1. What’s Next? Objective: SWBAT … Day 1: self-assess readiness for what's next after high school by responding to a quick write, reflecting, and questioning Day 2: self-assess readiness for what's next after high school by brainstorming self-descriptive words.

2. What’s Next? Thinking About Life After High School Calls for research, reflection, and preparation You will be asked to: 1.Document your research and findings about potential paths after High School. 2.Write a personal application letter for college or a letter of introduction to a work community.

3. Module Background: 1 st segment: READING what others have to say about going to college or entering the work force. 2 nd segment: RESEARCH + write a personal FAQ document in which you provide answers to important ?s about your application for school/career. 3 rd segment: writing a letter of introduction for work or a personal college application essay.

4. What’s next for me? Life after high school can take many forms. Now: 1) Figure out what you want to do next 2) Consider how well prepared you are for the next stage of your life. 3) Begin to develop plans for making the transition into life after high school.

5. Survey

6. Quick Write (7 min.) How prepared are you for what’s next? Format:  TS, EX1 +2CM, EX2 +2CM, CS 1)Figure out what you want to do next and why. 2)Consider how well prepared you are for the next stage of your life. 3)Begin to develop plans for making your goals a reality TS Frame (if needed): I am (well- prepared/moderately prepared/unprepared) for life after high school; my plan is ___. Add reasons and explanations.

7. Quick Write (7 min.) *Reflect: Reread your writing and list reasons you are ready for the next stage of life. *List questions about what you need to know about your plans. (Be prepared to share)

8. Frame to share out loud: A central question I have is __. I really need to know ___. I feel ___ prepared because ___.

9. Exploring Key Concepts TASK: Find words that best match ideas about who you think you are at this stage of your life. The more language you have to describe yourself and what you are bringing to the next stage of your life, the more opportunities you have to represent yourself accurately.

11. WORD BANK 1.Choose 10-12 words from the next slide that represent you. 2. Rank them from most important to least important.

12. absent-minded active adventurous analytical angry appreciative Artistic book- smart complicated cool curious dependable determined developed devoted disciplined respectful responsible scientific self-aware self-promoter self-reliant self-starter selfish serious shine at work shy person small steps enterprising enthusiastic family person fearful goal-setter habitual happy helpful hungry impatient inarticulate indispensible influential inquisitive intellectual kind social person street smart stressed talkative trustworthy truthful underachiever valiant warrior wishful worrier leader life of the mind light-hearted low self esteem mindful motivated optimistic organized outgoing passionate patient persuasive pessimistic positive self esteem procrastinator realistic

13. Making Predictions + Asking ?s (Write about your word choices) 1.What do your words tell you about your opinion of yourself in terms of readiness for work or college? 2.Based on your analysis of your key concepts, predict what you will need to learn more about to achieve your goals. 3.Predict how well your key concepts will work for you as you move into the next stage of your life. EX: Stubborn can work for or against you. Identifying key concepts/vocabulary is an essential strategy for writing an effective letter of introduction or college application essay.

14. Homework (Write about your word choices) HW: Discuss yourself with someone you trust: 1.Start by asking them to describe you. Not your looks, but your personality traits and qualities as a human being. ** Don’t argue, just listen! Take notes about what they say, not what you think. 2. Next, share the words you chose and get their reactions. Write down their reactions and bring them to class tomorrow. This info may become a useful chunk of writing for your final letter or essay. REMEMBER: It is difficult to represent yourself well if you don’t have a fairly solid sense of who you are or what you believe about yourself.

15. 1 st TEXT: “Want to Get Into College? Learn to Fail” Surveying the Text BW: (Last night’s HW) What did you learn about your word choices from your discussion with someone else? Share with your team: 1.My trusted (friend/family member) told me several things that I agree with, including ____. 2.I was surprised when they said ___ because ___.

16. 1 st TEXT: “Want to Get Into College? Learn to Fail” Surveying the Text Building EPTACEXSNETOI, one of the most important effects of making PNOEICRIDST, is an important and highly fruitful means of developing POESUPR for reading. Building EXPECTATIONS, one of the most important effects of making PREDICTIONS, is an important and highly fruitful means of developing PURPOSE for reading

17. COMPREHENSION begins w/ being able to articulate why you are reading. PURPOSEful reading (summarize): 1.Discover meaning as you read 2.Engage relevant prior knowledge 3.Ask ?s as you read 4.Draw inferences from the material 5.Interpret images from the text. 6.Determine the importance of elements in the text 7.Synthesize aspects of the text. 8.Determine the value of a text. Purposeless reading leads to confusion, failure to college relevant details, problems with recall, and minimum comprehension. Successful readers understand the prupses fro engaging with a text and use that to effectively engage w/ the info or experience of a text as they construct meaning. Thus, building expectations as an effective means of moving toward the development of purpose.

18. Surveying the Text (Article 1: Angel Perez’s article) 1.Look @ the title, and make predictions about what you think will be Perez’s message. 2.Skim through the first 2 paragraphs, and read the final paragraph. Can you add anything to you predictions about Perez’s message?

19. 1 st Read As you read, highlight key ideas. Add Thinking Tool icons to identify some or all of the following:

20. 1 st Read Share Team discussion and whip-around: Discuss your annotations from 1 st Reading with your team, and be prepared to share with class.

21. Text-Dependent Questions Answer the following 4 questions about the text. Include a relevant quote where you see –Q- 1.Why are students afraid to take risks? –Q- Example: According to Perez, students are afraid to take risks because “___” (Perez par 3). 2. Why are mistakes ok? Commentary 3. According to the article, why do colleges like seeing mistakes? –Q- 4. What is the overall message? Commentary Failure is considered to be a necessary component to a successful life.

22. Turn your responses into a paragraph Failure is considered to be a necessary component to a successful life. Q1, Q2, Q3, and Q4 Add transitions to make the paragraph logical.

23. 2nd read Underline (or put a check next to ) the best advice Perez gives to future college students. EX: prgh. 4: “Students are usually in shock when I chuckle and tell them I never expect perfection.” Even though he doesn’t say “This is my advice,” he IS giving advice, right? How can we paraphrase this?

24. Dialectical Journal, T-chart Choose a few sentences you marked and copy them down on the LEFT side = Advice Perez gives about how we represent ourselves to others. (Accurately + identify page + paragraph). You may use this as quotes in your own writing. RIGHT side = REFLECT: What do his comments make you think about? frames?

25. Article 1 T-Chart: 3 Pieces of Advice Advice (Quotes)Reflection 1.“I never expect perfection…I prefer they [don’t include] it in their college applications” (Perez 59). Perez is advising students to be honest and real in their college applications – college admissions officers want to understand who the applicant really is. 2. 3.

26. RESPONDING TO PEREZ Responding to others’ ideas is a fundamental element of academic writing. Write a 1 paragraph description of an event or moment when you were less than perfect. What did you learn from it? How did you pick yourself back up? What does this event, and your response to it, reveal about your character traits?

27. RESPONDING TO PEREZ READ AROUND: Read the response paragraphs that your team members wrote, and comment: 1) why you think the writing is/is not effective and 2) how the writing affected you. Decide on 1 that effectively represents an event and explains its significance. PUT UNDER ELMO.

28. “10 Rules for Going to College When Nobody Really Expected You To”

29. Read the article and discuss the following questions with a partner Prgh 2: “Kids have learned the hard parts of surviving in college.” What hard parts of surviving have you learned in public schools and how will those lessons relate to your sense of future? Prgh 2: What is a non-traditional student? Rule 10: Be a total student. What does this mean? Does it apply only to a school setting? Is there a way to be a total student in prepartion for a working life? How might that compare with being a total student in preparation for college?

30. Rule 8: How can you deal w/ the pressures of school and family crisis? What do you know about balancing family obligations or expectations w/ your own personal agendas?

31. Understanding Key Vocabulary Make discoveries about the essay’s topics, key ideas, or challenges. Your job is to come away with a sense of what to tell other groups about the words/phrases your group is looking into and how those words/phrases relate to what you think Graff is saying about “intellectualism.” (HAND OUT 6 GROUP Vocab. Lists 1.Groups: predict meaning on chart (discuss) 2.Use context clues (look @ the function of the word/phrase- what it’s doing in the section. 3.Dictionary (match the context) 4.Fill out chart + be ready to inform class.

32. Discussion after reading Graff’s article: 1.What is Graff writing about: intellectualism, schooling, learning, progress? 2.What is Graff saying about the topics you identified? “Graff believes that schools limit our notions of what counts as credible knowledge”; or “Graff believes that everyone is ‘intellectual’ about something.” 3.Evaluate what Graff has to say about a topic: “I think Graff misses the point about intellectualism, it’s for the ‘brains’ of our society and not for everyone; our leaders need to be really smart.” Or, “… Graff has it right when he says schools overlook ‘intellectual potential’ in students because they have such a narrow notion of what it means to be smart.”

33. Analytical response to Graff (TS) Gerald Graff's article "Hidden Intellectualism" defines the idea of an intellectual in a new way. His definition of an intellectual is ___. (CD) For example, he states that " ___“(PC). The big ideas of his article include ___ (2-3 sentences summarizing the big ideas—get this from what you wrote at the bottom of each page!). (CM) These ideas are important because ___ (elaborate in 1-2 sentences). (CS) Ultimately, ___ (wrap up the paragraph with an insight).

34. Examples (what studs. may say): Students may be able to explain how their “street smarts” are applicable to many different work or academic situations or have even prepared them for college or work. Students might ? One of Graff’s descriptions of the educated life (par. 10) “[understanding] how to make an argument, weigh different kinds of evidence, move between particulars and generalizations, summarize the views of others and enter a conversation about ideas” and offer their own view of education.

35. Jigsaw Article 2: "Hidden Intellectualism" Each student in a team is responsible for reading, annotating, and summarizing one page of the article 1. Teams quickly decide who will be responsible for each page (61, 62, 63, 64) 2. 10 Min: Read, annotate, and write a summary at the bottom of the assigned page 3. 4 Min each: Team members share their annotations, big ideas, and summaries ~ By the end, each student should have a fully annotated article with the summary on the bottom of each page

36. Video Responses View the video “Famous Failures” – Discuss the Big Ideas with team – Write a 3-4 sentence response to the video: What insights do we gain? How can you apply these ideas to your own life?

37. Video Responses View the video “How Much do you Want Success?” – Take notes on ideas that resonate with you as you watch the video – Write a 3-4 sentence response to the video: What insights did you gain? Did you recognize yourself in anything he said? How can you apply these ideas to your own life? – Discuss the big ideas with team

38. HW: Letter to a Trusted Friend PURPOSE: To articulate ideas you have about the next stage of your life within the context of all that you have read + discussed. TASK: Without worrying about how well you spell or whether you are making complete sense, write a letter to a trusted person about how well you are – or are not- prepared for the next stage of your life. 1.Explain why you are prepared for the next stage of your life. 2.Describe your concerns. 3.Tell about an event that shows your skills, including strengths and weaknesses. 4.Write questions you have about the next stage of your life and answer them. 5.Ask for advice about your ideas and explain why you need the advice. 6.Explain why you have chosen a particular path after high school.

39. Next Day: How many people had new ideas develop as you were writing? What happened? How many found this frustrating? Why? How many found this approach to writing about their thoughts useful? Why? How many of you were able to find a quiet place to work uninterrupted? What might the place where we write have to do with out success as a writer?

40. Jigsaw of 4 articles + Website Research Shift in focus – more research driven focus (requires you to continue to gather information about your plans and draw conclusions about your own readiness for life after h.s. but emphasize learning about requirements, processes, and expectations of work or college communities. 1.What will be required of me to enter the school or job that I want? 2.How ready am I for the work or school I have in mind? 3.How realistic is my evaluation of myself in terms of being ready for the next stage of my life, whether that is school or work?

41. 4 texts Groups: Read aloud (mark w/ a check, underline, or circle what’s important) + discuss (30 min.) the document + prepare a report for the class (15 min.): 1.Reach a shared opinion of what the article has to say about starting work or going to college. What is the author’s opinion about the topic? Prepare a brief summary of the writer’s argument. 2.Identify the most important quotes, rank them, + develop explanations of your ranking. 3.Finalize what you are going to report to the class (all participate).

42. Each group reports Write 1 paragraph (7 minutes): Is it best to go to college right away or move into work? This should generate some comments about what you are carrying away from the discussion and how it relates to your sense of what you want to do next.

43. FAQ Guide + Web Resources Goal: generate a personal FAQ and identify the requirements for entering the workforce or college. Brainstorm questions about beginning work or entering college. (List on board) Think Aloud: demonstrate a site and find relevant information ASK: what (skills/strategies) are imp’t about searching Web sites for info?

44. Helpful Web sites CaliforniaColleges.edu: http://californiacolleges.eduhttp://californiacolleges.edu Where are CSU campuses in CA? Select CSU logo Click “Map of CSU Campus Locations” Chose a college (San Marcos) Go to the top of page, select “Explore Colleges” Select “Campus Facts” Select “C” @ the top Select CSU San Marcos “Undergraduate Studies home page”

45. College Application Process http://californiacolleges.edu/california-state- university.asp http://californiacolleges.edu/california-state- university.asp Select “How to Apply” Select “Freshman Admission Requirements” “High School Course Requirements” Return to “Freshman Admissions Requirements” page + select “Apply for Admission” in the left-hand box. Select “Apply for Admission to CSU school” Select the online application available on CSUMentor Web site. (site on your handout). This is best site if you apply for CSU. Select Tabs @ the top.

46. California Careers Zone: http://www.cacareerzone.org