University High School 12th Grade Advisory Curriculum 2007

138 Pages·2010·8.97 MB·English

University High School

12th Grade Advisory Curriculum 2007 - 2008

CURRICULUM USER GUIDE
Welcome!
This curriculum serves as a guide through your 12th grade advisory program. You shall
notice that each lesson is aligned with a specific Expected Schoolwide Learning Result
(ESLR) as are all 9-12 grade advisory lessons in accordance with our W ASC goals.
It's Essential to introduce the Senior Graduation Portfolio sometime in the first two
weeks. It's recommended that you start the year with the "Getting Ready for Life After
Hi~h School, pages 1-14. I have listed recommended lessons below the school calendar
for each month ofthe school year. You may pick and chose which advisory lesson you" d
like to do at any time, and many lessons have multiple ways of learning the objective.
This is your complete guide for the entire school year. You may choose to make copies
oflessons for distribution, or a simple overhead for your day. Students should have a
journal that they keep all oftheir advisory writing assignments in.
Throughout the school year, advisories will be meeting for grade specific assemblies
aligned with our curriculum. Please stay alert for these announcements via your main
office mail box.
All Seniors need to keep up with the Graduation Portfolio Monthly Activities. They can
work ahead, but don't let them get behind. This portfolio can help them when applying
for a Job, Tech or Trade School, College, or University. Remember, this is a school based,
community effort, and all of your support is appreciated.
Please do not hesitate to contact any ofthe Teachers as Educational Advisors and
Mentors (TEAM) with any questions or to get involved with TEAM!
Go Wildcats!
th
9 Ms. Soles
:
th
10 Ms. Aguda
:
11 Mr. Laughlin & Ms. Randick
th:
Ith: Ms. Fuqua-Caballero & Ms. Eich
12th Grade Advisory
Table of Contents
Ice-breakers and Self-Reflection
1. Getting to Know You (Pages 1-5)
2. Goal Grids (pages 7-9)
3. Know Thyself (Pages 10-12)
4. Learning About Yourself (Page 13)
5. Where Are You Going? How Will You Get There? (Pages 14-15)
6. What do I Stand For? Personal Mission Statement (Pages 16-18)
7. Social Contract (Page 19)
Future Planning
8. Real/Future Employment (pages 20-22)
9. Build a Career Repertoire (pages 23-24)
10. Thinking about the Future (pages 25-26)
11. Decide Where You Want to Go in Life ... You'll Get There.Faster (pages 27-43)
Workforce Readiness
12. Hot Jobs Newspaper Activity (Page 44)
13. Teen Job Listings from LA Youth.com (Page 45)
14. Job Search Methods (Pages 46-49)
15. The Next Step Action Plan (page 50)
16. The Job Interview (pages 51-56)
17. Employers' Expectations (Pages 57-64)
College Planning
18. Public High School Graduation and College Readiness Rates in the United States (Page 65)
19. What You Need to Do in High School if you Want to Graduate from College (66)
20. What's Your College IQ? (Pages 68-70)
21. Decision Making (pages 71-74)
22. Ready, Set, Vote (Page 75)
Financial Planning
23. Investing in Yourself (Pages 76)
24. Everything you need to know about paying for college (pages 77-99)
Getting Ready for Life after High School: Plan to Graduate with a Plan to Succeed
1. "Inside Front and Back Covers:
2. "Today Is the First Day of Your Future" (pages 1-2):
3. "Getting Prepared for Life•••Your High School Diploma (pages 3-10):
4. "Healthy Living and Effective Personal/Social Skills (pages 11-14):
5. "Career Planning (pages 15-17):
6. "Career Toolbox for Your First Job" (pages 18-25):
7. "The World of Work" (pages 26-28):
8. "Programs and Services for Students with Special Needs" (pages 29-30):
9. "Preparing for College and Career-Things to Do" (pages 31-33):
10. "Financial Planning to Fulfill Your Post Secondary Goals" (pages 34-40):
11. "A Path to Choose: What Is the Right College for Me" (pages 41-45):
12. "College and University Opportunities for You" (pages 46-61):
13. "Other Post Secondary Options for You" (pages 62-66):
and Reflection
Ice~breakers Self~
Getting to Know You (Pages 1·5)
ESLER: Accomplished Communicator

Students wil1:

1. Learn the names of fellow classmates by identifying themselves and following with an open­
ended statement.
2. Person Search for people who fulfill the 10 questions. Must have a different person for each
question.
3. Fill out the "All About Me" worksheet where students ask questions about themselves.
4. Write an Autobiographical Sketch including all of the Sketch Topics.
Goal Grids (Pages 7-9)
ESLER: ~elf-Reliant Individual

Students will:

1. Master goal setting so they are more likely to accomplish what they set out to achieve.
Know Thyself (Pages 10~12)
ESLER: ~elf-Reliant Individual
Students will:
1. Reflect upon their habits and compare their habits to those of their role models, mentors, or
heroes.
2. Create a step by step plan for improvement with the Bad Habit, Good Habit Chart.
Learning About Yourself (Page 13)
ESLER: Lifelong Learner

Students will:

1. Write Journal reflections upon themselves.
2. Rate the questions they answered in order of their perceived value of importance. (1 being the
most important) Have a class discussion about what questions should be #1.
Where Are You Going? How Will You Get There? (Pages 14·15)
ESLER: Lifelong Learner

Students will:

1. Backward plan their future through a journal write" A Snapshot of My Future"
What do I Stand For? Personal Mission Statement (Pages 16·18)
ESLER: ~ocially Aware Citizen

Students will:

1. Articulate their own mission statement in a journal write.
Social Contract (Page 19)
ESLER: ~ocially Aware Citizen

Students will:

1. Develop a Social Contract enumerating what they feel they can contribute to society.
Future Planning
Real/Future Employment (Pages 20.22)
ESLER: §elf-Reliant Individual
Students will:
1. Identify characteristics ofjobs they like and dislike by Completing ""My Jobs" worksheet.
2. Fantasize about the world of work 10 years from now by filling out «My Fantasy Future"
worksheet.
Build a Career Repertoire (Pages 23·24)
ESLER: Accomplished Communicator
Students will:
1. Learn about different careers by interviewing friends, family, and role models.
2. Interview a person they view as successful by asking them 10 questions about how they
achieved success.
Thinking about the Future (Pages 25·26)
ESLER: Lifelong Learner
Students will:
1. Read thinking about the Future and answer the questions on the Career Planning Worksheet.
Decide Where You Want to Go in Life ... You'll Get There Faster (Pages 27-43)
ESLER: §ocially Aware Citizen
Students will:
1. Review the occupational guides and possible jobs listed and explore the occupations most
suited to their interests and assets.
2. Choose three possible careers and compare and contrast them with a + or ­
Workforce Readiness
Hot Jobs Newspaper Activity (Page 44)
ESLER: Critical Thinker
Students will:
1. Be assigned a category of job openings and answer the questions.
2. Create large charts for students to go around the room and write the Adjectives and
Characteristics, Skills and Qualifications of the jobs available.
Teen Job Listings from LAYouth.com (Page 45)
ESLER: Accomplished Communicator
Students will:
1. Look online and compose a list of all the available jobs they find that they think might be
interesting.
Job Search Methods (Pages 46-49)
ESLER: Accomplished Communicator
Students will:
1. Use the "Job Search Methods" resource page and let students identify the different types
of"Traditional" job search methods and the four stages ofa job opening.
2. Students will create a list of 10 "warm contacts" groups of people they know that might
give them a job.
3. Use the local phone book to list 5 businesses that would employ their career interests.
The Next Step Action Plan (Page 50)
ESLER: Lifelong Learner
Students will:
1. Write a plan of action that explores students postsecondary options based on the career
they are striving to accomplish.
The Job Interview (Pages 51-56)
ESLER: Accomplished Communicator
Students will:
1. Learn the importance of preparing for an interview by discussing the "Before the
Interview" handout.
2. Become knowledgeable about the questions asked by reading the "Common Interview
Questions."
3. Have a general understanding of the "Different Types ofInterviews."
4. Review "Job Interview Tips" before taking a "Hot Seat" Interview.
Employers' Expectations (Pages 57-64)
ESLER: §ocially Aware Citizen
Students will:
1. Relate how a person's values affect their employability by writing down 10 necessary
employable skills or attitudes.
2. Discuss what they think upsets employers most.
College Planning

Public High School Graduation and College Readiness Rates in the United States (Page 65)
ESLER:~ritical Thinker
Students will:
1. Read the executive summary and have a group discussion about how they feel about
these statistics.
What You Need to Do in High School if you Want to Graduate from College (66)
ESLER: ~elf-Reliant Individual
Students will:
1. Read the article and reflect on how they feel about these statistics.
What's Your College IQ? (Pages 68-70)
ESLER: Lifelong Learner
Students will:
1. Ask students questions and see what students general knowledge is about going to
college.
2. Enhance their knowledge by answering the questions about their college of choice.
Decision Making (Pages 71-74)
ESLER: ~ocially Aware Citizen
Students will:
1. Define problems and identify alternative ways to finding a solution by using the "Making
Decisions" chart.
2. Reflect on their lives and an area they have given up responsibility or control.
Ready, Set, Vote (Page 75)
ESLER: ~ocially Aware Citizen
Students will:
1. Listen to both a Democratic and Republican Debate and reflect on their view of the issues
and who they would vote for in the next election.
Financial Planning
Investing in Yourself (pages 76)
ESLER: Critical Thinker
Students will:
1. Look at costs vs. benefits of a college education and future earning potential.
Everytbing you need to know about paying for college (Pages 77-99)
ESLER: Critical Thinker
Students will:
1. Calendar all the important checklist reminders.
2. Review the FAFSA information and complete a FAFSA application.
Getting Ready for Life after High School: Plan to Graduate with a Plan to Succeed
2007-2008 Edition
Notes for School Counselors and Teachers
1. These forty (40) learning activities are designed to assist you in meeting the requirements of the
Supplemental School Counseling Program under AS 1802 passed in June 2006. The activities are
centered on academic planning, educational options, personal/social skills, career guidance
activities, and career/technical education, including regional occupational centers and programs.
2. Most of these learning activities can be done by students orally or in writing. They can be delivered
to students individually or through group guidance lessons.
3. You are encouraged to e-mail additional suggestions for learning activities to tyra [email protected].
"Inside Front and Back Covers:
Students will:
1. Establish their own criteria or standards for "career success."
2. List three individuals who could be included in future "Portraits of Career Success" and give their
reasons for the selections.
"Today Is the First Day of Your Future" (pages 1-2):
Students will:
1. State what academic goals, career goals, and interests they have at their stage in high school. How
do they intend to reach these goals or pursue these interests? Either copy or draw a diagram of the
goal setting grid.
2.
Establish an e-mail account, Sign-up class to go to the computer lab and work with Mr. Sartfield to
get all students an LAUSD account. An e-mail account is needed in order to complete some of the
suggested learning activities.
"Getting Prepared for Life•••Your High School Diploma (pages 3-10):
Students will:
1. PartiCipate in a class discussion regarding the "a-g" subject requirements on page 6. How can
students complete them at their high school if they are behind in credits? Have students tear out
the pages between 30 and 31 in their book and refer to it for the A-G Requirements.
2. Have students review their transcripts and fill in the classes that they have taken up until this pOint.
Remind Seniors need 230 credits to graduate. They need to pass the CASHEE with a score of 350 or
higher to graduate and 380 to show proficiency which is only a difference of answering 3-4 more
test questions correct. They need to sign-up for and take the SAT if they haven't done so already.
"Healthy Living and Effective Personal/Social Skills (pages 11-14):
Students will:
1. Write a brief journal reflection on the role of diet, exercise, and sleep in their life.
2. Complete the "Essential Skills and Competencies" exercises on pages 11-12 in the space
provided. Students need to make sure that when they work on their cover letter for their
Graduation portfolio that they include any of the skills they feel confident in. Employers are looking
for workers who can articulate their skills with these aqjectives.
3. Write a brief journal reflection analyzing their own "Time Management and Study Skills" based on
the eight tips on page 12.
4. Discuss how they have used some of these problem-solving and decision-making skills on page 13
when they have been faced with difficult situations. To start the discussion, teachers may want to
tell a story of their use of problem solving and decision making that relates to student issues.
5. Have students read the intro on page 13 and then circle the assets they feel they have in their life
currently. Have them do a journal reflection considering the link between their assets and their GPA.
Start a discussion about the importance of the "40 Developmental Assets for Adolescents" on page
14. How many of the 40 do students have direct control over? Let students know if they aren't
satisfied with the number of assets they feel they currently possess that they are capable of making
different choices. Have them turn the page back to Page 3 and read Chad Fosters quote about
success.
"Career Planning (pages 15-17):
Students will:
1. Investigate and report on the contents of the Web site "California Career Zone" at

www.cacareerzone.org/index.html. What is their reaction to this information?

2. Research a career(s) of their choice using the O*NET Online at http://onlineonetcenter.org. What is
their reaction to this information?
"Career Toolbox for Your First lob" (pages 18-25):
Students will:
1. Complete the activities on page 19 entitled "Network Your Way to Success."
2. Complete the activities on page 20 entitled "Your Marketing TooL"
3. Write a cover letter for a summer or after school job of interest to them using the suggestions and
sample letter found on page 23.
4. State the kinds of qualities, skills, and attitudes which can prepare them for a job interview.
5. Participate in a mock interview for a job.
"The World of Work" (pages 26-28):
Students will:
1. Investigate and report on the contents of the "Job Star" site at http://jobstar.orgjjobstar.php. What
is their reaction to this information?
2. Respond to the following question: What would you do if you encountered a "problem" in the
workplace as a new employee?
"Programs and Services for Students with Special Needs" (pages 29-30):
Students will:
1. Investigate and report on the contents of one or more sites of interest to them under "Greatest H;its
on the Web" on page 30.
"Preparing for College and Career-Things to Do" (pages 31-33):
Students will:
1. Review and discuss the Planning Calendar appropriate for their grade level. They will then write goal
statements on how to attain these suggested items.
"Financial Planning to Fulfill Your Post Secondary Goals" (pages 34-40):
Students will:
1. Complete the "Budget Planning Worksheet: A Reality Check" on page 39 for one or more choices: a
California community college, UC, CSU, other public or private university, or vocational school. They
will write a brief reaction or orally discuss what they found.
2. List and discuss five possible ways of financing their education.
3. Briefly discuss the provisions of Assembly Bill (AB) 540 and its impact on them. What does the bill
not provide for them?
4. Establish a fastweb.com account for scholarship opportunities at www.fastweb.com. They will report
back on what opportunities they became aware of and may follow up on.
5. Briefly outline the "Time Saving Suggestions" for filling out a Free Application for Federal Student
Aid (FAFSA) at www.fafsa.ed.govjbeforeOO1.htm.
"A Path to Choose: What Is the Right College for Me" (pages 41-45):
Students will:
1. Complete the "Factors to Consider in Choosing a College or University" using the 1-4 scale on pages
41-42. What are their top three factors? Why?
2. PartiCipate in a discussion based on the "12 Tips for Increasing Your Changes of Getting into the
Collegesof Your Choice" on pages 43-44.
"College and University Opportunities for You" (pages 46-61):
Students will:
1. Research one or more universities of their choice using the Internet resource
www.campustours.com. What are the pluses and minuses for attending one or more of them?
2. Discuss the pluses and minuses from their perspective of attending a California community college,
UC, CSU, or other public or private university.
3. Briefly outline and discuss the required steps stated on pages 50-51 to transfer from a California
community college to a CSU, UC, or other four-year institution. Investigate and report on an
academic major or program of interest to them at a California community college, UC, CSU, or other
university using "Greatest Hits on the Web" on page 61.
Junior or seniors will:
1. Complete the "Are Your Eligible for CSU?" worksheet on page 54 and discuss their reaction to it.
2. Calculate their eligibility for UC by using the interactive calculator online at

, www.universityofcalifornia.edu!admissions!scholarshipreq and discuss their reaction to it.

"Other Post Secondary Options for You" (pages 62-66):
Students will:
1. Investigate and report on one or more post secondary option(s) of interest to them using "Greatest
Hits on the Web" on page 66. What is their reaction to these options?
2. State the pluses and minuses from their perspective of three of the following post secondary
options: (1) apprenticeships; (2) career and technical schools; (3) regional occupational centers and
programs; (4) U.S. military; (5) gap year; (6) AmeriCorps; (7) California Conservation Corps; and
(8) Jobs Corps.