Day 3_Session II_Using the RFC curriculum in your classroom

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Day 3_Session II_Using the RFC curriculum in your classroom

  1. 1. College-Readiness Institute<br />Session II: Using the Reach for College ! Curriculum<br />Day 3 – August 4, 2010<br />Ms. Sarah Elwell & Ms. Alisha Scruggs<br />
  2. 2. Objectives of the Session<br />To learn how the RFC Curriculum can be used to supplement and enhance curriculum requirements and standards<br />To understand how the RFC curriculum can be infused as part of classroom work to improve CCR <br />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<br />To create a unit of several lesson plans incorporating the RFC curriculum in your usual classroom work<br />
  3. 3. How can RFC be used to supplement and enhance curriculum requirements & standards?<br /><ul><li>Ninth Grade DCPS Reading/English Language Arts Standards
  4. 4. Using and understanding spoken words (Language Development)
  5. 5. Using text to persuade through arguments supported by evidence, to give directions, and to convey facts and ideas in other ways (Informational Text)
  6. 6. Learning from and enjoying stories, poems, and plays (Literary Text)
  7. 7. Using materials to find out information (Research)
  8. 8. Using written words to share information, ideas, and feelings (Writing)
  9. 9. Getting information from television, film, Internet, or videos (Media)
  10. 10. Knowing how to spell and use grammar correctly (English Language Conventions)
  11. 11. Adapted from: http://dcps.dc.gov/DCPS/Files/downloads/TEACHING%20&%20LEARNING/Learning%20Standards%202009/DCPS-GRADE912-PARENTGUIDE-ENG.pdf</li></li></ul><li>By the end of 9th Grade, DCPS 9th graders should be able to:<br />Deliver focused oral presentations that use details, examples, or anecdotes to express information or a point of view. <br />Use proper eye contact, pace, and volume; pronounce words correctly and clearly; and use gestures to express ideas effectively.<br />Show how a speech uses emotion, images, examples, and other methods to connect with the audience.<br />Analyze the characters, structure, and themes of classical Greek drama and epic poetry. <br />Describe the different functions of a playwright, director, technical designer, and actor.<br />Discuss the strengths and weaknesses of different information resources, including the Internet.<br />Write well-organized stories that have a clear theme, sensory details, and specific language.<br />Explain the techniques used in a radio or television message to reach a specific audience.<br />Adapted from: http://dcps.dc.gov/DCPS/Files/downloads/TEACHING%20&%20LEARNING/Learning%20Standards%202009/DCPS-GRADE912-PARENTGUIDE-ENG.pdf<br />
  12. 12. Who can implement the program?<br /><ul><li>Teachers (in conjunction with general content area)
  13. 13. English, Math, Oral Communication
  14. 14. Guidance Counselors
  15. 15. Senior advisory/Capstone
  16. 16. Administrators
  17. 17. Assisting with instruction in an advisory period or afterschool program
  18. 18. Additional ideas:
  19. 19. Community based organizational staff
  20. 20. SAT Prep personnel</li></li></ul><li>How can the program be infused?<br />Reach for College! supports many different forms of implementation models:<br />Advisory periods (20 min. daily)<br />Once/week (90 min)<br />Twice/week (45 min per period)<br />After school (varies)<br />Weekend (varies)<br />
  21. 21. How is the program infused?<br />Educators providing the program are provided with a guided Scope & Sequence to follow on a weekly basis<br />Refer to Scope & Sequence handouts for each textbook<br />
  22. 22. Classroom-Tested Strategies <br />The classroom-tested strategies being discussed focus on lessons for 9th and 10th graders<br />Reach for College! curriculum<br />Ninth Grade Skills for Success Textbook<br />Ninth Grade, 1st Semester<br />Skills for Success Now & After Graduation<br />Tenth Grade, 1st and 2nd Semester<br />
  23. 23. What are the topics?<br />Ninth Grade Skills for Success Textbook Topics<br />Welcome to High School<br />Know that education beyond high school leads to success in life<br />Set goals for success in high school and beyond<br />Use time-management skills<br />Perfect your study skills<br />Make good decisions<br />Adopt successful attitudes<br />Envision your future<br />
  24. 24. What are the topics?<br /><ul><li>Skills for Success Now & After Graduation Textbook
  25. 25. Education beyond high school leads to success in life
  26. 26. Set goals for success
  27. 27. Time-management
  28. 28. Study skills
  29. 29. Essay writing
  30. 30. Research Paper
  31. 31. Oral presentations
  32. 32. Successful attitudes</li></li></ul><li>Ninth Grade Skills for Success<br /><ul><li>Classroom-Tested Strategy #1
  33. 33. Researching careers online
  34. 34. Have students go to: www.careervoyages.gov to learn about various careers by watching 90- second videos about careers they’re interested in. 
  35. 35. These short videos explain and show what someone in this career does and the usual educational requirements.
  36. 36. After they’ve explored careers they might be interested in, have them complete assignment 2 (p.16-17). 
  37. 37. You could also have students create brochures highlighting the education needed and characteristics of various careers.</li></li></ul><li>Ninth Grade Skills for Success<br /><ul><li>Classroom Tested Strategy #2
  38. 38. Learning the Vocabulary of Higher Education
  39. 39. Utilize the worksheet, “Be an Informed Consumer”
  40. 40. Review the terms with the students, have the students make flashcards with terms and definitions
  41. 41. Create a jeopardy game that quizzes students in the following areas:
  42. 42. Types of institution
  43. 43. Financial Literacy
  44. 44. Steps to postsecondary education</li></ul>This activity complements Chapter 4 of the textbook.<br />
  45. 45. Ninth Grade Skills for Success<br /><ul><li>Classroom Tested Strategy #3
  46. 46. Goal-setting as individual students or class
  47. 47. Have students work individually to declare two short term goals that can be accomplished during the semester.
  48. 48. Have students present their goals to the class (including their plans, their deadlines, and why these goals are important to them).
  49. 49. Post in a visible area in the classroom.
  50. 50. Then, have them track their progress giving periodic progress reports to the whole class.
  51. 51. Have students determine as a class what they would like to achieve as a class.
  52. 52. 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.
  53. 53. These activities complement Chapter 2 in the textbook</li></li></ul><li>Skills for Success Now & After Graduation<br />Classroom Tested Strategy #1<br />“Success Collage” or “Vision Board”<br />Have students create a collage using magazines and newspapers about what “success” in their eyes looks like. (Ch. 1, pg. 3-7, September)<br />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.<br />Present their collages in front of the class.<br />Post the collages in a visible area of the classroom. <br />
  54. 54. Sample of Success Collage<br />
  55. 55. Skills for Success Now & After Graduation<br />Classroom Tested Strategy #2<br />Effective Writing Strategies <br />A) Have students write an article about themselves ten years from now. <br />Where did they attend college? <br />What job(s) have they had? <br />Where and what do they do to volunteer for their community? <br />Compile all of the submissions and put in a mock High School Alumni Bulletin and post in class. <br />This lesson complements Assignment #1 (p.5)<br />
  56. 56. Skills for Success Now & After Graduation<br />Classroom Tested Strategy #3<br />Building positive support networks<br />Discuss available resources at school, in a community, or in a college setting to help students overcome obstacles (Ch. 2, pg. 16-23, September).<br />Have students brainstorm in pairs the available resources at school (recreational, social, psychosocial).<br />Create brochure of resources in each area at the various levels of education or in local community.<br />Post the brochures in a visible area of the classroom.<br />
  57. 57. Skills for Success Now & After Graduation<br />Classroom Tested Strategy #4<br />Building Readiness to take notes in college<br />Cornell Note-Taking Activity<br />Use the Cornell Notes template (provided)<br />Watch a “You Tube” Video of College Class: http://www.youtube.com/watch?v=32wIKaLkvc4<br />Have students take notes to see how well they do, practice this skill over a semester to build college-readiness<br />Complements Chapter 3 & 4 (Study skills)<br />
  58. 58. Career Skills for Success After Graduation<br />Classroom Tested Strategy #1<br />Employability Skills: Resume Writing<br />Share student resume exemplars.<br />List of action verbs.<br />http://www.bc.edu/offices/careers/skills/resumes/verbs.html<br />List of sample objective statements.<br />http://jobsearch.about.com/od/sampleresumes/a/sampleobjective.htm<br />Resume templates in MS Word 2007.<br />Technology Connections: create a video resume; post resume on LinkedIn or a similar professional networking site<br />Complements Chapter 6, Assignment #18<br />
  59. 59. Career Skills for Success After Graduation<br />Classroom Tested Strategy #2<br />Interview Skills: Mock Interview<br />Activities for cultivating positive non-verbal communication.<br />Distribute sample job description.<br />Examine list of common interview questions.<br />http://www.acpeople.com.au/interview/questions.asp<br />Watch videos of interviews and advice for interviewing well.<br />http://www.5min.com/Video/How-to-Ace-a-Job-Interview-259872384<br />Interview role play.<br />http://www.ccd.me.edu/careerprep/CareerPrepCurriculum_LP-6.pdf<br />Official mock interview with feedback forms.<br />Technology Connections: film and analyze mock interviews; watch film clips of job interviews<br />Complements Chapter 8, Assignment #22<br />
  60. 60. Career Skills for Success After Graduation<br />Classroom Tested Strategy #3<br />SAT Prep: Building Vocabulary<br />Distribute weekly word lists.<br />Students write the word, definition and draw or paste a picture or related symbol. Students then post to create a SAT Prep Word Wall.<br />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.<br />Technology Connections: Register for Student Edge http://www.petersons.com/college-search/word-of-the-day.aspx<br />Respond to an SAT Question of the Day<br /> http://sat.collegeboard.com/practice/sat-question-of-the-day<br />Complements Chapter 5, Assignment #16<br />
  61. 61. Career Skills for Success After Graduation<br />Classroom Tested Strategy #4<br />Essay Writing: Autobiographical/Personal Statement<br />Brainstorm topic ideas.<br />Carousel with large sheets of chart paper “Worst Moments”; “Best Moments”; “Dreams”; “Fears”; “Role Models”<br />Organizing a Personal Statement<br />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.<br />List of sample hooks.<br />http://forums.atozteacherstuff.com/showthread.php?t=53699<br />http://www.oncoursesystems.com/documents/0d80d3c5-b0cc-4759-a1cb-579ee13800bb/393519-354533/downloadFile.aspx<br />Technology Connections: use a blog or wiki for students to post part or all of their personal statement and receive peer feedback.<br />Complements Chapter 6, Assignment #19<br />
  62. 62. Apply for Success After Graduation<br />Classroom Tested Strategy #1<br />College Selection<br />College Vocabulary Bingo<br />Template: http://www.educationworld.com/tools_templates/bingo.doc<br />College Profiles:<br />www.petersons.com; www.collegeboard.com; www.collegenet.com; www.collegeview.com; www.gocollege.com; nces.ed.gov/collegenavigator<br />Worksheets: http://www.webreader.com/download/worksheets.pdf<br />College Visits<br />Summary Sheet: http://www.pbs.org/tenstepstocollege/visit.pdf#search=%22college%20planning%20workbooks%22<br />Technology Connections: take a virtual tour; browse university Facebook pages; show videos of college campuses<br />Complements Chapter 4, Assignments #8-10<br />
  63. 63. Apply for Success After Graduation<br />Classroom Tested Strategy #2<br />College Application/Letters of Recommendation<br />Filling out applications properly.<br />Online<br />Paper-based<br />Chart admissions requirements.<br />Set up parent workshop.<br />Compile “brag sheet” to help teachers/mentors/counselors write letters of recommendation.<br />Template: http://www.alvord.k12.ca.us/LaSierra/guidance/BragSheet.pdf<br />Technology Connections: show film clips; access and fill out online applications; create a glog with linked college information<br />Complements Chapter 4, Assignments #15 and 16<br />
  64. 64. Apply for Success After Graduation<br />Classroom Tested Strategy #3<br />Financial Aid and Scholarship Applications<br />College-Associated Costs<br />Pockets Display<br />Scholarship Application Bank<br />Copies of resume, transcript, essays, letters of recommendation<br />Financial Aid Center in Classroom<br />Grants, Scholarships and Loans<br />Technology Connections: sign up for www.fastweb.com and www.scholarships.com; visit www.rfchelp.org, www.reach4success.org, doublethenumbersdc.org, www.dccap.org<br />Complements Chapter 5 and 6, Assignments #17, 24-27<br />
  65. 65. Apply for Success After Graduation<br />Classroom Tested Strategy #4<br />Educational and Career Goal Setting: Timeline<br />Set short-term and long-term goals.<br />Explore educational pathways to potential careers.<br />www.bls.gov/oco<br />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.<br />Store copies of all timelines in a “time capsule”. <br />Technology Connections: examine interactive timelines of notable people<br />Michael Jordan: http://www.chicagotribune.com/sports/basketball/bulls/michaeljordan/chi-jordan-timeline-html,0,6777063.htmlpage<br />Obama and McCain:<br />http://www.washingtonpost.com/wp-srv/politics/interactives/campaign08/timeline/<br />Complements Chapter 3, Assignment #7<br />
  66. 66. Questions?<br />Do you have any additional questions?<br />For more information, please feel free to contact us:<br /> Alisha Scruggs Sarah Elwell<br /> Interim Program Director Teacher/Librarian<br /> Reach for College! CHEC<br /> ascruggs@reachforcollege.org sarah.elwell@dc.gov<br /> (202) 246-0607 (work cell) (202)271-8344 (cell)<br />

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