Transcript Objective: SWBAT … Day 1: self-assess readiness for what's next after high school by responding to a quick write, reflecting, and questioning Day.

Objective: SWBAT …
Day 1: self-assess readiness for what's next after high school by
responding to a quick write, reflecting, and questioning
Day 2: self-assess readiness for what's next after high school by
brainstorming self-descriptive words.
What’s Next? Thinking About
Life After High School
Calls for research, reflection, and preparation
You will be asked to:
1.Document your research and findings about
potential paths after High School.
2.Write a personal application letter for college or a
letter of introduction to a work community.
Module Background:
1st segment: READING what others have
to say about going to college or entering
the work force.
2nd segment: RESEARCH + write a
personal FAQ document in which you
provide answers to important ?s about
your application for school/career.
3rd segment: writing a letter of
introduction for work or a personal
college application essay.
What’s next for me?
Life after high school can take many forms.
Now:
1) Figure out what you want to do next
2) Consider how well prepared you are for
the next stage of your life.
3) Begin to develop plans for making the
transition into life after high school.
Survey
Quick Write (7 min.)
How prepared are you for what’s next?
Format: TS, EX1+2CM, EX2+2CM, CS
1) Figure out what you want to do next and why.
2) Consider how well prepared you are for the next stage of your
life.
3) Begin to develop plans for making your goals a reality
TS Frame (if needed): I am (wellprepared/moderately prepared/unprepared) for
life after high school; my plan is ___.
Add reasons and explanations.
Quick Write (5 min.)
Write about what you think you will be doing next year.
1. If you are going to college, why did you make this
decision, and where will you go?
2. What do you want to get from your college experience?
3. If you are going into the work world or the military, why
are you choosing that option?
4. What do you want from working or entering the
military or any other career you might be considering?
Reread your writing and list reasons you are ready for
the next stage of life OR list questions about what you
need to now about your plans.
Quick Write (7 min.)
*Reflect: Reread your writing and list reasons you
are ready for the next stage of life.
*List questions about what you need to know
about your plans. (Be prepared to share)
Frame to share out loud:
My future entails ____.
A central question I have is __.
I feel ___ prepared because ___.
Exploring Key Concepts
• TASK: Find words that best
match ideas about who
you think you are at this
stage of your life. The
more language you have
to describe yourself and
what you are bringing to
the next stage of your life,
the more opportunities
you have to represent
yourself accurately.
WORD BANK
1. Choose 10 words from
the next slide that
represent you.
2. Add 10 of your own. (ok if
some are the same)
3. Rank them from most
important to least
important.
absent-minded
active
adventurous
analytical
angry
appreciative
Artistic
book- smart
complicated
cool
curious
dependable
determined
developed
devoted
disciplined
respectful
responsible
scientific
self-aware
self-promoter
self-reliant
self-starter
selfish
serious
shine at work
shy person
small steps
enterprising
enthusiastic
family person
fearful
goal-setter
habitual
happy
helpful
hungry
impatient
inarticulate
indispensible
influential
inquisitive
intellectual
kind
social person
street smart
stressed
talkative
trustworthy
truthful
underachiever
valiant
warrior
wishful
worrier
leader
life of the mind
light-hearted
low self esteem
mindful
motivated
optimistic
organized
outgoing
passionate
patient
persuasive
pessimistic
positive self
esteem
procrastinator
realistic
1. What do your words tell you about your opinion of
yourself in terms of readiness for work or college?
2. Based on your analysis of your key concepts, predict
what you will need to learn more about to achieve
your goals.
3. Predict how well your key concepts will work for you
as you move into the next stage of your life. EX:
Stubborn can work for or against you. Identifying
key concepts/vocabulary is an essential strategy for
writing an effective letter of introduction or college
application essay.
Making Predictions + Asking ?s
(Write about your word choices)
Homework (Write about your word choices)
HW: Discuss yourself with someone you trust:
1. Start by asking them to describe you. Not your looks, but your
personality traits and qualities as a human being.
** Don’t argue, just listen! Take notes about what they say, not
what you think.
2. Next, share the words you chose and get their reactions. Write
down their reactions and bring them to class tomorrow.
This info may become a useful chunk of writing for your final letter or
essay. REMEMBER: It is difficult to represent yourself well if you don’t
have a fairly solid sense of who you are or what you believe about
yourself.
Homework (Write about your word choices)
HW: Discuss yourself with someone you trust:
Share with your team:
1. My trusted (friend/family member) told me several things that I
agree with, including ____.
2. I was surprised when they said ___ because ___.
This info may become a useful chunk of writing for your final letter or
essay. REMEMBER: It is difficult to represent yourself well if you don’t
have a fairly solid sense of who you are or what you believe about
yourself.
COMPREHENSION begins w/ being
able to articulate why you are reading.
• PURPOSEful reading (summarize):
1. Discover meaning as you read
2. Engage relevant prior knowledge
3. Ask ?s as you read
4. Draw inferences from the material
5. Interpret images from the text.
6. Determine the importance of elements in the text
7. Synthesize aspects of the text.
8. Determine the value of a text.
Purposeless reading leads to confusion, failure to college relevant details,
problems with recall, and minimum comprehension. Successful readers
understand the prupses fro engaging with a text and use that to effectively
engage w/ the info or experience of a text as they construct meaning.
Thus, building expectations as an effective means of moving toward the
development of purpose.
1st TEXT: “Want to Get Into College? Learn
to Fail” Surveying the Text
• BW: (Last night’s HW) What did you learn about your
word choices from your discussion with someone else?
• Building PTACEXSNETOI, one of the most important
effects of making NOEICRIPDST, is an imp’t + highly
fruitful means of developing POESUPR for reading.
• Building EXPECTATIONS, one of the most important
effects of making PREDICTIONS, is an important +
highly fruitful means of developing PURPOSE for
reading.
• Without developing expectations, determining what is
important in a piece of writing is difficult.
Surveying the Text
(Article 1: Angel Perez’s article)
1. Look @ the title, and make predictions about
what you think will be Perez’s message.
2. Skim through the first 2 paragraphs, and read
the final paragraph. Can you add anything to
you predictions about Perez’s message?
1st Read
• As you read, highlight key ideas.
• Add Thinking Tool icons to identify some or all
of the following:
1st Read Share
• Team discussion and whip-around: Discuss
your annotations from 1st Reading with your
team, and be prepared to share with class.
2nd read
• Underline (or put a check next to ) the best
advice Perez gives to future college students.
• EX: prgh. 4: “Students are usually in shock when I
chuckle and tell them I never expect perfection.”
• Even though he doesn’t say “This is my advice,”
he IS giving advice, right? How can we
paraphrase this?
Dialectical Journal, T-chart
• Choose a few sentences you marked and copy
them down on the LEFT side = Advice Perez
gives about how we represent ourselves to
others. (Accurately + identify page +
paragraph). You may use this as quotes in
your own writing. RIGHT side = REFLECT: What
do his comments make you think about?
frames?
Article 1 T-Chart: 3 Pieces of
Advice
1.
2.
3.
Advice (Quotes)
Reflection
“I never expect perfection…I
prefer they [don’t include] it in
their college applications” (Perez
59).
Perez is advising students to be honest and
real in their college applications – college
admissions officers want to understand
who the applicant really is.
RESPONDING TO PEREZ
• Responding to others’ ideas is a fundamental
element of academic writing.
• Write a 1 paragraph description of an event or
moment when you were less than perfect. What
did you learn from it? How did you pick yourself
back up? What does this event, and your response
to it, reveal about your character traits?
RESPONDING TO PEREZ
• READ AROUND: Read the response paragraphs that
your team members wrote, and comment: 1) why
you think the writing is/is not effective and 2) how
the writing affected you.
• Decide on 1 that effectively represents an event
and explains its significance. PUT UNDER ELMO.
• “10 Rules for Going to
College When Nobody
Really Expected You To”
Read the article and discuss the
following questions with a partner
• Prgh 2: “Kids have learned the hard parts of surviving
in college.” What hard parts of surviving have you
learned in public schools and how will those lessons
relate to your sense of future?
• Prgh 2: What is a non-traditional student?
• Rule 10: Be a total student. What does this mean?
Does it apply only to a school setting? Is there a way
to be a total student in prepartion for a working life?
How might that compare with being a total student
in preparation for college?
• Rule 8: How can you
deal w/ the pressures
of school and family
crisis? What do you
know about
balancing family
obligations or
expectations w/ your
own personal
agendas?
• Prgh 2: “Kids have learned the hard parts of surviving in
college.” What hard parts of surviiving have you learned in
public schools and how will those lessons relate to your
sense of future?
• Prgh 2: What is a non-traditional student?
• Rule 10: Be a total student. What does this mean? Does it
apply only to a school setting? Is there a way to be a total
student in prepartion for a working life? How might that
compare with being a total student in preparation for
college?
• Rule 8: How can you deal w/ the pressures of school and
family crisis? What do you know about balancing family
obligations or expectations w/ your own personal agendas?
2nd Reading Summary Frame
• (TS) Gerald Graff's article "Hidden
Intellectualism" defines the idea of an
intellectual in a new way. His definition of an
intellectual is ___. (CD) The big ideas of his
article include ___ (3-4 sentences
summarizing the big ideas). (CM) These ideas
are important because ___ (elaborate in 1-2
sentences). (CS) Ultimately, ___ (wrap up the
paragraph with an insight).
TEXT #2 “Hidden Intellectualism”
• Intellectualism is a major concept in this
article.
• Identify 3 people you believe are intellectuals.
• Share w/ group + choose 3 that you all agree
are intellectuals.
• List on board.
• Write + reflect: Why are these people
intellectuals? (List qualities of an intellectual
that surface during discussion).
Video Responses
• View the video “Famous Failures”
– Discuss the Big Ideas with team
– Write a 3-4 sentence response to the video: What
insights do we gain? How can you apply these
ideas to your own life?
Video Responses
• View the video “How Much do you Want
Success?”
– Take notes on ideas that resonate with you as you
watch the video
– Write a 3-4 sentence response to the video: What
insights did you gain? Did you recognize yourself
in anything he said? How can you apply these
ideas to your own life?
– Discuss the big ideas with team
Define an intellectual
A. “The demand for certainty is one which is
natural to man, but is nevertheless an
intellectual vice.” Bertrand Russell
B. “An intellectual is a person who takes more
words than necessary to tell more than he
knows.” Dwight D. Eisenhower
C. “An intellectual is someone whose mind
watches itself.” Albert Camus
* Select the quote that best matches your
definition and explain why you think it does.
REFLECT + perhaps revise your definition.
Reflection paragraph (7 min.)
• Is being an intellectual important and does
America need intellectuals? If so, what kind of
intellectuals do you think America may need
for our future successes? OR
• Do you consider anything about yourself to be
an intellectual. Is it a positive/negative term?
Are there different kinds of intellectuals? Are
intellectuals always wrapped up in their own
worlds? Or are there new ways you can think
of “being smart” as you move into life after
h.s.?
Discussion after Graff’s article:
Evaluate what is Graff writing about: intellectualism,
schooling, learning, and progress?
Frame: Graff believes “___” (PC). I (dis)agree because ___.
•“Graff believes that schools limit our notions of what counts as credible
knowledge”
•“Graff believes that everyone is ‘intellectual’ about something.”
•“I think Graff misses the point about intellectualism, it’s for the ‘brains’ of our
society and not for everyone; our leaders need to be really smart.”
•“… Graff has it right when he says schools overlook ‘intellectual potential’ in
students because they have such a narrow notion of what it means to be smart.”
• “street smarts” are applicable to many different work or academic situations or
have even prepared them for college or work.
•? one of Graff’s descriptions of the educated life (par. 10) “[understanding] how
to make an argument, weigh different kinds of evidence, move between
particulars and generalizations, summarize the views of others and enter a
conversation about ideas” and offer their own view of education.
Post Reading Reflections
1. Have Perez or Graff added any insight to your
thoughts about career or school?
2. Have Perez or Graff made you think of any
moments in your life that best represent who
you are just now?
3. Have Perez or Graff caused you to change
your thinking about anything?
HW: Letter to a Trusted Friend
• PURPOSE: To articulate ideas you have about the next stage of your life
within the context of all that you have read + discussed.
• TASK: Without worrying about how well you spell or whether you are
making complete sense, write a letter to a trusted person about how
well you are – or are not- prepared for the next stage of your life.
1. Explain why you are prepared for the next stage of your life.
2. Describe your concerns.
3. Tell about an event that shows your skills, including strengths and
weaknesses.
4. Write questions you have about the next stage of your life and answer
them.
5. Ask for advice about your ideas and explain why you need the advice.
6. Explain why you have chosen a particular path after high school.
Jigsaw 3 articles + Website
Research
• Shift in focus – more research driven focus (requires you
to continue to gather information about your plans and
draw conclusions about your own readiness for life after
h.s. but emphasize learning about requirements,
processes, and expectations of work or college
communities.
1. What will be required of me to enter the school or job
that I want?
2. How ready am I for the work or school I have in mind?
3. How realistic is my evaluation of myself in terms of being
ready for the next stage of my life, whether that is school
or work?
3 texts
• Groups: Read aloud (mark w/ a check, underline, or circle
what’s important) + discuss (30 min.) the document +
prepare a report for the class (15 min.):
1. Reach a shared opinion of what the article has to say
about starting work or going to college. What is the
author’s opinion about the topic? Prepare a brief
summary of the writer’s argument.
2. Identify the most important quotes, rank them, +
develop explanations of your ranking.
3. Finalize what you are going to report to the class (all
participate).
Each group reports
• Write 1 paragraph (7 minutes): Is it best to go
to college right away or move into work? This
should generate some comments about what
you are carrying away from the discussion and
how it relates to your sense of what you want
to do next.
FAQ Guide + Web Resources
• Goal: generate a personal FAQ and identify
the requirements for entering the workforce
or college.
• Brainstorm questions about beginning work or
entering college. (List on board)
• Think Aloud: demonstrate a site and find
relevant information
• ASK: what (skills/strategies) are imp’t about
searching Web sites for info?
Helpful Web sites
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CaliforniaColleges.edu: http://californiacolleges.edu
Where are CSU campuses in CA?
Select CSU logo
Click “Map of CSU Campus Locations”
Chose a college (San Marcos)
Go to the top of page, select “Explore Colleges”
Select “Campus Facts”
Select “C” @ the top
Select CSU San Marcos
“Undergraduate Studies home page”
College Application Process
• http://californiacolleges.edu/california-stateuniversity.asp
• Select “How to Apply”
• Select “Freshman Admission Requirements”
• “High School Course Requirements”
• Return to “Freshman Admissions Requirements” page +
select “Apply for Admission” in the left-hand box.
• Select “Apply for Admission to CSU school”
• Select the online application available on CSUMentor
Web site. (site on your handout). This is best site if you
apply for CSU. Select Tabs @ the top.
California Careers Zone:
http://www.cacareerzone.org