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Freshman Seminar TE 2011-2012

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  • pg 1


       About the authors
Tina Shepherd is a native of Mississippi and received
her masters from Mississippi State University. She has
been with Metro Nashville Public Schools since 2001
with 8 of those years being in high school. This is her 3rd
year as freshman academy counselor; She loves it.

                                                              James (Jay) Michael Salato, Jr. is a teacher at
                                                              Hillwood High School. He teaches French I,
                                                              French III, and French IV. He is the varsity boys
      Tara Baker is a teacher at Glencliff High               cross country head coach, the junior varsity
      School. She teaches English I, English I                basketball head coach, and the varsity basketball
      Honors, and Freshman Seminar. She is                    assistant coach. Coach Salato received his
      the lead teacher of the 9th grade Cliff                 master’s degree in secondary education from
      Academy at Glencliff.                                   Vanderbilt University in 2009 and his bachelor’s
                                                              degree in French also from Vanderbilt University
                                                              in 2007.

             Tiffany Littlejohn and Shemeka Rush are freshman counselors at McGavock
             High School. They are very involved in their student’s lives and assist teachers,
             students, and parents in the high school experience.

                                                                    The authors would like to extend a
       Max Meyers is a teacher at Stratford High
                                                                    special thank you to the following
       School. He teaches freshman seminar.

                                                                    Sara Spanos, McGavock HS

                                                                    Angela Boone, Glencliff HS

                                                                    Melissa Jaggers, Alignment Nashville

                                                                    Troy Grant, CollegeforTN.org

                                                    Page 2
Table of Contents
Chapter One: Who Am I? ..............................................................................................................................................5

Chapter Two: What makes me ME? ..............................................................................................................................8

Chapter Three: Strategies to help me reach my goals .................................................................................................. 12

Chapter Four: What I need to know about high school ............................................................................................... 21

Chapter Five: What’s important to me? ....................................................................................................................... 34

Chapter Six: My budget ............................................................................................................................................... 43

Chapter Seven: How do I get a job? ............................................................................................................................ 55

Chapter Eight: Careers in Film .................................................................................................................................... 85

Chapter Nine: Career Research ................................................................................................................................... 86

Chapter Ten: How can I pass my exams? .................................................................................................................. 102

Additional Activities ................................................................................................................................................. 103

                                                                               Page 3
               What is Freshman Seminar?

    Welcome to Freshman Seminar! This course was
designed to successfully transition students from
middle school to high school. Students enrolled in this
course will be given strategies for effective time
management, study skills, goal setting, organizational
techniques, communication skills, and technological
skills that will aid them on their path to graduation.
Additionally, freshman seminar students will embark on
a self-discovery mission to uncover personal values,
goals, and attributes that will shape decisions when
choosing a career academy for the tenth grade.
Furthermore, each student will conduct career and
college research to facilitate their career plan.
Students will fill out applications, create resumes,
participate in interviews, and attend a career fair to
allow them to anticipate the requirements and
necessities for their success in their desired field.

                           Page 4
                                        Chapter One: Who Am I?
At a glance
                                                                              Teacher Resources
                  In this Chapter. . .                http://ghsbaker.wikispaces.com/freshman+seminar
          What is Freshman Seminar?                  Guest Speaker Topics:
          Welcome to high school                     How you survived high school
          Get to know your students                  Tips on being successful in high school
          Computer safety test
          Syllabus                                   Computer Safety Test (online)
                                                      Sample Syllabus (online)

                                                      Personal Metaphor sheet
                                                      I am from activity
                   Student Activities                                        Reminders
         Binder set up                               Chapter three requires lab time. Don’t forget to
         ME Bag                                      schedule it now!
         I am from poem
         Personal Metaphors
Lesson Plans:

What is Freshman Seminar: 20-30 minutes- Discussion
Needs: Post it notes/scratch paper
Have each student recall their best and worst class. Students should record one good thing about the class they like
and one bad thing about the class they did not like. Items cannot be based on personalities in the room (meaning I liked
my teacher or I didn’t like my classmates); everything is based on content only.
Everyone’s likes and dislikes are grouped by common issues. Discuss why freshman seminar is different from these
classes. Explain that the curriculum will be different for everyone based upon his/her interests.

Me Bags: 20-40 minutes
Needs: Magazines, newspapers, crayons, glue, scissors

Each student should create a ME bag. The bag (brown lunch bag, piece of copy paper, or construction paper) should
have the following:

      5 adjectives that describe the student
      5 pictures of items that are important to the student
      5 goals for the year
      5 hopes for the student’s future
Students may use the magazines to obtain pictures or words.
When finished, each student should tell the class what is on the bag and why it is there.

Binder set up: 10-20 minutes
Needs: 3 ring binder, dividers
Students should organize their binders based upon their current schedule. Explain the following: why they should keep
a binder, why a binder helps with organization, why organization is helpful.

                     Name: ___________________________                     Date: _____________

                                                        Page 5
 “It's always good to remember where you come from and celebrate it. To remember where you come from is part of
                                     where you're going.” - Anthony Burgess

Read the poem and create your own.

             Where I'm From                                       Where I’m From

           By:George Ella Lyon                 by: ______________________________

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
                                               I am from ________________________________,
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush                   From _____________ and ___________________
the Dutch elm
whose long-gone limbs I remember               I am from _______________________________
as if they were my own.
I'm from fudge and eyeglasses,
       from Imogene and Alafair.               I am from ________________________________
I'm from the know-it-alls
       and the pass-it-ons,
from Perk up! and Pipe down!
I'm from He restoreth my soul
       with a cottonball lamb
       and ten verses I can say myself.        I’m from _____________________________________

I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost            From ___________________________________
       to the auger,
the eye my father shut to keep his sight.      __________________________________________

Under my bed was a dress box                   I’m from ____________________________________
spilling old pictures,
a sift of lost faces                           _____________________________________________
to drift beneath my dreams.
I am from those moments--                      ______________________________________________
snapped before I budded --
leaf-fall from the family tree.                ____________________________________________


Discussion: Do we have any common experiences? What are our unique experiences? How
do these common and unique experiences affect us in the classroom? How do they affect
our performance or behavior in school?

Name: ___________________________ Date: ______________

                                                    Page 6
   Personal Metaphors       Directions: Complete the following statements.

1. If I were an animal, I would be a (n) ________________________________________because
2. If I were a car, I would be a (n) ____________________________________________because
3. If I were an article of clothing, I would be a (n) _______________________________because
4. If I were a day of the week, I would be _____________________________________because
5. If I were any type of food, I would be a (n) _________________________________________because
6. If I were a color, I would be a (n) ___________________________________________because
7. If I were a type of movie, I would be a (n) ____________________________________because
8. If I were a type of building, I would be a (n) _________________________________because
9. If I were a type of sport, I would be a (n) ___________________________________________because
10. If I were a musical instrument, I would be a (n) _______________________________because
11. If I were a geometric shape, I would be a (n) _________________________________because
12. If I were a piece of furniture, I would be a (n) ________________________________because
13. If I were a type of song, I would be ________________________________________because
14. If I were a season of the year, I would be ___________________________________because
15. If I were a cartoon or comic character, I would be _________________________________
   Because ______________________________________________________________________.

16. “Always remember that you are absolutely unique. Just like everyone else.” -Margaret Mead

                                        What does this mean to you?

                                                    Page 7
                              Chapter Two: What makes me ME?
At a glance
                                                                               Teacher Resources
                  In this Chapter. . .                http://ghsbaker.wikispaces.com/freshman+seminar
          Roles of students
          Personal Mission Statements                Guest Speaker Suggestions:
          My Road                                    describe how knowing what you want drives you

                   Student Activities                                             Reminders
         Roles                                       Chapter 3 requires lab time! Schedule it now!!!
         Personal Mission Statement
                                                      Students will also need a collegefortn.org login and
         My Road
                                                      password before the next chapter!
Lesson Plans:

This chapter is about self-discovery. Students can’t plan for their future unless they know and understand their roles
and a direction for their lives.

Roles Sheet: Students fill out the sheet, and teacher engages the students in a class discussion about the way roles
affect life and decisions. Knowing which roles are most valued, one can make better decisions in life.

Personal Mission statement: Students focus on certain elements of their life and plan a way to success

My road: This allows students to see what they value and appreciate in life.

Name: ____________________________                                Date: ______________________

                                                        Page 8
R O L E S : What Role do you play in your life?

A role is defined as function performed by someone.

1. Think about your life at home; what roles or functions do you play in your family? (I.e. brother,
sister, mother, father, etc.)


2. Think about your life at school; what roles do you play there?


3. Do your roles at home ever cause a conflict with your roles at school? Why?


4. Think about your friends; what roles do you play for them?


5. Do these roles ever conflict with your school or home roles? Why?


6. Think about your future. What roles do you predict you will play in society in the next 20 years?


7. Reflection: Which roles do you feel are the most important THROUGHOUT your life? List three
and explain why each role is important to helping your reach your goal for your adult life.

Use this information to help create your personal mission statement on the next page.

Name: ____________________________ Date:________________________

                                                 Page 9
                                   Personal Mission Statement
Purpose: A personal mission statement is a brief description of what you want to focus on, what you
want to accomplish and who you want to become in a particular area of your life over the next one to
three years. It is a way to focus your energy, actions, behaviors and decisions towards the things that are
most important to you.

A mission statement doesn’t have to be long. Use 3-5 sentences to set a goal for the roles of your life.
Use the sentence starters below to help you.

I want to . . . (what you want to become) so that (why it is important). I will achieve this by (put your
action plan here. How will you do this?)

I value the role of (insert role here) because (reasons why this role is important). Therefore, I will
(outline your action plan here.)

Name: __________________________________________ Date: ___________

                                                  Page 10
                                             MY ROAD
   1.    Think of a person who made a positive difference in your life. What qualities does that person have
        that you would like to develop?
    2. Imagine 20 years from now- you are surrounded by the most important people in your life. Who are
        they and what are you doing?
    3. If a steel beam (6 inches wide) were placed across two skyscrapers, for what would you be willing to
        cross? A thousand dollars? A million? Your pet? Your brother? Fame? Think carefully…
    4. If you could spend one day in a great library studying anything you wanted. What you study?
    5. List 10 things you live to do. It could be singing, dancing, looking at magazine, drawing, reading, or
        daydream –anything you absolutely love to do!
        2. ___________________________________________
6. Describe a time when you were deeply inspired.

7. Five years from now. Your local paper does a story about you and they want to interview three people….a
parent, a brother, or sister, a friend. What would you want them to say about you?

                                                  Page 11

8. Think of something that represents you… a rose, a song, an animal… Why does it represent
________________________________________________________________________ __________________

9. If you could spend an hour with any person who ever lived, who would that be? Why that person? What
would you ask?

Good with numbers             working well with people                             Dancing

Good with words               Memorizing things                                    Listening

Creative thinking             Predicting what will happen                          Singing

Athletics                     Decision making                                      Humorous

Making things happen          Building things                                      Sharing

Sensing needs                 Accepting others                                     Music

Mechanical                    Speaking                                             Trivia

Artistic                      Writing

10. Everyone has one or more talents. Which of the ones above are you good at? Or write down ones not


            Chapter Three: Strategies to help me reach my goals

                                                  Page 12
At a glance
                                                                              Teacher Resources
                In this Chapter. . .                   http://ghsbaker.wikispaces.com/freshman+seminar
        Time Management                               Guest Speaker Topics:
        Goal Setting                                  Use of time management in the workplaces
        Study Techniques                              Importance of organization
        Learning Styles Test
        Attitudes                                     See lesson plan for website on learning styles test

                 Student Activities                                                Reminders
        Journals
        Time management Sheet                         You will need the lab for this chapter!
        Goal Setting Sheet
        College for TN activity                       Go ahead and request that your freshman
        Ethics/Attitudes sheet
                                                       counselor visit your freshman seminar classes for the
                                                       next chapter to discuss transcripts, gpa, credits,
                                                       and graduation requirements.
Lesson Plans:

Think about your 8th grade year. Did you earn the grades you could have? Why/Why not? You have started over now
in high school. What have you done to be successful here?

Time Management: How do you use your time? Students use this paper to analyze how they spend their time each day.
Challenge students to replace idle time with useful things!

Goal Setting Sheet: Short and long term goals an d developing a plan for reaching them

College for TN activity (you will need lab time) : Study techniques. Follow the directions on the page.

Ethics/Attitudes Sheet: Use this sheet to have an open and frank discussion with students about the affect ethics
and attitudes can have on students and people in the workplace.

Learning style test: available at the following web address

                                           Example Time Monitor
Does your plan match the way you use your time? During the course of the day, take a few minutes every couple
of hours to write down what you have done or each time you change activities record a note. Compare the two
and see how wisely you have used your time.

                                                        Page 13
                 MONDAY__8/18_____                                      TUESDAY________

        PLAN                              MONITOR                PLAN              MONITOR
6:00    Get up and shower     Sleep
6:30    Walk to bus stop      Get up and shower
                              WALK TO BUS STOP
7:00    School                Walk to class
7:30                          English I
8:30                          Advisory
9:00                          P.E.
10:30                         Lunch
11:00                         World Geography
1:00                          Algebra
2:30    Go home               Go home
3:00    Eat snack             Eat snack
3:30    Take a knap           Watch TV or play video

4:30    Homework/study/text
6:00    Take a brake/ text    Study /work on project
6:30    Eat dinner            Eat dinner
7:00    Watch TV              Watch TV
9:00    Study                 Talk on phone/
9:30    Prepare for school
10:00   Go to bed

 MONDAY_______                                            TUESDAY________
     PLAN                                 MONITOR              PLAN                MONITOR

                                                       Page 14


Does my use of time assist my goals for my life? Explain.

What do I need to change about my use of my time? Explain

Name:________________________________________               Date: __________

Goal Setting: Long and Short term goals

                                             Page 15
“Time is free, but it's priceless. You can't own it, but you can use it. You can't keep it, but you can spend
it. Once you've lost it, you can never get it back.”—Harvey MacKay

DEFINITION: A goal is something we want to accomplish. Some of our goals or some things we want
to accomplish are long-term and may take us a while to accomplish-- even years. Other goals are short-
term and can be accomplished in a shorter amount of time—maybe within a day.


o   Long –term goal: “I want to graduate from high school and go to college”.

o   Short-term goal: “I want to get a passing grade on my test today:

It takes skills and determination to set goals. To accomplish my goals I need to:

                      set a goal that is not too hard or too easy,

                      write a plan on how my goal will be achieved,

                      persistently apply myself with real effort, and

                      evaluate the end result(s).


Practice Exercise # 1:

Set a long-term goal that is not to easy and not too hard:

Write a plan describing how you will achieve your goal:


Practice Exercise # 2:

Set a short-term goal that is not to easy and not too hard:

                                                     Page 16

Write a short plan describing how you will achieve your goal:


Practice Exercise #3:

Set a school related short term goal for the first nine weeks:


Write a plan describing how you will achieve your goal:


Practice Exercise #4

Set a behavior short term goal for the rest of this year:


Write a plan describing how you will achieve your goal:


           Name: _____________________ Date: _______________
                   Study Techniques for High School

                                               Page 17
Part 1: Getting Started

1. Log into your www.collegefortn.org Account
2. Click on the High School Planning Tab at the top of the page, then click High School Planning Timeline
3. Select your grade level and click on the article Successful Study Techniques.
4. Read the article and answer the questions below

Part 2: Successful Study Techniques

1. List the four main techniques that you can use to ensure that you know what you need to study
a. )

b. )

c. )

d. )

2. What 3 things does the ability to concentrate depend on?

3. How often should you review you class notes and readings?

4. Why should you create a study schedule?

5. Describe 2 methods of developing a study schedule

6. What is the best study environment?

7. List five ways that you can study actively

a. )

b. )

c. )

d. )

e. )

8. Create a mnemonic device (a rhyme, sentence, word or phrase – review the article for examples) that will
remind you of the five active study techniques that you just listed.

                                                     Page 18
Create a Study Schedule
In the article, Successful Study Techniques, you learned that developing a study schedule will help you to break up
your studying into manageable chunks and will help you to better manage your time. Fill out the following
schedule below by filling in all of your required activities (school, work, practices, rehearsals, etc.) and then
scheduling a specific time to study for each of your classes. You can schedule social events in the time that you
have left.

                                   Ethics: How they affect your work
                        Ethics: Moral decisions: what is right/wrong? Good/evil?

Read the following situations and decide if the person made the right decision or the wrong one. Be
prepared to explain your answer.

Citlally is a waitress at the local restaurant. There is a 45 minute wait for a table, but a man comes
in with a business party. He offers her $30 to place his group at the top of the waiting list although
he was the last person to enter. She refuses his money. Did she make the right decision? Why?

Joey has 30 Algebra I problems for homework. He doesn’t want to do them, so he “borrows” his
friend’s. He copies the answers, and he submits them as his own. He continues to do this, but when
it is time for his chapter test, he fails. Did he make the right decision? Why?

Samantha is a cashier at the local Wal-Mart. She accidentally gives a customer the wrong change
from her purchase. She has other people in line, so she doesn’t run after the woman. Since no one
other than herself will know about the money, she puts it in her pocket. Did she do the right thing?

Ali is trying to sell his car on Craig’s list. He claims that nothing is wrong with the car, and sells it to
a family in Nashville. The family takes the car home to find that it is leaking oil and gasoline. The
family brings the car back to Ali’s house, and he refuses to refund their money. He says, “All sales
are final.” Did Ali do the right thing? Why?

Attitudes also affect the way we perform at work or school.

                                                     Page 19
Carly hates school; she sleeps during class and doesn’t do her homework. Will she be successful?
Why/why not?

Antonio doesn’t like coming to school every day, but he works hard. He makes B’s and C’s, and
comes to every tutoring session he can attend. Will he be successful? Why/Why not?

There are other factors that can affect your work or school performance.

Kathy comes from a big family that runs a large restaurant. After school, she works as a waitress and
cook. This seriously limits her time to complete her homework and study for tests. When she goes
to school, she is tired because she has to work so late each night. What is the problem? How can she
fix it? How could this affect her school work?

Johnny’s parents are in the middle of a bitter divorce. They fight constantly, and he comes to school
angry. His grades are slipping, and he snaps at anyone who attempts to help him. He has been sent
to the office numerous times for his behavior. What is the problem? How can he fix it? How could
this affect his school work?

List some other things that can happen away/at school that can affect your attitude or performance.
Discuss these with your classmates and find a way to solve the issue.

                                                Page 20

        Chapter Four: What I need to know about high school
At a glance
                                                            Teacher Resources
          In this Chapter. . .              http://ghsbaker.wikispaces.com/freshman+seminar
       Terms
       GPA                             Guest Speaker:
       Credits                         Freshman Counselor
       Graduation Requirements
       High School Tests
       Resources for students
          Student Activities                                    Reminders
   GPA Sheet
   What is a credit?
   Graduation Requirements
   High School Tests
   Resources for students
 Lesson Plans:

 Go over the terms with students and explain what transcripts, credits, gpa, and gpa calculations
 are. Use the first worksheet to demonstrate the way to add credits and figure gpa.

 Use the My graduation grid to teach students about graduation requirements and when they will
 take each class.

 It is recommended that you invite your freshman counselor to come in and go over the
 graduation requirements with students prior to this. A pre-made PowerPoint can be found on
 the freshman seminar website.

                                                Page 21
Name: __________________ Date: ____________________

Transcripts, Credits, GPA, and GPA calculations

Transcripts: A written record of a student’s academic record

A credit is given to students for each class that they pass. Thus, you get “credit” for passing the
class; however, if you don’t pass, you DO NOT receive credit. One half of a credit is given each
semester. Use the following chart to discover how many credits Mary has earned in high school
so far.

        Fall Semester                     Spring Semester             Add fall and spring
 (.5 credit per passing class)      (.5 credit per passing class)       semesters for
   Remember: F = no credit            Remember: F= no credit         TOTAL CREDITS PER
English I               A         English I                  C
Algebra I               D         Algebra I                  F
Physical Science        F         Physical Science           F
World History           B         World History              A
P.E                     C         P.E                        F
Freshman                A         Freshman Seminar           C
Art                     F         Art                         C
Guitar I                F         Guitar I                    C

GPA stands for Grade Point Average. Each letter grade is assigned a point number.

A= 4 points B= 3 points C= 2 points D= 1 point F= 0 Points

Assign points to Carlos’s report card.

Class                 Grade              Points
Algebra I                     C
Freshman Seminar              A
Art                           B
P.E.                          B
Physical Science              C
World History                 D

                                                  Page 22
Guitar                       A
English I                    B
                                    Sum: _______

Now that you know what Carlos earned, you need to average his grades. This means you add up
the points and divide by the number of grades you have. Since you have 8 classes, you will divide
by 8.

What is Carlos’s GPA? ____________________

Now analyze your grades! Write down your schedule below. Estimate your achieved grades for
your classes. Figure out how many credits you will earn, and you need to figure out your GPA.

        Fall Semester                     Spring Semester            Add fall and spring
 (.5 credit per passing class)      (.5 credit per passing class)      semesters for
   Remember: F = no credit            Remember: F= no credit        TOTAL CREDITS PER

Now figure your GPA:

Class                       Grade                    Grade Points

                                                   Sum = _______________________

Now, take your sum and divide by 8. This equals your GPA. What is your estimated GPA for your
ninth grade year? _____________________

                                              Page 23
                                         MY GRADUATION GRID

Graduation Requirements:

Math                   4 credits        Algebra I, II, and Geometry
English                4 credits        English I, II, III, and IV
Science                3 credits        Biology, Chemistry or Physics, 3rd lab science
Social Studies         3.5 credits      World History or World Geog., US History,
                                        1/2 Governments, 1/2 Economics, & ½ Personal Finance
Wellness               2 credits        1 in Physical Education
                                        1 in Health & Wellness,
                                        1/2 Personal Finance
Foreign Language       2 credits
Fine Arts              1 credit
Elective Focus         3 credits        Career & Technical Pathway of Study
Additional Electives   5.5 credits

Total # of Credits 28
Electives are school specific and may be selected from a variety of courses:
Band, Piano, Guitar, Chorus, Leadership, Freshman Seminar, Avid, Sociology/ Psychology, 3rd Year of
Foreign Language, Peer Tutoring, Art, Drama, additional core classes or CTE classes.

Freshman Year: 2010-2011
Example: Fall Semester

Course                  Credit Earned       Course                      Credit Earned
English I               .5                  Physical Education          .5
Physical Science                            World History
                        .5                                              .5
Algebra I               .5                  Art or ELL                  .5
Freshman Seminar                            Reading / Carr
                        .5                                              .5

Total Credit for Semester:    4.0________

Use the charts below to fill out the classes you will take during your high school career.

                                                  Page 24
Fall Semester
Course               Credit Earned    Course                    Credit Earned

Total Credit for Semester: _______________

Spring Semester
Course               Credit Earned    Course                    Credit Earned

Total Credit for Semester: _______________

Total for Year: (Add Fall & Spring Semester credits) = ____________________

                                             Page 25
Sophomore Year

Fall Semester
Course              Credit Earned     Course                  Credit Earned

Total Credit for Semester: _______________

Spring Semester
Course              Credit Earned     Course                  Credit Earned

Total Credit for Semester: _______________ Total Credits for Year: _________

Total Credits Earned: ___________________ (freshman + sophomore)

                                             Page 26
Junior Year

Fall Semester
Course          Credit Earned         Course                  Credit Earned

Total Credit for Semester: _______________

Spring Semester
Course          Credit Earned         Course                  Credit Earned

Total Credit for Semester: _______________ Total Credits for Year: _________

Total Credits Earned: ___________________ (freshman + sophomore + Junior)

                                             Page 27
Senior Year:

Fall Semester
Course          Credit Earned         Course                  Credit Earned

Total Credit for Semester: _______________

Spring Semester
Course          Credit Earned         Course                  Credit Earned

Total Credit for Semester: _______________ Total Credits for Year: _________

Total Credits Earned: ___________________

                                             Page 28
      The Role of the Freshman Academy Professional School Counselor

         The Freshmen Academy was designed to assist with the middle school to high school transition

by presenting a smaller cohesive environment for students to work within. The Freshman Academy

Counselor is to provide a comprehensive counseling program that focuses on the academic, social, and

personal needs of students as well as career exploration activities. Classroom sessions pertain to all of

these areas, with topics being focused on creating success in high school and beyond. This school

counseling program is aligned with the topics and ideals of the Freshman Seminar course. Student,

parent, and teacher needs will be assessed to establish priorities for meeting the needs of freshman

students. Counselors will also be available to provide teachers and parents with in-depth information on

the personal, academic, social, and behavioral needs of freshman students. The freshman school

counselor will provide innovative school counseling strategies to students in efforts to promote the

development and achievement of freshman students. The counselor will also maintain accurate student

records including cumulative folders, 4 year plans, transcripts, grade verification sheets, testing data,

IEP, 504 Plans and other reports as related to freshman students.

Examples of Counseling Focus Areas:
Social                 Academic                      Career                        Personal
Conflict Resolution    Organizational Skills         Career Interest Inventories   Goal Setting
Peer Relationships     Study Skills                  Professional Skills           Defining Success
Character Education    Testing/EOC                   How H.S. relates to Careers   Responsibility
Decision Making        Graduation Requirements       Job Shadowing                 Time Management
                       Post High School              Internships
                       TSSA/NCA requirements
                       What is GPA/QPA?
                       What is a credit?
                       What is a transcript?
                       College Exploration Support

                                                         Page 29

Answer the following questions

1. How can your counselor help you socially?

2. How can your counselor help you academically?

3. How can your counselor help you personally?

4. Other than your counselor, who can you talk to if you have a personal issue that needs to
be addressed?

5. List all of the teachers/counselors/other staff at school that you can talk to if you need help
with a bullying issue?

6. Who can you talk to if you have questions about your credits or transcripts?

                                             Page 30
                              Finding & Understanding
                                     My GPA

Date:        _____________________
Grading Period: _____________________

Part I: Define. What does GPA stand for?

Part II: Apply
                Step 1: List my classes      Step 2: List my grades
        ___________________________          __________________________
        ___________________________          __________________________
        ___________________________          __________________________
        ___________________________          __________________________
        ___________________________          __________________________
        ___________________________          __________________________
        ___________________________          __________________________
        ___________________________          __________________________

                             Step 3: Count & Multiply!
How Many I have Multiply By Points Earned
      A             x4
      B             x3
      C             x2
      D             x1
      F             x0

                        Add my total points here:   ____________

Step 4: Plug & Play

Formula:      TOTAL Points Earned      ÷    # of classes   =   My GPA

Find Mine:       ________________________        ÷ _____________   = _________

Part III: Think.

                                       Page 31
(1)Look at the table in “Step 3” above. Why is working to make an 85 instead of an 84
so important, for example?

(2) Look back at your class grades; on which classes should you focus?

Part IV: Reflect

     1.   What was my GPA on this progress report/report card? ______________________

2.        What are my feelings about my grades?

3.    What are 2 specific achievements I had during the past grading period (in class or
outside of class)?

4.        What is one disappointment I had during the past grading period?

Part V: Plan.

1.   My GPA goal for the next grading period is: __________________________

2.        What academic goals am I setting to help me achieve this GPA?
            (i.e. studying, time management, taking cornell notes, tutoring, using an
            assignment log, doing my homework, etc.)

3. What personal goals do I have for the next grading period?

                                             Page 32
          (read more, watch tv less, attitude, friendship, etc.)

                          College Admissions Tests At-A-Glance
      Sometimes standardized tests can begin to feel like a can of alphabet soup. It
can get hard to tell the TCAP and PSAT apart – are they cousins? Should I act, plan,
or explore? NMSQT … I think that’s a function on my calculator …
      Here are a few profiles to help you pick out the usual suspects that are
especially important for college-bound students.

                                                       Test Name: PSAT
   Test Name: PLAN
                                                       When to take: 11th Grade October
   When to take: 10th Grade Fall
                                                       Why? Prepares for the SAT; qualifying test
   Why? Predicts ACT score                             for National Merit Scholarship, hence
                                                       known as the NMSQT
   Question Type: all multiple choice
                                                       Question Type: all multiple choice
   Sections: Four (English, Math, Reading,
   Science)                                            Sections: Three (Math, Reading, Writing)

   Length: 1 hour, 55 minutes                          Length: 2 hours, 10 minutes

   Test Name: ACT
                                                         Test Name: SAT
   When to take: 11th Grade Spring
                                                         When to take: 11th Grade Spring
   Why? Required for college
                                                         Why? Required for college
   Question Type: all multiple choice;
   possible essay                                        Question Type: all multiple choice with tne
                                                         required essay
   Sections: Four (English, Math, Reading,
   Science); one optional writing, essay.                Sections: Three (Math, Reading Writing)

   Length: 2 hours, 55 minutes                           Length: 3 hours, 45 minutes

                                             Page 33
                                          Chapter Five: What’s important to me?
                                             Maslow’s Hierarchy
At a glance
                                                                           Teacher Resources
                    In this Chapter. . .               http://ghsbaker.wikispaces.com/freshman+seminar
             Maslow’s Hierarchy of needs

                     Student Activities                                        Reminders
           Would You Rather?                           Don’t forget to revisit student’s binder
           Maslow’s Hierarchy of needs
           Hierarchy activity                         Schedule lab time for chapters 7 and 9.
           Quiz over Maslow’s hierarchy
Lesson Plans:

                                                    Week Six Outline
                                            Understanding Maslow’s Hierarchy
       materials: poster paper (5 sheets), markers
       objective: students can apply their understanding of Maslow’s categories of needs to evaluate real-
        life decisions.
       vocabulary: value, hierarchy, survival, security, belonging, esteem, self-actualization
       introduction activity (2 choices)
            o Minute Debates/Would You Rather. Have students answer the following questions
               personally, then open to “1-minute” class debates on the topic. Students may only provide
               up to 3 sentences explanation so that there is time for everyone. Would you rather …
                    Marry the person you love but not have enough money to eat everyday OR have the
                       best food available but live alone forever?
                    Live in a nice house or be popular (have the nicest clothes, go to all the parties, etc.)?
                    Work right out of high school or go to college?
            o Gallery Walk. Put 5 posters around the room with the category labels on the top. Draw a
               line down the middle of each poster. Instruct students to write what they think of when they
               hear each word OR guess what they think it means (definition or example).
       Cornell notes. Have students take notes on the following five terms (intentionally in alphabetical –
        not hierarchical – order).
            o Belonging: To be accepted by or identify with a group (formal or informal); to
                                   fit in.
            o Esteem: To have the respect of your peers or community; to be recognized
                                   for what you have done.
            o Safety:       Having what you need to stay alive today.
            o Security: Protecting what you need to stay alive tomorrow.
            o Self-Actualization: Fully becoming who you really want to be; achieving the
                                            lifestyle and identity you had always envisioned.
       gallery walk: check for understanding. Have students walk back around and fill in the other half of
        the poster with an example of each category (e.g. you might belong to a church, a sports team, etc.).
        Alternative: have a scribe write at each poster.

                                                        Page 34
   class debate. Ask for 5 volunteers to go grab the five posters, and stand at the front of the room.
    Tell the class that it is their job to try to place the posters in the correct order. Set ground rules for
    speaking order and length; moderate so that a few students don’t dominate. Start with the first spot,
    and tell students that we can’t discuss the first spot until we have a quorum of 75% in agreement.
    Students should start by suggesting what they move into each spot, and why. Whenever they suggest
    a category, have the student holding that poster move into that spot.
                Extension: introduce a parliamentary system (Robert’s Rules) where motions are taken
                but must be seconded before the person up front can move. When a student feels they
                have 75% support, they can motion to vote on that spot.
   summary. Explain the final order and the reasoning for it (e.g. it doesn’t matter if you have a
    house/security if you starve to death today). Explain that Maslow established this order to explain
    why people make the choices they do – and why some choices might be unstable. This is why it is
    represented by a pyramid (have students complete the pyramid); imagine a pyramid with no base – it
    wouldn’t stand! You cannot consistently meet a level of need until you have achieved all the needs
    below it.
   quiz-quiz-trade. Give each student a flash card (pg. 34-36). Students will read each scenario to
    their partner; the partner will identify the level of need on which each character is focused.
   review quiz. Students will complete a review quiz culminating in a self-assessment.

                                                   Page 35
                                          Would You Rather… ?
Answer the following questions and explain why you chose your answer in 3 sentences or less.

(1) Marry the person you love but not have enough money to eat everyday OR have the best food available but
                                             live alone forever?

☐Marry the person I love                                                    ☐ Have enough money


           (2) Live in a nice house or be popular (have the nicest clothes, go to all the parties, etc.)?

☐ Live in a nice house                                                           ☐ Be popular


                                 (3) Work right out of high school or go to college?

☐ Work right out of high school                                                 ☐ Go to college


       (4) Teacher’s Question:                                                                              ?

                                                      Page 36
Maslow’s Hierarchy of Needs
        Write a definition or example sentence for our vocabulary word: “hierarchy.”

Then fill in the pyramid to show which needs are most important, starting at the bottom level

                                          Page 37
Jerry hates going home – he never knows if Ma’s going to have dinner fixed or not. It’s much harder to
go to sleep when he’s hungry, which makes it harder to be on top of his game the next day.
                        Jerry is focused on what level of Maslow’s hierarchy?

Judy has just finished running a marathon (26 miles) and her brother is teasing her and playing “keep-
away” with her water bottle. She thinks, “There’s not much I wouldn’t do to get water right now; he’d
better watch out!”
                         Judy is focused on what level of Maslow’s hierarchy?

Jake is playfully wrestling with his twin, James, but the match gets too rough and Jake can’t breathe
anymore. He punches James hard to make him let go.
                         Jake is focused on what level of Maslow’s hierarchy?

Jennifer has had to work two jobs to support her family since her mom got sick – she delivers papers in
the morning from 2 a.m. to 8 a.m., and then delivers pizzas from 5 p.m. to 11 p.m. – and sometimes later.
Because of her schedule, she doesn’t get much sleep, and often feels overly busy & unhappy.
                         Jen is focused on what level of Maslow’s hierarchy?

Matt just moved to a city for a new job. Although it pays well enough to cover his food & clothes, he’s
not saved enough to be able to pay the deposit for an apartment yet. He’s staying with friends now, but
worries a lot about next week.
                         Matt is focused on what level of Maslow’s hierarchy?

Mark has a history that seems to come up every time he applies for a steady job. Because he’s very
talented, he manages to find a lot of small, short term jobs to feed himself, but he always worries about
where he’ll work next
                        Mark is focused on what level of Maslow’s hierarchy?
Mary has had a steady job at a salaried position for the past ten years which was good enough to meet
her needs. She and her husband are about to have their first child though, and she has begun to worry
about whether the neighborhood they can afford is safe enough for a little kid.
                        Mary is focused on what level of Maslow’s hierarchy?

                                                 Page 38
Mikey has worked as a carpenter for the past five years, and makes especially good money because he
works for cash – saving both he and his boss money on taxes. However, because of this arrangement, he
has not health insurance. This has begun to worry him more and more.
                          Mikey is focused on what level of Maslow’s hierarchy?

Ethan feels very secure in life – there’s not much that he needs that he doesn’t have. However, he
doesn’t feel like he fits in anywhere – his parents’ church is all older people, he doesn’t play any sports,
doesn’t have a girlfriend, and can’t seem to keep friends for very long.
                          Ethan is focused on what level of Maslow’s hierarchy?

Emily seems like she should be happy – she’s definitely not concerned about what’s for dinner (unless it’s
sauerkraut, eww!) and has her own room in a warm house. However, her parents recently divorced, and
she feels like she can’t trust them – or anybody else now. She feels very alone.
                          Emily is focused on what level of Maslow’s hierarchy?

Edward has been betrayed by his best friend – and feels terrible. He thought he was well-liked, but his
friend spread nasty rumors about him.
                         Edwards is focused on what level of Maslow’s hierarchy?

Elizabeth has a huge crush on the best basketball player in the school – but he won’t give her the time of
day. She’s bought the best shoes and the cutest outfits, but her unrequited love makes her sad.
                         Elizabeth is focused on what level of Maslow’s hierarchy?

Scarlet was so upset when her best friend was elected SGA president over her. Sure, they were still
friends and she still liked her, but Scarlet really wanted to know that other students like her and knew
she was a good leader.
                         Scarlet is focused on what level of Maslow’s hierarchy?

Spencer worked really hard and made a 79, one point away from Coach Meyers’s “Seminar Scholars”
board that usually featured his name. Other students jabbed at him a little over it, and got really upset
that the teacher hadn’t given him those extra points to properly recognize his hard work.
                         Spencer is focused on what level of Maslow’s hierarchy?

                                                   Page 39
Sophie hates her job. Sure, she makes good money, and has a lot of friends there, but her boss never
notices how hard she works! She probably deserves a promotion – or at least some sort of raise –
because she does twice the work anyone else around her does.
                        Sophie is focused on what level of Maslow’s hierarchy?

Steven needs to beat the newest Call of Duty video game – he won’t feel complete until he does. If one
of his friends beats it first, he’ll lose his “rep” as the best gamer around … and that would crush him.
                        Steven is focused on what level of Maslow’s hierarchy?

Taylor not only has the money to dress nicely – almost preppy – but chooses to do so every day, to remind
himself that this is his prepp-ing for college. He knows that it’s not necessarily “cool,” but it is what he
wants and focuses on.
                        Taylor is focused on what level of Maslow’s hierarchy?

Tonya is very happy with her life; although her job doesn’t pay amazingly, it does cover her basic needs
and allows her the freedom to spend time pursuing her passion for art. Though her parents wish she
would make a little more so she could live in a better neighborhood, she’s happier pursuing her dream.
                         Tonya is focused on what level of Maslow’s hierarchy?

Tyler works at a grocery store to make a little extra money for college. Most of his coworkers sneak
out a little extra snack each day as they leave, but Tyler chooses not to because he knows it’s illegal and
feels it’s immoral. He has the food he needs, and knows these actions could prevent him from reaching
his goals.
                         Tyler is focused on what level of Maslow’s hierarchy?

                                                  Page 40
                            My Needs: Maslow’s Hierarchy Quiz
Part I: Definitions. Please define the following terms in the space below by writing a
definition, giving an example, or writing a synonym.
                    Belonging                                        Esteem

                     Security                                   Self-Actualization


   Part II: Matching. Match the story to the level on which each person is focused.
      1. ___    Belonging                              3. ___     Security
      2. ___    Esteem                                 4. ___     Self-Actualization
                                                       5. ___     Survival
   A. Joseph never does his school work. It’s not that he can’t, but he simply isn’t interested
   – he’d rather make money at his Taco Bell job than read/study. Sure, the job doesn’t
   get him much respect, but he doesn’t worry about nights that Mom doesn’t cook.
   B. Jackson knows that cheating is wrong, but really wants to be on Coach Meyers’ Honor
   Roll. Even though it’s not who he is, he decides to get the answers he doesn’t know on
   the quiz off of his neighbor’s paper so that his name can be up on the door.
   C. Although he knows he could get suspended for it – and hurt his college dreams –
   Jared is hungry, and steals his classmate’s lunch. He can’t focus without food anyway.
   D. Even though Joanna has a strong faith and the pastor often praises her dedication,
   she has stopped going to church since some of her friends have started excluding her.
   E. Jennifer has always thought of herself as logical, but her anger often made her make
   illogical decisions & outbursts. Today, when a student began to tease her in class about
   caring so much, she actually was able to respond logically and calmly, and just let him
   know she wasn’t too worried about his thoughts – the teacher recognized she was smart,
   and her family loved her for it, and that was all she needed. She had arrived.

                                             Page 41
Part IV: Reflection/Synthesis. Mark where you think you are on Maslow’s hierarchy,
and shade all the levels below it.

Now, briefly explain why you shaded every level you shaded, and why you might not
have shaded the ones you did not. If you wish, you may use the sentence starter: “I
(have / have not) met the need for __________________ because …”

                                       Page 42
                                          Chapter Six: My budget
At a glance
                                                                          Teacher Resources
                   In this Chapter. . .                http://ghsbaker.wikispaces.com/freshman+seminar
            Budgets                                   Guest Speaker Topics:
                                                       Using money wisely

                     Student Activities                                        Reminders
           MASH Sheets
                                                       THE PRICE IS RIGHT! Game can be found at the
                                                       wikispaces website listed above.

                                                       You will need lab time for chapter 7 and 9!
                                                       Schedule it now!
                                          Lesson Plans: Week7 Teacher Outline
                                                Envisioning My Lifestyle
       materials: the Price is Right game, M@SH worksheets, dice, laptops OR classified ads, budget
        bingo, budget quiz
       objective: students can illustrate a realistic picture of how they want to live that includes accurate
        cost estimates; students can identify areas for adjustment.
       vocabulary: loan, interest, lifestyle
       introduction activity: use the PowerPoint provided in the teacher resource files as an anticipation
        guide, helping students realize their gaps in budgeting knowledge.

       M@SH. (Resource 7.1) Have students work through their M@SH categories in partners each day.
        Start the day by rolling dice and selecting outcomes, then partners can help each other research the
        appropriate information. Partners can share laptops is access is limited. Budget one day for each
            o Where I’ll Live. Make sure to model the process for students, pointing out how to take 90%
                of the total cost to account for a down payment, and how to read the table as a scale based on
                thousands of dollars. Also, if you cannot get access to a laptop lab, make sure to provide
                hard copy classified housing ads.
            o Marriage & Kids. Make sure students know to assign ages to each child they have, so they
                can appropriately price food and childcare. Note that this section requires adding up multiple
                values each time.
            o Cars & Clothes. Again, if you cannot gain access to the laptop lab, make sure to bring in
                classified ads for car prices. You will have to be creative on modeling car payment notes
                without an electronic estimator; one suggestion would be to divide the total by 36 to model a
                3 year repayment plan.
       review game. Have students play the “Budget Bingo” (Resource 7.2) included in the student book
        to review for the quiz.

       review quiz. This open-notes quiz (Resource 7.3) asks students to look back over their randomly-
        assigned “lives” to project the budget they would need for this life. It then asks them to adjust for a
        “hard times” income level by deciding where they would cut back. Remind them of Maslow’s
        hierarchy here. Finally, it asks them to construct their “realistic life” and find how much income this

                                                        Page 43
    would require.

   additional resources.
       o homework. CollegeforTN.org “Sort Out Your Values” lesson to prep for quiz.
       o final project or extension. Create your own budget game, e.g. “Who Wants to Be a
           Millionaire” PowerPoint or “Price is Right” poster.
       o extension. CollegeforTN.org “Spending Diary” as a month-long follow up.

                                              Page 44
                               M@$H Budgeting:
                                Where I’ll Live
1) First, fill in any blanks in the categories below:

               Housing                                              City
              Mansion                                            Nashville
             Apartment                                           Franklin
                Shack                                            Memphis
         House (~2400 sq. ft.)                              Washington, D.C.
                                                      US City: ___________________
                                                      Int’l City: _________________
What Level of Maslow’s
Hierarchy is this?
                                      What Level of Maslow’s Hierarchy is this?

                                                                               My # for
2) To play M@$H, roll the die at your table and write the # you               the Day is:

3) Next, have a partner begin to count down both lists (much like eny-meeny-
miny-mo) until they reach the number you rolled; the answer they land on
should be crossed off. As you keep counting, crossed off answers are no longer
counted (they are gone). Keep going until only 1 answer is left in each category.

4) Finally, use the computers at each table to work as a group to find out how
much your type of housing would cost in your city. You can search for “average
rent prices” or “average house price” in your city, or look at specific real estate
- If you are renting an apartment, skip to step (e).
- Mansions will not be listed as “mansions” online; you will search for a 4000+ sq.
ft. house.
- If you have a house, try to find one between 1600-2400 sq. ft.
- If you have a mansion or a house, you will have to work backwards to figure
out how much you’ll pay per month:
             a. First, take the overall price you found and multiply it by 90%.
                This is how much you will have to take out in a mortgage loan:

                                         Page 45
            b. Next, look at the table below. It shows how much per you pay per
               $1000 per month at current interest rates. Find the current
               interest rate online, then write the corresponding monthly
               payment per $1000 here:

               terest          15 Year Term                 30 Year Term
               Rate % Monthly Payment Total Amount Monthly Payment Total Amount

               4.00%          7.39           1331.43           4.77     1718.69
               4.50%          7.64           1376.98           5.06     1824.06
               5.00%          7.90           1423.42           5.36     1932.55      Taken from
               (http://www.hsh.com/mopaytable-print.html) 1 July 2011

            c. Divide (a) by 1000 and multiply it by (b):                         ______________
               This is your monthly mortgage payment.

            d. Add that number to the insurance & taxes columns to get your
               final monthly rate:                            ______________

My housing will cost me $___________/month, and therefore $___________/year to
live in a _________________ in _______________________ (city). I found this out at:

                                                Page 46
                                         M@$H Budgeting:
                                         Marriage & Kids
                                                                                         Age    #Kids
MARRY                                                         KIDS
Trey Songz                                                    0                   0-2
Bruno Mars                                                    1
Coach ____________                                            2                   3-5
Single                                                        3
Allen Iverson                                                 4
Barak Obama                                                   6                   9-11
David Beckham                              My # for           12
_________________                         the Day is:                             12+ (adult)

Child-Care                                                    Food
Stay Home                                                     Food Stamps
Local Home Care                                               Wholesale/Thrifty
Private Nanny                                                 Costco/Kroger (Low-Cost)
Day-Care Center                                               Harris Teeter/Trader Joe’s (Mid)
Relative                                                      Complete Foodie (Liberal

    1) FOOD: Look at the USDA chart on the opposite page and figure out how
       much money you will spend per month on food, given the size of your
       family and food quality preference. You will have to add up each family
       member’s individual costs, then record the total below:

    2) CHILDCARE: Use the chart below to figure out how much money you’ll
       spend on childcare given your care preference & number of children.
Type of childcare Average cost for full-time care
Daycare center           Average $679/month per child for babies & toddlers (through age 2)

Home daycare.            Average $525/month per child for babies & toddlers (through age 2)
                         Average $474/month for each preschooler (2-5)
Nanny                    $3,033 a month
Relative care            Often free, but you should offer to do chores, give gift certificates, or pay
                         an occasional bill for a relative caregiver.
Taken from BabyCenter (http://www.babycenter.com/childcare-options) 1 July 2011

                                                      Page 47
                               M@$H Budgeting:
                               Marriage & Kids
                                                            Age    #Kids
Beyonce                                              0-2
Taylor Swift
Rihanna                                              3-5
Ms. __________
Single                                               6-8
Kim Kardashian
Michelle Obama                                       9-11
Hallie Berry                  My # for
_________________            the Day is:             12+ (adult)

Stay Home
Local Home Care
Private Nanny
Day-Care Center


Food Stamps
Costco/Kroger (Low-Cost)
Harris Teeter/Trader Joe’s (Mid)
Complete Foodie (Liberal)

                                           Page 48
   1) FOOD: Look at the USDA chart on the opposite page and figure out how
      much money you will spend per month on food, given the size of your
      family and food quality preference. You will have to add up each family
      member’s individual costs, then record the total below:
   2) CHILDCARE: Use the chart below to figure out how much money you’ll
      spend on childcare given your care preference & number of children.
Type of childcare Average cost for full-time care
Daycare center        Average $679/month per child for babies & toddlers (through age 2)

Home daycare.         Average $525/month per child for babies & toddlers (through age 2)
                      Average $474/month for each preschooler (2-5)
Nanny                 $3,033 a month
Relative care         Often free, but you should offer to do chores, give gift certificates, or pay
                      an occasional bill for a relative caregiver.
                Taken from BabyCenter (http://www.babycenter.com/childcare-options) 1 July 2011

                                                   Page 49
                                       M@$H Budgeting:
                                        Cars & Clothes
My Own Two Feet
New Car (4 yr trade)
Used Car (4 yr note)                   My # for
Public Bus (MTA)                      the Day is:
New Luxury Car (4 yr trade)
Used Luxury Car (4 yr note)
New Every Month
New Every 3 months
New Every 6 months
New Once/Year
Discount Every 6 months
Discount Once/Year

Part I: Transportation. If you have anything other than a car, look up cost of
purchase or monthly cost online, and skip to step 5. For a car …

1) Decide Make:________________ Model:_____________                                 Year: _____________
2) Look up cost of this car online based on new/used status above:
3) Go to <http://www.bankrate.com/calculators/auto/auto-loan-calculator.aspx>
     - Type in your cost under “total loan amount”
     - Type in the loan time from your selection above (4 or 8 years)
     - Type in 5% for current interest rate.
     - select “calculate” & write the monthly payment here: ____________/month

4) Look at the chart below and multiply the total number of miles you think you
would drive per year by the operating cost/mile. Divide this by 12 to get your
monthly costs:
                                                         Miles Per Year
                     Type of Car                  10,000      15,000       20,000
                     Small sedan               56.4¢      43.3¢         36.6¢
                     Medium sedan              72.9¢      56.2¢         47.6¢
                     Large sedan               92.6¢      70.2¢         58.6¢
                     Average                   73.9¢           56.6¢           47.6¢
                                        Taken from AAA FuelGauge Report

5) TOTAL COST (cars, add 3&4; bikes, divide price by 12): ______________/month
                                                    Page 50
Part II: Clothes. When you go shopping, how much would you spend on…
      Shoes:                                  _________
      Shirts&Pants:                           _________
      Seasonal (Coats, Swimwear, etc):        _________
      Accessories:                      _________
      TOTAL:                                  _________
Multiply you total by the total number of times you would go each year (above).
     YEAR TOTAL                                   _________
     MONTHLY TOTAL (divide by 12)                       ______________/month

                                    Page 51
                       All answers are on a per month basis
How much does a       What is total cost of What does it cost       How much does it
 cheap house in       a used luxury car? for a relative to take     cost per person to
 Nashville cost?                               care of your           shop at Aldi?

What are average      What is the average         What is a         What does it cost to
operating costs for   cost of shopping at    reasonable price for     shop at Whole
  a sedan each              Kroger?             a $5000 sq. ft       Foods gourmet?
     month?                                       mansion?

What is the average   What would a new        How much would         How much would
   rent cost for       luxury car cost?       daycare cost for 2      you budget for
  apartments in                                pre-school age          clothes each
    Nashville?                                    children?               month?

 How much does it     How much does a        What is the average     What is a logical
 cost to ride the M   nanny cost for two     cost of shopping at    total cost of a new
   TA bus on a        young school-age         Publix/Teeter?         standard car?
  monthly basis?          children?

                                            Page 52
                              M@$H Summary Quiz

       Part I: List all of your budgeted costs from your M@$H work below.

                      Housing            _______________/mo

                      Food               _______________/mo

                      Child Care         _______________/mo

                      Transportation     _______________/mo

                      Clothing           _______________/mo

                             TOTAL       _______________/mo

»What’s something else you would need to pay for that isn’t listed on this

Part II: Determine how much you would have to make to support this budget.

     A. Multiply your monthly total (above) by 12             ____________/yr

     B. Now add back taxes - multiply “A” by 4 & divide by 3:____________/yr
                             This is your yearly salary!

     C. Divide “B” by 52                                   ____________/wk

     D. Divide “C” by the number of hours you want to work per week. The
     average work week is 40 hours

                     »What jobs might support this budget?

                                       Page 53
Part III – The Adjustment Bureau
             First, re-work your budget for if you only made $16,600/yr.
                                                             What’s Changed?
Housing            _______________/mo      I live in a …
Food               _______________/mo      We shop at …
Child Care         _______________/mo      My kids are cared for by…
Transportation     _______________/mo      I get around by …
Clothing           _______________/mo      I go shopping …

                              TOTAL       __$1383_______/mo

»How did these changes reflect Maslow’s theory about the order of needs?

               Now, re-work your budget for if you made $52,000/yr.
                              What’s Changed?
Housing            _______________/mo   I live in a …
Food               _______________/mo      We shop at …
Child Care         _______________/mo      My kids are cared for by…
Transportation     _______________/mo      I get around by …
Clothing           _______________/mo      I go shopping …

                              TOTAL       __$3250_______/mo

» What change/increase was most important to you here? Why?

                                        Page 54
                               Chapter Seven: How do I get a job?
At a glance
                                                                               Teacher Resources
                   In this Chapter. . .                  http://ghsbaker.wikispaces.com/freshman+seminar
           Applications                                 Guest Speaker Topics:
           Cover letters                                Skills for getting a job
           Interviewing Tips/Questions                  Interviewing tips/practice questions
           Resumes

                    Student Activities                                             Reminders
         Job Application Activity                       You will need lab time for this chapter. Schedule it
         Sample Application
         Cover Letters
         Interviewing Tips
         List of Interview Questions
         Interview Rubric
         Sample Resumes and Tips

Lesson Plans:

If you have computer access, you can teach this entire lesson using the collegefortn.org website.
To do this, have students log in . Have students click on the career planning tab, then click on one of the following:
Resume builder, Cover letter creator, job interview practice, and thank you letter builder.

If you only have limited computers, combine the computer lessons with the attached lessons.

Review the job application tips and fill out the application using the tips.

Review the cover letter information and answer the attached questions

Review the interviewing tips, the list of interview questions, know the company, and interview rubric. Have students
participate in an interview “speed dating” activity. Assign students to answer the questions and some students to ask.
They stay at their station for 3 minutes before moving on. Assign the students different questions, so they can be
prepared for all questions. Have students reverse roles.

Review the sample resumes. Break students up into groups and have them analyze each resume. Discuss what is good
and bad about each resume. Have students decide what should be on their resumes. Use the resume builder from

Job Search Handout, Activity 1a
The Job Application...What Do I Need to Know?
                                                          Page 55
Student Name: _____________________________
FACT: Research shows that 75% of the applications most companies receive are incomplete, messy,
completed incorrectly, or all of these. Those who fall into this category significantly lower their chances of
getting a job.
                                   How to Complete a Job Application Form:

1. Be aware how you look when you go to pick up and/or drop off a completed job application. You never
know if someone like the person doing the hiring will want to visit with you at that time. Be ready by being
dressed appropriately and by being neat and clean.

2. Read carefully, follow directions, and write neatly. Each application you complete is the first sample of
your work that employers will see.

3. Use black ink (unless otherwise indicated).

4. Complete a rough copy first and correct all the errors before completing the actual copy.

5. Answer all questions and write in every space provided. If a question does not apply to you, write “N/A”
(not applicable).

6. Be as specific as possible in identifying the “position desired.”

7. Write in “scale” where you are asked for “salary desired;” this means that you expect to be paid what
other workers in similar positions earn.

8. DO NOT WRITE your social security number on your application. This is something you will give a
potential employer upon being hired.

9. Be positive. Do not volunteer negative experiences.

10. Be honest.

What Information is Required on the Job Application?
Gather the information and materials needed to complete your job application. Much of the information
you need is on your resume. Make sure you have the following available when completing a job

1. Writing utensils (black pens), paper clips

2. Current and previous addresses

3. Educational information—grade school to present, names and addresses, diplomas earned, dates you
attended institutions, subjects in which you excelled

4. Work experience—past jobs and responsibilities; names, addresses, and phone numbers of past
employers; dates of employment; job responsibilities; wages earned; names of supervisors; reasons for
leaving each job; military experience and volunteer work

                                                     Page 56
5. Business and machine operation skills

6. Special certificates, licenses, professional organizations and other business-related documents, honors,
and achievements that could give you an advantage

7. A list of references—include names, job titles, company names, addresses, and telephone numbers

8. Copies of your resume—attach your resume to any completed job application with a paper clip.

                            Avoid These Common Mistakes on a Job Application:

1. Misspelled words
2. “Crossed-out” writing
3. Folded or wrinkled form
4. Incomplete work history
5. Submitted after deadline
6. No signature, incomplete or unanswered items
7. Failure to print where asked to print.

What do Employers Look for in a Job Application?
 Most employers require applicants to complete a job application. The job application gives the employer
   facts about you that can be kept on file. The information you provide and how well you present the
                           information indicates to an employer the following:

• Your ability to follow instructions

• Your character

    • Your achievements

    • Your ability to hold a job

    • Your thoroughness

After completing a job application, you may or may not get an interview. The outcome could depend on
how well you completed the form. Be part of the 25% who significantly raise their chances of getting a job!
FACT: Research shows that 25% of the applications companies receive are complete, neatly done, completed
correctly, or all of these. Those who fall into this category significantly raise their chances of getting a job.

                                                    Page 57
Job Application Form Instructions: Print clearly in black or blue ink. Answer all
questions. Sign and date the form.
First Name _____________________________
Middle Name ___________________________
Last Name _____________________________
Street Address _______________________________________________________
City, State, Zip Code
Phone Number (_____)___________________________________
Are you eligible to work in the United States? Yes _______ No_______
If you are under age 18, do you have an employment/age certificate? Yes ___ No ___
Have you been convicted of or pleaded no contest to a felony within the last five years?
Yes_______ No_______
If yes, please explain:
Position Applied For ________________________________________
Days/Hours Available Monday ____ Tuesday ____ Wednesday ____ Thursday ____ Friday
____ Saturday ____ Sunday ____
Hours Available: from _______ to ______ What date are you available to start work?
Name and Address of School - Degree/Diploma - Graduation Date
Skills and Qualifications: Licenses, Skills, Training, Awards
Present or Last Position: ___________________________________________
Employer: _____________________________________________________
Supervisor: ____________________________________________________
Phone: _______________________________
Email: ________________________________
Position Title: _________________________
From: ______________ To: ______________
Responsibilities: ____________________________________________________
Salary: _______________
Reason for Leaving: ____________________________________________

Previous Position:
Employer: _____________________________________________________
Supervisor: ____________________________________________________

                                        Page 58
Phone: _______________________________
Email: ________________________________
Position Title: _________________________
From: ______________ To: ______________
Responsibilities: ___________________________________________________
Salary: _______________
Reason for Leaving: ____________________________________________
May We Contact Your Present Employer?
Yes _____ No _____
Name/Title Address Phone
I certify that information contained in this application is true and complete. I understand
that false information may be grounds for not hiring me or for immediate termination of
employment at any point in the future if I am hired. I authorize the verification of any or
all information listed above.

                                           Page 59
Page 60
1. What belongs in the heading of a cover letter?

2. Imagine you are writing a cover letter to Mrs. Jane Kelly. How do you key the salutation/greeting?

3. If you do not know the name of the person to whom you are writing, what do you do?

4. What should be included in the first paragraph of a cover letter?

5. What should you include in the second paragraph of your cover letter?

6. True or False? If you have a lot of details that you want to include in the second (middle) paragraph,
    you can separate it into two paragraphs so that the total number of paragraphs would be four.

7. What should you write in the last paragraph of your cover letter?

8. What should be included in the closing part of the letter?

9. What should you do before you print the cover the letter, and what are some other steps you can
take to make sure your cover letter is the best it can be?

10. What should you do after your print the letter?

                                                 Page 61
Job Search Handout 1—The 10 Best Interview Tips Ever!
Student Name: _____________________________
Step 1 - Know the Company
Companies like candidates who know what they want. They are also impressed with someone who has
done some digging before arriving at the interview. Make the effort to research your target organization,
and you’ll find yourself ahead of the competition. Given two equal candidates, the one who shows the most
interest usually wins.
You can find out about larger organizations by using Web search engines or, even better, by going to your
target organization’s Web site. There are other Web-based sources, too. If your company is smaller or local,
visit the library and ask the research librarian for help.

Step 2 - Know Yourself
In an interview, your job is to sell yourself. You need to know precisely what you’re selling. Once you define
that, you can apply these insights to the needs of your target company. Connecting the two successfully is
the best way to get hired. Above all else, be authentic. Like a dog that can sniff fear on a person, an
employer can intuit your sincerity and true level of interest and commitment.
You’re "selling" your skills and yourself as a person. First: Your skills. An easy way to uncover yours is to list
your accomplishments and then think of which skills it took to do them. Did baby-sitting require
psychological sensitivity? Did selling kitchen knives require skills of persuasion? Review your list, and refine
your skills into a "package" you can explain easily in a minute or two.
Next: You as a person. Most organizations want honest, smart, friendly, motivated, and responsible
employees. Do you deal well with people? Are you flexible and open to learning? Did you, for example,
show determination to get back on the slopes after you broke your leg skiing? Again, after you make your
list, refine it so you can explain your personal "assets" in a minute or two.

Step 3 – Practice
You can make all the lists you want, but there’s no substitute for rehearsing how you’d handle an interview.
Ask your parent, sibling, or best friend to be the interviewer, and give her or him a list of questions to throw
at you. There are ways to handle each of these. If you know what they are
before you're in the "hot seat," your confidence going into the interview will soar.
And remember, if you get a question that you can't answer, simply say you don't know. Then say the
question is something to which you would like to give more thought and that you are willing to learn what
it takes. Again, an employer will respect someone who is honest and open about his or her limitations.
Body language is the other thing to be well aware of. If you have a video camera, use it for the practice;
otherwise a mirror will do. Hand and arm movements shouldn’t be too large. Don't fiddle. Your posture
should be relaxed, but alert. Don't slouch; if you look bored in the interview the recruiter may presume that
you'd be bored in the job too. Communicate interest and energy. Be yourself.

Step 4 - Dress the Part
You shouldn’t wear a white suit to a funeral (unless you’re in China, where it’s expected), and you shouldn’t
wear cargo shorts to an interview. With any organization, the way to dress is the way you would dress if
you got the job. If you don’t know what that is, ask. If you can’t get any information on the company's style
of attire, dress a little more formally than you think you might need to.

                                                     Page 62
Personal grooming is part of your "dress" too. A good haircut or trim will impress. So will clean fingernails, a
fresh-scrubbed look, pleasant breath, and a white smile (a recent teeth-cleaning can’t hurt). Don’t wear
perfume or aftershave. You might love how you smell with that scent, but others may not! Or worse, the
recruiter may be allergic to the scent.

Step 5 - Get There Early
This may seem obvious, but if you’re not on time for your interview, the game is over. Getting there early
allows you to take a few deep breaths, organize your notes, refresh your memory on a few points that
you’ve found difficult in your practices, and scan any company materials that may be available in the
waiting room. It also allows you to answer the "call of nature" (if there is a call) and to make any last-
minute appearance adjustments.
The result? You’ll feel better about yourself, and you’ll be more relaxed in the interview. So leave plenty of
time, and get there early. It gives you a psychological edge.

Step 6 – Make a Good Impression
It may seem cruel, but first impressions can be deal makers... or breakers. The interviewer starts forming
opinions from the moment the two of you shake hands. No kidding. And by the way, that handshake is
critical. Here’s how to do it correctly:

1. Look the interviewer in the eye as you offer your hand.
2. Shake his or her hand firmly, but not like a vise.
3. Smile at the same time, and say something enthusiastic like, "Hello Mr. Anderson, it’s great to meet
you!" As you walk to his or her office, make some small talk -- team or sports scores, how great the lobby
looks, a recent storm -- you get the gist. Establish positive vibes and the rest of the interview will feel more
natural and less like you're being grilled at the Spanish Inquisition.

Step 7 - Answer Well
You’re going to be asked some questions, but there are some tricks to answering them well:
1. Don’t ramble. It’s better to give a shorter answer with strong points in it than to babble on for five
minutes in a disorganized fashion.
2. Look the interviewer in the eye when you’re answering. If you don’t, he or she may think you’re
fabricating your answer right there on the spot.
3. Gather your thoughts. If you need a minute to collect your thoughts in order to answer a specific
question, feel free to say: "I need to think about that for a moment ... " or "That's a great question ..." The
interviewer will respect your honesty and your desire to offer a thoughtful answer. If a question is a difficult
one, try to remember how to approach it. If you blank out, be honest, but definitely put a positive spin on
your answer. A little humor never hurts, either.

Step 8 - Ask Questions
Usually at the end of an interview, you’ll be asked if you have any questions. If you don’t ask something, it
can be taken as a sign of lack of interest, so prepare some questions before the interview. There are two
areas to question -- the organization and the job itself. We recommend asking about the job first. Are you
clear on the responsibilities of the job? If not, ask for clarification.
Do you see where the job fits into the structure of the organization? Do you understand whom you’ll be
working with, and what their expectations of your work are? By the way, do not ask about the salary or
benefits -- vacation, holidays, sick days, etc. -- in the first interview. Leave that for after they have
presented you with an offer.

                                                    Page 63
Be sure you know what the next steps are after the interview. Are they going to contact you? When do they
think they can do that? Would they prefer you to follow up with them? How is the best way to do that?
The end of the interview is also a good time to emphasize how interested you are in taking the process to
the next step and why you think you’d be the perfect candidate for the job. Do not beg for the job, but let
your positive energy and enthusiasm win the day. Upon leaving, make sure to shake the person's hand
again and make sincere eye contact. And, of course, don't forget to thank him or her.

Step 9 - Be Yourself
This is the most important step. No matter what anyone says, you can’t pretend to be someone you’re not.
In the interview, let who you really are shine through. Trained interviewers spot actors quickly. Be proud of
that precious collection of talents, motivations, and skills that make you the individual that you are. Believe
in your ability to learn, grow, and develop, and act accordingly. Show the real you -- sense of humor and all
-- and you'll be well on the way to getting hired.

Step 10 - Follow Up
Your interview isn’t over when you walk out the door. As soon as you get home, write a short thank-you
note to your interviewer. You appreciated the time they spent with you and the chance to learn more
about the job and the organization, so tell them.
If you promised to send something additional -- writing samples or another copy of your resume, for
example -- make sure to enclose it. Keep your note short, and restate your understanding of the next step.
If you’d like to add something you forgot to say, this is the time and place.
You’d be surprised how many candidates never offer this simple bit of courtesy. Send a thank-you note, and
you’ll stand out in the crowd.

                                                   Page 64
Job Search Handout 2—A List of Interview Questions
Student Name: _____________________________
List of interview questions relating to you

1. How would you describe yourself?

2. How would others describe you?

3. Do you consider yourself successful?

4. What was your greatest success?

5. How did you achieve it?

6. What has been your biggest failure?

7. How could you improve yourself?

8. Are you a leader?

9. How do you handle criticism?

10. What sort of manager are you?

11. What makes a good manager?

12. Do you work well with others? Or are you a loner?

13. Do you need other people around to stimulate you or are you self-motivated?

14. Are you accepted into a team quickly?

15. Can you act on your own initiative?

16. How do you run a meeting?

17. What motivates you?

18. What management style gets the best results out of you?

19. Do you know how to motivate other people?

20. Are you competitive?

21. Are you aggressive?

22. What do you dislike doing?

                                                 Page 65
23. Do you feel you are ready to take on greater responsibilities?

24. Can you work under pressure?

25. How many hours are you prepared to work?

26. Do you mind working for someone older than yourself? Younger than you?
Of the opposite sex?

27. What interests do you have outside work?

List of interview questions relating to the new job / company

1. Why do you want this job?

2. What qualities do you think will be required for this job?

3. What can you contribute?

4. Why do you want to work for this company?

5. What do you know about this company?

6. What interests you about our product (or service)?

7. What can we (the new company) offer that your previous company cannot offer?

8. You have not done this sort of job before. How will you cope/succeed?

9. Why should we employ you?

10. How long do you think it would be before you were making a significant contribution to the

11. How ambitious are you?

12. Would you compete for my job?

13. What do you like and dislike about the job we are discussing?

14. What are you looking for in a new job?

15. What would you like to avoid in your next job?

16. Are you too old for this job? [Shouldn't be asked in countries with age discrimination legislation.]

17. Are you too young for this job? [Shouldn't be asked in countries with age discrimination legislation.]

                                                   Page 66
18. Are you over qualified for this position?

19. Are you prepared to relocate?

20. Are you willing to travel?

21. What level of salary are you looking for now?

List of interview questions relating to your current / previous job

1. How much does your last job resemble the one you are applying for?

2. What are the differences?

3. What do you think of the last company you worked for?

4. Why did you join your previous company?

5. Did they live up to your expectations?

6. Why are you leaving now?

7. Explain the organizational structure in your last company and how you fitted into it.

8. What did you think of your manager/supervisor?

9. How did you get on with your previous manager/supervisor, coworkers and subordinates?

10. What did you do on a day to day basis?

11. Did you increase sales or profits in your last job?

12. Have you reduced costs at your last company?

13. Did you feel you progressed satisfactorily in your last job?

14. What problems did you encounter in your last job?

15. What annoyed you about your last job?

16. What did you earn in your last job?

Career related interview questions

    1. Why did you choose a career in …?

                                                    Page 67
2. Why are you changing careers?

3. What are your career goals?

4. How long have you been looking for a new job?

5. Do you prefer to work in a small, medium or large company?

6. What would your ideal job be?

7. Are you considering any other positions at the moment?

8. If you have changed jobs a lot you may be asked how long you would stay in the new job.

9. Have you ever been fired?

10. How often are you off sick?

11. What will your referees say about you?

                                             Page 68
Job Search Handout 3—Know the Company
Student Name: _____________________________
Know the Company
Companies like candidates who know what they want. They are also impressed with someone who has
done some digging before arriving at the interview. Make the effort to research your target organization,
and you’ll find yourself ahead of the competition. Given two equal candidates, the one who shows the most
interest usually wins.
You can find out about larger organizations by using Web search engines or, even better, by going to your
target organization’s website. There are other Web-based sources, too. If your company is smaller or local,
visit the library and ask the research librarian for help.
Directions: Develop skills in researching a company that your teacher has suggested or a company that you
would like to work for by answering the questions below.

1. What company are you researching?

2. What is the web address of the company’s website?

3. What does the company sell or produce? Or what service do they provide?

4. Do they currently have any job openings posted on their website? What jobs are listed?

5. List five additional facts about the company below.

6. List at least two questions that you still have about the company that you might ask during an interview.

                                                  Page 69
Interview Rubrics
Category_______________________ Student _______________________
Teacher ________________________ School _________________________
Criteria              1                               2                                3                                4

                      Overall appearance is         Appearance is                  Overall neat appearance        Overall appearance is
                      untidy                          somewhat untidy                                                   very neat

                                                                                       Choice in clothing is
                      Choice in clothing is         Choice in clothing is          acceptable for the type of       Choice in clothing is
                      inappropriate for any job       inappropriate (shirt untucked,   interview                        appropriate for any job interview
                      interview (torn, unclean,       tee-shirt, too much jewelry,
                      wrinkled)                       etc.)
                                                                                       Well groomed (Shirt            Very well groomed (hair,
                                                                                       tucked in, jewelry blends with   make-up, clothes pressed, etc.)
                      Poor grooming                 Grooming attempt is            clothing, minimal wrinkles)
                                                                                                                        Overall appearance is


                      Unacceptable behavior         Used typical behavior          Acceptable behavior,           Professional behavior and
                      and language                    and language – did modify        well mannered,                   language (handshake,
                                                      behavior to fit the interview    professionalism lacking          “hello”, “thank you”, eye
                                                                                                                        contact, etc.)
                      Unfriendly and not
                      courteous                       Attempts to be courteous       Courteous to all involved
                                                      to all in interview setting      in interview                     Friendly and courteous to
                                                                                                                        all involved in interview


                      Presentation shows lack       Showed some interest           Showed interest                Very attentive 
                      of interest                                                      throughout the interview         
                                                      Speaking is unclear –                                           Speaking clearly
                      Speaking is unclear – very    lapses in sentence structure     Speaking clearly
                      difficult to understand         and grammar
                      message of what is being said                                                                     Appropriate use of
                      (mumbling, etc.)                                                 Minimal mistakes in            sentence structure and
                                                      Knowledge of job is            sentence structure and           grammar
                                                      minimal                          grammar
                      Facts about job not
                      included                        Volume is uneven (varied)                                         Commitment and
                                                                                       Knowledge and facts are        enthusiasm for job is conveyed
                      Volume is inappropriate
                      for interview (Spoke too                                                                          Volume conveys business
                      loudly, too softly)                                              Volume is appropriate          tone

                      1                               2                                3                                4

Body Language         Fidgeted (Constant            Fidgeted (Movement of          Minimal fidgeting                 No fidgeting
                      movement of hands and           hands and feet frequently,       (Occasionally shifting)          
                      feet, etc.)                     etc.)                                                             
                                                                                                                        Eye contact made
                                                                                       Occasional loss of eye
                      Lack of eye contact           Eye contact is made            contact
                                                      intermittently                                                    Sitting straight in chair

                      Slouching all the time                                         Brief slouching, but

                                                                 Page 70
                                              Occasionally slouching           quickly correcting self

Responding to
                Inappropriate answers       Gives inaccurate                 Answers are acceptable   Thorough answers to
                to questions                  answers                            and accurate               questions

                Did not attempt to answer   Attempts to answer               Answers questions
                questions                     questions

                No questions asked          Student asked questions          Asked questions          Asked questions relating
                                            that were not related to the job   relating to the desired    to the desired position.
                                                                                position                   (Evidence is shown that the
                                                                                                            applicant had researched the
                                                                                                            business or career field)

                                                                                                            Asked questions related to
                                                                                                            the business or career field

                                                         Page 71
              Name Job Search Handout 1—Typical Interview Questions
Student: _____________________________
1. Tell me about yourself.
Go over this again and again! Briefly describing your education or work history are appropriate responses
to this question. Expand briefly on some of your results. This will likely cause the interviewer to select an
accomplishment and ask you to tell more about it. This is exactly what you want; you score points every
time you discuss results.

2. What is your greatest strength?
The question asks for your number one strength, skill, or asset and requires you to analyze yourself. Going
into the interview you should have several strengths in mind. Begin with a brief statement and provide a
clear example.

3. What are your three most important career accomplishments?
Choose accomplishments that are related to the job you are interviewing for and ones to which the
interviewer can relate. Avoid unnecessary detail.

4. Why should I hire you?
This question is often asked at the end of an interview and allows you to summarize your strengths. Since
this is a summary, you can discuss points that you have already covered and mention new points as well.
Sell yourself. This may be one of your best opportunities. Try to focus on everything you learned about the
job, your future boss, and the needs of the company.

5. How would your supervisor describe you?
This is an opportunity to mention positive qualities that you know or assume would be said about you.
Discuss the qualities that you received high ratings on during reviews. Also give quick examples that
demonstrate why your boss would see such qualities in you.

6. What is the most difficult situation you have ever faced?
Select an example that will demonstrate your positive qualities and one in which you ultimately came out
on top. Tell it concisely to reveal as many qualities as possible. This is an opportunity to sell qualities such as
maturity, perseverance, emotional stability, effectiveness under stress, and sound judgment.

7. What would you like to improve about yourself?
This is one of the most-asked questions. When asked this question, it is best to state a weakness that you
are improving. You do not need to demonstrate that you have totally dealt with it, but you should indicate
that you have made major progress with it. The goal is to provide a short answer which satisfies the

8. What are your career goals?
This question tests whether you have established career goals, and whether your goals match what the
organization has to offer. Mention goals that you feel the organization can help you attain. Express them in
terms of experience you hope to receive and the expertise you hope to develop. You want to leave the
impression that you are a growth-oriented person with realistic expectations regarding promotion

                                                     Page 72
9. What have you learned from your past mistakes? What were some of them?
Everybody makes mistakes. Often there are lessons to be learned from these mistakes. The best mistakes
to share are those from which you were able to recover. In any event, use your mistakes to show how you
have matured and grown from these experiences.

10. Can you work well under stress?
You do not have to say that you like stress, but you need to demonstrate that you can work effectively
under stress. Give examples where you have coped well with stress. Most stress comes from deadlines and
long hours. You should know in advance if this organization or company typically requires long hours or
faces a lot of deadlines.

11. Are you a team player?
This question indicates that the organization is looking for a team-oriented person. Describe how you are
committed to working in a team. You need to show that you are flexible and cooperative and when the
group makes a decision, you willingly go along with it. Provide examples demonstrating that people enjoy
having you on their team and that teamwork was essential to the success of a project on which you

12. What are the things that motivate you?
Challenge, creativity, success, opportunity, and personal growth are most frequently mentioned. You can
also mention specific skills that you are motivated to use. These might include problem solving, decision
making, listening, writing, speaking, planning, or counseling people.

13. What is the most important thing to you in a job?
What do you value in a job: challenge, good working conditions, friendly coworkers, traveling? Mention one
or two items and explain why they are important.

14. Tell me about your duties at your present job.
This question provides an opportunity to really sell yourself. As you describe your major duties, describe an
associated accomplishment as well. Be concise. People know their own duties so well that many go on and
on adding unnecessary details that bore the interviewer.

15. What is the most important aspect of your job?
This question tests your judgment. Although you may have numerous responsibilities, the interviewer
wants to have your view on what you can do to contribute the most to the organization. For each
responsibility you need to show that you have been very effective in that area.

16. What duties have you enjoyed most? Least? Why?
Select your favorite and least favorite duties based on what you have learned about the job for which you
are interviewing. In general, you should mention major duties to like and minor duties to dislike.

17. What frustrates you about your job?
If you feel strongly about a particular frustration, give concrete examples when answering this question.
Describe the situation causing the frustration, and how you deal with it.
18. Why would you like to work for us?
This is your opportunity to describe what you know about the organization. You should mention positive
points that you have discovered on your own, as well as some mentioned by the interviewer. You might
mention that the job is a factor in your wanting to work for the company.

                                                  Page 73
19. What are some of the characteristics you like or dislike about a supervisor?
List all the qualities you truly like and dislike in a supervisor and then select those that are the most
appropriate. Concentrate on strengths rather than weaknesses. You might answer by saying you prefer a
supervisor who is fair, open-minded and has high integrity.

20. Tell me about your experience in school.
Be prepared to talk about the courses you liked most (and least), how your schooling prepared you for this
job, what kind of grades you had, and your major. It is important to describe how your overall high
school/college experience has prepared you for work. You can also describe the skills and experience that
you have gained in extracurricular activities and internships. 7

                                                  Page 74
Job Search Worksheet 1—Interview Questions to Practice
Student Name: _____________________________
Directions: The following are some typical questions you might be asked in a job interview. The whole idea of an
interview is to talk about your positive traits. Don’t worry if you don’t have much job experience. You can simply
tie in the answers to experiences at home or school. Employers want to know how you handle problems and if
you are a team player. Read the following answers carefully and adapt them to your particular situation.
Practice, practice, practice!

1. Question: Tell me about yourself.

Typical answer: I was born in Minneapolis, but we moved to Chicago when I was four. I have a dog and like to
(This is one of the most asked questions! Expect it, and plan for it! In fact, you should have a 15-second
“commercial” ready to “wow” the interviewer! The answer above doesn’t tell the employer anything about you
that relates to the job. You want to use every opportunity to show that you are a smart, hard-working potential
Better Answer: Last year in school, I played on the basketball and soccer team. It kept me busy, but I learned to
manage my time. I’m also involved in volunteering with my brother’s Boy Scout troop. That’s been a great
experience in learning how to work as a team with other leaders plus plan activities.
See what you’ve just done? You’ve shown the employer you are involved in positive activities, work as a
volunteer and know the importance of teamwork. Who wouldn’t want to hire you?

2. Question: How would your teachers describe you?

Average answer: Oh, I guess they’d say I was an OK student.
Better answer: My teachers would tell you I work hard to get my assignments in on time and I’m not afraid to
ask for help if I need it. They’d also tell you I try to be friendly to shy kids in my class.

3. Question: Why should I hire you over the other eight students waiting to be interviewed?

Average answer: I really need the money to buy a new CD player and my mom said I have to do something
constructive this summer.
Better answer: I’m a reliable person. I’ll arrive to work on time and do the best I can on the job. I’ve done
volunteer work, but now I’d like to gain actual work experience. If you hire me, you’ll get someone who isn’t
afraid to learn.

4. Question: Tell me about a time you had a problem and how you solved it.

Average answer: My parents and I don’t always get along. I usually yell and then go to my room for a few hours.
Better answer: There was a boy at school that really bothered me. He bumped into me and would slam my
locker shut when he walked by. He’d also say sarcastic things to me. I talked to a teacher about it and she
offered to be a mediator. She brought both of us into her class and basically let me tell the boy I wanted him to
stop being a bully. I confronted him in a strong way. The situation is much better now.

                                                    Page 75
5. Question: What do you like best about school?

Average answer: I really like hanging out with my friends.
Better answer: I especially like working on projects together with my friends. I was just in charge of decorating
for our school dance. I organized my friends, and we worked together to set up the gym with a jungle theme. I
also like participating in school events like sports teams and student government.

YOUR TURN! Try to answer every question with a positive answer. Demonstrate that you are an honest,
hardworking person. No “average answers” allowed!

6. Question: Why do you want this job?

Your Better Answer:
________________ ____________________________________________________________________

7. Question: What are your greatest strengths? Your greatest weaknesses?

Your Better Answer:
________________ ____________________________________________________________________
8. Question: Where do you see yourself in 10 or 15 years?

Your Better Answer:
________________ ____________________________________________________________________
_______________________________________________________________________ _____________

                                                     Page 76
9. Question: Imagine you made a major mistake on the job. What would you do to fix it?

Your Better Answer:
________________ _______________________________________________________________________

10. Question: What are your career goals?

Your Better Answer:
________________ ________________________________________________________________________

                                                  Page 77
                                                 Brian Johnson
                                            11223 45th Avenue South
                                                  City, ST 00000
               To be selected for the Presidential Scholarship from Ohio State University.
                                            Volunteer Service
Sunday School Teacher, River of Hope Church, September 2008-Present

    • Effectively taught 4th graders the Sunday school curriculum

• Designed individualized lessons to go with each month’s theme

                                   • Developed relationships with all students

                           Food Drive, Northland Rescue Mission, November 2009

    • Organized school-wide food drive sponsored by National Honor Society

    • Solved logistic problems of food collection and distribution

    • Collected and donated over 10,000 food items

                  Lawn Care & Snow Removal, Elderly Neighbors, May 2006-August 2009

                 • Provided free lawn care and snow removal services to next door neighbors

• Initiated contact with neighbors to establish service

• Maintained high quality lawn care and snow removal services

Activities & Community Involvement
National Honor Society 2009-Present
Mayor’s Youth Commission 2008-Present
Marching Band 2007-Present
Tennis 2005-Present
Awards & Recognitions
Elected President of National Honor Society 2009-2010
Voted “Hardest Worker” by tennis team May 2009
Received “Respectful Award” from principal April 2009
Elected Vice President of Youth Commission 2008-2009
Small Group Leader in youth group 2008-2009
Central High School, City, ST
Anticipated graduation date: May 2011

3.8 grade point average

                                                    Page 78
                                         Jordan Davis
                                           4549 Meadow Lane
                                          City, ST 00000-0000
                                            (000) 000-0000
To receive a degree from the Automotive Technology Institute.

• Reconstructed engine on 1959 Ford Mustang

• Received diagnostic specialist training

• Competent in carburetor repair


• Proficient in Microsoft Office Suite

• Competent internet-based researcher, familiar with multiple search engines

• Successfully rebuilt four computers


• Middle child, great at conflict resolution

• Chosen as team presenter for Auto Skills USA competition

• Responsive to problems and able to communicate solutions

Hobbies & Interests
Repairing and rebuilding classic cars, auto-racing, tinkering with computers, small electronics, and
video equipment
Goodness High School, City, ST
Anticipated Graduation Date: May 2011
Relevant Courses Completed

• Automotive Technology I

• Automotive Technology II

• Microsoft Applications

• Speech Communications

                                                Page 79
1234 States Avenue ~ City, ST 00000 ~ 000-000-0000
A motivated high school student with skills and abilities necessary to succeed in any employment situation. Experienced with
computers, customer service, and sales. Honest, dependable and willing to accept responsibility and take on new challenges.
Ability to get along with others and work as a team player.

Communication Skills
♦ Experienced with providing friendly customer service in a fast-paced environment
♦ Participated in debate for two years and won a first-place award in persuasive speaking
♦ Served as a team member on prom and yearbook committees

Computer Skills
♦ Experienced with operating computers, Microsoft Office Specialist certified
♦ Set up personal web page and assisted other businesses and individuals with web design
♦ Achieved an “A” in Computer Applications course

Organizational Skills
♦ Helped organize a food drive to benefit a Hunger Project
♦ Served as chapter president for Future Business Leaders of America
♦ Received perfect attendance award

Work Experience
Clerk, The Gap, City, ST June 2006-present
♦ Responsible for selling merchandise, running cash register, opening and closing store
♦ Achieved over $6,000 in sales during the summer working part-time

Crew Member, Hardees, City, ST March 2005-May 2006
♦ Worked as part of a team to provide quality customer service
♦ Trained in all areas of the restaurant and received two raises based on performance

Volunteer Experience
Meals on Wheels, Fordville Humane Society, Senior Citizen Center, church activities
Volleyball, Future Business Leaders of America, National Technical Honor Society, Band, Drama, Hiking
Fordville Central High School, City, ST
Anticipated Graduation Date: May 2011
Elective Coursework: Microsoft Computer Applications, Accounting, Web Design 7
Achieved “B” Honor Roll, Freshman-Sophomore years

                                                         Page 80
Sandy K. Miller
7289 Plains Drive
City, ST 00000-0000
(000) 000-0000
Summary of Qualifications

• Strong leadership skills, responsible, dependable
• Hard working, reliable, flexible
• Precise, follows instructions, organized, and gets along with others easily

Volunteer Experience
• Carved Pumpkins for Valley Memorial Homes, October 2007, 2008, 2009
• Collected cans for the Food Cupboard as FBLA Chapter Project, 2009
• Organized selling of Daffodils for the American Cancer Society through NHS, Spring 2008-2010

Extracurricular Activities

• National Honor Society (NHS) 2008-present
• Renaissance Club 2008-present
• Future Business Leaders of America (FBLA) 2007-present
• Yearbook Committee 2007-present
• Distributive Educators Club of America (DECA) 2007-present
 Elected chapter president of DECA, 2009
 Took 1st place in International Business Plan for State DECA Competition, Spring 2010
 Took 2nd place in the Free Enterprise System for State DECA Competition, Spring 2010
Volleyball 2005-present
 Lettered in Volleyball, 2009-2010
 Awarded Most Valuable Player, Volleyball 2009

Academic Achievements

• 4.0 cumulative GPA
• Achieved “A” Honor Roll, 2007-present
• Certified Microsoft Office Specialist: Word, Excel, PowerPoint
• Studied in Spain through Foreign Student Exchange Program, 2008

Central High School, City, ST
Expected Graduation Date: May 2011

                                                    Page 81
Angela Rodriquez
1515 36th Street South (000)000-0000
City, ST 00000 Angela.Rodriquez@email.com
To obtain an intern position with a veterinarian, learning the roles and responsibilities of a
veterinary technologist.
Farm Worker, City, ST Summers 2008-2009

   • Acquired experience in raising and caring for cattle, hogs, rabbits, ducks, chickens, and

• Administered vaccinations.

Veterinary Assistant, Animal World, City, ST January – May 2009

• Learned about veterinary medicine dealing with anesthetic, prescription drugs, and
heartworm testing.

• Observed spray and neuter surgeries, along with other various surgeries performed on cats
and dogs.

• Scheduled appointments, cleaned facilities, and maintained accurate records.

Crew Member, Burger King, City, ST October 2007- May 2008

• Accurately placed customers’ orders and operated till.

• Assembled food orders for customers in timely fashion.

• Consistently built sandwiches according to quality control standards.

Central High School, City, ST
Anticipated Graduation: May 2011
Related Classes: Physical Science, Honors Biology, Health, Medical Careers
Achievements: “A” Honor Roll, five semesters
Accepted into National Honor Society (NHS)
Accepted into National Technical Honor Society (NTHS)
Awarded “Kindness Award” by administration and staff
School Activities: Photographer for school newspaper
Administrator of yearly school-wide blood drive
President of French Club
Participant in band and choir
Member of Yearbook Committee

What is a resume?

                                              Page 82
A resume is a living, changing document that summarizes your skills, qualifications, education, work history and
other relevant information. Each resume should be customized to fit the job you are applying for.
How can a resume be used?
A resume can be used to…

•   market yourself.
•   get you an interview (but it is the interview that gets you the job).
•   apply for jobs.
•   apply to colleges, clubs, organizations, or for scholarships.
•   assist you in filling out job applications, and/or attach to applications.
•   network with other people.
•   assist your references.
   give teachers/counselors information about you when writing letters of recommendation.

Resume Tips:

• Use standard 8.5” x 11” paper
• Avoid fancy type or difficult-to-read styles
• Bold, underline, or capitalize headings
• Double space between sections
• Single space within sections
• Copy or print on quality resume paper

Content Formatting

• Keep it simple and clean
• Limit your resume to one page
• Use action verbs
• Stress skills and accomplishments
• Be honest and don’t exaggerate
• Be specific and accurate
• Put information in order of interest to your targeted reader
• Use key words to “speak” reader’s language
• Be positive and enthusiastic
• Have someone proofread and critiques your resume

All resumes should be targeted, meaning they are written to an employer’s specific needs.
Things to Avoid

o Don’t use “I,” “he/she,” “we,” “us,” etc.
o Don’t write in sentences
o Don’t list personal references
o Don’t include personal information (marital status, religion, appearance, etc)
• Don’t mention salary or wage

High School Students Need a Resume, Too!
As a high school student, you may think that you don't need a resume until you are about to graduate from college
and begin your search for a full-time job. However, high school students need resumes just as much as college
students do. From getting into college to obtaining a part-time job, a resume is essential because college recruiters
and employers alike want to see a brief summary of your abilities, education, and experiences.
[Taken from: http://www.ecampustours.com/collegeplanning/applyingforcollege/highschoolresume.htm]

                                                       Page 83
Five Tips for Better Resume Writing
1) Avoid the first person pronoun
Instead of this:
I increased sales because I gave customers a chance to try out the merchandise.
Write this:
Increased sales by giving customers a chance to try out merchandise.
2) Keep your sentences short and don't worry about fragments
Resumes call for short, crisp statements. These statements do not necessarily have to be complete sentences; you
can frequently leave out the articles a, an, and the.
Instead of this:
I was involved in the creation and implementation of statistical reports for a large metropolitan hospital, which
required the use of spreadsheet software for cost analysis and, in addition, the creation of a database to track
patient visits.
Write this:
Created and implemented statistical reports for large metropolitan hospital. Analyzed costs with spreadsheet
software. Created database to track patient visits.
                                               Or try a bulleted format:

• Created and implemented statistical reports for large metropolitan hospital.
• Analyzed costs with spreadsheet software.
• Created database to track patient visits.

3) Use plain English
Keep things simple. Go easy on the adjectives. Don’t use a bulky phrase that can just as easily be expressed in a
single word. See the examples in the table below.
Using Plain English
Bulky Phrase                  Better
Effected the solution of      Solved
Engaged in the operation of Operated
Offered assistance in the     Helped facilitate
facilitation of

                                                      Page 84
                               Chapter Eight: Careers in Film
                             What can we learn from the movies?
At a glance
                                                                              Teacher Resources
                  In this Chapter. . .                http://ghsbaker.wikispaces.com/freshman+seminar
          Analysis of film                           Guest Speakers:
                                                      The importance of knowing what you want to do
Use “The Rookie,” “Megamind,” or “Kung Fu             Difference between a dream and a career
   - Feel free to insert your own choice of
        film here.
               Student Activities                                                 Reminders
         Pros and Cons Sheet                         The next chapter will require lab time. Don’t forget
                                                      to go ahead and schedule it!
Lesson Plans:

After viewing the movie, fill out the attached sheet. Use this to have a class discussion.

Name: _______________________________________                  Date: __________________________

                                                       Page 85
1. What was the character’s dream job?

2. What sort of duties would someone with this job have to do?

3. What was the character’s actual job?

4. What sort of duties would someone with this job have to do?

5. What is your dream job?

6. What would you do at this job?

7. What is your back up job?

8. What would you do at this job?

9. Analyze the two jobs you listed. Is there any overlap of the duties/job requirements? What is it?

10. Complete a Pros/Cons list for each job.

Dream Job Pros           Dream Job Cons           Back up job pros         Back up job cons

Circle three items that you consider the determining factor for having a job that you enjoy.

“Choose a job you love, and you will never have to work a day in your life.”-Confucius

What does this quote mean to you? Which job do you think you will love?

                           Chapter Nine: Career Research

                                                 Page 86
At a glance
                                                                      Teacher Resources
               In this Chapter. . .              http://ghsbaker.wikispaces.com/freshman+seminar
       Career Research                          Guest Speaker Topics:
       Preparing for the Career Fair

                 Student Activities                                       Reminders
               Do what you are                  Go to the professional center and log in for the
               Guest Speaker persuasive essay
                                                 lesson plans. They begin on page 8 of 10.
               I want to be essay
Lesson Plans:

Complete the Do what you are worksheet.

Guest Speaker Persuasive Essay:
Lesson: Guest Speaker Persuasive Essays
[In order to practice persuasive essay writing (district writing assessment) and also give the students
choices of guest speakers, they will write persuasive essays to their teacher requesting a specific guest
speaker. The students do not have to ask for a certain person, but they can request a speaker from a
certain career field (i.e. lawyer, doctor, professional athlete). This also gives the teacher many options as
to the variety of guest speakers to obtain. This can be incentive-based (for example, the best persuasive
essay “wins,” and that students gets his/her request).]

Objective: Students will practice their persuasive essay writing skills, while attempting to convince their
teacher to find their choice of guest speaker. (And see above)

Materials: Notebook paper, Pens/Pencils, Red pens (optional)

Necessary Vocabulary:
Persuasion = Presentation of ideas to compel some action
Compelling = Convincing
Thesis = That which the author wants the reader to accept as true or reasonable
Concession = Acknowledging an opponent’s reasonable arguments
Logos = Appeal to reason
Pathos = Appeal to emotions

   - Students write a five-paragraph persuasive essay (Intro, 3 Body Paragraphs, Conclusion) trying
        to convince their teacher to get a guest speaker from a certain career field.
   - Students trade essays with a partner.
   - Students edit each other’s essays with red pens (optional).
   - Students trade essays for a second time.
   - Students edit each other’s essays with red pens (optional).
   - Teacher collects essays and decides on a “winner.”
Resources (Any Sample Five-Paragraph Essay Outline, Persuasive Essay Guides, Opportunity to work
with English teachers on Cross-Curricular Unit):
   - http://www.studygs.net/fiveparag.htm
   - http://grammar.ccc.commnet.edu/grammar/five_par.htm

                                                  Page 87
  Have students complete the Career Research section of the website. This will take several days.
  Plan on being in the lab for 3-5 days.

  Creative Activity: Have students create a job poster that contains important info: i.e. job title, duties,
  educational requirements, pay, related careers, and two images that pertain to the job.
  In honor of the career fair, it would not hurt to post these in the freshman hallways to promote
  interest in various jobs.

  Thank you note activity: To be completed after the Career Fair. Follow the directions on student

  I do/don’t want to be a teacher essay….



                                                 Page 88
Personality Type:





Blind spots:




Satisfying Career Characteristics:




Personal Learning Style




Negotiating Style Strengths:




Negotiating Style Blind Spots:




Did any of these answers from the survey surprise you? Why or why not?

What did you learn about yourself that you do not realize before taking this assessment?

                                           Page 89
     Choose one career from each of these clusters which interests you.

Communications    Community       Education      Engineering     Human           Agricultural   The Arts        Environment
and Media         Services,       and Training                   Services        & Natural
                  Hospitality &                                                  Resources

Health Services   Science &       Computer       Government      Manufacturing   Military and   Sports and      Marketing and
                  Scientific      Science        and Law         And Building    Protective     Entertainment   Sales
                  Research        and                                            Services

     Which career would you like to explore? Choose one of the careers you listed in the above

     What are 3 important skills           1.
     needed for this career:


                                                               Page 90
What are 3 important        1.
abilities needed for this
career:                     2.


What are 3 important        1.
knowledge areas?


Name: ______________________________

Future Profession: ___________________________

             I Want To Be A/An ____________________________ Because…

                                          Page 91
Areas to Consider:

   -   Salary
   -   Hours
   -   Benefits
   -   Work Conditions
   -   Necessary Education
   -   Area of Specialty
   -   Rewards / Drawbacks
   -   Necessary Skills
   -   Etc.

Reason #1 = ___________________________________

Reason #2 = ___________________________________

Reason #3 = ___________________________________

Reason #4 = ___________________________________

Reason #5 = ___________________________________


Title: _________________________________________________________________________


                                        Page 92




Writing Thank You Notes
Part I (10 min): Read the article below and answer the questions after.

Give Thanks, Get Hired
by Kevin Donlin on May 6, 2010

                                         Page 93
One day in September 1996, I was talking to Steve, my manager.
We had just interviewed a woman for a writing job. Discussing how we ourselves had been hired, I
mentioned that I had mailed a thank-you note to the manager who interviewed me. “So did I,” replied
Steve. And we were both hired. Wasn’t that a coincidence?
The next day, we received a thank-you note from Leitha, the woman we interviewed. We hired Leitha.
Coincidence? I think not.
Because, according to the American psychologist William James: “The deepest principle in human
nature is the craving to be appreciated.”
When you thank someone, be it an employer after an interview or a friend who gave you a job lead, you
help satisfy their need to be appreciated, which can propel you faster toward employment.
And it all starts with two words: Thank you.
Here’s the kicker: In my experience counseling job seekers since 1996, I have never met anyone who
faithfully mailed thank-you notes and struggled to find a job. That’s how powerful thank-you notes are.

ACT-style Comprehension Questions:
1) Steve, Leitha, & the author (Kevin) all got hired. All of them also wrote thank-you notes. Which of
   the following is the best conclusion we can draw from facts given the rest of the article?
       a. The job required them to write thank-you notes, and they showed they were skilled at it.
       b. They were applying for writing jobs, and thank-you notes were the best way to give the
           employer a writing sample; other applicants may have written poems which weren’t as good.
       c. Their thank-you notes influenced the people who were hiring them, even though they were
           not the main reason they got hired.
       d. They all had a passion for thank-you notes, which had nothing to do with getting hired.

2) What does this article suggest about why you 3) So why might we write thank you notes for the
   should write thank you notes?                    Career Fair?
   a. Everyone likes being appreciated, so thanking a. The employers at the Career Fair gave up their
      people makes them feel good.                     time, and we appreciate them.
   b.Thank you notes guarantee you will get hired.  b.We want jobs from the employers at the Fair.
   c. Companies expect you to write them thank      c. They will expect thank-you notes.
      you notes after any kind of interview.        d.We need to prove that we are nice people.
   d.Good people write thank-you notes.

4) What do you think companies will remember or think about our high school and our students
   after getting a thank-you note?

                                                Page 94
Part II (10 min): Brainstorming - What do I write?
       Writing a thank-you note can be scary if you don't have a plan. Many a person has
sat and just stared at the blank paper, wondering what to write. Worse than that is the
B-O-R-I-N-G thank-you note.

           Instead, take 5 minutes before you start to think of things to say.
          You will write about the company you talked to in Interview #2.
               Fill in the bubbles below about that specific company.

                                         Page 95
  Think back to the Career Fair and how you felt at it and after it …
           Now, put yourself in the professional’s shoes

What did you like?                                    Why do you think they did this?

           What did you learn?              What do you think they gave up to
                                                         do this?

What was helpful?                                         Did they have any special
                                                       insight/experience that helped

             What was fun?                    What did you like most about

                                 Page 96
                          Part III (15 min): Writing a Draft
Now we can start writing! Always start by getting your thoughts down on a piece
of scratch paper first, like this one.
Step 1: Greeting
Write “Dear Mr./Mrs. (first name)          (last name) ,”
      EXAMPLE: “Dear Mr. Michael Steele,”
Your Turn:

Step 2: Grabber Sentence(s)
Start by writing 1-2 sentences to thank them for what they gave - their time,
advice, expertise, etc. Look at the right side of your brainstorm page for ideas.
After he/she feels appreciated for what they did, of course it will grab their
attention and they will want to see what else you have to say! Make sure to
mention their company here.
      EXAMPLE: Thank you for taking time out of you schedule at Deloitte &
      Touche to let me see what the life of a finance analyst looks like You
      communicated so clearly! I really appreciate you wanting to help high
      school students like me.
Your Turn:


Step 3: Definer Sentence(s)
Now, write 1-2 sentences thanking them for specific things you learned or liked.
Look at the left side of your brainstorm page for details that show you were
listening closely.
      EXAMPLE: Thanks for helping me learn that companies don’t always do
      their own finances. I think I would like to work with lots of different
      companies, like you talked about. In any case, I really had fun doing the
      video conference!
Your Turn:

                                      Page 97

Step 4: Concluder Sentence(s)
Wrap up your letter by thanking the interviewer again in a different way.
      EXAMPLE: Again, I really appreciate your time and advice as I think about
      careers in business.
Your Turn:

Part IV (25 min): Publishing Your Nice Copy


Read the four parts of your letter without any pauses to a partner and get their
    Is there anything they think you should change?
    Is everything appropriate? (Nothing personal, about money, or incorrect?)
    Does your grammar and vocabulary use sound correct?

Then fix anything your partner suggested. Have them sign below that you have
done so:


NOW you’re ready to write your nice copy.

   1) Get the card paper from the teacher and fold it over to make a card.

   2) On the front of the card, write “Thank You” or your high school name in
      nice letters. Feel free to color it using colored pencils, or add a nice, simple
      drawing or decoration.

   3) Inside, write the text of your thank you note in blue or black pen. If you run
      out of room, you may write on the back.

                                       Page 98
  4) When you finish, write “Best Regards” or “Sincerely” and sign your name

  5) Make sure that both the professional employee’s name and the company
     name are somewhere on the card; if not, write them in pencil on the very
     back of the card.

When you finish, try to help someone else – remember, all these thank-you notes
                       make us all look good as a school.

                                    Page 99
                     ESSAY: I Want (Don’t Want) To Be A Teacher Because…

Write an essay in which you outline five (5) reasons why you do (don’t) want to become a

Areas to Consider:

   -   Salary
   -   Hours
   -   Benefits
   -   Work Conditions
   -   Necessary Education
   -   Area of Specialty
   -   Rewards / Drawbacks
   -   Necessary Skills


(Teachers can feel free to use this example. However, I believe it would be beneficial if they
took 30 minutes to write their own example. I believe this would be helpful for multiple reasons.
First, they can explore their own reasoning for wanting to become a teacher in the first place.
Secondly, they can connect with their students. Finally, it is always useful to do the assignments
that you expect your students to do.)

I want to become a teacher for the following five reasons: salary, rewards, necessary skills, area
of specialty, and hours.

        Many people complain about the fact that teachers are underpaid. Could teachers be paid
more? Yes. Should teachers be paid more? Absolutely. However, it is entirely possible to make a
good living as a teacher. Teachers, especially in public schools, are rewarded for extra efforts
such as additional education (Master’s and Ph.D. degrees), lead teacher stipends, coaching
stipends, and so forth. In addition, the salary is consistent, and it is enough to fulfill basic needs.
I am not someone who needs a life of luxury. I want to be comfortable and happy, and I think
that I could do that on a teacher’s salary.

         A major advantage of being a teacher is the rewards. Luckily, I am not someone who
needs instant gratification, someone who needs to see instant results. I have heard that oftentimes
in the teaching profession you do not see the changes that you have made. Teaching is a noble
and honorable profession in which you can (and do) change lives. We have all had teachers who
have had profound impacts on our lives, and I want to be one of those teachers. The ability to
change one life, to make one life easier, is the reward of being a teacher. As Ralph Waldo
Emerson said, “success is…to know even one life has breathed easier because you lived.” My
definition of success is based on the lives that I impact, the lives of children.

                                              Page 100
        Another reason why I want to become a teacher is the necessary skills. One such “skill”
is the desire and ability to work with children. It is my belief that those who work with children
have the ability to stay young (at heart, at least). Not only do I have the skills necessary to
connect and communicate with children, but I also really want to do so. No matter how much
education or training that you give someone, you cannot give someone a desire the work with
children on a daily basis. That desire comes from within each person. Since I started working
with children at a young age, I realized that I had a desire and a gift to do so. In my opinion, this
also means that I have a responsibility to do so.

        Every teacher needs an area of specialty, and mine is the area of the French language and
culture. I am so passionate about this specific specialty area that I want to pass on this passion to
others. I hope to have the opportunity to take a group of students abroad. In my opinion,
traveling and living in a foreign country is the key to developing cultural understanding and
appreciation. I was blessed with the ability to study abroad in a foreign country during country,
and I want to pass along the lessons that I learned and ideally an opportunity for others to follow
in my footsteps. I have the skill set and the desire to become a French teacher thanks to my high
school French teacher, and I would like to continue to impact a new generation of French

        The final reason why I want to become a teacher is the hours. The schedule of a teacher is
ideal for the lifestyle that I would like to have. I put a high priority on family. I want to have a
wife and kids, and I want to make sure that I am able to spend time with them. The great thing
about being a teacher is the amount and the duration of breaks. My father was a teacher (before
he retired), and I was able to experience these advantages every summer. While the doctors and
lawyers were busy working, my father was able to accompany me on vacations, baseball trips,
and college visits. I will always be thankful for the role of my father in my life, and I look
forward to having that role in my child’s life. I believe that the lifestyle of a teacher is conducive
to the family values that I hold dear.

These are the five reasons why I want to become a teacher.

                                              Page 101
                  Chapter Ten: How can I pass my exams?
At a glance
                                                                     Teacher Resources
          In this Chapter. . .               http://ghsbaker.wikispaces.com/freshman+seminar
     Test Taking Tips                       VISIT THIS WEBSITE:
            Student Activities                                           Reminders

Lesson Plans:

Go to www.testtakingtips.com. Put students in groups of 4-6 people. Assign each group a category: Test taking
tips, reducing test anxiety, and cramming for a test. Have each group prepare a lesson and teach the rest of
the class how to take different kinds of tests, mentally prepare for exams, and how to properly cram for a

This is a great time to review the proper way to conduct yourself when speaking in public.

                                                  Page 102


                        Classmate BINGO

Find a classmate who…

                            Page 103
Was born in a      Loves math          Has five or      Has braces       Is a huge
different state                       more siblings                     Miley Cyrus

 Plays a sport     Has been to        Is left-handed   Has been on       Is a huge
for the school      the ocean                           TV before       Justin Bieber

Has a summer      Knows where           Did all of       Has been       Owns a pet
  birthday          he/she is            his/her        snow skiing      goldfish
                    going to            summer
                    college             reading

  Is an only      Would sing a        Knows how to     Enjoys school   Eats breakfast
     child        song in front         “dougie”                       every morning
                  of the entire

  Wears a         Still sleeps with   Can do more      Prefers apple     Knows the
digital watch          a stuffed        than 25          pie over      rules to chess
                        animal          pushups         chocolate

Directions: (1) Ask each student in the class two (2) questions.
           (2) When the student responds, write his/her name in the appropriate boxes
              (one time for a food item, one time for a drink item).
           (3) At the end of the time, write your name in the appropriate boxes

                        Partner Activity #3: Classroom Rules

                                         Page 104
This Freshman Seminar class should be a joint venture between teacher and students in which we
all learn about ourselves and others. In order to promote and maintain a healthy classroom
environment, it is necessary to have some rules. At the end of the day, the teacher has the final
say over which rules are instituted and implemented; however, students perform best when their
voices are heard. This is your chance. This is your time.

Meet with your partner to discuss which rules you would like to see in your Freshman Seminar
classroom. Be specific.

List five of your best ideas below.

1. In this class… ________________________________________________________________

2. In this class… ________________________________________________________________

3. In this class… ________________________________________________________________

4. In this class… ________________________________________________________________

5. In this class… ________________________________________________________________

                                                                  August 21, 2011
                                                                  (Date TBA)

                                            Page 105
Dear __________________________ (Me),

I want you to remember how you felt when you entered high school.
I was…

This year, I want to accomplish three things…
(1, 2, 3)

By the end of my freshman year, I know I will…

I will consider myself successful when I…

The main thing that I need to work on this year is…


                          HOMEWORK: Teacher BINGO

Find a teacher who… (Get a signature)

                                     Page 106
 Was born in a     Speaks another       Played a sport in   Plays a musical   Knows all of the
 different state      language              college           instrument       words to the
                                                                              national anthem

Has a Master’s      Is left-handed      Had another job     Prefers vanilla    Drives a truck
   degree                               before becoming     ice cream over
                                           a teacher           chocolate

Has more than        Knows how             Is a coach        Has lived in a    Has taught for
 four siblings      many Scrabble                           foreign country    over 20 years
                     points a K is

 Has multiple         Took karate       Knows William       Has longer hair    Likes to cook
   children        lessons as a child   Shakespeare’s        than you do

  Owns a pet         Can say the        Is an Eagle Scout   Has read all of   Is a vegetarian
other than a dog      alphabet                               Moby Dick
    or a cat         backwards

                                        Team Coloring

                                            Page 107
Objective: For each person to contribute to a group project and for the group to work together as
a team.

Group Size: 4-8 participants

Challenge: Each group member takes a marker. Each group member MUST choose a different
color. You must decide on colors before deciding what to draw. Once a color is chosen, it cannot
be changed. The group must now create a picture, using ALL of the colors. Each person may use
ONLY his/her color. No trading or sharing is allowed. The picture must be as realistic as

Discussion Questions (to be done after the picture is completed):
1.   Was this a difficult task for your group? If so, why was it difficult?

2.   How did you work as a group to complete the picture?
     Describe the process.

3.   Is everyone in the group happy with the picture that was created?

4.   Is it easier to do things by yourself or with others?

5.   Why is it important to be able to work with others as a member of a team?

                          Partner Activity 1: What Annoys You?

                                             Page 108
In a classroom of 30-35 students, you will notice that all of the students are different. Each of
you has your own unique personality with strengths and weaknesses. In high school, much like
in life, you will always be asked to work in groups. You will rarely, if ever, get to choose your
group, your partner, or your co-worker. Before working with others, it is very helpful to know
what you have in common. You have heard the expression, “Don’t judge a book by its cover.”
When you actually start asking real questions, you may find that we all have more in common
than you would think.

First and foremost, let’s examine what types of personality traits, strengths, weaknesses, likes,
and dislikes we have in common. Choose a partner (or find the partner that your teacher has
chosen for you). Ask each other questions, and talk until you have found five things you have in
common. [Try to find deep similarities rather than “We both like the color red.”]

Activity #1: What similarities do you and your partner share?
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

Now, let’s see what our differences are. Sometimes it is helpful to be honest about the things that
really “push our buttons.” Whether we admit it or not, we all have little things (or big things) that
annoy us. Please share at least five things with your partner that annoy you, and write down your
partner’s answers below.

Activity #2: What annoys your partner?
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

                Partner Activity #2: What Makes You (Un)comfortable?

                                             Page 109
Reflection #1: Have you ever had someone hurt your feelings? Of course you have. We all have.
What exactly does it take to hurt your feelings?

Reflection #2: What can a group member, classmate, or partner say to make you feel
comfortable? List 10 things that someone could say to “build you up.”
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
6. ____________________________________________________________________________
7. ____________________________________________________________________________
8. ____________________________________________________________________________
9. ____________________________________________________________________________
10. ___________________________________________________________________________

                                          Page 110

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