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     Within the WIN Career Readiness System, South Aiken High School is preparaing and equiping our students  with the necessary employability, foundational, and social skills needed for success. This real-world learning environment focus on preparing and equiping students with the necessary skills  coursework and credentials that lets employers know that our students have the skills to succeed in the workforce and further their training and education. 

     

    College and Career Ready: A student is "college and career ready" when he or she can enter the workforce or a two or four-year college without the need for remedial training or classes.

    2019/2020 CCR Class syllabus

    The CCR Curriculum at South Aiken High School aims to prepare all students for post-secondary success. The goal is for all students to understand the multiple paths they have after high school, allow students to identify the path that is best for them, and prepare students to take the necessary steps to be successful in that path. The curriculum is delivered in a variety of ways to help students master the basic skills necessary for high school, college and career success.

    The curriculum is designed to create student awareness of the connection between their high school courses and readiness for admission to college and/or preparation for a future career- as well as various activities that promote self-discovery, career exploration and academic planning.  

    • Introduce Post-Secondary Options
    • Plan ahead for desired post-secondary path (action steps for this year and action steps for 11th/12th grade)
    • Develop a plan for course selection
    • Help students remain socially and emotionally on track

    Classroom Expectations / Rules:

    • You are expected to follow all rules and guidelines in the FCHS handbook.
    • You are expected to assume responsibility for your own learning
    • You are expected to respect everyone’s right to learn without distractions. 
    • You are expected to ask questions to clarify your understanding and to enhance your learning experience. 
    • You are expected to attend class and to be on time
    • You are expected to actively participate in classroom discussion and activities. 
    • You are expected to bring your materials (paper, writing utensil, calculator, notebook) to class every day

      Accommodations (are built into every lesson-class assignment- test and home work) –504:  Power hour will be used as added time for student to complete assignments. Students may come 1st - 2nd or both 

      1. Preferential Seating
      2. Daily agenda and assignments on board
      3. Oral and written notes & directions with visual cues
      4. Structured schedule for assignment completion
      5. Assignments posted online
      6. extended time for any class assignment
      7. Students allowed a partner or group for some assignments.
      8. Extended time on tests and classwork if needed
      9. Planner signed daily if needed
      10. Flexible format for response
      11. Retakes of tests/quizzes to show mastery of a skill
      12. Handouts & notes provided in large print
      13. Distraction stimuli minimized & reminders to stay on task
      14. Accelerated Curriculum

    Class daily calendar consist of:

    Planning for college and career readiness is an ongoing strategy to help individual students in the areas of academic/learning development, life/career development, multicultural/global citizen development, and personal/social development.

    Planning for College and Career Readiness incorporates student information and competencies to assist students in establishing educational and personal/life goals and to connect students to activities that will help them achieve their goals.

     

    What Is Inference?

    Objective: Inference is using observation and background to reach a logical conclusion.                                  Prior Knowledge: When making an inference, you are using background and observation to reach a logical conclusion. 

    SWBAT: find the intended meaning of the text. Intended meaning is what we think the author is trying to teach us.

    SWBAT: Look beyond what is stated in the text and finding the ideas to which the author only hints. This makes you a more active reader and critical thinker.

     

     

    10/30/2019

    Objective: Locating Information: Fortune Tellers

    A young couple entered the restaurant in Andy’s view. They were holding hands. Andy sat back down in his chair. He felt sick. He turned and faced his father, who was eating xôi. “What’s the matter, son?” asked his father. “I thought you were going to the birthday party.” “It’s too late.” “Are you sure?” Andy nodded. He looked at the plate of xôi. He wanted to bury his face in it. “Hi, Andy.” A voice came from behind.

    Andy looked up. He recognized the beautiful face, and he refused to meet her eyes. “Hi, Jennifer,” muttered Andy, looking at the floor. “You didn’t miss much, Andy. The party was dead. I was looking for you, hoping you could give me a ride home. Then I met Tim, and he was bored like me. And he said he’d take me home…. Andy, do you want to eat with us? I’ll introduce you to Tim.” Andy said, “No, I’m eating xôi with my father.” “Well, I’ll see you in school then, okay?” “Yeah.” And Andy watched her socks move away from his view.

    Andy grabbed a chunk of xôi. The rice and beans stuck to his fingernails. He placed the chunk in his mouth and pulled it away from his fingers with his teeth. There was a dry bitter taste. But nothing could be as bitter as he was, so he chewed some more. The bitterness faded as the xôi became softer in his mouth, but it was still tasteless. He could hear the young couple talk and giggle.

    Their words and laughter and the sounds of his own chewing mixed into a sticky mess. The words were bitter and the laughter was tasteless, and once he began to understand this, he tasted the sweetness of xôi. Andy enjoyed swallowing the sticky mess down. Andy swallowed everything down—sweetness and bitterness and nothingness and what he thought was love.

    1. Who is telling this story?
    2. Jennifer
    3. Andy
    4. Tim
    5. Andy’s father
    6. An unnamed narrator
    7. What is the most reasonable conclusion to make from the statement in the first

    paragraph, “He felt sick.”?

    1. Eating xoi with his father gave Andy a stomachache.
    2. Andy was upset when he saw Jennifer holding hands with Tim.
    3. Andy was unhappy about the restaurant his father had selected.
    4. Andy was upset with Jennifer for making him miss the party.
    5. Andy mistakenly thought that Tim was his best friend.
    6. According to the passage, Tim would most likely describe the party as:
    7. mysterious.
    8. lively.
    9. dull.
    10. upsetting.
    11. remarkable.
    12. Based on the last paragraph, it can be most reasonably inferred that Andy’s

    increasing enjoyment of eating xôi was related to:

    1. hearing Tim and Jennifer laughing and talking.
    2. the fact that it stuck to his fingernails.
    3. sitting at a table with Tim and Jennifer while he ate.
    4. the fact that his father made the xôi.
    5. seeing Tim and Jennifer eating xôi.
    6. This passage is mainly about the relationship between:
    7. Andy and his father.
    8. Andy and Tim.
    9. Andy’s father and Tim.
    10. Jennifer and Tim.
    11. Jennifer and Andy

    10/29/2019

    Objective:The Reading Comprehension section tests your ability to read and comprehend both academic and non-academic texts.

    SWBAT: After you read each passage, read the questions that follow it and the four possible answers. Choose the best answer by filling in the space — see sample answer below — that corresponds to the letter of the answer you have chosen.

     

     

     10/28/2019

    Reading Comprehension

    SWBAT: Answer questions based on the text. Both short and long passages are provided.

    SWBAT: Classify the reading passages according to the kind of information processing required, including explicit statements related to the main idea, explicit statements related to a secondary idea, application, and inference.

    SWBAT: Answer the second type of question, sentence relationships, presents two sentences followed by a question about the relationship between these two sentences.

    SWBAT: Determine if the statement in the second sentence supports that in the first, if it contradicts it,

    or if it repeats the same information

     

    Part 1: Read the statement or passage and then choose the best answer to the question. Answer the

    question based on what is stated or implied in the statement or passage.

     

    1. In the words of Thomas DeQuincey, “It is notorious that the memory strengthens as you lay burdens upon it.” If,

    like most people, you have trouble recalling the names of those you have just met, try this: The next time you are

    introduced, plan to remember the names. Say to yourself, “I’ll listen carefully; I’ll repeat each person’s name to be sure I’ve got it, and I will remember.” You’ll discover how effective this technique is and probably recall those names for the rest of your life.

    The main idea of the paragraph maintains that the memory

    1. always operates at peak efficiency.
    2. breaks down under great strain.
    3. improves if it is used often.
    4. becomes unreliable if it tires

     

    1. Unemployment was the overriding fact of life when Franklin D. Roosevelt became president of the United States

    on March 4, 1933. An anomaly of the time was that the government did not systematically collect statistics of

    joblessness; actually it did not start doing so until 1940. The Bureau of Labor Statistics later estimated that

    12,830,000 persons were out of work in 1933, about one-fourth of a civilian labor force of more than 51 million.

    Roosevelt signed the Federal Emergency Relief Act on May 12, 1933. The president selected Harry L. Hopkins,

    who headed the New York relief program, to run FERA. A gifted administrator, Hopkins quickly put the program into high gear. He gathered a small staff in Washington and brought the state relief organizations into the FERA system. While the agency tried to provide all the necessities, food came first. City dwellers usually got an allowance for fuel, and rent for one month was provided in case of eviction.

    This passage is primarily about

    1. unemployment in the 1930s.
    2. the effect of unemployment on United States families.
    3. President Franklin D. Roosevelt’s presidency.
    4. President Roosevelt’s FERA program.

     

    1. It is said that a smile is universally understood. And nothing triggers a smile more universally than a taste of sugar. Nearly everyone loves sugar. Infant studies indicate that humans are born with an innate love of sweets.

    Based on statistics, a lot of people in Great Britain must be smiling because on average, every man, woman, and child in that country consumes 95 pounds of sugar each year.

    From this passage it seems safe to conclude that the English

    1. do not know that too much sugar is unhealthy.
    2. eat desserts at every meal.
    3. are fonder of sweets than most people.
    4. have more cavities than any other people.

     

    1. With varying success, many women around the world today struggle for equal rights. Historically, women have achieved greater equality with men during periods of social adversity. The following factors initiated the greatest number of improvements for women: violent revolution, world war, and the rigors of pioneering in an undeveloped land. In all three cases, the essential element that improved the status of women was a shortage of men, which required women to perform many of society’s vital tasks.

    We can conclude from the information in this passage that

    1. women today are highly successful in winning equal rights.
    2. only pioneer women have been considered equal to men.
    3. historically, women have only achieved equality through force.
    4. historically, the principle of equality alone has not been enough to

    secure women equal rights.

     

    1. In 1848, Charles Burton of New York City made the first baby carriage, but people strongly objected to the vehicles because they said the carriage operators hit too many pedestrians. Still convinced that he had a good idea, Burton opened a factory in England. He obtained orders for the baby carriages from Queen Isabella II of Spain, Queen Victoria of England, and the Pasha of Egypt. The United States had to wait another 10 years before it got a carriage factory, and only 75 carriages were sold in the first year.

    Even after the success of baby carriages in England,

    1. Charles Burton was a poor man.
    2. Americans were still reluctant to buy baby carriages.
    3. Americans purchased thousands of baby carriages.
    4. the United States bought more carriages than any other country.

     

    1. All water molecules form six-sided structures as they freeze and become snow crystals. The shape of the crystal is determined by temperature, vapor, and wind conditions in the upper atmosphere. Snow crystals are always symmetrical because these conditions affect all six sides simultaneously.

    The purpose of the passage is to present

    1. a personal observation.
    2. a solution to a problem.
    3. actual information.
    4. opposing scientific theories.


    PART 2: For the questions that follow, two underlined sentences are followed by a question or statement.

    Read the sentences, then choose the best answer to the question or the best completion of the statement.

     

    The Midwest is experiencing its worst drought in 15 years. Corn and soybean prices are expected to be very high this year.

    What does the second sentence do?

    1. It restates the idea found in the first.
    2. It states an effect.
    3. It gives an example.
    4. It analyzes the statement made in the first.

     

    Social studies classes focus on the complexity of our social environment.

    The subject combines the study of history and the social sciences and promotes skills in citizenship.

    What does the second sentence do?

    1. It expands on the first sentence.
    2. It makes a contrast.
    3. It proposes a solution.
    4. It states an effect.

     

    Knowledge of another language fosters greater awareness of cultural diversity among the peoples of the world.

    Individuals who have foreign language skills can appreciate more readily other peoples’ values and ways of life.

    How are the two sentences related?

    1. They contradict each other.
    2. They present problems and solutions.
    3. They establish a contrast.
    4. They repeat the same idea.

     

    Serving on a jury is an important obligation of citizenship.

    Many companies allow their employees paid leaves of absence to serve on juries.

    What does the second sentence do?

    1. It reinforces what is stated in the first.
    2. It explains what is stated in the first.
    3. It expands on

    the first.

    1. It draws a conclusion ab

    out what is stated in the first

     

     10/24/2019

    Objective: Reading Comprehension

    Standard.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    Question Types and Strategies

     In your reading comp. passages, you will be answering questions that fall into two different categories:

     Literal questionsthe answers will be stated directly in the text. 

     Inferential questionsthe answers are NOT stated directly in the text.  The reader needs to use the stated and implied information from the text to draw a conclusion and infer the answer. 

     SWBAT: Employ Strategies/Tips: 

    • Always highlight AFTER you have read the passage and are going back into the text to answer the questions. Highlight the literal answers that you find in the text. Highlight information that helps you to infer an answer.
    •  When reading answer choices, cross off the ones that you immediately know are incorrect (the distractors). Typically, you will be left with two solid choices. Then go back into the text find information or evidence for your answer.
    •  When reading the question, highlight or underline the main points of the question. What is it really asking? Rewrite it in simple terms if you need.

    10/22/2019 -

    Objective: Have students read News Articles for comprehension and critical thinking.

     Georgia’s new paper ballot voting system - Compiled from reports at AJC, Marietta Daily Journal...

     Standard.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

     

     

    10/17/2019

    Students read five original short story passages and determine the theme or message of the story.  Also, students explain how they got their answers.

    Standard: CCRA.R.2
    Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

     

    10/10/2019

    Objective: Verbal reasoning 

    SWBAT: Test their ability to reasonably answer a question expressed through words, sentence completion, analogies, and your ability to use the English language in the workplace. (Activity Sheet #2: 15 questions in preparation for the PSAT)

    10/09/2019: Objective SWBAT complete 1st  READING COMPREHENSION PRACTICE TEST 1

     10/07/209

    Objective: 1. Read a word problem and write a statement defining the problem. 2. Correctly set up mathematical equations based on the information provided in the problem. 3. Apply the Methodology for Solving Word Problems.

    • SWBAT Solve the In-Class Exercise. Exchange their solution to the problem with another team. Perform an assessment of the other team’s solution and documentation of the methodology for solving word problems. Indicate strengths, areas for improvement and insights gained.

    • Prior Knowledge: Students should have prior experience with using manipulatives and a basic understanding of subtraction and addition. For example, the students should have experienced addition/subtraction as adding to, taking from, putting together/taking apart and comparing.

     Critical Thinking Questions

    1. Why is it important to define the problem before doing any of the other steps in the Solving Word Problem Methodology?

     2. Do you need to use all the information given in a word problem? How do you know if information is relevant?

    3. What strategy would you give someone to help them identify and define the problem?

    4. How are the key unknown values related to the statement of the problem?

    5. What mathematical equation, in terms of A and B, can be substituted for each of the following phrases?

    B is 10 less than A

    A is 500 more than twice B

    B is 20 less than three times A

    In 5 years, A will be half as old as B will be in 3 years

    10/04/2019 & !0/07/2019

    Obective: Testing Reading Skills

    Today's practices is degined to measure your ability to comprehend, analyze, and draw conclusions based on texts. You will mostly be asked to demonstrate these skills on a single text but you will have a few questions that ask you to synthesize information and ideas from two different texts.  It’s about how you take in, think about, and use information. When you take the Reading Test, you’ll read passages and interpret informational graphics. Then you’ll use what you’ve read to answer questions.

    The questions will be divided across four different types of passages as follows:

    • 9 questions based on a US and World Literature passage
    • 9 or 10 questions based on a History and Social Studies passage
    • Two Science passages with 9 or 10 questions each
    • A set of two History and Social Studies passages with 9 or 10 questions asking you to synthesize the information from both.

    Each of the single passages will be somewhere between 500 and 700 words while the two paired passages will be 250-350 words each. Some of the passages, most likely the ones from Science, History and Social Studies may include graphical representations of data like charts, tables, and graphs. So, in addition to interpreting text, you’ll also need to develop your skills for interpreting visual data.

    For each set of questions you encounter in this section, they will be organized from more general information to more specific details which means they should naturally move from easier questions to more difficult questions.

    This ordering of questions is actually advantageous in that they sort of naturally build on each other, with each question demanding you dig a little bit deeper or do a little more inference and analytical work.

     

    10/03/2019

    Determining the main idea

    Aims:  SWBAT define sensible  SWBAT define prefix pre  SWBAT determine how the prefix pre changes the meaning of the word  SWBAT define ‘main idea’  SWBAT determine the main idea in a nonfiction passage by answering the question ‘what is the main idea of this passage’  SWBAT read a nonfiction passage

    In order to determine the main idea, good readers 1. Determine the topic by looking at the title 2. Look at the 1st, 2nd, and last sentence in the paragraph. Underline them! 3. Look for any repeated words/phrases 4. Think about what the passage is mostly about 5. Think about what the author wants you to know or remember

    Guided Practice: Students do one all together.                                                                                                          Independent Practice: Students do skateboarding example on their own.                                                                    Closing So readers, today we used our story samples to help us figure out the main idea or what the text is mostly about.

    10/02/2019

    Reading, asking and giving information about the Solar System, speaking about distances, colours

     

    09/30 to 10/04/2019

    SWBAT: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    Monday: When we closely read a text, we are able to detect what it says, what it doesn't say, and why it matters.

    Tuesday: Comprehending literal/explicit meaning (The literal meaning of a text answers the question, “What does it say?)

    [Reading comprehension refers to whether or not a student understands a text that they have read. This will involve making inferences and understanding implicit ideas]. 

    Wednesday: Inferring implied/implicit meaning (it answers the question, “What does it not say?” or, perhaps less cryptically, “What does it say without directly saying it?”)

    Thursday: Drawing text-based conclusions using specific textual evidence (Students must tell what they read about and must be able to provide specific textual evidence. For example, when I ask, “What does this passage mean?” I need to insist that students give evidence to support their answers).

    09/27/2019 Objective: Master simple math problems Due at 8:40 am today

    1. A painter rented a wallpaper steamer at 9 a.m. and returned it at 4 p.m. He paid a total of $28.84. What was the rental cost per hour?.

     

    1. Annie is planning a business meeting for her company. She has a budget of $1,325 for renting a meeting room at a local hotel and providing lunch. She expects 26 people to attend the meeting. The cost of renting the meeting room is $270. Show how to find the amount, x, Annie can spend on lunch for each person?

    4. Dominic earns $285 per week plus an 8% commission rate on all his sales. If Dominic sells $4,213 worth of merchandise in one week, how much will his total earnings for the week be?

     

    09/24/2019

    Objective: REVIEW OF BASIC MATH SKILLS Needed to be Successful in preparing to career and college ready

    BASIC MATHEMATICS REVIEW FOR CCR (Students have 40 minutes to complete) Power Hours is also available if you need extra time.

    The following sheets list the key concepts that are taught using the WIN CCR program in the order they are taught and give examples of their use.

    1. What place value does 3 have in 4,235,100? Ans. ______________________
    2. Which digit is in the thousands place in 4,968,123? Ans. ______________________
    3. Write correctly in words:305 Ans. ______________________ b. 10,660 Ans. ______________________   20. Thirty identical chairs cost $1680. What is the cost of one chair? Ans. ________________                     21. Jose read 39 books in 1994, 27 books in 1995, and 35 books in 1996. How many books did he read over the 3 years? Ans. ______________________
    1. Bart gives the cashier three $50 bills to pay for a purchase of $123. How much change should he get back?  Ans. ______________________

    Write the answers for problems 37 to 30 below (see handout)

    1. Ans. ______________________
    2. Ans. ______________________
    3. Ans. ______________________

    09/23/2019

    Objective: SWBAT ›Reason both contextually and abstractly. Ans. Questions 1-6 for grade.

    09/20/2019

    Objective: Assessment to measure student learning.

    09/12-19/2019

    Objective: SWBAT master the Applied Mathematics assessment designed to  measure workplace mathematical reasoning and problem-solving skills from basic addition, subraction, multiplication and division to multiple math functions like calculating percentage discounts and markups.

     

    09/11/2019

    Objective: SWBAT complet the basic Essential Soft Skills assessment ( problem solving, goal setting, decision-making, and self-direction), because these skills play a vital role in workplace success.

    Module #8

    • Lesson: Building Self-Confidence
    • Lesson: My Support Network

    Objective: Employability or ‘soft skills’ are the building blocks of your career

    Communication. Depending on the job, communication means being clear about what you mean and what you want to achieve when you talk or write. ...

    1. Teamwork. ...
    2. Problem solving. ...
    3. Initiative and enterprise. ...
    4. Planning and organising. ...
    5. Self-management. ...
    6. Learning. ...
    7. Technology
    8. What are the main employability skills?
       
      • Written Communication.
      • Oral Communication.
      • Interpersonal Skills.
      • Active Listening.
      • Attentive.

    Soft skills can be broken into three types or categories. They are

    Prepare = Job Readiness Soft Skills

    Search = Job Seeking Soft Skills

    Secure = Job Keeping Soft Skills

    These soft skills are a necessary part of the job readiness process. Job readiness soft skills are what most people think of when they think of soft skills, and include the following:

    Attitude – a settled way of thinking or feeling about someone or something, typically one that is reflected in a person’s behavior.

    Communication – the imparting or exchanging of information or news.

    Planning and Organizing – the process of thinking about and organizing the activities required to achieve a desired goal.

    Critical Thinking –the process of skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

    Interpersonal/Social Skills – the social skills we use every day to communicate and interact with other people, both individually and in groups, including listening, speaking, reading and writing.

    Teamwork – the combined action of a group of people, especially when effective and efficient.

    Professionalism – the competence and demonstrated behavior expected of a professional.

    Media Rules – the main means of mass communication (email, television, video, newspaper, internet including social media) regarded collectively, and the rules for their appropriate use in the workplace.

    Search

    Job seeking skills are the soft skills related to the job search process. These skills need to be taught and learned in order to successfully find, apply, interview, and accept a job. Job seeking skills include the following:

    Job Search – the act of finding a job, using a variety of methods including the internet.

    Resumes – the process of describing one’s education, life and work experiences for purposes of getting a job. A resume may be either a paper or electronic document.

    Job Applications – an application for employment (often simply called an application) which is usually a form or collection of forms that an individual seeking employment (applicant), must fill out as part of the process of informing an employer of the applicant’s availability and desire to be employed.

    Preparing For an Interview – the process of preparing for a job interview. It includes such things as getting to the interview on time, learning about the company and the job, practicing to handle difficult questions, and asking appropriate questions.

    Interviewing – a one-on-one interview with a potential employer conducted to assess whether the applicant should be hired. Interviews are one of the most popular devices used for employee selection.

    After the Interview – activities to be done by the applicant after a job interview.

    Secure

    Job keeping skills are the soft skills needed to secure and keep a job. They include:

    Getting Off on the Right Foot – the basics of starting out at a new job, such as meeting your new boss or manager, taking responsibility, learning and following company rules, being positive, listening and following instructions and starting fresh.

    Getting Along with Others – basic interpersonal skills such as building positive relationships with your supervisor, getting along with peers, talking with customers, good social skills, handling conflict and balancing work and personal life.

    Performance Reviews – How to handle performance reviews, including exceeding expectations, handling criticism, responding to compliments, using feedback to improve performance, evaluating your performance and making continuous improvements.

    Soft Skills = Employability skills

    When you combine the soft skills included in job readiness, job seeking and job keeping you end up with employability skills. Employability skills are the essential soft skills that involve the development of a knowledge base or mindset that is increasingly necessary to be hired in today’s workplace.

    email your work for grade at the end of each class to show completion of the task

     Week 3: 09/3-6/2019

    Module #4

    • Lesson: My Career Goals

    09/06/2019

    Choosing a Career Series     Speaker: Col. Davis

    • List 5 things you learned from this presentation
    • How can you use those things you learned in a real world situation.
    • Why should I join the (Army, Navy, Air Force, Marines)? 
    • What will I be paid?  Are there any bonuses or incentives for specific jobs?
    • Would you consider in a naval career or working as a reserve officer?
    • Can you tell me about the GI Bill? 
    • How does it work?
    • What are the benefits? What are the disqualifiers?

    09/05/2019: Email cover letters for grade.

    Module #6

    • Lesson: My College Essay

    Objectives: College Application and Cover letter

    1. Students will document use of their abilities, strengths, skills, and talents.

    2. Students will give examples of when they demonstrated positive personal characteristics (e.g., honesty, dependability, responsibility, integrity, and loyalty).

    3. Students will write cover letters to three of their selected colleges

    You will need to include:

    • Why you want to attend this particular school
    • What your academic interests are
    • How the school is a good fit for your academic interests and long-term goals
    • How your background and future interests make you a great candidate to consider
    • Any special connections you have to the school (i.e., do you have relatives who graduated from the school?)
    • Details on how the other components of your application packet will be received
    • A specific request to consider you for admission
    • Details on how to contact you

    Preparation Prior Learning—Writing process instruction • Handouts/Worksheets—Skills for a Lifetime handout, Feeling Good…worksheet • Resources/Materials—writing materials • Time Required—45 minutes to introduce the activity, 30 minutes for students to share their compositions, and home assignment (write composition)

    Assessment 1. Students will write an extended response around the central idea, I Have Employability Skills, using relevant supporting details that document their skills

    08/30/2019 DEMO DAY

    1) Teacher models for students how to interact with essential vocabulary in one reading using the first page of the student handout

    2) Teacher models how to identify essential vocabulary and define in own words; teacher has other students model

    3) Individually or with partners, students complete second page of handout for one reading

    4) Students share out their vocabulary, definitions, and other work; other students add essential vocabulary to their own worksheets

    5) Teacher provides additional worksheets (page 2) for each additional reading

    6) Teacher collects and scores all worksheets and returns to students so they can use as notes going forward

    SWBAT: (1). The student will write for different audiences and purposes. (2). The student will apply a process approach to writing. (3). Demonstrate the ability to develop an extended response around a central idea, using relevant supporting details.

    08/29/2019 - 09/11/2019

    Objective: To help students analyze texts, draw conclusions, and cite evidence

    Reading Anchors 1, 2, 4, 7 1) read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    2) determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    4) interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    7) integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

    08/28/2019

     Lesson Objectives 1. Students will demonstrate the ability to use a computer-based career information delivery system such as SCOIS. 2. Students will learn about and compare/contrast the characteristics of at least 5 occupations.

    Assessment 1. Students will use a computer-based career information delivery system (such as SCOIS) to explore and gather information about at least 5 occupations. 2. Students will accurately complete the Career Exploration worksheet.

    08/27/2019

    Objective: Students will be able to identify and demonstrate key employability skills desired by employers.

    Employability Skills a) Teamwork & Working in Diverse Environments f) Professionalism b) Interpersonal Communication g) Work Ethic: Integrity, Responsibility, & Accountability c) Problem Solving & Critical Thinking h) Time Management d) Enthusiasm & Attitude i) Ability to Accept and Integrate Criticism and Feedback e) Flexibility & Adaptability

     08/26/2019

    Module #10

    • 5-Year Plans

    Objective: Students will be able to identify and share personal strengths and characteristics, as well as correlate how these qualities might impact their career paths and futures

    5 year Plan. An example of this would be…”After I graduate from high school the first thing I plan to do is to obtain a part-time job. The second thing I plan to do is to apply for admissions at SPSCC for Fall Quarter, 2010. If I attend school regularly, I should be done with the 2 year welding program by Spring Quarter, 2012. After that I plan to move to California and seek employment as a welder. After working in this field for 2 years, I would like to meet that special someone, marry and then start a family.”

    SWBAT: Students will be able to take a critical look at themselves based on employer identified core competencies. Students will be able to apply critical thinking and problem solving skills to make changes to their “brand” and enhance how an employer views them.

     WEEK 2: 08/22-23/2019

    Module #5

    • Lesson: College Fit
    • Lesson: College SuperMatch

    Career Research Summary

    Due Friday, August 23, 2019

    Career research papers are meant to give you a better and more accurate evaluation of the career which appeals to you. As a result of the research which is a part of writing a paper about the chosen career, students often come across various negative aspects of the career which they might had overlooked before.

    In your career research paper, you are expected to prove that your career choice is indeed the most appropriate one for you. The research question you are expected to answer is “what are the positive and negative features of the career you wish to pursue and how do you fit into the role?”. In order to fulfill this objective, you will need to incorporate certain vital elements into your career research paper outlines.

    First write and present a summary of your chosen career.

    You will be writing a 2-3 page summary about your chosen career field.  You need to use a minimum of three reliable sources.  Those sources can be books, magazines, Internet websites, personal interviews, DVD’s, documentaries, etc. 

    The paper should be typed MLA style (You may seek help from your English teacher.  Your introduction should include the name of the career you researched, why you are interested in this particular career, and a brief description of what the career is.  In your introduction, also, include the sources you used to research your career choice.

     Information that you should include in your summary:

    • Name of Career Field and reasons for studying this particular career
    • History of the career
    • Tasks or what they do in your chosen career in detail
    • How to become one (Education, work experience)
    • Important personal qualities, skills and abilities that are needed to do this type of work
    • Work environment
    • Wages – how much money you can potentially earn
    • Job outlook or employment trends in the state where you want to work and live

    08/19/2019

    Lesson 1—What Does it Mean to be College and Career Ready?

    Lesson 2—Why is College and Career Readiness Important in Texas?

     

     08/20/2019 - 08/21/2019

    Module #1

    • Introduction
    • Lesson: Naviance Pretest: What Do You Know?
    • Complete: My Strengths Explorer

    Lesson 3—Preparing Students to Work in a Global Economy: When thinking about occupations that might interest you, it's good to know what's really involved in working in this role. This includes understanding what skills, training and qualifications are required for the job.

    Lesson 4—What are High-skill, High-wage, High-demand Occupations?

    This information can help you decide if this is the right type of role for you. It can also help you know if you need to do further study and, if so, to find and choose the best course for you.

     What They Do

    • Definition of the occupation
    • Typical duties
    • Specialties within the occupation

    Objective: Wrtie concerning your chosen Occupation: 

    • What workers do on the job
    • Work environment
    • Education, training, and other qualifications needed to enter the occupation
    • Pay
    • Projected employment change and job prospects
    • State and area data
    • Similar occupations

     Once students have researched their career, create a cover letter and resume for applying for an entry job in their chosen field. 

    Students can use the information found in one or more careers to practice their data literacy skillset, too.

    Students can use the data component of the occupation or occupations to manipulate the data for their own graphs and charts. 

    08/22/2019 - 08/26/2019

    Objective: Understanding the different types of work experience

    Doing work experience is a great way to learn about the world of work, and explore or gain experience

    in a job or industry.

    There are many different types of work experience. Some types of work experience focus on the

    exploring aspects and information on the job you are interested in. Other work experience allows you to

    get into a workplace, try out the role and pick up some skills.

    The type of work experience that is best for you depends on:

    • where you are at in your job search and career planning and
    • what you want to get out of the work experience.

    This lesson provides information and exercises to help you identify what type of work experience

    that will get the information, skills or experience that you want. Once you know this, you can start

    looking for and organizing your work experience.

     

    Community Activities:

    Part-time Job and Internship ExpoTHURSDAY, AUGUST 22, 2019, 11:30AM – 1PM