National Career Development Week R≥ = Rickards Raiders are by izj82566

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									                     National Career Development Week
                         R³ = Rickards Raiders are Reading.




                              November 17, 2008- November 21, 2008

Focus: Comprehension, Subtopic: Future After High School
Note: All articles should be read aloud.
Source: Florida’s Trend’s Next (Versiones en espanol en linea: www.
FloridaNext.com/TeachersLounge).

Monday                        “Find the Leader in You” by Ashley Cisneros, p. 12-13
                                1. Post the word leader on the board (chart) etc. Allow students to
                                   brainstorm the characteristics of a leader and its definition.
                                   Record some of these answers on the board. (5 mins)
                                2. Read Aloud- “Find the Leader in You” (10 mins)
                                3. The class should review and record Ashley’s ideas for
                                   developing leadership skills: (5 minutes).
*Target vocabulary: leader, intricacies, decipher (write on board, post to word wall, describe
(define) prior to reading.)

Tuesday                       9th Classrooms- “What I Wish I’d Known in 9th Grade” p.16
                              10th Classrooms- “Real Jobs Real Young People” p. 64
                              11th & 12th Classrooms- “Will Work For Wheels” p. 34
                                  See attached handout by grade level.

Wednesday-Friday “Job Interviews Revealed” pg. 54-55 and “Resume Clinic” p. 65




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Tuesday, November 18, 2008                 Reading Block Activity

9th Classrooms- “What I Wish I’d Known in 9th Grade” p.16

   1. Pre-Reading: Write one thing you now know about ninth grade that you did not at the
      beginning of the school year (write in complete sentences). List a few of these on the
      board (5 minutes).

   2. During Reading: Read Aloud (may prompt discussion). (10 minutes)

   3. Post Reading: After reading “What I Wish I’d Known in 9th Grade” what could you do
      to improve your high school experience? (level 6) (5minutes)

   4. Share if time permits.


10th Classrooms- “Real Jobs Real Young People” p. 64

       1. Pre-Reading: Define and describe “job shadowing”.
       2. Read (aloud): Job Shadowing (5 minutes)
       3. During Reading: Read “Real Jobs Real Young People” (may prompt discussion). (10
          minutes)
       4. Post Reading: In complete sentences, discuss the job or career path you will choose
          after graduation. List a few of these on the board (5 minutes).(Level 6)
       5. Share if time permits.

11th & 12th Classrooms- “Will Work For Wheels” p. 34
       1. Pre-reading: Define and Describe- responsibility and compromise
       2. Ask: How many students by show of hands have cars, how many students by show of
            hands would like to have a car soon, and how many students are working towards
            getting a car. (5 minutes)
       3. Read Aloud (note Francesca Hill’s story and the entire title “Will Work for Wheels:
            How to Ask Your Parents for a Car” (10 minutes).
       4. Post Reading: After reading “Will Work for Wheels: How to Ask Your Parents for a
          Car”, (Teacher should complete the following using a question stem from revised
          Blooms Level 5).




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Wednesday-Friday (November 19-21)

                “Job Interviews Revealed pg. 54-55 and “Resume Clinic” p. 65
                                 Wednesday, Thursday, Friday
Pre-Reading (Front Loading)
   1. Writing Topic: Why are job interviews important? You may want to ask how many
      students have been on a job interview and allow them to share a synopsis of their
      experience.
          a. Write a few of these answers on the board and allow discussion.
During Reading (Reading)
          b. Read Aloud- “Job Interviews Revealed”
          c. Read Aloud- “More Tips”
          d. Read Aloud- “Hot Jobs”
                   i. Review and discuss: “Need Some Inspiration”
              Allow students to make text connections while reading.
              Connecting to the text means they are able to relate to it. There are various types
              of text connections:
              Text to Text- may remind them of something else they have read.
              Text to Self- may remind them of a personal experience or that of someone else.
              Text to World- may remind them of world issue (economy, job shortages,
              increased tuition, a movie, a television show, world event).
Post Reading Resume Clinic p. 65
      1. Target Vocabulary: define and describe resume
      2. Review “Resume Basics”:
      3. Read Resume Clinic
      4. Activity: Assist students in completing a brief resume (real or fiction). The purpose is
          to get students thinking about the future.

Sample (answers will vary):
                                         Janet Thomas
                                       3013 Jim Lee Road
                                   Tallahassee, Florida 32303
                                        (850) 488- 1783

Goal: My goal is to practice law

Education
August 2004- May 2008                        James S. Rickards High School
                                             Tallahassee, Florida
                                             Diploma
Extracurricular Activities:
2004-2008                                    James S. Rickards High School Band


Skills:                                      Answers will vary
Additional Categories may be added.
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                     R³ = Rickards Raiders are Reading.




                         November 24, 2008- November 25, 2008

Focus: Comprehension Subtopic: Future After High School
Note: All articles should be read aloud.
Source: Florida’s Trend’s Next (Versiones en espanol en linea: www.
FloridaNext.com/TeachersLounge).

Monday                  “Teach a Child to Read” by Ashley Cisneros
                          1. Discussion: Why is it important to volunteer? How does it help
                             our community? (5 minutes)
                          2. Read Aloud- “Teach a Child to Read” (10 mins)

Tuesday                 Teacher Choice (Bloom’s Taxonomy, UNRAAVEL, Vocabulary
                        strategy, Guided Reading or Teacher Read Aloud- structured activity)




Wednesday




Thursday                               HAPPY THANKSGIVING!




Friday

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