Career Charades

Domain: Career Development (1) ASCA Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Competencies: Develop Employment Readiness Indicators: C: A2. 2 Apply job readiness skills to seek employment

Aim: Stakeholders will develop the ability the necessary elements required for job interviewing in a professional and skillful manner.

Learning Objective: Stakeholders will be able to identify the pre-phrase of interview techniques Stakeholders will be able to recognize the appropriate methods to speak, respond, and address during a professional interview Stakeholders will split into 2 groups of interviewing Stakeholders will increase their awareness positively

Introduction (20 min): Stakeholders will collaborate into groups of 4 peers and will interview each other about positive skills, qualities, and work ethics of each individual. The class will discuss each groups distinctiveness that will be a positive towards obtaining the job of their choice. The class will discuss our views and knowledge as a group about why these characteristics will be beneficial in the workplace. The groups collaboration and brain storming

will allow each class member to gain self awareness of what positive work principles they should pinpoint for a supervisor to see in order to create the best job atmosphere.

Activity (25 min): Once the discussion is complete as a class we will play CAREER CHARADES Students will divide into 2 teams The facilitator will put pieces of paper with careers written on them in a hat. Each participate will reach into the hat without looking and without showing the class the chosen profession The participate will then begin imitating the career he/she chose out of the hat through an interviewing process The interview will allow audience to obtain hidden clues of location, uniform/attire, or related work experience Facilitator will play the interviewer and the student will act professionally while revealing his/her hidden theatrical talents to the class Point system will be tallied on the black board and the team with the most tallied up points wins

Conclusion (5min): During the conclusion, the counselor reviews the activity and asks reflective questions of the group.

Data Assessment:

Process Data: 1 Principal, 1 AP, 4 Teachers, 5 Administrators, 9th grade Parents, and 30 9th graders will receive this lesson on December 18, 2009 during various periods of the day at South Bronx High School. 100% of the group will act participate in the game, ultimately resulting in gaining the knowledge of the interviewing process. This will be reported to the school counselor supervisor and the 9th grade teachers.

Perception Data: Stakeholders will be able to conduct themselves in a professional manner during an interview in future work related environments. Students will later be interviewed by the 9th grade teachers on a career they have chosen. The interview will allow students practice and expose many different interviewing styles or techniques. The interview session will allow students to expand their knowledge base of how an interview should be conducted. In addition, stakeholders will be assessed of their understanding of the interviewing instruction by interviewers completing an evaluation. This will be reported to the school counselor supervisor and the 9th grade teachers.

Results Data: The factor that needs to be acknowledged is the information and competence of how one should perform during an interview. When addressing this career focused guidance lesson all gaps will be closed such as, achievement, opportunity, and attainment gaps. This is the hope that all resources are obtainable to every stakeholder in the 9th grade class. Any fears of not succeeding because of interviewing basic skills should diminish.

Materials:

Hat & Black Board

The Great Career Debate

Domain: Career Development (2) ASCA Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Competencies: Develop Career Awareness Indicators: C: A1.3 Develop an awareness of personal abilities, skills, interests and motivations.

Aim: Stakeholders will be able to identify their skills and the self knowledge of the pros and cons of their career choice. Learning Objective: Stakeholders will be able to assess their abilities in a work environment Stakeholders will be able to assess their techniques and methods in career oriented areas Stakeholders will participate in a collaborative research activity Stakeholders will increase their awareness of the pros and cons of two particular professions through a debate Introduction (15 min): Stakeholders will be break into and collaborate in 3 groups. All three groups will be given information about two careers. All 3 teams will evaluate and take apart the research materials on the two different careers. Together the members on each team will identify the pros and cons of their each profession. One group member in both groups will record and keep track on what the group members are discussing. Group members will for example distinguish and classify salary, amount of work hours, or would it be a stable career for a family as either a positive or negative factor. The more information they have about the careers the better prepared they will be for the full class activity.

Activity (25 min): After the 3 teams have discussed the pros and cons of the 2 careers the groups will now be known as team 1, team 2, and judges. They will then be given which profession they will be fighting for or against Students will prepare to debate which career would be a better choice. Each group member must use the research they have obtained from the documents given in the beginning of class Team 1 and team 2 will debate why there career is a better choice by stating facts found in the documentation and the addressing the cons of the opposing teams career Teams will choose one member to state their affirmative and negative constructive to the judges The floor will be open for comments and arguments from all team members with the supervision of the group of judges Points will be awarded to each team by the judges. This group has the power to for instance prevent escalating arguments or address inappropriate language used during the debate Once time runs out team members will then choose another member to perform the affirmative and negative rebuttals to the judges Facilitator and judges will discuss the winner together at the end of the 25 minutes.

Conclusion (5min): The facilitator will review the activity and asks reflective questions of the group.

Data Assessment: Process Data: 1 Principal, 1 AP, 2 Teachers, 5 Administrators, 11th grade Parents, and 40 11th graders will receive this lesson on December 15, 2009 during various periods of the day at the South Bronx Academy. 100% of the 11th grade students will participate in the debate to become aware of the research required in the job search process. This will be reported to the school counselor supervisor and the 11th grade teachers.

Perception Data: Students will continue to research a profession of their choice by creating a list of pros and cons and typing a paragraph of why they choose this career. The list and paragraph will high light how effective one has to be when searching for the right profession. Stakeholders will be followed up with the involvement of the students towards their personal career searches. This will be reported to the school counselor supervisor and the 11th grade teachers.

Results Data: The component that should be addressed is the awareness, knowledge, and competition in the work place. In exposing this information all gaps will be closed such as, achievement, opportunity, and attainment gaps for all students. All students deserve the right to gain knowledge about the many professions available in our country.

Materials: Stopwatch and Gavel

Making Good Decisions: Its Easier Said Than

Done

Domain: Career Development (3) ASCA Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. Competencies: C: B1 Acquire Career Information Indicators: C: B1.1 Apply decision-making skills to career planning, course selection and career transition. Aim: Students will be better able to create tangible career goals by implementing positive decision making skills. Learning Objective: To deliver a lesson to students on the importance weighing options before making difficult decisions Use data to determine the need of your school and tailor the lesson to address those needs To give students the ability to process thoughts and options before they act Activity (40): Adapt the example questions on the PowerPoint and the Pre-Post test to your schools needs using current data.

 Administer the Pre-Test. Inform the students of the importance of this lesson. Remind the students that their decisions will continue to become more difficult as they mature. Give examples as you see fit. Begin the lesson (following PowerPoint). While delivering the lesson, engage the students in conversation surrounding the content of the slides. Allow time for the students process each step of the decision making process. When the lesson is complete, take time to process the content that was covered. When all the students have had an opportunity to ask any questions about the lessons, administer the Post-Test. Thank the students and the teacher for letting you use their valuable time and remind them of where you can be found if they want to discuss anything that was shared during the lesson.

Materials: Pre-Post Test. Scantron Equipment Needed: Projector / Computer Scantron Reader PowerPoint Presentation

Data Assessment: Process Data: 1 Principal, 1 AP, 1 Teachers and 80 10th graders will receive this lesson on November 15, 2011 during various periods of the day at the South Bronx Preparatory. 100% of the 10th grade students will participate in the decision making lesson in the English classes. This will be reported to the school counselor supervisor and the 10th grade teachers.

Perception Data: Students will continue to explore appropriate decision making process through worksheets categorized in a checklist format throughout the school year. The checklist I will help document how their decision making has improved throughout their 10th grade year. Stakeholders will be followed up with the involvement of the students towards their personal career searches. This will be reported to the school counselor supervisor and the 10th grade team of teachers.

Results Data: The component of decision making is an important part of choosing a career. Allowing all stakeholders to be aware of how to make better decisions when focusing on their career paths will result in better preparation in schools. In exposing this information all gaps will be closed such as, achievement, opportunity, and attainment gaps for all students. All students deserve the right to gain knowledge about the many professions available in our country. Source: http://www.cescal.org/resource Richard Eberheart and Felipe Robinson-Zaartu

Victory in Studying!
Domain: Academic Development (4) ASCA Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Competencies: A: A2 Acquire Skills for Improving Learning Indicators: A: A2.4 Apply knowledge and learning styles to positively influence school performance. Aim: To prepare students for school related successes. Learning Objectives: For students to learn effective study skill strategies to improve academic performance Homework completion rate will increase Grade Point Average will increase

Materials: PowerPoint (counselor generated), white boards, dry erase markers, pre/post tests, scantrons, prizes Time Frame: 40 minutes presentation + 10 minutes incidental time (pre/post administration, questions & answers) 2 day lesson plan.

Activity Procedure: a. Setting the stage i. Introductions: of ourselves and brief description of the lesson we will be administering b. Norms/expectations i. Explain importance of group norms (reiterate already established norms by teacher). ii. Ask the question to the group: What do we want to achieve here today? iii. What are some model behaviors we can agree to as a group that we will all use today? (offer suggestion/model if children are stuck). iv. Ask for volunteers and write down on the white board as students come up with suggestions. c. Introduce Attention in tool i. Hands on top.Everybody stop ii. Facilitators will introduce concept and give rationale iii. Facilitators will then demonstrate tool with class d. Pre-test Administration e. Icebreaker Supply Scavenger Hunt i. Within their table groups, students will designate a spokesperson ii. The facilitators will display a picture of a school supply on the screen iii. Students will search for the school supply without leaving their seat. iv. Once the item is located, it will be passed around the group and all members must hold the item before it can be passed to the spokesperson

v. After all members have held the item, the spokesperson will hold the item in the air. vi. The first team to raise each item in the air will earn a point for their team vii. The team with the most points will win a prize viii. Facilitators will model the exercise the activity first f. Organization i. Large Group discussion What do you think of when you hear the word organization? 1. If need be.Instructional Vocabulary (giving a heads up on the vocab we will be using) ii. Small group discussion 1. Students will break into table groups 2. Facilitators will pass out one white board to each group 3. Facilitators will define each of 4 roles within the group 4. Students will choose roles a. All students must have a role b. For groups with more than 4 people, students can choose two people to play a role 5. Facilitators will display discussion prompts on the screen 6. Students will discuss answers to the prompts and the recorder will write down the groups ideas on white board 7. Facilitators will then ask each group to share one of the ideas they came up with to the rest of the class

g. Organization Tips i. Use your agenda writing down priorities, homework assignments, deadlines, after school activities, etc. ii. Making to-do lists writing down then things you need to do today and check them off once completed iii. Using binder with dividers keeping all of your schoolwork in one organized binder. It makes things easier to find later iv. Having friends help you plan create study groups and help each other with homework. Remind each other of important due dates v. Staying onTRAC (lead in to next section) h. Staying onTRAC i. Think Whats important right now? 1. Things to remember, goals to work on, random great ideas 2. In the agenda: for each week, space in the think section along the left side is where you can write down goals, projects and ideas ii. Record Writing down whats important and when to do it 1. Assignments, tests, projects and deadlines 2. In the agenda: Each day has a top section where you can record to-dos for that day. You can also write down assignments on the dates they are due. iii. Act Scheduling your time in and out of school 1. Practices, appointments, meetings, hanging out with friends

2. In the agenda: Each day at the bottom page, you can plan your after school priorities iv. Check Did you actually do what you planned? 1. Assess your progress and how you did. Look back at the things you accomplished 2. In the agenda: At the end of each week, there is the check section in the bottom right corner that asks you Did I finish my weekly goals and tasks and encourages you to transfer any unfinished tasks to the next week i. *NOTE: have students find each section in the planner as we talk and explain why it is important (pg. 6 in teacher edition)* j. Homework/Studying i. Small Group discussion 1. Students will break into table groups 2. Facilitators will define each of 4 roles within the group 3. Students will choose roles a. All students must have a role b. For groups with more than 4 people, students can choose two people to play a role 4. Facilitators will display discussion prompts on the screen 5. Students will discuss answers to the prompts and the recorder will write down the groups ideas on white board

6. Facilitators will then ask each group to share one of the ideas they came up with to the rest of the class k. How to do your homework best i. Time, location, snack Find a time and place that works best you. Eat an occasional snack to keep you focused and energized ii. Group vs. individual work Sometimes it is better to study with a group so you can all help each other out. Other times, it is better that you study alone so you are not distracted iii. Asking an adult for help Dont be afraid to ask for help. You may be surprised by how much adults know. They have been in your shoes before iv. Taking short breaks Like 5-10 minutes. Grab a snack, go outside, stretch, take a short walk, etc. v. Get it done earlyDont procrastinate! 2. Data Assessment: 3. Process Data: 1 Principal, 1 AP, 1 Teachers and 80 9th graders will receive this lesson on February 07, 2012 during various periods of the day at the South Bronx Preparatory. 100% of the 9th grade students will participate in the victory in study skills lesson in the freshman seminar classes. This will be reported to the school counselor supervisor and the 9th grade teachers. 4. Perception Data: Students will be able to improve in their academic subjects by being better prepared for exams and activities in the classroom. Stakeholders will research how they learn as a student and what methods help them get better grades in school. Stakeholders will be followed up with a pre/post survey to distinguish if the lesson

improved their awareness of studying. This will be reported to the school counselor supervisor and the 10th grade team of teachers. 5. Results Data: The component of study skills is an influential factor in educational upliftment. Allowing all stakeholders to be aware of how to make use of their study time when focusing on academic success will result in a raise in GPA and better test scores. In exposing this information all gaps will be closed such as, achievement, opportunity, and attainment gaps for all students. All students deserve the right to gain knowledge about the many professions available in our country.

Source: http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22 Udvarhelyi, M (2008)

SBP University
Domain: Academic Development (5) ASCA Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college Competencies: B: B2 Plan to Achieve Goals Indicators: A: B2.2 Use assessment results in educational planning Objectives: Learn the difference between ACT and SAT testing
Know how to register for ACT and SAT test Understand the importance of taking the ACT and SAT Demonstrate the knowledge of what is required for the ACT and SAT Know the differences between the UC and CSU requirement. Understand the timeline for Juniors and test dates for ACT and SAT Materials: (books, handouts, supplies, etc): PowerPoint software Projector Overhead projector Slides Flash drive

 Computer Hand-outs Activity: Conduct a pre-test prior to presenting. Present the PowerPoint to the students. Conduct a posttest with the students.

Data Assessment: Process Data: 1 Principal, 1 AP, 2 Teachers and 80 10th graders will receive this lesson on November 23, 2011 during various periods of the day at the South Bronx Preparatory. 100% of the 10th grade students will participate in the SBP University SAT and ACT Presentation lesson in the Nutrition/Health classes. This will be reported to the school counselor supervisor and the 10th grade teachers.

Perception Data: Students will research SAT and ACT practice books to prepare for the exam during their junior and senior years. This will be reported to the school counselor supervisor and the 10th grade team of teachers.

Results Data: The student will learn the difference between ACT and SAT testing and know how to
register for ACT and SAT test. Students will understand the importance of taking the ACT and SAT by demonstrating their knowledge of what is required for the ACT and SAT. They will know the differences between the UC and CSU requirement. Understand the timeline for juniors and test dates for ACT and SAT. In exposing this information all gaps will be closed such as, achievement, opportunity, and

attainment gaps for all students. All students deserve the right to gain knowledge about the many professions available in our country. Source: http://www.cescal.org/resource Shawn Deschenie

To Be or not to Be Successful (6) Domain: Academic Development Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary potions, including college. Competencies A: B1: Improve Learning Indicators A: B1.5: Organize and apply academic information from a variety of sources (ASCA National Model, 2005).

Learning Objective: Students will be able to assess their understanding and describe the content in classroom notes and lectures. Students will be able to assess their understanding of responsibilities to pass standardized test and classroom exams. Students will be able to assess their understanding of responsibilities to seek help from tutors, teachers, peers, afterschool help, and counselors. Stakeholders will be able to assess their understanding of responsibilities to achieve the grades requires to graduate high school and succeed in post secondary atmospheres.

Procedures:

Do Now: Students will take a survey based on academic involvement in the classroom.

Introduction to Material: I will first ask students to raised their hands and give me an average routine of preparation for a classroom exam. Possible responses may include: ~Ask for help ~Create Schedules ~Take notes ~Eat Breakfast ~Stay after school for extra help I will then tell students the percentages of African American and Latino students test scores in the United States. I will then discuss different ways to better prepare for test through classroom etiquette, study techniques, and personal awareness.

Activity: I will introduce the subject that will be read aloud to students (President Barack Obama biography). Students will listen to the segment and take notes on what was read.

 Students will then share the information they decided was important information with the class. Students will give feedback to how they felt when taking the notes, who actually participated, and why is it important to take notes. Closing: We will discuss briefly why these responsibilities are important and how does it apply to future aspirations and goals.

Data Assessment: Process Data: 2 Teachers, 2 Counselors, and 85 9th graders will receive this lesson on March 2, 2011 starting at 8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselor supervisor and 9th grade team. Perception Data: Stakeholders will answer: What are the 9th students responsibilities when preparing for exams. This will be reported to the school counselor supervisor and 9th grade team. Results Data: The element that needs to be changed is the knowledge and understanding of how important it is for student to take notes, do homework, and prepare them personally before a test to receive better grades. References: ASCA National Model, 2005 Educationworld.com Dartmouth.edu/ Academic Success Center Wikipedia/ Barack Obama, President of U.S.

R.E.S.P.E.C.T!!! (7)
Domain: Personal/Social Development Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Competencies PS: A1: Acquire Self-knowledge Indicators PS: A1.5 Identify and express feelings (ASCA National Model, 2005).

Aim: The students will demonstrate the knowledge of or ability to Identify positive and negative interactions.

Materials: Perspectacles video clip from YouTube Respectful Interactions PPT Pre/post tests Index cards Pencils List of vocabulary words

Equipment:

Projector Promethean Board Laptop

Activity: Make introductions of the presenters and the lesson topic. Lesson Content: Show the first half of Perspectacles clip. o Discuss interactions observed in the video clip. Activity identifying put downs and emotions using index cards. o Collect cards and read the examples of different emotions aloud. Behaviors that divide and exclude. o Define stereotype. The conflict escalator. o Understanding how certain behaviors can cause a conflict to escalate. Show the second half of Perspectacles clip o Talk about seeing both sides of a situation. What shapes your point of view? Goals, experiences, feelings, and values. SEAL method for problem solving o Example presented of how to use SEAL.

o Students work together as a class to use the SEAL method Data Assessment: Process Data: 2 Teachers, 2 Counselors, and 85 9th graders will receive this lesson on April 22, 2011 starting at 8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselor supervisor and 9th grade team. Perception Data: Stakeholders will answer: What are the 9th students responsibilities when preparing for exams. This will be reported to the school counselor supervisor and 9th grade team. Results Data: The students will demonstrate the knowledge of or ability to identify positive and negative interactions. They will be aware behaviors that separate people and listen to the other persons story.

References: ASCA National Model, 2005

Conflict WHO??? (8) Domain: Personal/Social Development Standard A: Students will make decisions, set goals and take necessary action to achieve goals. Competencies PS: B1 Self-knowledge Application Indicators PS: B1.6 Know how to apply conflict resolution skills Aim: Materials: Black balloons (at least 3 for each member) Name tags for each person Scotch tape Markers Straight pins

1. Activity: The Black Balloon Activity 2. Instruct group members to make a nametag for themselves. Encourage them to personalize their nametags being creative. Ask them to secure a straight pin on the front of their nametags with a small piece of tape. 3. Pass out balloons

4. Ask them to think about the problems in their lives. Cue them by saying it might be problems with their pa

or siblings. It might be problems at school with teachers or coaches. It could be problems with friends. Th maybe problems with a girlfriend or boyfriend. Perhaps there are problems with the law.

a. Talk about the two kinds of problems: those we can do something about and those over which we a

powerless. For example, a teen that has temper outbursts can learn to control his or her behavior; b

child is powerless over his parents decision to divorce. It is important to distinguish between those

problems we can do something about and those we cannot. Elicit examples from the group by askin

your own life, what is a problem you can do something about and what is one you cant? Try going around the group round robin with this one so each member does some problem identification.

5. Invite members to blow up their balloons, using each breath to represent a problem they have. One problem

blown into the balloon with each breath. If only one or two problems are identified, tell that member to b

the problem(s) into the balloon over and over again. Eventually, each member should blow up his or her ba to capacity and tie the neck in a knot. Now they have their own personal black balloon of problems.

6. Tell the group that at this point, they each have a choice. They can begin to work on those problems over w

they have control and let go of those over which they have no control or not. Its up to them. If they would to continue carrying around their black balloons of problems, they may choose to do so. If, however, they

to take action (by accepting responsibility or by letting go), they remove the pin from their name tags and p balloons.

Data Assessment: Process Data: 2 Teachers, 2 Counselors, and 85 9th graders will receive this lesson on May 2, 2011 starting at

8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselor supervisor and 9th grade team.

Perception Data: Stakeholders will answer: What are the 9th students coping skills for handing conflicts? This be reported to the school counselor supervisor and 9th grade team. Results Data: The students will demonstrate the knowledge of or ability to identify and express demonstrate cooperative behavior in groups. Using effective communication skills.

feelings and

G.O.A.L.S = Get Out and be a Leader with Success (9) Domain: Personal/Social Development Standard A: Students will make decisions, set goals and take necessary action to achieve goals. Competencies PS: B1 Self-knowledge Application Indicators PS: B1.9 Identify long and short-term goals Materials: Paper Large post it paper Pencils 1 SMART Goals Sheet per group 1 How-To Goal Map per group 1 Goal Map per person

Activity: What is a SMART Goal? Share with the group the SMART goals sheet and begin to discuss the meaning behind this acronym. Ask examples for each after youve explained the meaning Ask the group to review their previous goal statements and check to see if these qualify as SMART goals. student suggests a goal that is too broad, as a group discuss ways to make it a SMARTER goal Questions to ask:

-What are the specifics (what, how, when?) -How will you know without a doubt that you have reached this goal? -Can this really happen? -When do you plan to reach this goal? Before going on to the next stage, ask each person one at a time to recall each word in SMART goal. As a

give one package of sweethearts to each student after they have attempted to explain the meaning behind S goal for their efforts. Do not go on until all have this memorized! Group Goal Have the group decide which goal they would like to highlight Explain that any goal requires accomplishing many smaller steps or objectives and that these steps have to SMART too. Together as a group, think of as many SMART steps as possible. -The goal itself will be written in the largest bubble in the middle

-Each step towards achieving this goal will be written in the medium sized and smaller bubbles. (Us attached example for a reference)

Be sure to discuss fully as a group before writing on the poster board (you may want to brainstorm a goal o such as planning a trip to Disneyland before you begin writing.)

Personal Goal

Ask if anyone knows the difference among a short-term, medium-term, and long-term goal. (For this exerc short-term is one month; medium-term is one year; long-term is five years.)

Help each member decide on one of each kind of goal they hope to accomplish.

Pass out a Goal Map to members and help them to complete a Goal Map for the one goal of their choice (sh medium, or long). Encourage them to ask questions, work together, and have fun with this.

Data Assessment: Process Data: 2 Teachers, 2 Counselors, and 85 9th graders will receive this lesson on May 2, 2011 starting at

8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselor supervisor and 9th grade team.

Perception Data: Stakeholders will answer: What are the 9th students coping skills for handing conflicts? This be reported to the school counselor supervisor and 9th grade team. Results Data: The students will demonstrate the knowledge of or ability to identify and express demonstrate cooperative behavior in groups. Using effective communication skills. Resources: http://www.wingsforkids.org/experience/hot-wings

feelings and

College Development Domain: Personal/Social Development (10) Standard A: Students will make decisions, set goals and take necessary action to achieve goals. Competencies PS: B1 Self-knowledge Application Indicators PS: B1.9 Identify long and short-term goals Aim: Materials: Computer(s) with internet access, projector 3-minute or 7-minute video (available at http://ifap.ed.gov/ifap/ifapMedia.jsp) Scavenger hunt worksheet (see page 6) Optional: College.gov promotional materials o Please visit http://fsapubs.org to order College.gov materials. If you do not already have an Institution ID (OPE/ML), please call 1-800-394-7084 or email orders@FSAPubs.org for assistance. Activity: Be creative! Mix and match activities to fit your available time slot and resources. 1. 3-Minute or 7-Minute Video: Ask students to pay close attention, because they will be discussing the people in video shortly.

2. Warm-up Discussion (5-10 min.): Start by asking questions about the people in the video, then move to a discu on overcoming obstacles to achieve goals.

 What challenges did the people in the video face? How did they overcome those challenges? Do you know anyone who has had a similar obstacle? What are the barriers to continuing education after high school? How might a student overcome those barriers?

3. Introduce College.gov (10-15 min.): Present College.gov as a resource that can help them achieve the goals the discussed (college, career, etc.). Suggested formats (the more interactive, the better) include: (If using classroom computer and projector) Ask for student volunteers to click through site.

(If each student is working at his/her own computer) Allow time for students to explore site. Ask each to report b with something he/she learned and wants to find out more about, thinks classmates should know, etc. 4. Scavenger Hunt (can be done individually or as a group) (10-15 min.): Use the scavenger hunt worksheet included in this toolkit to encourage students to locate specific information within College.gov. Review answers as a group. 5. Create a Billboard (5-10 min.): If computers are available, give students time to create their own billboards. 6. Wrap-up Discussion (5 min.): Suggested questions: Data Assessment: Process Data: 2 Teachers, 2 Counselors, and 85 9th graders will receive this lesson on May 2, 2011 starting at

8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselor supervisor and 9th grade team.

Perception Data: Stakeholders will answer: What are the 9th students coping skills for handing conflicts? This be reported to the school counselor supervisor and 9th grade team. Results Data: The students will demonstrate the knowledge of or ability to identify and express feelings and

demonstrate cooperative behavior in groups. Using effective communication skills. Resources:

http://www.college.gov/wps/wcm/connect/01b928004ee459feb1cfb3167cbf63e6/teachertoolkit.pdf?MOD=AJ

College Development
Domain: Career Development (4)

ASCA Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning i school and across the life span. Competencies: A: A2 Acquire Skills for Improving Learning Indicators: A: A2.4 Apply knowledge and learning styles to positively influence school This lesson will help students to learn important research skills as they find out about colleges by using consistent criteria, such as size, location, and athletics, to compare a school. Suggested Grade Level 9th or 10th Objectives Learn about the variety of colleges available and ways to use My Road to research specific colleges. Use consistent criteria to compare 2 colleges. Learn about how students feel about postsecondary options. Resources Find a College School Comparison Part I (Worksheet CO1-A) School Comparison Part II (Worksheet CO1-B) Student Assignment (30 minutes)

Students complete the School Comparison Part I worksheet. At this stage, they will use My Roads Find a College feature to learn more about a school with which they are already somewhat familiar. Students will need access to My Road. Data Assessment:

Process Data: 2 Teachers, 2 Counselors, and 85 9th graders will receive this lesson on April 22, 2011 starting a

8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselor supervisor and 9th grade team.

Perception Data: Stakeholders will answer: What are the 9th students responsibilities when preparing for exam This will be reported to the school counselor supervisor and 9th grade team. Results Data: The students will demonstrate the knowledge of or ability to identify positive and negative interactions. They will be aware behaviors that separate people and listen to the other persons story.

References: ASCA National Model, 2005

College Development Domain: Career Development (4)

ASCA Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning i school and across the life span. Competencies: A: A2 Acquire Skills for Improving Learning Indicators: A: A2.4 Apply knowledge and learning styles to positively influence school Materials: Writing utensils Soda can Pre/Post test PowerPoint presentation 3 x 5 Index Cards Im In Control Tip Sheets Laptop with projector for PowerPoint presentation Objectives: Figure Out whats causing stress in their life Understand the effects of stress Manage stress and avoid the problems it can cause Time Required: 50-60 minutes

Activity: 1. Introductionsname, who I am, what I do, topic of discussion 2. Pass out pretest, which must be done without any talking and emphasizing there are no right or wrong answers have 5 minutes to complete it 3. Collect pretest 4. Stress Management PowerPoint Presentation a. Discuss objectives b. Discuss different types of stress Identify stressors (Have students to take a sheet of paper and make a list of the things that make you tense. Remind them that stress is a result of how you react to things- Its not caused by the things themselves).

c. Identify steps to problem solve d. Signs of stress- physical, behavioral, and mental e. My Stress Management Plan activity. (Have students to get into groups and discuss on how they c better handle stress and list out different ways. Encourage them to get as many as possible. Have studen WRITE on a new index card, titled, My Stress Management Plan, the skills they WILL honestly use. A minutes, hand out the IM IN CONTROL - STRESS RELIEF TIP SHEET and have students to add i techniques that they like but didnt think about earlier. In the end, ask them if they have any question an encourage them to put their stress management plan in their folder or binder.) f. Healthy and unhealthy ways to cope with stress g. Mental and Physical techniques that help manage stress h. The relaxation Response activity. (Have students sit comfortably with their eyes closed, ask them t attention to their breathing, they can choose to repeat a word or phrase or prayer silently to yourself as y exhale. When they notice their minds wandering -they will, just notice it and bring their attention back breathing). i. Review- Steps to manage stress 5. Pass out posttest and collect after 5 minutes 6. Leave floor open to discussion and questions Outcomes: Students will be able to Identify your stressors Know how they react Learn techniques to deal with stress Integrate stress management into their daily life

Data Assessment: Process Data: 2 Teachers, 2 Counselors, and 85 9th graders will receive this lesson on May 9, 2011 starting at 8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselor supervisor and 9th grade team. Perception Data: Stakeholders will be able to identify stressors in high school that could prepare them for strategies that will help with future stressors in college. Results Data: The students will demonstrate the knowledge of or ability to identify positive and negative interactions. Students will know how to react and learn techniques to deal with stress and integrate stress management into their daily life. References:

ASCA National Model, 2005 http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22