

Add up your total points. Total points possible are 100. Your total score is your study habit percentage.

If your study habit percentage is less than 80%, please take the time to learn and practice more effective study habits and strategies.

If your percentage is greater than 80%, choose a few of your lowest areas and focus on those habits and strategies for the next few months.



Student Handout : Effective Strategies for Effective Studying (for “Study Strategies: Taking Stock”)Each of us has our own unique style of learning. Below is a list of general strategies considered to be effective for most styles. Some strategies will be much more effective for you than others. In order to determine which ones work best for you, think about and try them all. Sometimes a strategy that does not seem very effective at the moment can work well if you practice.

Notebooks - You study better when you have everything you need in one place. Use notebooks with dividers to keep your notes, worksheets and review sheets organized.

Assignments - You need to stay on top of what is happening in your classes to do well in school. Write all of your homework assignments and dates for quizzes and tests in one place like in your agenda book or class notebook.

Designated School Time - Get a jump-start on studying so you do not wait until the night before an exam. Designate a certain amount of time every afternoon or evening for schoolwork. Aim for at least one hour per day and mark it on your calendar. If you don’t have homework on a particular night, review class notes and worksheets during your study time.

Designated Study Space - Designate an area of your home, or at the library, where you can study without constant interruptions or distractions. If it is your room, make a “Studying – Do Not Disturb” sign for your door. Be sure to turn off distracting music or television, but instrumental music (without lyrics) often helps some people study.

Supplies - Make sure you have all the supplies you need before settling down to study. Things like your agenda book, class notebook, pencil, paper, textbook, calculator, dictionary, computer, etc.

Mood - Create a positive mood before you begin studying. Think of studying as practice, much like you have to practice for a sport or fine art. Do not go into studying if you are in a bad mood- your time spent will not be nearly as effective.

Focus - Before beginning, focus on the task at hand. Think about the objectives you will be covering and determine a few general strategies you will use to accomplish those objectives.

Time - Study in chunks of time between 20-50 minutes each. Between each chunk, take a brief break (5-10 minutes) to clear your head, switch to another topic, get a drink and snack, or stretch.

Stop Time - Set a stop time for studying. This gives you a goal to look forward to and encourages effective use of your study time.

Active Study - Ask yourself questions, discuss what you need to know with a classmate, ask the teacher the next day about concepts you did not fully understand. The more active you become in your learning, the more you will learn.

Continuous Study - Spend 30 minutes each day leading up to a test preparing for it. Continuous study enables you to comprehend the material and makes it easier to recall the information.

Charts and Diagrams - Pay close attention to any chart or diagram given to you by the teacher or in your textbook. Often charts and diagrams are a concise summary of the information you need to know.

Association - When doing homework or reviewing, continuously try to make connections between what you are currently learning and what you already know. Making this connection allows for easier recall.

Class Notes - Try to keep notes as accurately as possible for review later. Compare your notes with classmates to ensure you did not miss vital information.

Study Notes - Keep a running list of questions you have and concepts you do not fully understand. You can then take your notes to school and ask classmates and the teacher to explain what was not clear.

Incentives and Rewards - Create incentives for yourself for completing your tasks. This might include calling friends, having a special snack, listening to a CD, playing a video game, seeing a movie, etc.



College Knowledge BINGOObjective

To provide students with frequently used vocabulary college terms and establish a foundational understanding for college access.

Materials

• Student Handouts: “College Bingo Terms” and “College Knowledge Bingo”

• Pen or pencil

Procedures

1. Pass out the “College Bingo Terms” sheet and review each of the terms with students to help clarify the definitions with examples.

2. Give students additional time to practice memorizing the key terms with a partner. Students can pair up and quiz each other on their knowledge of key terms.

3. Pass out the “College Knowledge Bingo” handout and ask them to fill in the 24 boxes with the key terms.

4. Once students are ready to begin playing BINGO, teacher calls out the definition of the terms without stating the key term. Do not allow students to look at the definitions of the terms while playing so that they are forced to recall their college knowledge vocabulary. You may want to reward the winner of BINGO with additional class points or prize.


1. List at least three key terms you memorized as a result of playing this round of BINGO.

2. What is the difference between a college and a university?

3. What does A-G mean? Can you explain each part?

MAHS HOMEROOM RESOURCE GUIDE COLLEGE & CAREER PLANNING


Student Handout: College Bingo Terms (for “College Knowledge Bingo)A-G Courses - 15 high school courses needed to be eligible to attend a university within the Cal State system or the UC system. Students must earn at least a C in each of these courses to be eligible to attend a Cal State or UC.

Advanced Placement (AP) - College level courses offered in high school where an exam is given at the completion of the course. By taking these courses, you can earn college credits while still in high school.

Associate’s Degree - A degree earned after 2 years of study, usually awarded at a community college.

Bachelor’s Degree - A degree earned after 4 years of study at a college or university.

Cal State system - There are 46 California colleges in this large university system, including local universities in Long Beach, Dominguez Hills, and Northridge. Students must pass all their A-G requirements to be eligible for these colleges.

College - A four year learning institution that offers a Bachelor of Arts or Bachelor of Science degree.

College & Career Center - A place on campus where you can find college counselors and resources that can help guide you in your college and career research.

College Counselor - A qualified expert who can give you advise and guidance about college.

College Rep - A term that often refers to a person that represents a certain college, especially during college fairs.

College Fair - An event that takes place a few times a year where various colleges and universities come visit your high school to give you an opportunity to ask questions and find out more about their programs.

Community College - Attending this type of college is an alternative to going directly to a four-year institution. Students can begin their college career here and then transfer to a four-year college or university if they wish.

California High School Exit Exam (CAHSEE) - An exam that students must pass in order to receive their high school diploma. The exam consists of an English-language arts portion and a mathematics portion.

Extracurricular Activities - Opportunities outside of normal course work such as sports, drama, music, yearbook and leadership. Colleges are interested in students that participate in these in addition to their normal course work.

Grade Point Average (GPA) - A measure on a scale of 0 to 4 of achievement often looked at by colleges when deciding whether or not to admit a student.

Major- Your chosen field of study in college. For example, students can major in business, English, or science.

Master’s Degree - A degree earned by attending a graduate school. One must already possess a Bachelor’s degree.

Private University - University that receives no government funding, thus charges high tuition prices to its students.

Public University - University that receives government funding, thus is able to charge lower tuition prices.

SAT- A college entrance exam that measures skills that you need to do college-level work in any academic area. The test is divided into critical reading, mathematics, and writing sections. The test is required for admittance at most 4-year schools.

Senior Portfolio - A collection of information that shows your progress and accomplishments during high school. All 12th graders are required to complete it their senior year in order to graduate.

Tuition - The amount paid for each credit hour of enrollment. This charge does not include the cost of books, fees, or room and board. These college fees depend on such factors as resident or out-of-state status, number of classes enrolled in, and whether the institution is publicly or privately financed.

Teacher to Student Ratio - A phrase that describes how many students are assigned per teacher to determine the class size.

UC system - There are 10 universities in this smaller California system, including universities in L.A., San Diego, and Berkeley. Students must pass all their A-G requirements to be eligible for these colleges.

University - A learning institution that offers a variety of degrees for undergraduate and graduate students.



College Knowledge Bingo

Test your college knowledge and be the first to get five in a row, column or diagonal!

B I N G O

Go For College Free Space

Each of these terms should be written in one box. Each term should only be used once.

Bachelor’s degree SAT university public university major CAHSEE C&C center Associate’s degree private university A-G courses College counselor AP courses Cal State system UC system College Rep Senior portfolio grade point average community college tuition extracurricular activities Master’s degree College College fair teacher to student ratio



Name ____________________________________________________________

Extra-Curricular Activity LogObjective

Students will understand the importance of tracking all of their extra-curricular activities during their high school career in order to facilitate the college application process their senior year. Students will learn to use an organizational tool to help them keep track of their extra-curricular activities.

Materials

• Student Handouts: “Brainstorm Circle Map” and “My School Activities Log”

• Pen or pencil

Procedures

1. Students will be given handout “Brainstorm Circle Map” where they will be asked to recall all the after-school activities they did last month. Give students only three minutes to complete this recall activity. The point of this activity is for students to realize how difficult it is to remember many of the activities they are involved in.

2. Teacher will explain that the college application process involves recalling all their extra-curricular activities from all four years of high school. Beside academic potential, colleges look for individuals that are well-rounded. Students need to carefully record all of their activities and make a conscious effort to be involved.

3. Students will get a copy of “My School Activities Log” that will serve as an organizational tool to keep track of their extra-curricular activities. Teacher should encourage students to save this file on a thumb drive.


1. Beside academic achievement, what are some other things that colleges look for from college applicants? Why?

2. What are some extra-curricular activities that you would like to be involved in through the next four years? List at least two per grade level.

3. Where will you keep this record of activities filed? How often will you update it?



Student Handout: Brainstorm Circle Map (for “Extra-Curricular Activity Log”)

Use this Circle Map to brainstorm all the extra-curricular activities you have been a part of this month. Write-in the name of the month in the inner circle. List some activities you were involved in after-school this month (see examples).



This month:

______________

Basketball practice twice a week

Band practice

Student Handout: My School Activities Log (1 of 2) (for “Extra-Curricular Activity Log”)

List all of the activities under the correct category you participate during your high school career. Be sure to indicate how long you participated in each activity.

Name: _______________________________________________________________________

School Activities Indicate grade level(s) for

each activity

9 10 11 12

Student government (including title of offices held)

Organizations (school clubs, etc.)

Creative and Practical Arts (photography, band, journalism, choir, drama, creative writing, publications, etc.

Athletics

School Spirit (cheerleading, committees, etc.)

Academic recognition (awards, honors, Science Fair, etc.)



Student Handout: My Extra-Curricular Activities Log (2 of 2) (for “Extra-Curricular Activity Log”)

List all of the activities under the correct category you participate during your high school career. Be sure to indicate how long you participated in each activity.

Name: _______________________________________________________________________

Community Activities Indicate grade level(s) for

each activity

9 10 11 12

Clubs and organizations (junior theater, church groups, etc.)

Organized sports

Volunteer Work

Awards, honors, and other achievements

Special talents (playing a musical instrument, singing, dancing, photography, drawing, writing, etc.)

Work Experience (Note: job title, company, supervisor, hours worked/week, special skills required)



Choosing Majors & CareersObjective

To get students to begin thinking about possible careers and their related majors.

Materials

• Student Handouts: “Always Known My Calling,” “Uncertain College Major Choices,” and “No Clue with Career Choices”

• Pen or pencil

Procedures

1. Teacher will take a quick class survey to help students choose a major or a career interest. When it comes to choosing a major, most students fall into one of the three categories: those who absolutely know what careers they want (group 1); those who think they know what they want (group 2); and those who absolutely have no clue (group 3). Provide your own personal testimony about what category you fell into when you started high school. If you are not comfortable sharing your own college and career choice journey, invite a guest to tell their story.

2. Depending on what category students fall into (groups 1, 2, or 3), provide appropriate handout to each student in order to differentiate instruction. Distribute each category of handouts in different locations in your classroom. Have students work in groups based on their group number to complete their handout.

3. Have students share out in their group before beginning their research. For example, someone in group 1 can share what their career passion is and how they knew.

4. You will need access to a computer lab in order to allow students to research some of the questions on the internet. Another option is to assign this as homework and then have students come back and share their findings with their small groups.


Group 1: What did you learn about your career choice that you did not know before you started your research?

Group 2: List at least three possible career choices that all relate to your current interests.

Group 3: What interests did you discover about yourself that might be related to a specific major or career?



Student Handout: Always Known My Calling- Group 1 (for “Choosing Majors and Careers”)

You are one of the rare and lucky individuals that has always known what you wanted to do with your future. When you were a young child, you announced that you were going to be a doctor and have never changed your mind from that choice. Most people who have a strong feeling about where they want to go have an easier time accomplishing their dream. Since you know what your ultimate career goal is, your next step is discovering all the different paths that will get you there.

Below are some questions to guide your research in helping you discover the different paths to your career choice:

1. What type of education level (high school diploma, college degree, advanced degree, etc.) is required for my career choice? How long does it take to achieve the required degree(s) generally?

2. If a college degree is required, what are some typical college majors that will help me gain the necessary knowledge to be successful in this career? List at least three colleges that offer these majors.

3. Does this career require a certificate or license? If so, do you have to pass any tests to attain that certificate or license?

4. Are you expected to continue your education and training once you enter into this career?

5. What special skills (writing, public speaking, technology, etc.) are required to do this job? What are some ways that I can develop some of these skills?



Student Handout: Uncertain College Major Choices- Group 2 (for “Choosing Majors and Careers”)

If you think you know what college major you want, but you are not sure or often change your mind, you are not alone. Many people have this dilemma. It is not necessary to have a specific direction chosen when you begin your college education. As a high school freshmen, it is just important to be open to new ideas and explore various areas related to your interests.

Use this Venn Diagram to compare and contrast the two college majors you are considering. Use the questions below to help you fill in each circle. You might discover a whole new major once you begin to see similarities in some majors.

1. Up until now, what has been the most interesting class you have taken? Why?

2. What are some possible areas of study that your current interest offers? For example, if you like science you might want to focus on a certain area such as astronomy, geology, oceanography, physics, or chemistry.

3. What colleges specialize in my interests?



Similarities

College Major 1: ___________________

College Major 2: ___________________

Student Handout: No Clue with Career Choices- Group 3 (for “Choosing Majors and Careers”)

Many students have absolutely no idea what careers they want in their futures. You don’t need to know right away in order to get ready for college. College is a time to learn and think, a time to value knowledge. Career choices come later. Many students change their minds several times before settling on a specific major. It’s important to use your time in high school to help you explore all your interests and identify which colleges best match your interests and learning style. Your high school and college career center offers many resources to help you figure out your strengths and interests. Learning more about yourself and what choices are out there, will help you discover a strong interest you didn’t know you had.

Below are some questions to guide your research in helping you discover the different paths to your career choice:

1. What do you like doing on your spare time?

2. What have teachers or people close to you always told you you were good at?

3. What do you believe you are really good at?

4. Based on the results of these questions, it is time to look into some possible careers and their related majors. Find out if any of the careers you research meet your current interests. You may begin by interviewing people who are in the career you think you might be interested in. The more people you talk to about their careers, the more you’ll know about what you want to major in. Don’t forget to ask them where they went to college and what their major was.



The Four-Year PlanObjective

To provide students the opportunity to create and then update their individualized four-year plan. Students will also be able to evaluate their academic progress and adjust it if needed.

Materials

• Student Handouts: “High School Individualized Graduation Plan” and ” A-G and High School Requirements”

• Pen or pencil

• You may want to have a school counselor come in during this activity to offer help or even guide the activity

Procedures

1. Give students the two handouts.

2. Review the high school and A-G requirements with the students. Explain to them that they should plan for their core subjects first, then their electives.

3. The teacher and/or counselor should walk around offering help on the spot for questions that should arise as they are completing the plan.


1. What have you learned from completing this activity?

2. Do you have new concerns?

3. What are AP classes? Did you plan to take any AP classes in the next four years? Why would you want to take AP classes?

4. Are there any classes you are looking forward to? Why?

5. What happens if you fail a class? What happens if you earn a “D” in a class? Is there room in your plan for making up classes if you had to?



Nam

e _

______________________________________!

C

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!

Date

Com

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_________________

UC

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23

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9

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“A”

2 y

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His

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So

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30

“B”

4 y

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Eng

lish/

Lang

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40

“C”

3 y

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Math

em

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20

“D”

2 y

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Fo

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Phys

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Health

5

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Inte

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Cre

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Student Handout: High School Individualized Graduation Plan (for “The Four-Year Plan”)



Nam

e _

______________________________________!

Curr

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Gra

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___________!

!

Date

Com

ple

ted _

_________________

UC

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r I

I

Meste

r 1

/

Meste

r 2

Gra

de

12

Se

me

ste

r I

Meste

r 1

/ M

este

r 2

Gra

de

12

Se

me

ste

r I

I

Meste

r 1

/ M

este

r 2

“A”

2 y

rs.

His

tory

/

So

cia

l Scie

nce

30

“B”

4 y

rs.

Eng

lish/

Lang

uag

e A

rts

40

“C”

3 y

rs.

/4 r

ec.

Math

em

atics

20

“D”

2 y

rs.

/3 r

ec.

Scie

nce

20

“E”

2 y

rs.

/4 r

ec.

Fo

reig

n L

ang

uag

e

“F”

1 y

r.

Vis

ual/

Perf

orm

ing

Art

s

10

“G”

1 y

r. o

r m

ore

Oth

er

Ele

ctive

s

70

Phys

ical E

ducatio

n

20

Health

5

Life

Skills

5

Ap

plie

d T

echno

log

y

10

Inte

rvention &

Oth

er

Cre

dits

Manual A

rts H

igh S

chool In

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idualize

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SUBJECTS HIGH SCHOOL

GRADUATION

Grades 9 – 12 230 credits needed to

graduate

UNIVERSITY OF

CALIFORNIA

“A-G” RequirementsGrades of C or better

CALIFORNIA

STATE

UNIVERSITY

“A-G” Requirements Grades of C or better

PRIVATE

COLLEGES Grades of C or better

COMMUNITY

COLLEGES

Social Studies “A” Requirement

30 credits: World History AB

US History AB

Principles of American

Democracy

Economics

2 years

World History,

US History, or

Principles of

American Democracy

2 years

World History,

US History, or


Democracy

World History,

US History,

Principles of

American Democracy

& college preparatory

electives

recommended

English “B” Requirement

40 credits: English 9, English 10

11th grade American

Lit & Contemp. Comp.

12th grade Composition

and an English elective

4 years college

preparatory English

4 years college

preparatory English

4 years college

preparatory English

Mathematics “C” Requirement

20 credits college

preparatory math:

Alg.1 & Geometry or

Adv. Applied Math or

Algebra 2

3 years:

Algebra 1, Geometry,

Algebra 2

more is recommended

3 years:


Algebra 2

more is recommended

college

preparatory math

each year

Lab Science “D” Requirement

20 credits total 10 credits biological

science (Biology)

10 credits physical sci.

(Chemistry or Physics)

2 years lab science,

more is recommended

(taking Int/Coor Sci.

1,2,& 3 meets college

prep. science req.)

2 years lab science



prep. science req.)

3 to 4 years

lab science

World

Languages “E” Requirement* !

2 years same world

language

more is recommended

2 years same world

language

3 to 4 years world

language is

recommended

Visual/Performing

Arts “F” Requirement

10 credits visual/perform arts

1 year course of visual

and performing arts


and performing arts

visual & performing

arts courses can count

as electives

Electives “G” Requirement

70 credits

1 year or more of

advanced courses in

math, arts, English,

lab science (Int/Coor

Sci 1 meets elective

requirement), world

language, or social

sciences

1 year of advanced

courses in math, arts,

English, lab science

(Int/Coor Sci 1 meets

elective requirement),

world language, or

social sciences

college

preparatory

electives in the

subject area of interest

No subject

requirements.

18 years old

or

high school graduate

or

high school

proficiency

test certificate

Students are most

successful when they

continue to take the

college preparatory

courses suggested

for each semester

Applied Technology 10 credits

Physical Ed. 20 credits None None None None

Health 5 credits None None None None

Life Skills 5 credits None None None None

Total Credits needed

to graduate

230 credits

Additional

Graduation

Non-course

Requirements

1. Computer Literacy

2. Career Pathway

3. Service Learning

Assessments California High School

Exit Exam

(CAHSEE)

SAT Reasoning Test

or ACT plus ACT

Writing

SAT Subject Tests

Analytical Writing

Placement Exam

(Subject A)

SAT Reasoning Test

or ACT

Placement exams in

English EPT and math

ELM

SAT Reasoning Test

or ACT and

SAT Subject Tests are

required for some

colleges

Placement exams for

English,

mathematics and

chemistry

* E Requirement may be met by evaluation of foreign transcripts, examination and/or assessment of proficiency in Language Other Then English.

For additional information regarding graduation requirements, college admission requirements, testing, financial aid, and general announcements, go to the LAUSD

College Connection web site at http://www.lausd.k12.ca.us/lausd/offices/senior_high_programs

Student Handout: A-G & High School Requirements (for “Four-Year Plan”)



10th Grade

Test Preparation 10th Grade Activities

Test-Taking StrategiesObjective

To help students understand what test taking strategies are and how strategies can help improve their test scores. Students will learn strategies to overcome testing anxiety and become more confident when taking tests.

Materials

• Student Handouts: “Strategies for Success on Tests”

• Pen or pencil

• Chart paper, white board, or chalkboard (optional)

Procedures

1. Open the lesson with a Think-Pair-Share. Ask students how they feel when they hear the word ‘test’. Encourage them to discuss with a partner what feelings come up when they are told there will be a test in their class. Are the feelings different if it is a state or standardized test? After students have had about a minute to discuss their feelings about tests with a partner, ask pairs of students to share out. List the student responses on the chart paper or board for the class to see.

2. Once the pairs have shared how they feel when they hear the word ‘test’, ask students to share what they do to help make their testing experience positive. Ask how they prepare for tests. The goal of this questioning is to enhance students awareness of the test taking strategies they already use. Students should be able to verbalize these strategies. If these strategies could be used to overcome test anxiety feelings, please list them next to previous responses about their feelings toward tests, this will help students see what strategies will help minimize stress related to test taking.

3. Handout “Strategies for Success on Tests”’ to students. Read the strategies together as a class. Review the feelings associated with test taking and ask students to analyze which strategies would most be helpful in creating positive feelings about test taking. Encourage students to use both strategies that can be used in the days leading up to exams (before) and during the test.

4. After the activity is completed as a class, each student should identify the test taking strategies that they will use for future tests.


1. Why is it important to stay relaxed during a test?

2. How would you use strategies differently when a test is timed versus not timed?

3. Could you use these test taking strategies in other areas of your life? Students may see the value in using these strategies for driver’s test, job placement test, etc.

MAHS HOMEROOM RESOURCE GUIDE TEST PREPARATION


Student Handout: “Strategies for Success on Tests” (for “Test-Taking Strategies”)

Before Taking the Test:

• Exercise before the test to help reduce stress

• Get a good night’s sleep

• Eat a warm, healthy breakfast

• Show up early so you won’t have to worry about being late

• Try to keep a good attitude while preparing for the test and during the test

• Plan to bring at least 2 pencils with good erasers

• Bring a watch to the test so that you can better pace yourself (silent watches only)

During the Test:

• Keep a positive attitude throughout the whole test and try to stay relaxed. If you start to feel nervous take a few deep breaths to relax and then get back to work.

• Read the directions slowly and carefully.

• If you don’t understand the directions on the test, ask the teacher to explain it to you.

• Skim through the test so that you have a good idea how to pace yourself.

• Write down important formulas, facts, definitions and/or keywords in the margin first so you don’t worry about forgetting them.

• Do the simple questions first to help build up your confidence for the harder questions.

• Don’t worry about how fast other people finish their test; just concentrate on your own test.

• Always read the whole question carefully. Don’t make assumptions about what the question might be. Read the entire question and look for keywords.

• If you have time left when you are finished, look over your test. Proofread your essay and/or short answer questions.

• Narrow down multiple choice questions. The likelihood of the same letter being the answer more than three times in a row is very low. Answers such as ‘all of the above’ or ‘none of the above’ are generally sparingly correct.

• Some say, “When in doubt, Charlie out” - whenever guessing the answer to an unfamiliar question, the most likely response is ‘C’, or the longest answer is ‘C’...it is better to guess than leave an answer blank, you will have 25% chance of getting it right through guessing, but a 100% chance of losing credit for not answering at all.



CAHSEE PreparationObjective

To help 10th grade students become familiar with the CAHSEE.

Materials

• Student Handout: “CAHSEE- What do you know?”

• Teacher Handout: “CAHSEE Quiz Answer Sheet”

• Pen or pencil

Procedures

1. Distribute the student handout “CAHSEE: What do you know?” to the class. Allow students to complete the questionnaire.

2. Discuss the answers to the quiz and encourage students to ask questions regarding CAHSEE.

3. After discussing the questions and answers, ask students to complete a quick write or short essay about the importance of passing CAHSEE. Students can discuss the importance of CAHSEE as if they are addressing a group of 9th or 10th graders.


1. How can you prepare for CAHSEE at MAHS?

2. Why should students be serious about doing well on the CAHSEE?

3. How is the CAHSEE different from CST and PSAT?



Student Handout: CAHSEE- What do you know? (for “CAHSEE Preparation”)

1. What does CAHSEE stand for?

(a) Cathy, Amber, Hasaan and Susie, Exit Exam(b) California High School Easy Exam(c) California Honors Exit Exam(d) California High School Exit Exam

2. What is a passing score on the CAHSEE?

(a) 350 on each section(b) 700(c) 1500 overall(d) None of the above

3. How many sections is the CAHSEE test and what are they?

(a) 3 sections: Reading, writing, and spelling(b) 2 sections: English Language Arts and Mathematics(c) 4 sections: English, Math, Science and Social Studies(d) 2 sections: Math and Science

4. In which languages can students take the CAHSEE test?

(a) English and Spanish(b) English(c) Spanish, French, and English(d) All of the above

5. Does Manual Arts High School offer CAHSEE Test Prep classes?

(a) Yes, during Saturday Academy(b) No(c) Yes, but only 12th graders can go(d) No, you have to go to the Manual Arts adult school

6. Can 10th graders take a CAHSEE prep class at MAHS?

(a) Yes, 10th graders can take test-taking strategies(b) No, because there aren’t any CAHSEE prep classes at MAHS(c) I don’t know(d) No, only at the adult school



7. How many opportunities do students have to pass the CAHSEE?

(a) One(b) Two(c) Three(d) None of the above

8. What type of questions are on the CAHSEE?

(a) Multiple-choice and fill in the blank(b) Multiple-choice English and math only(c) Multiple-choice and essay(d) Multiple-choice and short answer

9. Is essay writing a part of the CAHSEE?

(a) Yes(b) No(c) Only on some CAHSEE tests, the test makers try to make it harder for some students(d) All of the above

10. What 3 strategies could be helpful to you while taking the CAHSEE?

(a) Relax, be on time to school, eat a healthy breakfast(b) Read the directions, read the questions completely, write down important formulas, facts,

definitions, and keywords in the margin of test booklets so you don’t forget them while taking the test

(c) Proofread your essay and don’t get distracted by others who may finish before you(d) All of the above



Teacher Resource: CAHSEE Quiz Answer Sheet ((for “CAHSEE Preparation”)

1. What does CAHSEE stand for?

(d) California High School Exit Exam

CAHSEE is a test that all high school students are required to pass in order to receive a high school diploma in the state of California.

2. What is a passing score on the CAHSEE?

(a) 350 on each section

A minimum passing score is 350 on each test.

3. How many sections is the CAHSEE test and what are they?

(d) 2 sections: English Language Arts and Mathematics

The English portion includes: multiple choice questions and a short essay written by the student. The Math portion includes all multiple choice questions.

4. In which languages can students take the CAHSEE test ?

(b) English

Although all students must take the CAHSEE in order to get a high school diploma, the test is only administered in English.

5. Does Manual Arts high school offer CAHSEE test prep classes?

(a) Yes, during Saturday Academy

Saturday Academy is available for all students. The focus for 10th graders is on building skills in English Language Arts and Mathematics. 11th and 12th graders have more specific CAHSEE prep lessons.

6. Can 10th graders take a CAHSEE prep class at MAHS?

(a) Yes, 10th graders can take test-taking strategies

Tenth graders can sign up for the CAHSEE prep class that meets on Saturdays. These students would work on building test taking skills in English Language Arts and Mathematics. Students are encouraged to talk with the Beyond the Bell coordinator and their counselor to enroll in Saturday Academy.



7. How many opportunities do students have to pass the CAHSEE?

(d) None of the above

Students take the CAHSEE once in 10th grade, if they pass the test they do not take it again. If students do not pass the test, they are able to take CAHSEE twice in 11th grade. Once a student is in 12th grade they may take the test as many times as they would like, however in order to walk the stage, they must pass the test before the May test date because the May test scores will not be available by the June graduation. After a student’s 12th grade school year, if the student still has not passed the CAHSEE, that student can return to MAHS to test with the current students in efforts to pass the CAHSEE.

8. What type of questions are on the CAHSEE?

(c) Multiple-choice and essay

The English portion includes multiple choice questions and a short essay written by the student. The multiple choice questions encompass reading for information, literary reading, grammar and vocabulary.

The Math portion is completely multiple choice questions. It covers high school math basics: adding, subtraction, multiplying and dividing, some geometry and Algebra 1.

9. Is essay writing a part of the CAHSEE?

a) Yes

The essay is worth 18 of the total 90 points on the ELA portion of the exam, i.e. 20%. Putting in the work on the essay is very important to the overall score. Students could earn 3 to 4 points by staying on topic, while including a thesis and specific examples.

10. What 3 strategies could be helpful to you while taking the CAHSEE?

d) All of the above

The use of strategies can help improve student’s scores on tests. Discuss test taking strategies with students and how using strategies can help students improve test scores. Teachers may reference the ‘Test Taking Strategies: Best Test Taking Strategies” handout.



CST and MeObjective

To have student develop a better understanding of what the California Standards Tests (CSTs) are and clearly understand the importance of doing well on the exams.

Materials

• Teacher Handout: “CST Test Preparation”

• Pen or pencil

• Chart paper (optional) or the white board/ chalkboard

Procedures

1. Open lesson with a quick write question: “List at least 3 tests that you will take during your life. What can you gain by doing well on these tests? Explain.” After 5 minutes, ask students to share their response with a partner. Students can then share one of their partner’s responses with the whole class by writing it on the board or chart paper.

2. Teacher can explain how the CST is different from CAHSEE, PSAT, and SAT with an emphasis on how the CST results directly benefits students. It’s important to explain the five achievement levels: Far Below Basic, Below Basic, Basic, Proficient, and Advanced. Make sure students know the exact date for their tests (given their track schedule).

3. Pass out students’ CST score results from the previous year to each student (see notes on how to access information using the MyData application). It’s important to preface the conversation about their scores with the fact that many students have been able to move up in performance level once they know their scores and set new goals based on them.

4. Students can create their CST annual goals to reflect on where they’re at and where they want to be next year.

Discussion Questions

1. What are the benefits of doing well on the CST for me and my school?

2. How is the CST different from the CAHSEE and the PSAT?

3. What is your CST goal in Math & ELA next year?



Teacher Resource: CST Test Preparation (for “CST and Me”)

What are the CSTs?

‣California Standards Tests are a series of exams that evaluate students’ understanding of concepts related to Social Studies, Science, Math, and English Language Arts.

‣ These tests assess how much a student has learned and how well a teacher/school has taught them.

‣ The CSTs are based on subject-matter standards and are mostly multiple choice.

‣ The scores fall into five different performance levels: Advanced, Proficient, Basic, Below Basic, Far Below Basic.

‣ The goal is for students to score Advanced or Proficient and move one level up each year they take the test.

Benefits for Individual Students

‣ The CSTs are preparation for other major tests, like the CAHSEE, ACT, PSAT, & SAT and other standardized tests given in different careers.

‣ The CSTs are a place where students can show what they have learned during this school year.

‣ Students can increase their own CST scores from last year and set new personal goals.

Benefits for School

‣ Strong CST scores helps raise Manual Arts’ Academic Performance Index (API), which is a ranking that schools are evaluated in comparison with other schools.

‣ Strong CST scores (and API scores) make our high school a high achieving school and colleges will take our students more seriously.

‣ Schools with strong CST scores can offer more electives rather than test prep and can spend money more freely than schools with low test scores.



How to access students’ CST scores on MyData:

1. In your web browser’s address box type: http://mydata.lausd.net.

2. On the MyData page, click on the big button which says, “Click to login.”

3. Enter your LAUSD Single Sign-On (the same one your use for LAUSD email, ISIS, etc.)

4. Once you’re in the system, click on the “CST” tab.

5. At the top of the page, you can use the drop-down menu to change the test subject.

6. If you’d like to download a roster of students and their individual scores, just click on the test name in the content strand area.

7. You can download these rosters by scrolling down to the bottom of the page and clicking on “Download.” (Excel is the best for analyzing this info)



http://mydata.lausd.net

http://mydata.lausd.net

The PSAT ExamObjective

To help 10th grade students become familiar with the importance of the PSAT exam.

Materials

• Teacher Resource: “PSAT Facts”

• Pen or pencil

Procedures

1. Discuss the benefits of taking the PSAT for college bound 10th graders. Use the Teacher Resource: PSAT Facts to inform students.

2. Have the students list at least 5 important fact about the PSAT.


1. Why should 10th graders take the PSAT?

2. What are the other steps necessary to take in my 10th grade year to get to college?

3. How is the PSAT different from CST and CAHSEE?



Teacher Resource: PSAT Facts (for “The PSAT Exam”)

Take a Trial Run of the PSAT

Students should consider taking the PSAT in October of 10th grade. The benefits of taking the test

outweigh any consequences of doing poorly. Students can prepare for the PSAT and SAT before

the time to take it in their junior and senior years. The PSAT won't be part of the college

application, but it can make a big difference in the financial assistance students may be offered

after taking it in their junior year. Also, by taking the PSAT students will be able to assess what

areas they need to improve on before taking the SAT.

Does the PSAT Matter?

Question: Does the PSAT Matter? Should I Put Effort Into PSAT Preparation?

The PSAT is not used directly by colleges and universities when they make their college admissions

decisions. Your acceptance or rejection is much more dependent on the SAT or ACT. This doesn't

mean you shouldn't take the PSAT seriously.

Answer: The PSAT does matter. Here's why:

‣ Your scores on the PSAT are used for awarding many scholarships including about 8,200

National Merit Scholarships.

‣ If you are a National Merit finalist (or sometimes even a semi-finalist or commended student),

many corporations use this honor to award their own scholarships.

‣Hundreds of colleges guarantee additional Merit Scholarships to National Merit finalists.

‣Many colleges, in an effort to attract the best students and boost their reputations, offer

significant institutional grants (sometimes even free tuition) to National Merit finalists. National

Merit finalists are aggressively recruited by colleges.

‣ The PSAT is quite similar to the SAT, so the exam will give you a good indication of your level of

preparedness for the SAT. If you do poorly on the PSAT, this is a sign that you need to do some

meaningful preparation before taking the SAT.

‣ In the winter after you take the PSAT, colleges will probably begin sending unsolicited mail to you.

While much of this mail may end up in the recycling bin, it’s useful for seeing how different

colleges try to distinguish themselves. The college brochures also give you useful information for

figuring out which types of schools are of most interest to you, and which schools are most

interested in you.

‣ To reiterate the financial picture -- the combination of a National Merit Scholarship, corporate

scholarships, college scholarships, and college grants can add up to tens of thousands of dollars.



A Road Map for College Admissions Tests and Extracurricular ActivitiesObjective

To have students thinking ahead about other college entrance exams and requirements.

Materials

• Student Handout: “My College Road Map”

• Teacher Resource: “Sample College Road Map”

• Pen or pencil

Procedures

1. Discuss with students what is necessary for them as high school students. After a brief discussion discuss what 10th graders on the road to college can do to prepare for college.

2. Discuss the different college admissions tests that are necessary: PSAT, SAT, ACT, etc. (Get a current list of the exams and the dates they will be offered this school year from the college counselor.)

3. As a class, work with students to create a College Road Map for themselves including necessary tests and goals. (Note that some test dates are based according to track.)

4. Teachers should use the ‘Teacher Resource’ and information received from the college counselor to guide students in identifying their personal College Road Map.


1. What tests do you have to take this year? What can you do to prepare for them?

2. What extra-curricular activities are you involved in? What activities or clubs will you get involved in?

3. Why do you think it’s important to get involved in extracurricular activities?



My College Road MapSeptember:

October:

November:

December:

January:

February:



My College Road MapMarch:

April:

May:

June:

July:

August:



My College Road MapSAMPLE

September:

10 th grade school year - A-G classes: Geometry, Biology, Geography, English 10, Foreign Language, Visual Performance Arts (ex. drama, art)

October:

PSAT - all 10th grade MAHS students take the test

November:

Participate in after school tutoring/after school activities

Ex. Football

December:

January:


February:


Ex. Basketball



My College Road MapSAMPLE

March:

CAHSEE - all 10th grade students take this test

CST- C track 10th grade students take this test

April:


Ex. Basketball

May:

CST - A and B track 10th grade students take this test

AP (Advanced Placement) tests - students in all grades

June:

*VOLUNTEER - Hospital, Local Animal Shelter

Students need 80 hours to walk the stage, 10th graders can do 20 hours during their Sophomore year

July:

August:





Materials


• Pen or pencil

Procedures




















S Specific I will

M Measurable by


R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________










Materials



• Pen or pencil

Procedures














STEP 1


CLASSES9th GRADE

SEMESTER I9th GRADE

SEMESTER II10th GRADE SEMESTER I

10th GRADESEMESTER II

MESTER / MESTER 1 2

MESTER / MESTER 3 4

MESTER / MESTER 1 2

MESTER / MESTER 3 4

English

Math


Science

Foreign Language

Fine Arts

Applied Technology

Physical Education

Health

Other elective:

____________________Other elective:

________________







# of A’s x 4 = __________________________

# of B’s x 3 = __________________________

# of C’s x 2 = __________________________

# of D’s x 1 = __________________________

# of F’s x 0 = __________________________





STEP 5








Materials


Procedures




















S Specific I will

M Measurable by


R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________









Objective


Materials




Procedures














Essential Tools for StudyingObjective

To expose students to several examples of thinking maps and how they can be useful for studying.

Materials

• Student Handouts: :”Study Tools- Thinking Maps” (3 pages)

• Chart paper and markers or whiteboard/ chalkboard

Procedures

1. Ask students to think quietly for a minute about specific tools or strategies they have used to study. Tell the class about one of the tools you use to get them thinking in the right direction. Have the students call out their ideas. Write their ideas on the chart paper or board.

2. Once the list is finished, divide the class into four groups. Give each group copies of the Study Tools handout.

3. Assign a tool to each group, and explain that they will be the “experts” for that study tool; all members must know the concepts and be prepared to share. Allow students time to read the information and discuss as a group how they will explain it to their classmates.

4. Jigsaw Activity - Now form new groups with one student from each of the four prior groups. Each student will present information on the study tool that his/her group studied. The other three students will take notes as their group members share.

5. Once the Jigsaw activity is completed, bring the class back together. Ask students to think and talk about the reflection questions.


1. When have you used –or could have used– some of the study tools reviewed in this activity?

2. Which study tool did you like the most and why?



Student Handout: Study Tools- Thinking Maps 1 (for “Essential Tools for Studying”)

With a concept map, or thinking map, you take key words associated with a main idea and create a picture or diagram to show how they are related. Thinking maps can come in handy on a daily basis, whatever the subject. People frequently use thinking maps to take notes during a lecture or from a reading, prepare for a test or exam, or review material. These maps are also very helpful when brainstorming for an upcoming project, essay or paper.






Chapter 1: Introducing Thinking Maps Thinking Maps®: A Language for Learning

AN OVERVIEW OF ALL

The following examples provide a brief overview of the eight

Thinking Maps based on the topic of food.

The Circle Map is for Brainstorming

or Defining in Context.

essential for

survival

Is classified 8 our choices are into groups FOOD influenced by

for nutritional our cult.ure and purposes experiences

can be healthy or unhealthy

"What facts, details, or key information

do you know about food?"

The Double Bubble Map is for

Comparing and Contrasting.

"What are the similarities and

differences between an apple

and an orange?"

The Bubble Map is for Descr:ibing

using adjectives or adjective phrases.

"What adjectives would you use to

describe an orange?"

The Tree Map is for Classifying.

Nutrition Guidelines

I Meats and

Grains Vegetables Fruits Milk Beans

I I I 6 oz daily 3 cups daily

daily intact try to include should low-fat or fat

include at free choices least 3 oz.

whole grain

"How could you classify the different

food groups?"

"What are some details about each

group?"

THiNKiNG MAPS, INC.

© 2007 Ail Rights Reserved

18




Thinking Maps®: A Language for Learning Chapter 1: Introducing Thinking Maps

AN OVERVIEW OF ALL

The Brace Map is used for seeing the

structural analysis of Whole to Parts

relationships.

skin

flesh

Apple core {

seed pocket

seeds

stem

"What are the parts and subparts of an apple?"

The Flow Map is used for Sequencing.

Making a Salad

Wash Cut up a Tear lettuce lettuce and variety of and put in a

drain vegetables large bowl

Add seasonings

and dressing

"What are the steps you would follow in

order to make a salad?"

The Multi-Flow Map is used for analyzing

Cause and Effect relationships.

A balance of foods from

the food pyramid

More energy

...

Foods selected are A Meal is Stronger low in sugar, Healthy body fat, and salt

"What causes a meal to be healthy?"

"What is the impact of a healthy meal?"

The Bridge Map is used for

Seeing Analogies

are a good whole source of oranges

Relaling Fac lor vitamin C protein fiber

"What is the relationship between an orange

and vitamin C?

What other foods have similar nutritional

relationshi ps?"

THINKING MAPS, INC.

© 2007 All Rights Reserved

19

Vocabulary Tools Objective

Students will be able to practice breaking words apart by recognizing prefixes, suffixes, and root words. Vocabulary practice will help students recognize and understand new words when taking the CAHSEE, PSAT, and CST.

Materials

• Student Handout: “Prefixes and Suffixes”

• Pen or pencil

Procedures

1. Teachers can ask students to share with the class the definitions of prefix, suffix, and root word. Teachers are encouraged to elicit examples of these three categories. Ask the students the meaning of each prefix and suffix they listed.

2. Pass out the “Prefixes and Suffixes” handout. Students should complete the handout and the answers should be reviewed and discussed as a class.


1. Why is it important to recognize the prefix and suffix of a word?

2. How does understanding the meaning of a prefix and suffix help to understand the word?

3. What strategies can be used when you come across a new word?



Student Handout: Prefixes and Suffixes (for “Vocabulary Tools”)

WORD ROOT PREFIX SUFFIX MEANING

rewind wind re to turn or twist back or again

deregulate

dislike

like

nonessential

essential

preoccupied

reorganize

organize

illegal

preview

unbelievable

dangerous

happiness

wonderful

bicycle

tricycle

teacher

gently

students

subconsciously



An Edge on College AdmissionsObjective

Students will be able to identify what it takes to be competitive for college admission.

Materials

• Student Handout: “College Admission Criteria”

• Pen or pencil

Procedures

1. Assess student prior knowledge by asking students to brainstorm all the different criteria to be admitted into a four-year college. Call on students to give you their responses and write it on the board.

2. Give students a copy of the “College Admission Criteria” handout and explain that many students from different high schools are competing to get into some of the best colleges. Compare some of their earlier responses on the board with the information stated in this handout. Ask them, “What new information is here that we did not know earlier?”

3. Ask students to complete the handout in order to assess where they are right now and think about where they want to be by the time they complete their senior year.


1. What are the five areas of importance that you must monitor carefully in order to have a competitive edge when applying to college?

2. What does a college prep curriculum entail?

3. What extracurricular activities would you like to be involved in the next few years of high school?

4. If you had to pick a teacher right now to write you a recommendation for college, who would it be? What could you do in the next few years to develop a strong relationship with this teacher to ensure his/ her ability to write you a good recommendation.



Student Handout: College Admission Criteria (for “An Edge on College Admission”)



College Prep Curriculum

A college prep curriculum focuses on English, Math, Lab Science, History/Social Sciences, Foreign Language and Visual/Performing Arts (A-G requirements). A college prep curriculum also includes Advanced Placement (AP) classes which are college level courses offered in high school that can give you college credit.

* Are you a competitive student?

Are you on track to complete your A-G requirements? _____________________________________

List AP classes you have taken or plan to take: __________________________________________

___________________________________________________________________________________

GPA

A grade point average (GPA) is a measure on a scale of 0 to 4 of your academic achievement. You should aim to keep your GPA between a 3.0 (B) and 4.0 (A) average.


What is your GPA? ___________________________________________________________________

What is your GPA goal by the end of this academic year? __________________________________

Extracurricular Activities

Admissions officers are looking for “well rounded” students—people who not only do well in their course work but also show leadership, participation in extracurricular activities, and dedication to their communities. Examples of extracurricular activities include: community service, faith-based activities, work experience/internships, campus clubs, athletics, etc.


List extracurricular activities you are involved in: __________________________________________

__________________________________________________________________________________

Strong Test Scores

The SAT Reasoning Test, SAT Subject Tests and ACT are standardized tests used in the college admissions process to evaluate a student’s potential for success in college. Students should prepare for the SAT and ACT by taking the PSAT.


When will you take the PSAT? __________________________________________________________

When will you take the ACT or SAT? ____________________________________________________

How will you prepare for these tests? ____________________________________________________

____________________________________________________________________________________

Letters of Recommendation

Some colleges require letters of recommendation. When choosing whom to ask to write you a letter, consider someone you have a close and positive relationship with such as a teacher, counselor, coach, mentor etc. Keep an updated resume and a brag sheet that lists your accomplishments and activities/recognitions.


Whom would you ask to write you a letter of recommendation? _____________________________

Job Competitiveness Objective

Students will be introduced to three key components for being a strong candidate for a job: networking, writing a strong resume, and interviewing.

Materials

• Student Handout: “Three Keys to Being a Strong Candidate for a Job” (4 pages)

• Pen or pencil

Procedures

1. Share your own story about your first job. Tell students how old you were and why you chose that job to be your first. Tell them how prepared or unprepared you were for getting this job. Allow students to share their personal experiences if they have already started to work.

2. Give students a copy of the handout, “Three Keys to Being a Strong Candidate for a Job” and briefly review the three key components for attaining a competitive job. (Note: you may need to explain the difference between a competitive and non-competitive job by giving examples of each).

3. Allow students sufficient time to go through the handout with a partner. As they complete each section, have them share their answers with a partner and discuss their answers together.


1. What are three things you learned about the importance of networking?

2. What are two areas you must still develop to have a strong resume?

3. What are three things you learned about how to have a strong interview?



Student Handout: Three Keys to Being a Strong Candidate for a Job (for “Job Competitiveness”)

There are three keys to being a strong candidate for a job: Networking with the right people can help connect you to internship or career opportunities; writing a strong resume will catch the attention of potential employers; and interviewing well can secure you a job position.

Part 1: Networking

About 80% of available jobs are never advertised. Because organizations generally rely on word-of-mouth to find new employees, networking is one of the most important tools you will ever use. The people you know can help connect you to internship and career opportunities.

Think about your own personal network and make a list of five people you know. Include family members, friends, neighbors, teachers, coaches, counselors and others.

1) _____________________________________________

2) _____________________________________________

3) _____________________________________________

4) _____________________________________________

5) _____________________________________________

Share with these people your potential career aspirations and ask them for suggestions about where you might get more information about these careers or about internship opportunities.

Networking Tips:

• Get involved in as many activities and opportunities as possible. Join clubs that include other people with the same interests. The more opportunities you get involved in, the larger the potential in growing your network.

• Take time to introduce yourself at social gatherings to a wide range of people. Ask for business cards and send follow up emails.

• Guest speakers who visit your class are a great networking contact. Ask speakers for their business card or contact information.



Part 2: Writing a Resume

A resume is a one- or two-page summary of your skills, accomplishments, experiences and education designed to capture an employer’s interest and get you an interview for the job. While there are many different templates that people use to create resumes, common fields include:

• Contact Information: Name, address, phone number, email address

• Objective: Concisely describes what kind of job or experience you are seeking

• Summary of Qualifications:

Write down three qualifications that would make you a great candidate for a job. (E.g., computer experience, ability to speak more than one language, etc. are all great things to include in your list of qualifications)

1) ____________________________________________________________________________

2) ____________________________________________________________________________

3) ____________________________________________________________________________

• Education: List the school(s) you have attended. Including your GPA is optional.

• Experience:

What experience have you had? Think about summer jobs, internships, volunteer work and school clubs/activities you are involved in. Also, include informal jobs you may have had such as babysitting family members. Write down 3 previous experiences and your responsibilities in these positions:

1) ____________________________________________________________________________

____________________________________________________________________________

2) ____________________________________________________________________________

____________________________________________________________________________

3) ____________________________________________________________________________

____________________________________________________________________________

• Accomplishments

What awards or recognitions have you received? Write down 3 accomplishments:



Part 2: Writing a Resume (Continued)

• Interests/Hobbies

Write down three hobbies that you have outside of school:

1) ____________________________________________________________________________

2) ____________________________________________________________________________

3) ____________________________________________________________________________

• References

Employers may ask you for references—people that they can contact who can speak to your capabilities and qualifications for the job you are applying for. This person should be able to vouch for your character and trustworthiness.

When choosing who to include in your reference list, consider someone who you have a close and positive relationship with. This person should be an adult (teacher, counselor, boss, coach, mentor, etc.) and someone you trust and look up to. Avoid asking family members and friends.

Who are 3 individuals you can ask to provide a reference for you?

1) ____________________________________________________________________________

2) ____________________________________________________________________________

3) ____________________________________________________________________________

Resume Writing Tips:

• Be neat and organized. Type all resumes. Handwritten resumes are not acceptable.

• Ask someone such as a school counselor or a teacher to read your draft and give you suggestions.

• Have someone else read your resume. There should not be any errors.

• Try to keep your resume to one page (never more than two pages).



Part 3: Interviewing

To prepare for an interview, get to know yourself and practice being able to talk about yourself to others. Answer the following questions to prepare yourself for an interview.

1) How would you describe yourself to others? ____________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Tip: Would you say you are patient? Friendly? Hardworking? Reliable? These are the types of qualities you should

stress during your interview.

2) What are your greatest strengths and weaknesses? _____________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________ Tip: When talking about your strengths, do not be afraid to talk highly about yourself. You want your potential

employer to know that you will be valuable to the organization/company. When talking about your weaknesses,

include how you are working to improve these qualities.

3) What is your previous work experience? _______________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Tip: Include volunteer work, extracurricular activities at school, and informal jobs you have had such as helping

neighbors or family members.

Interviewing Tips:

• Know your employer—learn about the company.

• Prepare questions to ask the interviewer.

• Dress professionally—first impressions are very important.

• Arrive on time (or five minutes early) and call if you are delayed or need to reschedule.

• Shake hands with the interviewer(s) before and after your interview.

• Make eye contact with the interviewer(s).

• Have a positive attitude and a friendly smile.

• Always follow up after an interview. Request a business card, then email or mail a thank you note within 24 hours of your interview



Systems of Higher EducationObjective

Students will understand the different systems of higher education by comparing and contrasting the similarities and differences in each.

Materials

• Student Handouts: “Types of Educational Institutions” and “Questionnaire”

• Pen or pencil

Procedures

1. Ask students to give you all the different systems of higher education in order to check their prior knowledge and understanding of what this means. Do not correct students if they give you names of colleges instead of the systems.

2. Give students a copy of the “Types of Educational Institutions” handout. Explain that these are the different systems of higher education: community colleges, Cal States, UCs, and private/independent universities. If they gave you a list of colleges earlier, categorize each of the colleges into each system. Explain the terminology on the left column and how it pertains to each system.

3. Have students engage in independent practice by completing the questions attached that help them dissect the document in greater detail.


See attached questions in worksheet.



Student Handout: Types of Educational Institutions (for “Systems of Higher Education”)

Community College(Public)

California State University

(Public)

University of California(Public)

Private or Independent

University

ESTIMATED COSTESTIMATED COSTESTIMATED COSTESTIMATED COSTESTIMATED COST

Tuition & Fees $600 $3,450-$5,850 $5,850-$7,350 $10,000-$25,000

Housing N/A $6,960-$8,500 $6,960-$12,500 $6,500-$8,500

Books & Supplies $850-$1,200 $950-$1,400 $950-$1,500 $950-$1,500

Transportation $1,200 $900 $900 $700

Personal Expenses

$1,670 $1,730 $1,730 $1,200

ADMISSIONSADMISSIONSADMISSIONSADMISSIONSADMISSIONS

Minimum Subject Requirement

• no subject requirements

• must be 18 yrs. old or a high school graduate

• 4 years English

• 2 years US Hist/ Govt.

• 3 years Math

• 2 years Lab Science

• 2 years Foreign Language

• 1 year Academic Electives

• 1 year Visual/Performing Arts

• 4 years English


• 3 years Math



• 1 year Academic Electives

• 1 year Visual/Performing Arts

• 4 years English


• 3 years Math]]]]



• 2 years Academic Electives

G.P.A. None required minimum 2.0 G.P.A. minimum 3.0 G.P.A. minimum 2.0 G.P.A

Test Requirement None required SAT or ACT required SAT Reasoning Test or ACT andSAT Subject Test

SAT Reasoning Test or ACT (some require SAT Subject Test)

OTHEROTHEROTHEROTHEROTHER

Type of Degree Earned

Associate Degree Bachelor’s Degree, Master’s Degree, PhD

Bachelor’s Degree, Master’s Degree, PhD

Varies by college

Number of Campuses

109 Campusese.g., LA Trade Tech, El Camino College, Santa Monica College

23 Campusese.g., Los Angeles (CSULA), Dominguez Hills (CSUDH), San Diego (SDSU)

10 Campusese.g., Los Angeles (UCLA), Santa Barbara (UCSB), Riverside (UCR)

65 Campusese.g., Occidental USC Stanford

Number of Students

Over 2,500,000 Students

Over 400,000 Students

208,000 Students Over 230,000 Students



Student Handout: Questionnaire (for “Systems of Higher Education”)

1. What colleges are you interested in attending? Which college is your top choice and why?

__________________________________________________________________________________

__________________________________________________________________________________

2. What type of school is it? (public, private, etc.?) _________________________________________

3. What type of degree will you earn? ____________________________________________________

4. In total, how much will it cost to attend this school? (Add tuition, housing, books & supplies,

transportation and personal expenses) _________________________________________________

5. What are the minimum subject requirements? ___________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

6. Are you on track to meet these requirements? __________________________________________

7. What is the GPA requirement? ________________________________________________________

8. What is your GPA? Are you on track to meet the GPA requirement? If not, what will you do to

improve your GPA? _________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

9. What else do you know about this school? _____________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

10. What else do you want to learn about this school? _____________________________________

__________________________________________________________________________________

__________________________________________________________________________________



Updating the Four-Year PlanObjective

To provide students the opportunity to update their individualized four-year plan. Students are also able to evaluate their academic progress and develop a plan for making up classes with respect to the four-year plan.

Materials

• Students’ transcripts• Student Handout(s): “High School Individualized Graduation Plan” and ”A-G and High

School Requirements”• “Types of Educational Institutions” from previous activity• Pen or pencil• You may want to have a school counselor come in during this activity to offer help or even

guide the activity

Procedures

1. Give students the three handouts.











Nam

e _

______________________________________!

C

urr

ent

Gra

de L

evel_

___________!

!

Date

Com

ple

ted _

_________________

UC

/CS

U

A-G

Cla

sse

s

CO

UR

SE

& C

re

dit

s

23

0 =

HS

Gra

d

Gra

de

9

Se

me

ste

r I

Meste

r 1

/ M

este

r 2

Gra

de

9

Se

me

ste

r I

I

Meste

r 1

/

Meste

r 2

Gra

de

10

Se

me

ste

r I

Meste

r 1

/ M

este

r 2

Gra

de

10

Se

me

ste

r I

I

Meste

r 1

/ M

este

r 2

“A”

2 y

rs.

His

tory

/

So

cia

l Scie

nce

30

“B”

4 y

rs.

Eng

lish/

Lang

uag

e A

rts

40

“C”

3 y

rs.

/4 r

ec.

Math

em

atics

20

“D”

2 y

rs.

/3 r

ec.

Scie

nce

20

“E”

2 y

rs.

/4 r

ec.

Fo

reig

n L

ang

uag

e

“F”

1 y

r.

Vis

ual/

Perf

orm

ing

Art

s

10

“G”

1 y

r. o

r m

ore

Oth

er

Ele

ctive

s

70

Phys

ical E

ducatio

n

20

Health

5

Life

Skills

5

Ap

plie

d T

echno

log

y

10

Inte

rvention &

Oth

er

Cre

dits

Manual A

rts H

igh S

chool In

div

idualize

d G

raduati

on P

lan

Student Handout: High School Individualized Graduation Plan (for “Updating the Four-Year Plan”)



Nam

e _

______________________________________!

Curr

ent

Gra

de L

evel_

___________!

!

Date

Com

ple

ted _

_________________

UC

/CS

U

A-G

Cla

sse

s

CO

UR

SE

& C

re

dit

s

23

0 =

HS

Gra

d

Gra

de

11

Se

me

ste

r I

Meste

r 1

/ M

este

r 2

Gra

de

11

Se

me

ste

r I

I

Meste

r 1

/

Meste

r 2

Gra

de

12

Se

me

ste

r I

Meste

r 1

/ M

este

r 2

Gra

de

12

Se

me

ste

r I

I

Meste

r 1

/ M

este

r 2

“A”

2 y

rs.

His

tory

/

So

cia

l Scie

nce

30

“B”

4 y

rs.

Eng

lish/

Lang

uag

e A

rts

40

“C”

3 y

rs.

/4 r

ec.

Math

em

atics

20

“D”

2 y

rs.

/3 r

ec.

Scie

nce

20

“E”

2 y

rs.

/4 r

ec.

Fo

reig

n L

ang

uag

e

“F”

1 y

r.

Vis

ual/

Perf

orm

ing

Art

s

10

“G”

1 y

r. o

r m

ore

Oth

er

Ele

ctive

s

70

Phys

ical E

ducatio

n

20

Health

5

Life

Skills

5

Ap

plie

d T

echno

log

y

10

Inte

rvention &

Oth

er

Cre

dits

Manual A

rts H

igh S

chool In

div

idualize

d G

raduati

on P

lan



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GRADUATION


graduate

UNIVERSITY OF

CALIFORNIA


CALIFORNIA

STATE

UNIVERSITY


PRIVATE


COMMUNITY

COLLEGES



US History AB


Democracy

Economics

2 years

World History,

US History, or

Principles of

American Democracy

2 years

World History,

US History, or


Democracy

World History,

US History,

Principles of

American Democracy


electives

recommended



11th grade American




4 years college

preparatory English

4 years college

preparatory English

4 years college

preparatory English


20 credits college

preparatory math:

Alg.1 & Geometry or


Algebra 2

3 years:


Algebra 2

more is recommended

3 years:


Algebra 2

more is recommended

college

preparatory math

each year



science (Biology)




more is recommended



prep. science req.)

2 years lab science



prep. science req.)

3 to 4 years

lab science

World


2 years same world

language

more is recommended

2 years same world

language

3 to 4 years world

language is

recommended

Visual/Performing




and performing arts


and performing arts

visual & performing


as electives


70 credits

1 year or more of

advanced courses in




requirement), world

language, or social

sciences

1 year of advanced





world language, or

social sciences

college

preparatory

electives in the


No subject

requirements.

18 years old

or


or

high school

proficiency

test certificate

Students are most



college preparatory

courses suggested

for each semester






to graduate

230 credits

Additional

Graduation

Non-course

Requirements


2. Career Pathway

3. Service Learning


Exit Exam

(CAHSEE)

SAT Reasoning Test

or ACT plus ACT

Writing

SAT Subject Tests

Analytical Writing

Placement Exam

(Subject A)

SAT Reasoning Test

or ACT

Placement exams in


ELM

SAT Reasoning Test

or ACT and


required for some

colleges

Placement exams for

English,

mathematics and

chemistry




Student Handout: A-G & High School Requirements (for “Updating the Four-Year Plan”)



11th Grade

Senior Portfolio 11th Grade Activities

Senior Portfolio ProcessObjective

To familiarize 11th grade students with the portfolio process and requirements.

Materials

• Handouts: “Portfolio Checklist”

• Sample portfolio(s) from previous seniors (see your College Counselor)

• Pen or pencil

Procedures

1. Introduce the senior portfolio requirement to students by showcasing sample portfolios from previous seniors. Ask students: “Aside from fulfilling graduation requirements, why do you need a portfolio? What are the different ways you can use a portfolio?” (Explain the importance of portfolios for obtaining employment and the college application process if students don’t bring it up.)

2. Pass out the “Portfolio Checklist” handout to students. Go through each item with them and ask students to raise their hand if they already have some of these items they have collected in earlier grades.

3. Explain to students that there will be three items they will need to write themselves: Cover Letter, Personal Resume, and Personal Statement. Assure students that the College & Career Center can help them with these items and that you will also be available to assist in the process.

4. Explain that the successful completion of these items also depends on students reaching out to many people. For example, they need to start thinking about who will write them letters of recommendation and who can help them plan education and career goals. Assure them that the College & Career Center and you will also be available to assist them in this process.


1. What are some portfolio items that you have already been collecting in previous grades?

2. What are some questions I still have about writing a cover letter, personal resume, and a personal statement?

3. Who are some adults in my life that can possibly write a good letter of recommendation for me?

MAHS HOMEROOM RESOURCE GUIDE SENIOR PORTFOLIO


Student Handout: Portfolio Checklist (for “Senior Portfolio Process”)

The items listed below should be in your senior portfolio to properly describe your accomplishments and progress in high school. These materials will demonstrate your skills, abilities, and level of commitment to the task of completing your high school education, and will focus on your career goals and methods you will use to achieve them. As you collect each item, place a check mark in the proper space on this sheet to show that you have included the information. If certain items are still pending, update what needs to be completed in the status column.

Item StatusComplete ?

✓

Attendance Record

Career Cruising Survey

Career Cruising Worksheet

Certificates & Awards

Community Service(80 Hours)

Cover Letter

Personal Resume

Education/ Career Goals or

Personal Statement

2 Letters of Recommendation (From your Principal,

Counselor, Teacher, Employer, Community Leader, etc.)

5 Samples of Work Assignments

TranscriptsCourses/ Grades



Cover LetterObjective

Students will understand the purpose of a cover letter and be able to practice writing their first draft.

Materials

• Student Handout: “Cover Letter Starter Worksheet” and “Sample Cover Letter”

• Classified Ad in newspaper with job posting

• Pen or pencil

• Chart paper (optional)

Procedures

1. Find out how many students are currently employed and ask them to share what type of documents they had to submit before getting the job. If no one has had to submit a resume with a cover letter, explain why this step is critical in getting a good job.

2. On the board or chart paper, write down the following criteria for an excellent cover letter:

(1) addresses a specific person

(2) identifies the job title you are applying for and how you found out about it

(3) summarizes your skills

(4) tells the employer when you are available for an interview and when you are ready to begin working

(5) provides your contact information. Elicit student volunteers to help you with the criteria if they have already had experience in writing a cover letter or have seen sample cover letters in the past.

3. Pass out handout, “Cover Letter Starter Worksheet” and a copy of a classified ad in the local newspaper with job posting. Ask students to write a cover letter with the specific job posting in mind.

4. Once students are done with the worksheet, pass out handout “Sample Cover Letter” to compare their descriptions with the sample and maybe make some modifications. This handout may be given out earlier if students are struggling with their own writing.


1. What are some different types of jobs I would be interested in during high school and immediately after high school?

2. What are some additional things I need to find out or research before I write a cover letter?

3. What section of the cover letter was the most difficult to write? Why?



Student Handout: Cover Letter Starter Worksheet (for “Cover Letter”)

_________________________________Date_________________________________Your Address_________________________________Mr. /Ms./ Position or Title_________________________________Company Name_________________________________Company Address_________________________________City/ State/ Zip Code

Dear Mr. /Ms. _________________________________

State your reason for writing and identify the position you are seeking._____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Briefly summarize your qualifications for the job. Describe relevant training or experience you have had.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Express your interest in obtaining this job and working for this company.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Refer to your enclosed resume. State specifically how and when you will follow through on your application.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Sincerely,

__________________________________________Your signature__________________________________________Your Name Typed



Student Handout: Sample Cover Letter (for “Cover Letter”)

June 1, 2009

705 Vernon Ave.Los Angeles, California 90037

Mrs. Linda Gonzalez, Personnel ManagerImage Unlimited5683 Business CenterIndustrial City, California 91820

Dear Mrs. Gonzalez:

In the May 20 issue of Career Magazine you advertised for a sales trainee. Please consider me as an applicant. I will be graduating from Manual Arts High School in June of 2010. My high school program has included two years as a retail merchandising student. This course helped me develop skills in sales, inventory, merchandising stocking, display work and the use of computerized cash registers.

My resume is enclosed. I am available immediately for part-time employment and will be available full-time after graduation. It would be possible for me to report for a personal interview any day after 3:00 p.m.

I appreciate your consideration and look forward to speaking with you. You may reach me at (909) 456-6857 or by e-mail at [email protected].

Sincerely,

Luis Soto



mailto:[email protected]


Asking for a RecommendationObjective

Students will learn how to appropriately ask for a strong letter of recommendation from an adult.

Materials

• Student Handouts: “Brag Sheet” and “Letter of Recommendation”

• Pen or pencil

Procedures

1. Ask students to brainstorm a list of adults in their life in different positions (teachers, employers, outside classroom staff, coach, etc.) that would have something positive to say about them. Ask students to share their list with a classmate and talk about why these adults would write them a great letter.

2. Give students a copy of the “Brag Sheet” handout. Explain that even though adults may know a lot about them already, it doesn’t help to remind them about all of their great accomplishments. The brag sheet is an opportunity to tell adults what you want them to say about you in their letter of recommendation.

3. Give students a copy of the “Letter of Recommendation” handout. Remind them to date it and write their name on it before they give it to a teacher because teachers often get many requests from many different students at one time. Review the form with them so that they understand what type of letter they are asking for. Explain that it is important to give the adult this form along with their brag sheet and remind the person writing the letter to whom the letter should be addressed to.

4. Have students role play how they would approach an adult to ask them for a letter of recommendation. Remind them not to assume that their chosen adult would immediately say yes. Before the role play, have them list some possible ways to ask for a strong letter of recommendation.


1. What are some important things a person should know about you before they write you a letter of recommendation?

2. What are some different ways that you can approach a person when you want them to write you a recommendation?

3. What are some areas you still need to develop in order to have a complete brag sheet?



Student Handout: Brag Sheet (for “Asking for a Recommendation”)

Purpose of Brag SheetA BRAG SHEET asks you to do the unthinkable: Brag about yourself!!! Why? So the adults you ask to write YOUR letters of recommendation will know YOU better when they sit down to write your recommendation. A good letter may make the difference in your acceptance to college or awarding of a scholarship! Pay extra attention to details when bragging about yourself and use the following criteria:

• Use complete sentences.

• Include as much information as possible.

• Be specific! Use concrete details.

• What have you done or who are you that sets you apart from other students? Colleges are looking for unique traits, special skills and strong interests that you have followed with some passion.

Brag Sheet WorksheetAfter you have figured out what you want to say, transfer the information to a Word document on your computer. Proofread AND edit to make sure what you have written is clear, complete, and correct. Yes, grammar and punctuation count - this is your life and you want to make sure you are understood clearly! So now, gather your thoughts and have fun BRAGGING about YOURSELF!

NAME ______________________________________________________________________________

ADDRESS __________________________________________________________________________

PHONE (Home) ________________________________ (Cell) _______________________________

E-MAIL _____________________________________________________________________________

List your major activities for each year of high school, including school activities as well as jobs, awards, community service, special interest clubs, etc. BE SPECIFIC!!!

FRESHMAN YEAR:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

SOPHOMORE YEAR:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



JUNIOR YEAR:_____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________

SENIOR YEAR:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

SUMMER EXPERIENCES: study/work/travel/hobbies:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

1. EXPLAIN: Do your grades and/or SAT/ACT scores reflect your academic potential? Why or why not?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Why do you want to go to college? Include potential goals, interests, and/or majors:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. List FIVE adjectives or descriptive phrases that illuminate who you are:

__________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



4. Describe and explain your pride in one accomplishment at MAHS. This could be a project, paper, mastering a difficult concept or subject, etc.

_____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________

5. How do you think a teacher might describe you?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6. Who or what has been the biggest influence in your life? Explain why and/or how.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

7. Describe your family: parents’ occupations; parents’ or siblings’ education; financial situation; special circumstances, etc.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

8. List three teachers who can offer more information about your abilities:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



Student Handout: Letter of Recommendation (for “Asking for a Recommendation”)

Date: ___________________________________

Letter of Recommendation for: ______________________________________________________

1. Please rate the student’s performance:

Excellent Good Fair Poor N/A

Productivity

Motivation

Promptness

Appearance

Ability to work with others

Responsibility

Initiative

Thoroughness

Creativity

Integrity

2. What do you consider to be the student’s strengths?

3. What do you consider to be the student’s weaknesses?

4. In what capacity do you know the student and for how long?

5. Comments:

Print Name __________________________________ Signature _______________________________

Organization __________________________________Date __________________________________



Life Map: Charting Personal and Academic Pathways6

Objective

By creating a visual illustration of one’s life, students will reflect on their past and set goals for the current year ( this activity can also be used for midyear reflections). This activity also helps to encourage attentive listening.

Materials

• Large paper (possibly poster boards)

• Colored pencils or markers

• Student Handout: “Life Map”

• Optional Materials: construction paper, old magazines, scissors, glue, pictures, etc.

Procedures

1. Have students brainstorm on “my life to date”. Explain that they are to write down all the significant events, trends, and patterns of their lives.

2. Give students the “Example of a Life Map”. Using their brainstorm and this life map they are to create a life map of their own where they will chart their personal and academic pathways.

3. Give each student a piece of paper and crayons or markers and have her or him draw a visual illustration of their life as a roadmap. Encourage students to take their time, possibly drawing or writing part of it at home.

4. Once students have completed their “Life Maps,” have them share them with the class or in groups of five students. Encourage students to explain the rationale for different places, “road signs,” ups and downs, and so on.


1. Why is it important to be able to draw a “Life Map” or “Personal Pathway”?

2. In what ways were everyone’s maps the same?

3. How did you feel as you made your life map? What did you learn about yourself?

4. How are you a unique and special individual?

5. What other events would you like to include in your life map for the future?



6 Adapted from Engaging All by Creating High School Learning Communities (2008), Jeanne Gibbs and Teri Ushijima, ED.D.

Student Handout: Example of a Life Map (for “Life Map”)





Materials


• Pen or pencil

Procedures




















S Specific I will

M Measurable by


R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________










Materials



• Pen or pencil

Procedures














STEP 1


CLASSES9th

GRADESEMESTER

I

9thGRADE

SEMESTER II

10th GRADE

SEMESTER I

10th GRADE

SEMESTER II

11th GRADE

SEMESTER I

11th GRADE

SEMESTER II

MESTER1 / 2

MESTER1 / 2

MESTER1 / 2

MESTER1 / 2

MESTER1 / 2

MESTER1 / 2

English

Math


Science

Foreign Language

Fine Arts

Applied Technology

Physical Education

Health

Elective:___________








# of A’s x 4 = __________________________

# of B’s x 3 = __________________________

# of C’s x 2 = __________________________

# of D’s x 1 = __________________________

# of F’s x 0 = __________________________





STEP 5








Materials


Procedures




















S Specific I will

M Measurable by


R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________









Objective


Materials




Procedures














Essential Tools for StudyingObjective

To expose students to several specific study tools, teach when and how to use them and provide practice using them for actual studying purposes.

Materials

• Index cards ( at least five cards per student)

• Student Handouts: “Study Tools” (Packet)

• Chart paper and markers or use white board or chalkboard

Procedures

1. Ask students to think quietly for a minute about specific tools or strategies they have used to study. Tell the class about one of the tools you use to get them thinking in the right direction. Have the students call out their ideas. Write their ideas on the chart paper or board.

2. Once the list is finished, divide the class into four groups. Give each group copies of the “Study Tools” handout (packet).

3. Assign a tool to each group, and explain that they will be the “experts” for that study tool; all members must know the concepts and be prepared to share. Allow students time to read the information and discuss as a group how they will explain it to their classmates.

4. Jigsaw Activity - Now form new groups with one student from each of the four prior groups. Each student will present information on the study tool that his/her group studied. The other three students will take notes as their group members share.

5. Once the Jigsaw activity is completed, bring the class back together. Ask students to think and talk about the reflection questions.


1. When have you used –or could have used– some of the study tools reviewed in this activity?

2. Which study tool did you like the most and why?



Student Handout: Study Tools- Index Card System (for “Essential Tools for Studying”)

Objective: To help you understand and think deeply about what you are studying.

Materials: 3” x 5” or 4” x 6” index cards

Steps for studying using index cards:

1. Review your notes and readings. As you go, imagine you are a teacher. What questions would you ask on the exam? Write each question on the back of an index card.

2. Keep track of any terms/ definitions you need to know and write each one on its own index card.

3. On the front of each card, write an answer or explanation for the question or term. Use your notes and text, but make sure you put the answer in your own words.

4. Shuffle the index cards.

5. Look at the card on the top of the deck. Try to answer the question or explain the term. If you know it, great! Put that card at the bottom of the deck. If you do not know it, look at the answer, and then put the card back in the middle of the deck.

6. Continue to go through the deck of cards until you know all of the information.

Suggestions:• Stay fresh! Take ten minutes every day to go through the deck of cards and review the

information.

• Carry the index cards with you and pull them out when you’re waiting in line, in between classes, during commercials (mute the television), on the bus or whenever you have a few minutes.

• When you can, say the answers out loud – pretend you are explaining the information to a friend.

• Study with a friend. Share ideas and help each other out with the concepts. You can help each other make sure you are both explaining the answers adequately.

Use the Index Card System to Study:• Foreign language vocabulary• Science class concepts, vocabulary and formulas• Social studies geography terms and places• Social studies historical terms, dates, places and persons• Math concepts and formulas• English class vocabulary and concepts• For a test in any class



Student Handout: Study Tools - Mnemonics and Other Memory Tools (for “Essential Tools for Learning”)

Mnemonic devices are tools to help your memory. They should be simple, clear and vivid. We tend to remember things that are unusual, funny and personal. To work well, associate things you need to remember with something you already know.

Visualization

Create a strong vivid memory by putting a mental picture to the idea or item you need to remember.

• Example: To remember an important date in history, picture the scene (such as a battle or meeting) with the date in large letters in front of this scene.

• Example: To remember that Louis Pasteur developed the pasteurization process for milk, picture a man losing (losing sounds like Louis) his way in a pasture (pasture sounds like Pasteur) filled with cows (cows make milk).

Acronyms

Make a word from the first letter of each of the things you are trying to remember. The crazier and funnier they are, the easier they will be to remember.

• Example: ROY G BIV- colors of the light spectrum (Red, Orange, Yellow, Green, Blue, Indigo, Violet).

• Example: HOMES- the Great Lakes (Huron, Ontario, Michigan, Erie, Superior).

Acrostics

Make a sentence using the first letter of each word of the information you are trying to remember. Acrostics work best when you customize them yourself and make them really wacky.

• Example: Every Good Boy Does Fine- the notes of the G-clef (E, G, B, D, F).• Example: My Very Earnest Mother Just Served Up Nine Pickles- the planets of our solar

system in order from the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto).

Method of Loci

Select any location where you spend a lot of your time and that you know very well. Imagine yourself walking through this location (for example, your classroom, bedroom or kitchen) and visualize specific objects (such as the door, sofa, shelf, desk). Imagine putting the items or ideas you need to remember on to each of those objects as you walk through your location in a direct path.

• Example: To remember George Washington, Thomas Jefferson and Franklin D. Roosevelt, imagine walking into your house. Picture a dollar bill (with Washington’s face) taped to the front door. When you open the door, Thomas Jefferson is reclining on the sofa, and Roosevelt is leaning against the fireplace.



Rhyme

Make a rhyme using the information you need to remember.

• Example: 30 days have September, April, June and November. All the rest have 31, except February 28 and leap year 29.

• Example: In 1492, Columbus sailed the ocean blue.

Rhyme-KeysMemorize key words that can be associated with numbers such as one-bun, two shoe, etc. Then create a mental picture of the items or ideas you need to remember with the key words.

• Example: To remember the parts of the food pyramid:

- One-bun: picture a piece of cheese sitting on a bun (dairy). - Two-shoe: picture livestock walking around wearing shoes (meat) - Three-tree: picture trees filled with fruits and vegetables hanging down (fruits and

vegetables) - Four-door: picture a door that is very grainy (grains).

External Memory DevicesThese are tools to help you remember.

• Example: Notebooks, binders, planner, notes, post-its, flash cards, maps.



Student Handout: Study Tools- Mnemonic Devices (for “Essential Tools for Learning”)

When you need… Technique Example

Remember key words Acronym- An invented combination of letters that create a word. Each letter represents an idea you need to remember.

BRASS is an acronym for how to shoot a rifle Breathe, Relax, Aim, Sight, Squeeze.

Remember key words and lists

Acrostics- An invented sentence where the first letter of each word represents an idea you need to remember.

King Philip Came Over For Great Soup is an acrostic to help remember the classification hierarchy (Kingdom, Phylum, Class, Order, Family, Genus, Species).

Remember lists of items and ideas

Rhyme-Keys- A two-step memory process:1. Memorize key words that can be associated with numbers (one-bun).2. Create a mental picture of the items you need to remember with key words (a bun with cheese on it will remind me of dairy products).

Food Groups:1. Dairy products: one-bun cheese on bun.2. Meat, Fish, and Poultry: two shoe– livestock wearingshoes.3. Grains: three-tree – sack ofgrain hanging from a tree.4. Fruit and Vegetables: four door– opening a door andwalking into a room stockedwith fruits and vegetables.5. Fats and Sweets: five-hive abeehive filled with sweet honey.

Learn lists of approximately up to 20 items

Locai Method: Imagine placing the items or ideas you want to remember in specific locations in a room you are familiar with.

Learn Names Image-Name Technique: Invent a relationship between the name and the physical characteristics of the person.

Theador Schwann –credited with the theory that all animals are made of cells. His name soundslike swan, which is an animal.



College Knowledge BINGOObjective

To provide students with frequently used vocabulary college terms and build upon their prior college knowledge.

Materials

• Handouts: “College Bingo Terms” and “College Knowledge Bingo”

• Pen or pencil

Procedures

1. Pass out the “College Bingo Terms” sheet and review each of the terms with students to help clarify the definitions with examples.

2. Give students additional time to practice memorizing the key terms with a partner. Students can pair up and quiz each other on their knowledge of key terms.

3. Pass out the “College Knowledge Bingo” handout and ask them to fill in the 24 boxes with the key terms in random order.

4. Once students are ready to begin playing BINGO, teacher calls out the definition of the terms without stating the key term. Do not allow students to look at the definitions of the terms while playing so that they are forced to recall their college knowledge vocabulary. You may want to reward the winner of BINGO with additional class points or a prize.


1. List at least three key terms you memorized as a result of playing this round of BINGO.

2. What are the different types of financial aid a student can get for college?

3. What is a FAFSA?

MAHS HOMEROOM RESOURCE GUIDE COLLEGE AND CAREER PLANNING


College Bingo Terms

AB 540 - An assembly bill that allows qualified undocumented students to pay in-state tuition fees.

Associate’s Degree - A degree earned after 2 years of study, usually awarded at a community college.

Bachelor’s Degree - A degree earned after 4 years of study at a college or university.

College - A four year learning institution that offers a Bachelor of Arts or Bachelor of Science degree.

College Rep - A term that often refers to a person that represents a certain college, especially during college fairs.

Community College - Attending this type of college is an alternative to going directly to a four-year institution. Students can begin their college career here and then transfer to a four-year college or university if they wish.

Discussion/lab - A class taken where the instructor facilitates discussion with students and encourages them to ask and answer questions about the lecture.

Dorm - A university building where students live while going to school, often sharing a room with other students.

Free Application for Federal Student Aid (FAFSA) - The form to apply for financial aid from the U.S federal government, including loans and grants. All colleges require students to fill out this form n order to receive financial aid.

Grants - A type of financial aid that does not have to be repaid and is usually awarded based on need.

Internships- Paid or volunteer work experiences in specific fields that give students the opportunity to try out a career.

Lecture - A style of teaching where professors give direct instruction to students.

Loans - A form of financial aid that must be repaid, with interest.

Major- Your chosen field of study in college. For example, students can major in business, English, or science.

Master’s Degree - A degree earned by attending a graduate school. In order to earn this type of degree, a person must already possess a Bachelor’s degree.

Personal Statement - A part of the college application that gives students the opportunity to tell college admission officers more about who they are. The essay prompt varies from college to college.

Private University - University that receives no government funding, thus charges high tuition prices to its students.

Public University - University that receives government funding, thus is able to charge lower tuition prices.

Quarter System - A college or university calendar system based on three quarters where new classes begin every 10 weeks.

Scholarship - Money given to a student that does not need to be repaid and that students earn based on merit and/or need. These awards are often given on a competitive basis and each one has its own requirements.

Semester system - A college or university calendar based on two semesters where new classes begin every 16 weeks.

Tuition - The amount paid for each credit hour of enrollment. This charge does not include the cost of books, fees, or room and board. These college fees depend on such factors as resident or out-of-state status, number of classes enrolled in, and whether the institution is publicly or privately financed.

Teacher to Student Ratio - A phrase that describes how many students are assigned per teacher to determine the class size.

University - A learning institution that offers a variety of degrees for undergraduate and graduate students.



College Knowledge Bingo

Test your college knowledge and be the first to get five in a row, column or diagonal!

B I N G O

Go For College Free Space

Each of these terms should be written in one box. Each term should only be used once.

Bachelor’s degree SAT university public university major CAHSEE C&C center Associate’s degree private university A-G courses College counselor AP courses Cal State system UC system College Rep Senior portfolio grade point average community college tuition extracurricular activities Master’s degree College College fair teacher to student ratio



Name ______________________________________

College/University Research and Inquiry

Objective

This activity provides students the opportunity to conduct research and gather important information about a college/university of their choice. Students learn how to write a formal letter to obtain information about a college of their choice.

Materials

• Student Handouts: “Research Activity”, “Letter of Inquiry”, and “Sample Letter of Inquiry”• Access to a computer with internet or college handbooks• Pen or pencil

Procedures

1. Using the internet and/or other resources such as college handbooks, have students read about a college of their choice and use the student handout “College/ University Research” as a guide to gather information about that college. (You can assign it as homework for the week so that they may use their computers at home or the computer lab on their own time).

2. Present students with the student handout “Sample College Letter” to guide this discussion. Based on the example, inform students that they will write a letter to the college of their choice. First they will write a rough draft of the letter using the template provided (“College/ University Letter of Inquiry” ). Remind students that they should to follow the formal letter format.

3. Once students have completed the rough draft, provide a time where students can share their rough drafts with each other and peer edit. Finally, students should then compose their letters on a computer. ( You may also want to do a quick mini lesson in which students learn how to/ practices addressing their envelopes.) Be sure that students use the correct postage before mailing the letters.

4. As students receive responses from their colleges, have them bring in the material they receive and share it with the class.



Student Handout: Research Activity (for “College/ University Research and Inquiry”)

Use this sheet to record information about a college of your choice. Be sure that all of your answers for questions 1-13 are written in complete sentences.

Name of College _____________________________________________________________________

State of College _____________________________________________________________________

Address ( including state and zip code) __________________________________________________

Phone Number (Admissions Department) _________________________________________________

E-Mail address _______________________________________________________________________

1.How many students out of every 100 are accepted to this university?

2.What criteria does this institution use for admissions decisions?

3.What degrees are offered by this college?

4.What majors could you study if you attend this university?

5.What academic programs are offered at this institution (academic support, internships, study abroad, AB540 support programs, etc.)



6.How do freshmen get admitted to this university?

7.How do transfer students (students that attend community college after high school) get admitted to this university?

8. In what activities, or student organizations could you participate in you were a student at this university?

9. In what sports could you participate if you were attending this university?

10. What other types of services are offered to students ( for 1st generation college students, AB540 Students, low income students, etc.)

11.What percentage of students receive financial aid?

12. Whom would you contact if you were interested in arranging a tour of the campus?

13. Would you like to attend this university? Why or why not?



Student Handout: Letter of Inquiry (for “College/ University Research and Inquiry”)

Name: ____________________________________________________________________________

Date: _________________________________ Homeroom _________________________________

University Letter of Inquiry (Rough Draft)

_________________________________________ (your street or mailing address)

_________________________________________ (your city, state, and zip code)

_________________________________________ (today’s date)

_________________________________________ (name and title of person you are writing)

_________________________________________ (name of institution where person works)

_________________________________________ (street or mailing address)

_________________________________________ (city, state and zip code)

Dear ____________________________________ (salutation)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________, (closing)

YOUR SIGNATURE

_________________________________ (your name typed)



Student Handout: Sample Letter of Inquiry (for “College/ University Research and Inquiry”)

12345 Education Avenue University City, CA 90000

November 10,2005

Lizzette Flores, Director of Undergraduate Admission University of California, Davis 175 Mark Hall Davis, CA 95616

Dear Ms. Flores:

I attend Manual Arts High School in Los Angeles and I am in the 10th grade. I am currently enrolled in the School of _____________________, one of the small learning communities at Manual Arts. I am interested in attending UC Davis to study aerospace engineering. I would like to receive information about admissions requirements, financial aid, student life at UC Davis, and anything else you could send me.

Receiving this information will help me to remain focused for the next couple of years so I can work toward fulfilling the admission requirements for UC Davis. Thank you for your time.

Sincerely,

[ Signature}

Carlos DoLittle



Resumé WritingObjective

Students will learn about the different components of a resumé and be able to see a sample resumé to understand what type of information they must keep track about themselves.

Materials

• Student Handouts: “Resumé Tips” and “Sample Resumé”

• Pen or pencil

Procedures

1. Introduce the purpose of writing a resumé as a way to get a job interview. State that the mission is to provide a one-page summary of your skills/ experiences that is so informative that the person reading it can’t wait to meet you in person. Pass out student handout “Resumé Tips” to review with students.

2. Ask students to read through the handout carefully and highlight any words they do not know. Once sufficient time is given to review the handout, ask students to give you all the terms they do not know and write them out on the board. Probe students to help each other define the terms first before you define it for them.

3. Pass out student handout: “Sample Resumé.” Ask students to create a sample resumé with their own information. Let them know that it’s okay to have many blank spaces since they still need to “build their resumé.”


1. Why do you need a resumé?

2. What are three new words you learned about resumés that you did not know before?

3. What are some areas/sections of a resumé that you still need to develop and keep track of?



Student Handout: Resumé Tips (for “Resumé Writing”)

Different Sections of a Resumé

This handout will provide you with effective guidelines and helpful hints for writing a very successful resume.

HEADER: Your name, address, telephone number and e-mail should be shown at the top of the page. This information can be centered or left justified. If preferred, you can center name and place phone number and e-mail on the left and address on the right. Your name should be larger, but do not use dark extra-large or distracting font.

EDUCATION: List degrees in reverse chronological order, with most recent first. You can include relevant courses, education abroad, a minor, or an emphasis. If GPA is above average, you may choose to use it.

EXPERIENCE: Reverse chronological order is what the reader expects, but if you have a mixture of experiences, you can break them down into categories. For example: Related Experience, Work Experience, Project Experience, Community Service, and Leadership. This allows you to put the most relevant items together and move older more relevant items to the beginning. Focus on your accomplishments and responsibilities rather than a general list of duties. Numbers can enhance credibility; they can show volume, percentages or dollar amounts. Consolidate information and avoid repetition whenever possible. Use action verbs to describe your skills and accomplishments, and be sure to use past tense for any positions you do not currently hold.

ACTIVITIES/AWARDS: List the most relevant activities and offices held first. Include high school, professional, and community. Focus on accomplishments and leadership.

SKILLS: This category can be used for computer software and hardware, equipment required for performance on the job, child care, construction, and foreign languages spoken/read. Certification can also be grouped in this section.

REFERENCES: Organizations will not expect references to be listed on the resume itself. You should prepare a list of references that are appropriate and on a separate page formatted to match your resume itself. Consider individuals familiar with your academic achievements, internships, volunteer experiences, church-related activities, work experience, leadership activities, and teamwork activities. You should always seek prior approval from individuals you plan to list as a reference. Include the individual’s name, title, organization, address, telephone number and email.



Student Handout: Sample Resumé (for “Resumé Writing”)

Sam Lee705 Foothill Ave.La Verne, California 91750(916) [email protected]

OBJECTIVE: Sales Trainee

SUMMARY OF QUALIFICATIONS• General Retail Merchandising skills• Bilingual --Spanish• Sales Experience• Merchandise stocking• Display work• Use of computerized cash register• Technological literacy -Word processing, database management, and Internet

EXPERIENCE (include any volunteer and/or Community Service Work) Sales Work at Kohlʼs Department Store Summer 2006 Volunteer Work at County Fair Fall 2006 McDonaldʼs Restaurant- Drive up Window Service September to May - 2005

EDUCATION (Include All Specialized Electives) Manual Arts High School Graduate June 2006 Regional Occupational Programs (ROP) 2005-2006 Retail Merchandising Classes Work Experience Class 2006 Foreign Language Studies- 2001-2006 Mandarin Chinese Saturday School

ACCOMPLISHMENTS or CERTIFICATES & AWARDS (Choose one of these categories) Junior Scholastic Scholarship Federation Bank of America Award in Retail Merchandising SCHOOL ACTIVITIES or INTEREST (Choose one of these categories) Soccer Winter Formal Dance

REFERENCESAvailable upon request (Type a min. of 3 references contact information on a separate page.)







Materials

• Students’ transcripts• Student Handouts: “High School Individualized Graduation Plan” and ”A-G and High

School Requirements”• Pen or pencil• You may want to have a school counselor come in during this activity to offer help or even

guide the activity

Procedures












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GRADUATION


graduate

UNIVERSITY OF

CALIFORNIA


CALIFORNIA

STATE

UNIVERSITY


PRIVATE


COMMUNITY

COLLEGES



US History AB


Democracy

Economics

2 years

World History,

US History, or

Principles of

American Democracy

2 years

World History,

US History, or


Democracy

World History,

US History,

Principles of

American Democracy


electives

recommended



11th grade American




4 years college

preparatory English

4 years college

preparatory English

4 years college

preparatory English


20 credits college

preparatory math:

Alg.1 & Geometry or


Algebra 2

3 years:


Algebra 2

more is recommended

3 years:


Algebra 2

more is recommended

college

preparatory math

each year



science (Biology)




more is recommended



prep. science req.)

2 years lab science



prep. science req.)

3 to 4 years

lab science

World


2 years same world

language

more is recommended

2 years same world

language

3 to 4 years world

language is

recommended

Visual/Performing




and performing arts


and performing arts

visual & performing


as electives


70 credits

1 year or more of

advanced courses in




requirement), world

language, or social

sciences

1 year of advanced





world language, or

social sciences

college

preparatory

electives in the


No subject

requirements.

18 years old

or


or

high school

proficiency

test certificate

Students are most



college preparatory

courses suggested

for each semester






to graduate

230 credits

Additional

Graduation

Non-course

Requirements


2. Career Pathway

3. Service Learning


Exit Exam

(CAHSEE)

SAT Reasoning Test

or ACT plus ACT

Writing

SAT Subject Tests

Analytical Writing

Placement Exam

(Subject A)

SAT Reasoning Test

or ACT

Placement exams in


ELM

SAT Reasoning Test

or ACT and


required for some

colleges

Placement exams for

English,

mathematics and

chemistry







12th Grade

High School and Beyond 12th Grade Activities

Life After Manual Arts H.SObjective

To help students think about their plans for education and/or work after high school and to determine what type of post-high school education would be best for them. This activity also provides the time to share their reflections with their peers and get feedback

Materials

• Student Handout, “Reflections on Life after Manual Arts High School”

Procedures

1. Explain to students that today they will be thinking about what they would like to do after they graduate from high school. Ask for a few volunteers to share with the class what they are currently planning to do after high school.

2. Distribute the student handout “Reflections on Life After Manual Arts High School.” Read the paragraph at the top of the handout and ask if there are any questions. Tell student they have about 10 minutes to complete the self-reflection and write in their journals.

3. Divide the class into quads, small groups of four students. Go over instructions for the next part of the activity:

1) Share with others in your small group by reading your answers to the questions aloud.

2) The first person in each group starts by reading his or her answer to question #1 while practice active listening. Then the next person reads his/her answer to the same question and so on, until all students in the group of four have responded to each question.

3) Once everyone has read their answer to the first question, repeat the process for the remaining questions.

4) Remind students that they have about 10 minutes to complete the task.

4. Conclude the activity by having volunteers complete the following sentences: • “One new idea I have about what I can do after high school is...”• “I know now that I need to find out more information about...”• “After listening to my peers, I think my future plans are...”

Extension: If you have more time, invite the counselor from your SLC to join the session and provide more information and encouragement to students as they explore their post-high school options.

MAHS HOMEROOM ADVISORY GUIDE HIGH SCHOOL AND BEYOND


Student Handout: Reflection on Life After High School8 (for “Life After Manual Arts H.S.”)

Introduction:

Before you begin to fill out college applications or job applications, take a few moments to think about what you want out of life and what you intend to do after high school. Some students feel they already know what they are going to do at this point, while others do not. Even if you feel you have made up your mind, fill out the self-reflection below and allow yourself to consider your plans once again.

Use the questions below to reflect upon any choices or decisions you have made about your future. Answer the questions as honestly as possible once you have thought about them. Be sure your answer is based on how YOU feel.


1. What are your thoughts about going to college? If not college, what about another type of post-high school educational institute?

2. Why would you choose to go to college? What would keep you from going to college?

3. What are you thinking of studying once you get to college, or to another post-high school educational institute?

4. What things do you like to do, or do especially well, that you could possibly turn into a job or career?

5. Imagine that it is ten years from now. You get a call from a classmate who tells you your ten year high school reunion is coming up. What would you like to be able to tell your old friends about your life when you see them again? (Answer on back of handout.)



8 Questionnaire adapted from the “The Family Advocate System Guided” (2004), by The Institute for Research and Reform in Education

Applying for a Job: Classroom Positions (Part I)9

Objective

Students will gain valuable practice applying for employment positions in the context of their classroom. Students will learn to take ownership of classroom duties.

Materials

• Student Handout: “Employment Opportunities in the Classroom”

• Pen or pencil

Procedures

1. Begin by handing out the “Employment Opportunities Job Descriptions” where students will have the opportunity to review the positions.

2. Go over each job description and answer students’ questions about what the position would entail and which skills and qualities might be suitable for each position.

3. Ask students to reflect on which position(s) they plan on applying to. Let students know that they must apply to at least one position, but give them the option of applying to more.

As a modification of this activity, teachers can use more personalized job descriptions crafted to fit the specific needs of the classroom.

Your students can brainstorm as a group to decide which positions should be included and what the job descriptions are.


1. Which qualities or skills should each applicant possess?

2. Which professional tracks do each of these positions lead to?

3. How are some ways that students can make themselves more marketable for each of these positions?

4. Which positions will you apply to? Why?



9 This activity was based on a curriculum designed by Mr. Peter Carlson for his SCGA English classes

Student Handout: Classroom Employment Job Descriptions (for “Applying for a Job: Classroom Positions, Part I”)

Applications due by:Interviews will be conducted on:

Library Scientists

In charge of classroom library including organizing bookshelves, distributing and collecting books, placing orders for new books, checking out books and monitoring their returns.

I.T. Administration

In charge of classroom technology including monitoring the upkeep and use of classroom computer lab, printers, audio, and visual recorders, and also acting as the liaison to Mr. Bocanegra and the MAHS IT Department.

Ambassadors to Title I

In charge of classroom materials including distribution and collection, placing orders for materials and copies, and acts as the liaison to Ms. Orr and the Title I office.

Botanists

In charge of classroom plants including watering, potting, alternating plants’ time in the sun and in the classroom, ordering new plants as needed, and cataloguing the types of plants present in the classroom.

Academic Historians and Documentarians

In charge of distributing and collecting assignments, updating students that return from absences, electronically cataloguing daily agenda and assignments, and using audio and/or video recorders to document classroom activities.

Floor Managers/Human Resources

In charge of budgeting classroom expenses, handling water sales, auditing the orders of other departments, directing inquiries to the proper departments, scheduling department meetings, addressing classroom needs regarding supplies and information and directing such inquiries to the proper department, and organizing suggestions and efforts for designs.

Interior Designers/Advertising/Marketing Department

in charge of creating or commissioning the designs for classroom signs and posters, designing the placement and purpose of classroom furniture and materials.



Applying for A Job: Classroom Positions (Part II)10 Objective

Students will fill out applications for classroom employment positions. They will gain valuable practice in familiarizing themselves with employment applications and distinguishing between different types of letters of recommendation.

Materials

• Student Handout: “Application for Employment”*

• Student Handout: “Classroom Employment Job Descriptions” (from “Applying for A Job, Part I”)

• Teacher Resource Guide: “Types of Recommendation Letters”

• Pen or pencil

Procedures

1. Hand out and review “Application for Employment” to students.

2. Using the brainstorming session in Part I, have students list the skills, traits, or talents that would qualify them for the position(s) they are applying for.

3. Explain to students the difference between academic references and extracurricular/professional references, but allow them to list either/or in the “References” section of the application (see attached Teacher Resource Guide)

As a way to expand this activity, teachers can develop an entire interview process. Teachers can give students deadlines for their applications and create interview panels composed of other teachers or students.


1. Where can you include your past professional, academic, or extracurricular activities?

2. What information could you include in your application to make yourself more marketable?

3. What other documents can you include to give you an edge on the hiring process? (resumé, portfolios, etc.)

4. What can you do to begin developing professional and/or academic relationships with people?

5. Which people on campus or community can you ask to write your letters of recommendation?



10 *This activity was based on a curriculum designed by Mr. Peter Carlson for his SCGA English classes

Student Handout: Application for Employment (for “Applying for a Job: Classroom Positions, Part II”)

In this space list any skills, traits, certifications, awards, or talents that would indicate your ability to successfully hold the responsibilities pertaining to the position for which you are applying.



PERSONAL INFORMATION

__________________________ __________________________ _______________Last Name First Name Middle

__________________________________ ______________________ ____ _________Present Address City State Zip Code

How long have you lived at this address?: ________________ If under 18, please list age: _________

Home Phone: __________________________ Cell Phone: _______________________________

Email Address: _________________________________________________________________

Position applied for :

I certify that all answers given herein are true and complete to the best of my knowledge.

I authorize investigation of all statements contained in this application for employment as may be necessary arriving at

an employment decision.

In the event of employment, I understand that false or misleading information given in my application or interview may

result in discharge

__________________________________________________ _________________________________ Signature of Applicant Date

Please list two references other than relatives or previous employers.

Reference #1 Reference #2

Name: ___________________________________ Name: ________________________________

Title: ___________________________________ Title: ________________________________

Contact Information: ______________________ Contact Information: __________________

An application form sometimes makes it difficult for an individual to adequately summarize a complete background. Use the space below to give any additional information necessary to describe your full qualifications for the specific position for



Teacher Resource Guide: Types of Recommendation Letters (for “Applying for a Job: Classroom Positions, Part II”)

Academic Letters vs. Employment Letters

Academic letters of recommendation are typically used by students during the college admissions

process. During admissions, most schools- undergraduate and graduate- expect to see at least one,

preferably two or three, recommendation letters for each applicant. Recommendation letters provide

admission committees with information that may or may not be found in a college application, including

academic and work achievements, character references, and personal details. In many cases, high school

students with little or no professional experience can substitute a letter from somebody familiar with their

academic/classroom record. It is important that the person providing the recommendation has a good

understanding of their academic history, interests, goals, and direction. Academic letters of recommendation

may contain evidence or confirmation of the following:

• Academic performance

• Honors and awards

• Initiative, dedication, integrity, reliability, etc.

• Willingness to follow school policy

• Ability to work with others

• Ability to work independent

Employment letters of recommendation provide a vehicle for a former employer to provide a credible

history of their skills, abilities, job performance, and accomplishments. Even if not requested, a well-written

letter of recommendation may help you stand out in the evaluation process. The employee usually requests

the letter of recommendation from a direct supervisor or other manager with personal knowledge of the

employee's performance on the job and positions held. For High School students, this person might also

add comments regarding individual qualities such as initiative and dedication. A potential employer may also

request character references testifying to the candidate's work ethic, dependability, and motivation level. The

credibility of the letter writer is very important in a character reference. Ask for this type of letter only if you are

on good terms with a current supervisor. Letters of recommendation from employers may contain evidence

or confirmation of some or all of the following:

• Summary of job responsibilities

• Strengths, skills, and talents

• Initiative, dedication, integrity, reliability, etc.

• Ability to work with a team

• Ability to work independently



The Art of BudgetingObjective

Students will understand what it means to budget and identify reasons to budget. They will also review a sample and create their own budget.

Materials

• Student Handouts: “Budget Tips”, “Sample Budget, and “Creating my Budget”

• Pen or pencil

Procedures

1. Give your students the “Budget Tips” and “Sample Budget” handouts.

2. Begin the discussion by asking students what they think of when they hear the word “budget”.

3. Ask them what are some reasons to budget. Help facilitate discussion by including these reasons:

• To determine how much money you have to spend

• To decide how you want to spend your money

• To determine how to spend your money in the future

• To learn to live on less than available income

• To stay out of financial trouble

4. Review the “Budget Tips” information sheet and go over sample budget with them.

5. Give students the blank budget for them to fill out in class or have them take it home as homework.

6. Reinforce the concept that YOU control the budget, the budget doesn’t control you.


1. What does a budget do for you?

2. How do you decide what to spend and where to spend it?

3. Name areas that might be added to this list in the near future.

4. What can you do to plan for changing conditions that increase or decrease your expenses?



Student Handout: Budget Tips (for “The Art of Budgeting”)

Making a Budget

Making a budget is the most important step in controlling your money.

A budget allows you to track your Income (the money that you have) and your expenses (the money you spend). By writing down your monthly income and expenses, you can see how much money you expect to have for the month and plan for how much you can spend.

The First Rule of Budgeting

The first rule of budgeting is simple: Spend less than you earn!

If you earn $150 a month from your job, and earn another $50 from your allowance or birthday money, your income for the month is $200. If your savings account earns another $5, your total income is $205. Now you know that you have spend less than $205 for the entire month.

Structuring Your Budget

1. Determine you IncomeEstimate all “incoming” money, including salary from a job, allowance from your parents and birthday money.

2. Estimate Required ExpensesRequired expenses include taxes and bills that you must pay. Required bills may include your cell phone bill and gas money to drive to work or school. You should also include payment to your savings in the “Required Expenses” category. Whether you are saving for something specific (like a car or college) or just tucking money away for the future, it is critical that you get in the habit of paying yourself first. Even a few dollars each month helps build your savings.

3. Estimate Discretionary ExpensesAfter you have paid your Required Expenses, you can use the money left over for some fun! Discretionary Expenses may include clothes, shopping, pizza, video games, gifts and any other expenditures that are considered “optional”.

4. Balance Your BudgetEach month, compare your income to your expenses. Continue reworking your budget until your income is greater than your expenses. Develop a good record-keeping system that works for you.

Review the Sample Budget and then make your own monthly budget using the blank worksheet. Stay within your budget, pay yourself first, and you will always be in control of your money!



Student Handout: Sample Budget (for “The Art of Budgeting”)

INCOME Estimate Your Income Your Actual Income:

Wages/IncomePaycheck, Allowance, Birthday Money, etc.

$200 $210 $10

Interest IncomeFrom Savings Account

$5

INCOME SUBTOTAL $205 $214 $9

EXPENSES Estimate Your Expenses Your Actual Expenses

Savings

Savings Account $10 $10 $0

Bills

Taxes-from paycheck $30 $32 -$2

Rent/Mortgage $0 $0 $0

UtilitiesElectric, Cell Phone, etc.

$30 $30 $0

Groceries/Snacks $15 $12 $3

Transportation

Car Payment $0 $0 $0

Bus Fare $0 $0 $0

Gasoline $20 $25 -$5

Shopping

Clothes $40 $35 $5

Other Shopping $10 $0 $10

Fun

EntertainmentMovies, Pizza, Video Games, etc.

$20 $25 -$5

Other Expenses Skate Club: $10 Skate Club: $10 $0

EXPENSES SUBTOTAL $185 $179 $6

NET INCOMEIncome Minus Expenses

$20 $35 $15



Student Handout: Your Monthly Budget (for “The Art of Budgeting”)

INCOME Estimate Your Income Your Actual Income:

Wages/IncomePaycheck, Allowance, Birthday Money, etc.

Interest IncomeFrom Savings Account

INCOME SUBTOTAL

EXPENSES Estimate Your Expenses Your Actual Expenses

Savings

Savings Account

Bills

Taxes-from paycheck

Rent/Mortgage

UtilitiesElectric, Cell Phone, etc.

Groceries/Snacks

Transportation

Car Payment

Bus Fare

Gasoline

Shopping

Clothes

Other Shopping

Fun

EntertainmentMovies, Pizza, Video Games, etc.

Other Expenses

EXPENSES SUBTOTAL

NET INCOMEIncome Minus Expenses



Setting Financial GoalsObjective

Students will identify and prioritize financial goals, determine the goal ranges (short, intermediate, or long-term), and identify which resources they will need to achieve those goals.

Materials

• Student Handout “What Are Your Goals” and “Setting Financial Goals”

• Dry-Erase board, markers

• Pen or pencil

Procedures

1. Hand out both student handouts “What Are Your Goals” and “Working With Your Goals”.

2. Begin discussion about what students believe a financial goal is.

3. Ask students what some of their financial goals are, based on their life situation. List them at the front of the room, separating them into short-, intermediate-, and long-term goals.

(Short term 1-4 weeks, intermediate-term 2-12 months, long-term 1 year or longer)

4. Pick one goal from each group. Have the class brainstorm steps they can take and the resources needed to achieve those goals. Chart these activities on the board.

5. Allow students to work on “What Are Your Goals” handout and have them identify the goals that are most important to them.

6. Allow students to complete the activity by filling out the “Working With Your Goals” activity. Have students share out some of their goals and which resources they will need in order to accomplish it.

Note: Teachers can use this activity in conjunction with the Art of Budgeting activity.

Discussion Questions

1. Why is goal setting important?

2. What can you do to achieve your financial goals?

3. What resources do you need to achieve your goals?

-Personal (abilities, skills, time, educations, etc.)

-External (abilities, skills, time, education, etc.)

4. How can setting a budget help you achieve your financial goals?



Student Handout: What Are Your Goals? (for “Setting Financial Goals”)

What matters most to you? Take a few minutes to sit down and define your goals. By identifying what is most important to you, you can start the process of creating a customized plan and begin working toward achieving your goals.

List some of your educational, financial, social, health/physical, and family goals. In some categories you may have more than five goals; in others you may have fewer.

My Educational Goals

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________

My Financial Goals

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________

My Social Goals

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________



My Health/Physical Goals

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________

My Family Goals

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________



Student Handout: Working with Your Financial Goals (for “Setting Financial Goals”)

What goals are the most important to you?Choose the two goals from each category that are the most important to you. After you choose your top goals decide when you would like to complete the goal. Label each goal as short-term (1-4 weeks), medium-term (2-12 months), or long-term (1 year or longer).

1.___________________________________________________________________________________

2.___________________________________________________________________________________

3.___________________________________________________________________________________

4.___________________________________________________________________________________

5.___________________________________________________________________________________

6.___________________________________________________________________________________

7.___________________________________________________________________________________

8.___________________________________________________________________________________

9.___________________________________________________________________________________

10.__________________________________________________________________________________



Prioritize Your GoalsList and prioritize five of your most important goals. After each goal, identify what you could be doing now to work toward the goal and what resources (if any) you need to achieve each goal.

Goal #1 ____________________________________________________________________________

What I can be doing now to work toward this goal:

______________________________________________________________________________

______________________________________________________________________________ The resources I need to achieve this goal are:

______________________________________________________________________________

Goal #2 ____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________

Goal #3 ____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________

Goal #4 ____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________

Goal #5 ____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________





Materials


• Pen or pencil

Procedures




















S Specific I will

M Measurable by


R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________










Materials



• Pen or pencil

Procedures














STEP 1


CLASSES9th GRADE

SEMESTER I9th GRADE

SEMESTER II10th GRADE SEMESTER I


MESTER / MESTER 1 2

MESTER / MESTER 3 4

MESTER / MESTER 1 2

MESTER / MESTER 3 4

English

Math


Science

Foreign Language

Fine Arts

Applied Technology

Physical Education

Health

Other elective:

____________________Other elective:

________________



STEP 1 (continued)

Complete the chart below by filling in all the grades you earned:

CLASSES11th GRADESEMESTER I


12th GRADESEMESTER I


MESTER / MESTER 1 2

MESTER / MESTER 3 4

MESTER / MESTER 1 2

MESTER / MESTER 3 4

English

Math


Science

Foreign Language

Fine Arts

Applied Technology

Physical Education

Health









# of A’s x 4 = __________________________

# of B’s x 3 = __________________________

# of C’s x 2 = __________________________

# of D’s x 1 = __________________________

# of F’s x 0 = __________________________





STEP 5








Materials


Procedures




















S Specific I will

M Measurable by


R Realistic

T Timetable within

S.M.A.R.T!

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________









Objective


Materials




Procedures














A-G vs. High School Graduation Requirements Objective

To familiarize students with the A-G and high school requirements. By the end of this activity, students should also demonstrate some familiarity with the differences between high school requirements and eligibility requirements for university admission.

Materials

• Student Handouts: “A-G vs. High School Graduation Requirements”, “Venn Diagram”, “Graduation Requirements Questionnaire”

• Pens and/or pencils

Procedures

1. Have students begin by brainstorming what they know about requirements for high school graduation and A-G requirements for university eligibility.

2. Have students share their lists with a partners or in a small group and add to their lists as needed.

3. Give an overview of the “A-G vs. High School Graduation Requirements” student handout.

4. Have students compare and contrast A-G and H.S requirements using the “Venn Diagram” student handout.

5. Have each student complete an “A-G vs. High School Requirements” questionnaire.



!"#$%&'(!(#$)&*+*(,$#-.""!$,*#/0*-/$122341255$'67897:;<=$0>?9;6>@>=:A$7=8$!"#"$%$$-<BB>C>$%8@;AA;<=$D%4'E$0>?9;6>@>=:A$


GRADUATION


graduate

UNIVERSITY OF

CALIFORNIA


CALIFORNIA

STATE

UNIVERSITY


PRIVATE


COMMUNITY

COLLEGES



US History AB


Democracy

Economics

2 years

World History,

US History, or

Principles of

American Democracy

2 years

World History,

US History, or


Democracy

World History,

US History,

Principles of

American Democracy


electives

recommended



11th grade American




4 years college

preparatory English

4 years college

preparatory English

4 years college

preparatory English


20 credits college

preparatory math:

Alg.1 & Geometry or


Algebra 2

3 years:


Algebra 2

more is recommended

3 years:


Algebra 2

more is recommended

college

preparatory math

each year



science (Biology)




more is recommended



prep. science req.)

2 years lab science



prep. science req.)

3 to 4 years

lab science

World


2 years same world

language

more is recommended

2 years same world

language

3 to 4 years world

language is

recommended

Visual/Performing




and performing arts


and performing arts

visual & performing


as electives


70 credits

1 year or more of

advanced courses in




requirement), world

language, or social

sciences

1 year of advanced





world language, or

social sciences

college

preparatory

electives in the


No subject

requirements.

18 years old

or


or

high school

proficiency

test certificate

Students are most



college preparatory

courses suggested

for each semester






to graduate

230 credits

Additional

Graduation

Non-course

Requirements


2. Career Pathway

3. Service Learning


Exit Exam

(CAHSEE)

SAT Reasoning Test

or ACT plus ACT

Writing

SAT Subject Tests

Analytical Writing

Placement Exam

(Subject A)

SAT Reasoning Test

or ACT

Placement exams in


ELM

SAT Reasoning Test

or ACT and


required for some

colleges

Placement exams for

English,

mathematics and

chemistry




Student Handout: A-G vs. High School Graduation Requirements



Student Handout: Venn Diagram (for “A-G vs. High School Graduation Requirements”)



A-G Requirements High School RequirementsSimilarities

Student Handout: Graduation Requirements Questionnaire (for “A-G vs. High School Graduation Requirements”)

1. What exam must a student pass to meet the high school graduation requirements?

_________________________________________________________________________________

2. How many math courses must a student pass to meet the HS requirements? _______________

3. How many math courses must a student pass to meet the A-G requirements?______________

4. How many credits are necessary to graduate from high school? __________________________

5. How many social studies courses are needed to meet the HS requirement? ________________

6. How many social studies courses are needed to meet the A-G requirements? ______________

7. Why do you have to take Health and Life Skills? ________________________________________

8. Are the A-G requirements the same for the University of California and the California State

University? _______________________________________________________________________

9. What tests are required if you want to attend a California State University? __________________

_________________________________________________________________________________

10. What requirement are you meeting if you take French I and French II?______________________

11. Why should you take an applied technology class? _____________________________________

12. What is the lowest grade you can receive for a class if you are trying to meet the A-G

requirements? _____________________________________________________________________

13.Do community colleges have A-G requirements? ________________________________________





Materials

• Students’ transcripts• Student Handouts: “High School Individualized Graduation Plan” and ”A-G and High

School Requirements”• Pen or pencil• You may want to have a school counselor come in during this activity to offer help or even

guide the activity

Procedures












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Eng

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Gra

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GRADUATION


graduate

UNIVERSITY OF

CALIFORNIA


CALIFORNIA

STATE

UNIVERSITY


PRIVATE


COMMUNITY

COLLEGES



US History AB


Democracy

Economics

2 years

World History,

US History, or

Principles of

American Democracy

2 years

World History,

US History, or


Democracy

World History,

US History,

Principles of

American Democracy


electives

recommended



11th grade American




4 years college

preparatory English

4 years college

preparatory English

4 years college

preparatory English


20 credits college

preparatory math:

Alg.1 & Geometry or


Algebra 2

3 years:


Algebra 2

more is recommended

3 years:


Algebra 2

more is recommended

college

preparatory math

each year



science (Biology)




more is recommended



prep. science req.)

2 years lab science



prep. science req.)

3 to 4 years

lab science

World


2 years same world

language

more is recommended

2 years same world

language

3 to 4 years world

language is

recommended

Visual/Performing




and performing arts


and performing arts

visual & performing


as electives


70 credits

1 year or more of

advanced courses in




requirement), world

language, or social

sciences

1 year of advanced





world language, or

social sciences

college

preparatory

electives in the


No subject

requirements.

18 years old

or


or

high school

proficiency

test certificate

Students are most



college preparatory

courses suggested

for each semester






to graduate

230 credits

Additional

Graduation

Non-course

Requirements


2. Career Pathway

3. Service Learning


Exit Exam

(CAHSEE)

SAT Reasoning Test

or ACT plus ACT

Writing

SAT Subject Tests

Analytical Writing

Placement Exam

(Subject A)

SAT Reasoning Test

or ACT

Placement exams in


ELM

SAT Reasoning Test

or ACT and


required for some

colleges

Placement exams for

English,

mathematics and

chemistry







Literacy Strategies



Literacy DevelopmentObjectiveIt is our hope that MAHS teachers can adopt evidence-based best practices for comprehensive literacy instruction. It is our belief that these best practices can only be described--but not prescribed as we acknowledge teachers as visionary decision makers in their own pedagogy. Here is a list of some of these best practices (Gambrell et al., 2007):

1. Create a classroom culture that fosters literacy motivation.

2. Teach reading for authentic meaning-making literacy experiences: for pleasure, to be informed, and to perform a task.

3. Provide students with scaffolded instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension to promote independent reading.

4. Give students plenty of time to read in class.

5. Provide students with high-quality literature across a wide range of genres.

6. Use multiple texts to link and expand vocabulary and concepts.

7. Build a whole-class community that emphasizes important concepts and builds upon prior knowledge.

8. Balance teacher- and student-led discussion of texts.

9. Use technologies to link and expand concepts.

10. Use a variety of assessment techniques to inform instruction.

Some Notes on Implementing Silent Sustained Reading (SSR) in Your Homeroom by Ms. Rebecca Ann Aguirre, Manual Arts Literacy Coordinator

When SSR is on the agenda for your homeroom, the classroom needs to be as quiet as possible with very minimal interruptions. Students who are not yet advanced readers are easily distracted. Also, students don’t really give themselves permission to “work” when other students are playing around. Students should not be permitted to get up during homeroom to disrupt other students who are trying to read. If their reading material isn’t sufficient to sustain their reading for the entire period, take materials to them. Point out the need to take enough material to last the entire period.

At the beginning of the period, the homeroom teacher should circulate, instructing students to open their books, to begin reading, to put their pens/ pencils away. (Note: Ask students to put away anything that may be a distraction in their backpacks. Students often unconsciously pick up pens/pencils or other items to amuse themselves.) The teacher should monitor the students for the entire homeroom. The teacher needs to be standing so as to see what the students are actually doing. Students can be equally “quiet” while texting, drawing, and carving in the desk, for example.

MAHS HOMEROOM RESOURCE GUIDE LITERACY STRATEGIES


The teacher should be quiet. If students need help (or even shout out), go to them and talk in a low voice. The teacher may also take the student to a part of the room where they are not a distraction to the rest of the class and have individual conferences with students about the material they are reading.

Please contact Ms. Rebecca Ann Aguirre, Manual Arts Literacy Coordinator if you need reading materials for your homeroom.

Another Idea to Support Reading in Homeroom

Word Walls

We would like to support the development of academic literacy in homeroom. Word Walls are a way to immerse student in the academic language that they are learning and to visually represent a common classroom vocabulary. Because the number of times students are exposed to a word and the amount of information offered with exposure influences vocabulary learning, homeroom teachers can make Word Walls into powerful resources that support Sustained Silent Reading (SSR). By cycling back to the terms on a Word Wall in various contexts, you increase students’ ability to appropriate these terms for their own use in speaking and writing. The physical representation of the words on the classroom walls supports students’ use of them.

The first step in preparing a Word Wall is to find a space in your homeroom classroom where the words can be displayed. Words are most easily managed if they are written on individual strips of paper for posting. Often the words placed on the “Word Wall” are words the class discovers and wants to add to the word wall spontaneously. It is helpful to keep a stack of blank strips easily accessible. Although, you may want to prepare these word strips in advance, the words should be posted only as students encounter them. Try to incorporate the words on the word wall into your spoken vocabulary, and encourage students to do so when writing as well as speaking. You may modify this idea by incorporating other elements such as definition, synonyms, antonyms, word used in a sentence, visual representation, etc. Help students view the Word Wall as an evolving classroom resource that they are invited to contribute to, refer to, and put to work.



Essential Reading StrategiesObjective

To review and discuss good reading strategies with students.

Materials

• Chart paper or white board/ chalkboard to list student answers

• Student Handout: “Before, During, and After You Read”

Procedures

1. Start a discussion with your students about how they read. Ask them to describe their reading process for you. Ask questions like, “What do you do before, during, and after you read? Are there any steps you take to ensure you comprehend what you are reading? What could you do make sure you comprehend what you read?”

2. Give them the handout. Read it with them. (You can do a popcorn read, assign groups to read each section and share out to the class, or have them read it silently then ask students to volunteer to explain a section. Be creative about how they read and review the handout.)

3. Optional: You can copy an article about a current event and model to the students how to follow the steps in the handout.


1. Why is it important to use these strategies while you read? What would be the possible benefits of using these strategies?

2. When you are reading, what do you do when you come across a word or sentence you don’t understand?

3. What are some the strategies you could use to ensure you comprehend difficult words or sentences?



Student Handout: Before, During, and After You Read (for “Essential Reading Strategies”)

Reading is a big part of studying. From fiction to non-fiction, textbooks to newspapers, charts to brochures, chances are you’ll read for every class at some point. How you read is just as important as what you read. If you just look at the words and turn the pages, you probably won’t remember much of what you read. On the other hand, if you take some simple steps before, during and after reading, you’ll remember much more. Use the following strategies when reading for any class:

Before you read

1. Think about the subject you are going to read about.• Why do you need to read for this subject?• What is the purpose of what you are about to read?• What do you know already about this subject?• What do you need to learn about this subject?• Create questions to answer based on what you need to learn.

2. Skim the section you are going to read.• How is it organized? (e.g., topics, headings, etc)• Do you see anything familiar?• Do you see anything new?

While you read

1. Read for comprehension.• Have the purpose and your questions in mind at all times.• Stop and reread ideas that you are not sure you understand the first time.• Think about other places you might find more information about a certain topic that is

still unclear.

2. Take notes as you read.• Stop frequently and recite, silently or out loud, what you have just learned. Put the

information into your own words.• Use post-it notes, index cards or an outline to write down important ideas,• vocabulary and answers to your questions.

After you’ve read

1. Review the material by yourself.• Think about what you have just read and how it fits with what you’ve learned in class.• Decide whether your questions have been answered.• Read through your notes and check to see if anything you wrote is unclear.• Try to remember as much as you can about what you read. If you need to, reread

certain sections, but do not reread the entire article, chapter, etc.

2. Review the material with other students, a teacher, or someone else. Tell them about it in your own words.



Reading Log (to Make Up for Absences)

Objective

Students will continue the habit of reading even though they may have been absent to school. You may also use the reading log to make up for

Materials

• Student Handout: “Reading Log for Making-Up Assignments”

• A pencil or pen

Procedures

1. In order to make up the points earned from Sustained Silent Reading (SSR) or a Literacy Activity in homeroom, if a student is absent, he/ she will read silently for 20 minutes at home.

2. The student will ask a parent/ guardian to supervise the 20 minutes of reading and upon completion will have that person verify by signing the homework log.

3. The student will return the signed homework log to the homeroom teacher and receive the appropriate amount of points for the missed day’s literacy activity.

4. This also works if the student has gone on a field trip, needs to go to an office or see his/her counselor, is with another teacher receiving tutoring, or has left homeroom for any other approved reason.

5. Students can save the log so that he/she may use the remaining rows for future absences or excused activity, if necessary.



READING LOG FOR MAKING-UP ASSIGNMENTS

INSTRUCTIONS: 1) Read quietly for 20 minutes at home. 2) Have a parent or guardian supervise you and then sign your log to verify that you have read. 3) Return it to your homeroom teacher the next school day for credit.

Name: _________________________________________________ Homeroom: __________________

My son/ daughter read for 20 minutes on _____________________ from_________to__________. Date Time Started Time Finished

Parent Signature: _____________________________________________________________________

Received by Teacher: _____________________________________ Credit given: _______________















Reading Log (for SSR at Home)

Objective

To establish a habit of reading on a daily basis outside of the academic/ school setting.

Materials

• Student Handout: “Weekly Reading Log”

• A pencil or pen

Procedures

1. Students will read silently for 20 minutes at home.

2. The student will ask a parent/ guardian to supervise the 20 minutes of reading and upon completion will have that person verify by signing the homework log.

3. The student will return the signed homework log to the homeroom teacher once a week for credit.



WEEKLY READING LOG

INSTRUCTIONS: 1) Read quietly for 20 minutes at home. 2) Have a parent or guardian supervise you and then sign your log to verify that you have read. 3) Return it to your homeroom teacher the next school day for credit.

Name: _________________________________________________ Homeroom: __________________


















Story BoardObjective

To encourage students to visualize as they hear a story or as they read. Good readers can picture a story as it unfolds, but some emergent readers need to practice this skill. Creating the pictures forces them to visualize as they hear or read a story.

Materials

• Story Board template (one sample included)

• Pencil or pen (crayons, markers, and other supplies can also be provided)

Procedures

This activity can be done with any piece of literature. Students can do this for a book they are currently reading, a short story that you assign the whole class to read, or a short story that is read to them aloud. (You can also model this strategy by using a children’s picture book, which is an excellent example of the story board technique). The following is one idea to introduce Story Boards as a literacy strategy to students:

1. Have the students divide a sheet of paper into 6 or 9 grids either by folding a paper or drawing lines. A story board template is included in this guide (you can photocopy it for your students).

2. Read a story aloud to the class, stopping periodically while the students draw scenes in the squares. Explain to them that they do not need to fill in all the squares and that they may also use more squares if needed, as long as they can repeat the story from the pictures they have done the job.

3. Students can write in the scenes, they may include descriptions or dialogues that formed in their head as they heard or read a piece.

4. Possible follow-up activities or assignments:

• Do steps 2-3 again but do not stop periodically, read the whole story aloud then have them do the storyboard all at once.

• Have them do a storyboard about a book they are currently reading.

• Give the students a copy of a short story. Have them read it quietly, then have each student create a Story Board. (This creates an opportunity for constructive feedback on each other’ s Story Boards and a discussion on what a useful and quality Story Board should include.)



STORY BOARDSTORY BOARDSTORY BOARD

(Reproducible Story Board Template)



K-W-LObjective

To encourage students to activate what they know, understand what they need to know, and express what they learned while reading.

Reading StrategyK-W-L is a strategy that models the active thinking needed when getting ready to read and actually “reading to learn” from expository text. The letters K, W, L stand for the three activities students should engage in when reading to learn:

• recalling what they KNOW

• determining what they WANT to learn, and

• identifying what they LEARN as they read

Materials

• Student Handout: “KWL” Chart

• A copy of a short article, reading selection, or a chapter (an expository text)

• Pencil or pen

Procedures

1. Before the students are given the reading, the teacher will first engage them in a brainstorming session of what they as a group already know about the topic of the reading or a concept that the teacher has selected from the reading.

2. The students will write down all the things they already know in the “K” column of their KWL chart

3. Then, the teacher elicits what information or type of information they would be interested in learning about the topic or concept previously discussed.

4. The students will write down all the things they want to know or learn in the “W” column of their KWL chart

5. The teacher will have the students read the reading selection individually or have them read it together aloud as a class.

6. When the reading is completed, the class discusses what has been learned.

7. The students will write down all the things they have learned in the “L” column of their KWL chart.

8. Lastly, the class discusses what questions have been answered and what new questions have emerged.



K W L

What you

KNOW

What you

WANT to know

What you

LEARNED



Community Building



Community Circle12

Objective

To promote inclusion and community. To share personal history, interests, beliefs. To enhance communication skills. To connect to peers and homeroom teacher on a more personal level.

Materials

Recommended: An object or a strip of paper that has the question printed (or written) on it that is passed around and students can hold as they answer the question-of-the-day. By having an object student hold as they speak helps to reinforce the norm that only one person can speak at a time and the rest should be listening attentively.

Procedures

1. Have students sit in a large circle.

2. Review the key classroom norms.

3. Present the prompt. (Example: “ I feel excited when…”)

Note: The best questions are those most relevant to the participants’ lives, experiences, interests and cultures. See “Ideas for Community Circles”

4. Have everyone respond in turn to the question. Allow time at the end for those who passed to respond if they desire.


1. How did we do with our norms? In what ways did we actively listen to each other? In what ways did we show respect to each other?

2. What is one new thing you learned?

3. Why is it sometimes difficult to find something to say in a large group?

4. How does sharing this way help our class or build community?

5. What new things did you notice about yourself during this activity?

MAHS HOMEROOM RESOURCE GUIDE COMMUNITY BUILDING


12 Activity adapted from “ Engaging All By Creating High School Learning Communities” (2008).

Teacher Handout: Guidelines and Purpose (for “Community Circle”)

Three Simple Guidelines

1. Participants listen attentively to others

2. Anyone can pass (although the teacher should give those who passed an opportunity to participate at the end)

3. People are respectful to others (e.g., no inappropriate laughing, put-downs)

Purpose

• To build a sense of community, team, relationships; create shared values among the students and teacher.

• To provide student voice.

• To teach students how to really listen to each other.

• To foster a sense of caring about each other.

• To improve academic performance through improved classroom climate and respectful learning.

• To establish a climate of trust.



Teacher Handout: Establishing Norms (for “Community Circle”)13

How to Establish and Implement the Norms

The teacher should take the time to teach each of the norms thoroughly through modeling or role play before doing the first community circle.

After the norms are carefully taught, the teacher might say, “Do we all agree that since we are doing community circle to strengthen our relationships with each other, that these norms are important and essential?” and, “As long as we uphold the norms, everyone is entitled to stay and participate in the circle.”

When any of the norms are “broken,” the consequence is that the student or students are asked (matter of factly) to leave the circle, temporarily. This is not a punishment; this is a logical consequence. The teacher might say, “If we understand that the purpose of our activity is to create a caring classroom community, then breaking an agreed upon norm doesn’t further our purpose.”

The student(s) should go outside the classroom if they will be a further disruption, or they may sit outside the circle at another desk if they won’t be a disruption. Since the community circle is enjoyed by students, they are typically motivated to be a part of it, but expect testing the first few times and immediately ask the student to leave the circle for the time being.

It usually works best if the teacher doesn’t ask, “Are you ready to come back?” because if the student says, “no,” then the teacher is immediately put into a power struggle. Rather, simply smile and invite the student to come back into the circle: “Ray, please join us again, the circle is not complete without you.” By your modeling and behavior, you are teaching all of the students how to be part of a successful circle, each time you do this.

Students can be invited back at the end (before reflection) or the next community circle. It’s important that they come back to the circle to experience themselves doing the correct behavior for the rest of the circle, if possible.

It is extremely important to be consistent with the expectation that the 3 community circle norms must be followed, and to proceed with the consequence. Students will test to see what the limits are and how the teacher interprets “attentive listening” and “mutual respect” - no put downs” (A put down is any disrespectful behavior – laughing, snickering, talking, insulting remarks or facial expressions, etc. Take plenty of time to model the norms before doing the first community circle, and remind students (or have them remind each other) of the norms before each circle experience.



13 Material for Community Circles and Norms provided by Joy Pelton

Teacher Handout: Ideas for Prompts (for “Community Circle”)

Basic Prompts

• I feel happy when… • I fell sad when…• I feel angry when… • I feel scared when…• I feel excited when…• I feel annoyed when…• I feel stressed when…• I feel alone when…• The scariest things is…• My favorite hobby is…• My favorite pet is…• My favorite food/junk food is…

Other Suggested Prompts

• When I become an adult, I want to…• When I daydream, I usually think about…• If I were an animal, I would be…• If I were a famous athlete (or actor/actress), I would be…• When I graduate from high school, I want to…• My favorite weekend activity is…• My favorite song is…• Today I feel…• Someday I want to…• I can’t wait until…• When I am doing math, I am most like what animal…• A character from a book I am most like is…• My favorite book is_______because…• When I think of a happy memory, I think of…• When I think of a hard obstacle I’ve had to overcome, I think of…• Ten years from now you’ll see me…• If I could invite anyone to have dinner with me, I’d invite___________because…• If I could go anywhere in the world, I would go to…• My favorite movie of all time is___________because…• If I were in charge of the world, I would make sure…• The best thing about my life is…• The best kind of vacation would be…• I feel most happy (sad, scared) when…• In a friend, I most value…• What makes me apprehensive (nervous) about the future is…• If I could change my high school school, I would…



Extended Name-TagsObjective

To promote inclusion. To share personal history, interests, beliefs. To enhance communication skills.

Materials

• 5x8 inch index cards• Pen or pencil

Procedures

1. Distribute 5x8-inch cards and ask each student to print his or her first name or nickname in the center of the card and directly under it the quality he or she most values in people. ( Note: You would like to collect these after the activity you may want to stipulate that students write legibly.)

2. Have each student write the following in the corners:• Upper left - his or her favorite place on earth• Lower left - the name of a person who taught him or her something important • Lower right - a life changing moment• Upper right - three things he or she does well

3. Have the student meet in triads. Explain that the triads will talk about the upper left corner of their cards for three minutes, which means each person has one minute to talk. Ask them to keep track of their time and to share equally.

4. After three minutes, have the triads give statements of appreciation. Allow two minutes for the statements. Examples: • “ I like it when...”• “You’re a lot like me when...”

5. Have the students form new triads three more times, sharing the other three corners and giving statements of appreciation after each round. Use the same time periods as suggested in steps four and five above.

6. Form a community circle and invite each student to share something special he or she learned about a member of the class.


1. Why is it important for the members of a community to have opportunities to share information about themselves?

2. Are there other good questions we could ask?3. How did you know that others were listening well when you spoke? 4. What were you feeling when you were speaking? What were you feeling when you were

listening5. How did this activity help our class community get better acquainted?



Fun Community Building GamesTwo Truths and a Lie

Have each person write down three things about themselves. Of these three statements, two must be true and one must be a lie. Suggest that the lie should not be very obvious; it can even be a small detail. The rest of the class must guess which one is the lie.

Penny for Your Thoughts

Pass around a bowl of M&M’s or pennies and ask each person to take as many as they want. Once everyone has taken their desired amount then give the following instructions: “ We will go around the room and for each M&M or penny you took, you must say one thing about yourself.” (You can come up with creative variations, ie: a red M&M = an embarrassing moment, a green M&M = an interesting fact about yourself, a yellow M&M = a happy memory, etc.)

Name Chant

This activity is great for revealing how people are feeling and what the level of resistance is in the group. You can get a sense of both mood and personal style by the tone each person uses and by the motions called for. These types of exercises let people express themselves in a fairly low-risk way. Go around the circle, each person says their name in whatever tone of voice they choose. The group repeats the name three times in the same tone. This exercise illustrates how a person’s attitude, tone, and style are mirrored back to them by those around them.

Copy Cat

This game is great for communication, trust, and surfacing group dynamics. Have students organize their chairs into a community circle. Going around the circle, each person says their name and makes a facial expression or gesture. Everyone has to pay attention and remember each person’s gesture (remind students that they may not repeat other students gestures). Once everyone has had a chance to share their expression pick a student to start the game. The first student must do their gesture then someone else’s gesture. The student whose gesture was picked now does the same, they repeat their gesture followed by another students gesture. The other student continues by doing the same. As the students progress the game should go faster. If a student makes a mistake you start over again.



Activity of JOYObjective

To provide the opportunity and space for students to share about themselves with others, practice listening skills, and to build community.

Materials

• None

Procedures

1. Organize students into small groups

2. Ask each student to think of three things that he or she would like to share. Use the letters of the word “joy” to structure what is to be shared:

• J - Something in your life that just happened.

• O - One thing that you would like to do for yourself

• Y - A part of you that makes you a special person

3. Remind students to listen attentively as each student is taking a turn sharing.


1. Why is it helpful to share information about yourself?

2. How well were people listening?

3. What can we do to help each other to be better listeners?

4. How did you feel while you were sharing?

5. What did you find out about yourself?

6. What did you learn about on of your classmates?

MAHS HOMEROOM RESOURCE GUIDE COMMUNTIY BUILDING


All In The FamilyObjective

To build community, understanding, and promote awareness of family dynamics.

Materials

• None

Procedures

1. Ask the students to form groups in different parts of the room according to their birth positions in their families (eldest, youngest, in-between, only child)

2. Have the students share with the other members of their group.

• How does it feel to be [first born, etc.]?

• What are the responsibilities you have?

• What are the advantages you have?

3. Merge groups so that the eldest are with the in-betweens, and the only children are with the youngest (or you can mix groups however you want)

4. Have the new groups share together

• Who do you think has the most power in your family?

• How do you feel towards other siblings?

• Who gets attention in your family and how do they get it?


1. What did you learn about birth order and power in a family?

2. What generalizations can you make about birth order?

3. What social skills did you use to make this activity successful?

4. How did you feel when you were with others in the same birth position as you?

5. What did you feel about those in the same birth position/different birth positions?

6. What did you learn about yourself?



Chain ReactionObjective

To build inclusion, increase communication skills, share personal interests, opinions and ideas. This is a community and communication building activity that creates the opportunity for students to learn about each other, their interests, and their views of the world.

Materials

• None

Procedures

1. Have students meet in small groups (4 to 5 students)

2. Remind students to pay attention to each other, with no side talking.

3. Have one student ask a second student a question. Have the second student answer the question and then ask a different question of a third student. Ask the group to continue the chain of questions until each student has answered and then asked a question.

4. Explain that questions may be autobiographical, current events, curriculum, hobbies, education, politics, friendship, an/or family interests. Types of questions might include:

• What type of music do you enjoy listening to?

• Have you always lived in Los Angeles?

• What has been a memorable experience for you at Manual Arts?

• What are your thoughts on the health care reform bill?

• Have you ever been camping?

5. Remind students to speak loud enough so all members of the group can hear


1. What did you learn about each other?

2. Why is this a good way to find out information about each other?

3. How could you tell when someone was listening to you?

4. How did you make sure to listen to one of your group members?

5. How did you feel when it was your turn?

6. What do you think about your classmates now?



Where Do I Stand?Objective

To encourage sharing, respect for individual differences, and to experience inclusion and influence.

Materials

• Animal Signs (Lion, Deer, Fox, Dove)

Procedures

1. On a large card print four animal names (Lion, Deer, Fox, Dove)

2. Hang/Tape signs in four different areas in the classroom

3. Ask the student to stand under/near the sign for the animal they are most like when working in groups. Encourage students to talk among themselves while they are deciding where to stand.

4. When all students have chosen animals and have taken their places by the signs, asked them to share why they choose the animal they did.

5. Continue the activity by repeating steps 3 and 4 with other situations.

• How are you with your friends?

• How are you with your family?

• How are you by yourself?

• How are yo in a social situation with people you don’t know?

6. Ask students to meet in groups to discuss their choices -- why they stood where they did.


1. What are the qualities of a lion/fox/dove/deer?

2. What did you learn about other students in the community/yourself?

3. Why would you find it difficult to take a stand?

4. How is taking a stand an important skill for all of us?

5. How did you feel sharing your reasons with the community?

6. What did you learn about yourself?



manual arts high school - mr. bodnar · manual arts high school homeroom resource guide a teacher...

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