College-Readiness Institute Session II: Using the Reach for College ! Curriculum Day 3 – August 4, 2010 Ms. Sarah Elwell & Ms. Alisha Scruggs
Objectives of the Session To learn how the RFC Curriculum can be used to supplement and enhance curriculum requirements and standards To understand how the RFC curriculum can be infused as part of classroom work to improve CCR To learn at least three specific, classroom-tested strategies that can help students set CCR goals and work toward those goals using the RFC curriculum To create a unit of several lesson plans incorporating the RFC curriculum in your usual classroom work
How can RFC be used to supplement and enhance curriculum requirements & standards?
Ninth Grade DCPS Reading/English Language Arts Standards
Using and understanding spoken words (Language Development)
Using text to persuade through arguments supported by evidence, to give directions, and to convey facts and ideas in other ways (Informational Text)
Learning from and enjoying stories, poems, and plays (Literary Text)
Using materials to find out information (Research)
Using written words to share information, ideas, and feelings (Writing)
Getting information from television, film, Internet, or videos (Media)
Knowing how to spell and use grammar correctly (English Language Conventions)
By the end of 9th Grade, DCPS 9th graders should be able to: Deliver focused oral presentations that use details, examples, or anecdotes to express information or a point of view. Use proper eye contact, pace, and volume; pronounce words correctly and clearly; and use gestures to express ideas effectively. Show how a speech uses emotion, images, examples, and other methods to connect with the audience. Analyze the characters, structure, and themes of classical Greek drama and epic poetry. Describe the different functions of a playwright, director, technical designer, and actor. Discuss the strengths and weaknesses of different information resources, including the Internet. Write well-organized stories that have a clear theme, sensory details, and specific language. Explain the techniques used in a radio or television message to reach a specific audience. Adapted from: http://dcps.dc.gov/DCPS/Files/downloads/TEACHING%20&%20LEARNING/Learning%20Standards%202009/DCPS-GRADE912-PARENTGUIDE-ENG.pdf
How can the program be infused? Reach for College! supports many different forms of implementation models: Advisory periods (20 min. daily) Once/week (90 min) Twice/week (45 min per period) After school (varies) Weekend (varies)
How is the program infused? Educators providing the program are provided with a guided Scope & Sequence to follow on a weekly basis Refer to Scope & Sequence handouts for each textbook
Classroom-Tested Strategies The classroom-tested strategies being discussed focus on lessons for 9th and 10th graders Reach for College! curriculum Ninth Grade Skills for Success Textbook Ninth Grade, 1st Semester Skills for Success Now & After Graduation Tenth Grade, 1st and 2nd Semester
What are the topics? Ninth Grade Skills for Success Textbook Topics Welcome to High School Know that education beyond high school leads to success in life Set goals for success in high school and beyond Use time-management skills Perfect your study skills Make good decisions Adopt successful attitudes Envision your future
Then, have them track their progress giving periodic progress reports to the whole class.
Have students determine as a class what they would like to achieve as a class.
They could decide they want to achieve a certain average score on SAT or ACT exam or on the PSAT exam, the number of college applications, etc.
These activities complement Chapter 2 in the textbook
Skills for Success Now & After Graduation Classroom Tested Strategy #1 “Success Collage” or “Vision Board” Have students create a collage using magazines and newspapers about what “success” in their eyes looks like. (Ch. 1, pg. 3-7, September) Have students cut the magazine/newspaper clippings, glue them on construction paper, and then write a paragraph of how they plan to accomplish that success. Present their collages in front of the class. Post the collages in a visible area of the classroom.
Skills for Success Now & After Graduation Classroom Tested Strategy #2 Effective Writing Strategies A) Have students write an article about themselves ten years from now. Where did they attend college? What job(s) have they had? Where and what do they do to volunteer for their community? Compile all of the submissions and put in a mock High School Alumni Bulletin and post in class. This lesson complements Assignment #1 (p.5)
Skills for Success Now & After Graduation Classroom Tested Strategy #3 Building positive support networks Discuss available resources at school, in a community, or in a college setting to help students overcome obstacles (Ch. 2, pg. 16-23, September). Have students brainstorm in pairs the available resources at school (recreational, social, psychosocial). Create brochure of resources in each area at the various levels of education or in local community. Post the brochures in a visible area of the classroom.
Skills for Success Now & After Graduation Classroom Tested Strategy #4 Building Readiness to take notes in college Cornell Note-Taking Activity Use the Cornell Notes template (provided) Watch a “You Tube” Video of College Class: http://www.youtube.com/watch?v=32wIKaLkvc4 Have students take notes to see how well they do, practice this skill over a semester to build college-readiness Complements Chapter 3 & 4 (Study skills)
Career Skills for Success After Graduation Classroom Tested Strategy #1 Employability Skills: Resume Writing Share student resume exemplars. List of action verbs. http://www.bc.edu/offices/careers/skills/resumes/verbs.html List of sample objective statements. http://jobsearch.about.com/od/sampleresumes/a/sampleobjective.htm Resume templates in MS Word 2007. Technology Connections: create a video resume; post resume on LinkedIn or a similar professional networking site Complements Chapter 6, Assignment #18
Career Skills for Success After Graduation Classroom Tested Strategy #2 Interview Skills: Mock Interview Activities for cultivating positive non-verbal communication. Distribute sample job description. Examine list of common interview questions. http://www.acpeople.com.au/interview/questions.asp Watch videos of interviews and advice for interviewing well. http://www.5min.com/Video/How-to-Ace-a-Job-Interview-259872384 Interview role play. http://www.ccd.me.edu/careerprep/CareerPrepCurriculum_LP-6.pdf Official mock interview with feedback forms. Technology Connections: film and analyze mock interviews; watch film clips of job interviews Complements Chapter 8, Assignment #22
Career Skills for Success After Graduation Classroom Tested Strategy #3 SAT Prep: Building Vocabulary Distribute weekly word lists. Students write the word, definition and draw or paste a picture or related symbol. Students then post to create a SAT Prep Word Wall. To make the wall interactive, allow students to vote for favorite words, chart how often they hear/use the words, or write sentences and post parts of articles that include the vocabulary. Technology Connections: Register for Student Edge http://www.petersons.com/college-search/word-of-the-day.aspx Respond to an SAT Question of the Day http://sat.collegeboard.com/practice/sat-question-of-the-day Complements Chapter 5, Assignment #16
Career Skills for Success After Graduation Classroom Tested Strategy #4 Essay Writing: Autobiographical/Personal Statement Brainstorm topic ideas. Carousel with large sheets of chart paper “Worst Moments”; “Best Moments”; “Dreams”; “Fears”; “Role Models” Organizing a Personal Statement Cut a news article or sample essay into paragraph pieces. Have students work in groups to reassemble in the order that makes the most sense. List of sample hooks. http://forums.atozteacherstuff.com/showthread.php?t=53699 http://www.oncoursesystems.com/documents/0d80d3c5-b0cc-4759-a1cb-579ee13800bb/393519-354533/downloadFile.aspx Technology Connections: use a blog or wiki for students to post part or all of their personal statement and receive peer feedback. Complements Chapter 6, Assignment #19
Apply for Success After Graduation Classroom Tested Strategy #1 College Selection College Vocabulary Bingo Template: http://www.educationworld.com/tools_templates/bingo.doc College Profiles: www.petersons.com; www.collegeboard.com; www.collegenet.com; www.collegeview.com; www.gocollege.com; nces.ed.gov/collegenavigator Worksheets: http://www.webreader.com/download/worksheets.pdf College Visits Summary Sheet: http://www.pbs.org/tenstepstocollege/visit.pdf#search=%22college%20planning%20workbooks%22 Technology Connections: take a virtual tour; browse university Facebook pages; show videos of college campuses Complements Chapter 4, Assignments #8-10
Apply for Success After Graduation Classroom Tested Strategy #2 College Application/Letters of Recommendation Filling out applications properly. Online Paper-based Chart admissions requirements. Set up parent workshop. Compile “brag sheet” to help teachers/mentors/counselors write letters of recommendation. Template: http://www.alvord.k12.ca.us/LaSierra/guidance/BragSheet.pdf Technology Connections: show film clips; access and fill out online applications; create a glog with linked college information Complements Chapter 4, Assignments #15 and 16
Apply for Success After Graduation Classroom Tested Strategy #3 Financial Aid and Scholarship Applications College-Associated Costs Pockets Display Scholarship Application Bank Copies of resume, transcript, essays, letters of recommendation Financial Aid Center in Classroom Grants, Scholarships and Loans Technology Connections: sign up for www.fastweb.com and www.scholarships.com; visit www.rfchelp.org, www.reach4success.org, doublethenumbersdc.org, www.dccap.org Complements Chapter 5 and 6, Assignments #17, 24-27
Apply for Success After Graduation Classroom Tested Strategy #4 Educational and Career Goal Setting: Timeline Set short-term and long-term goals. Explore educational pathways to potential careers. www.bls.gov/oco Create a visual display of student’s life in the next 15-20 years. This could be in the form of a poster or on a 3-panel project board. Store copies of all timelines in a “time capsule”. Technology Connections: examine interactive timelines of notable people Michael Jordan: http://www.chicagotribune.com/sports/basketball/bulls/michaeljordan/chi-jordan-timeline-html,0,6777063.htmlpage Obama and McCain: http://www.washingtonpost.com/wp-srv/politics/interactives/campaign08/timeline/ Complements Chapter 3, Assignment #7
Questions? Do you have any additional questions? For more information, please feel free to contact us: Alisha Scruggs Sarah Elwell Interim Program Director Teacher/Librarian Reach for College! CHEC firstname.lastname@example.org email@example.com (202) 246-0607 (work cell) (202)271-8344 (cell)